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Training Tomorrow's Leaders: Enhancing the Emotional Intelligence of Business Graduates
Journal of Education For Business
Abstract
Educational institutions have traditionally focused primarily on the importance of IQ with less attention given to other types of intelligence. Yet many reserchers are begining to argue that intrapersonal and interpersonal competencies, or emotional intelligence, may be more important for success in life than IQ. It is important, then, for business schools to consider ways to incorporare emotional intelligence skills into each student's “toolbox” for enhanced career success. This article reviews the developing literature on emotional intelligence and discusses a model for incorporating emotional intelligence into the curriculum through the use of assessment tools and experiential exercises.
... Carroll [3] comments that the EI construct lacks the comprehensive models established for conventional mental abilities and Zeidner et al. [13] echo that it is difficult to differentiate EI from multiple constructs due to the difficulty in conceptualization. The developmental psychologists find that the term "intelligence" focuses more on the "mental ability" [12] and characteristics of the person [10] without the notion of contextual influences on the individual. ...
... Educational institutions have traditionally focussed primarily on logical and linguistic intelligence, with less attention given to other types of intelligence. Yet many researchers are beginning to argue that intrapersonal and interpersonal competencies, or emotional intelligence, may be more important for success in life than logical or linguistic intelligence (Tucker, Sojka, Barone & McCarthy, 2000). In addition, studies of managerial derailment indicate a lack of emotional intelligence. ...
... Derailment is frequently attributed to personality characteristics (such as a lack of self-awareness), an inability to change, poor treatment of others and problems with interpersonal relationships. The aim of this research is to examine Emotional Intelligence competencies possessed by the youth [12]. Goleman (1995) has described EQ in terms of knowing what you are feeling and being able to manage these feelings without being swamped. ...
Emotional Intelligence Competencies amongst undergraduate university youth at a Higher
... Carroll [3] comments that the EI construct lacks the comprehensive models established for conventional mental abilities and Zeidner et al. [13] echo that it is difficult to differentiate EI from multiple constructs due to the difficulty in conceptualization. The developmental psychologists find that the term "intelligence" focuses more on the "mental ability" [12] and characteristics of the person [10] without the notion of contextual influences on the individual. ...
... Educational institutions have traditionally focussed primarily on logical and linguistic intelligence, with less attention given to other types of intelligence. Yet many researchers are beginning to argue that intrapersonal and interpersonal competencies, or emotional intelligence, may be more important for success in life than logical or linguistic intelligence (Tucker, Sojka, Barone & McCarthy, 2000). In addition, studies of managerial derailment indicate a lack of emotional intelligence. ...
... Derailment is frequently attributed to personality characteristics (such as a lack of self-awareness), an inability to change, poor treatment of others and problems with interpersonal relationships. The aim of this research is to examine Emotional Intelligence competencies possessed by the youth [12]. Goleman (1995) has described EQ in terms of knowing what you are feeling and being able to manage these feelings without being swamped. ...
Emotional Intelligence Competencies amongst undergraduate university youth at a Higher Education Institution is one of the areas less ventured upon. Gardner (1983; 1991) reported that business-related graduate programmes focused primarily on indicators of individual competence such as logical and linguistic intelligence, with less attention being given to spatial, interpersonal and naturalist forms of intelligence. Later research reported increased calls from industry to make curricula more relevant to `today's global workplace' through improved instruction in communication, leadership, as well as intrapersonal and interpersonal skills (Cherniss 1999; Doria, Rozanski and Cohen, 2003; Jaeger 2003; Myers and Tucker 2005). Lately, Daniel Goleman's research on emotional intelligence as a predictor of work performance has emerged (Goleman 1998, 2000; Weisinger, 1998) and continues to be highly influential. The traditional approach by educationists, however, has been to focus on logical and linguistic intelligence. This view have been challenged by many studies recently where researchers are beginning to argue that interpersonal and intrapersonal competencies and Emotional Intelligence (EQ) may be more important for success. Educational institutions have traditionally focussed primarily on logical and linguistic intelligence, with less attention given to other types of intelligence. Yet many researchers are beginning to argue that intrapersonal and interpersonal competencies, or emotional intelligence, may be more important for success in life than logical or linguistic intelligence (Tucker, Sojka, Barone & McCarthy, 2000). Though the concept of emotional intelligence was first introduced in organizations, its relevance made the concept an inevitable concept of consideration in the educational sector too. Developing emotional intelligence skills amongst youth is very important because it can positively affect academic achievement not only during the session they are taught, but in subsequent years as well (Elias, Brune, Butler, Blum & Schumler, 1997). According to Caruso, Mayer and Salovey (2002), emotional intelligence skills and knowledge can be developed and learned and it matters most in times of change. Emotional intelligence is an ability to recognize one„s own feeling and those of others, for motivating self as well as one„s relationship with others. Studies (e.g. Ediger, 1997; Parker, Summerfeldt, Hogan & Majeski 2004)) have shown that the acquisition of emotional intelligence skills can significantly contribute to positive thinking in students and increase their ability to concentrate for a long time. The present research was thereby undertaken with the main aim of investigating the emotional intelligence competencies by the youth. Descriptive research design was taken up with questionnaire as a tool for the present
... For the purpose of this article, in the absence of a commonly agreed definition and list of soft skills, we carried out extended research of the existing literature and gathered examples of soft skills given by fellow researchers in 62 scientific works, state official documents and industry reports (American Society for Training & Development, 2012; Andrews & Higson, 2008;Bailly & Léné, 2013;Beard et al., 2008;Brower, 2021;Brungardt, 2011;CareerBuilder, 2014;Ciappei & Cinque, 2014;Claxton et al., 2016;Cobo, 2013;Constanti & Gibbs, 2005;Crimson Research Institute, 2021;Crosbie, 2005;Cunningham & Villaseñor, 2016;De Lange et al., 2006;Deloitte, 2011;Dolce et al., 2019;Dwyer et al., 2006;Elias & Purcell, 2004;European Commission, 2012;Friedman, 2014;Goleman, 1995Goleman, , 1998Goleman & Boyatzis, 2008;Gorman, 2000;Grugulis & Vincent, 2009;Hajkowicz et al., 2016;Hankel, 2021;Heckman & Kautz, 2012;Hirsch, 2017;Horton et al., 2017;INACO -Inițiativa pentru Competitivitate, 2021; Institute for the Future, 2020; Jolly, 2012; Kavanagh & Drennan, 2008;Lehman, 2012;Lim et al., 2016;Loughry et al., 2014;Marques, 2013;Mayo, 2016;McLarty, 1998;Meeks, 2017;Miclea, 2021;Morgan, 1997;Muzio et al., 2007;Nabi, 2003;National Association of Colleges and Employers, 2016;Payton, 2017;Reeson et al., 2016;Remedios, 2012;Robles, 2012;Rose, 2013;Scottish Government, 2019;Siekmann & Fowler, 2017;Siriwardane & Durden, 2014;Ștefănescu et al., 2014;Stevens & Campion, 1999;Succi, 2019;Tucker et al., 2000;Watson Mitchell, 2008;A. Zhang, 2012;M. ...
... 1. Elias & Purcell, 2004;Friedman, 2014;Gorman, 2000;Jolly, 2012;Mayo, 2016;McLarty, 1998;Morgan, 1997;Muzio et al., 2007;Nabi, 2003 3. The importance of soft skills in education (Beard et al., 2008;Brungardt, 2011;Dwyer et al., 2006;Grugulis & Vincent, 2009;Hirsch, 2017;Horton et al., 2017;Kavanagh & Drennan, 2008;Lehman, 2012;Lim et al., 2016;Loughry, 2014;Meeks, 2017;Remedios, 2012;Tucker et al., 2000;A. Zhang, 2012) 4. Transversal competences, technology and abilities for the future (Bailly & Léné, 2013;Brower, 2021;Cobo, 2013: Crimson Research Institute, 2021Cunningham & Villaseñor, 2016;Deloitte, 2011;Hajkowicz et al., 2016;Hankel, 2021 We categorized them and compared them to the ESCO taxonomy, counting the number of times each of the skills was mentioned. ...
Epidemics are the most common natural phenomena that have occurred throughout the entire history of human society. Depending on the type of disease and the development of the collective immunity that society had acquired by then, the consequences of epidemics were usually very severe. Precisely because of this, the aim of the paper is a scientific description of the way in which the prescribed preventive measures should be applied from the epidemiological, security, economic, legal, and other aspects, so that the society, through the mechanisms of the state, can defend and rehabilitate the consequences of an epidemic of an infectious disease. Eliminating the epidemic's impacts is a very difficult issue. There is an infectious illness epidemic that is spreading uncontrolled throughout society on the one hand. To introduce a quarantine that restricts the epidemic's progress and, if the quarantine lasts long enough, to end the epidemic, contact between members of the social group must be broken. On the other side, the cessation of communication between members of a social group also signifies the cessation of all facets of life in that society, including economic ties, education, growth of culture, scientific research, etc.
... Previous studies have confirmed the relationship between the success of group work and EI [17], [18], Muhammad including improvement of communication [19] which increase the value of team productivity [20], increase collaboration to achieve common goals [8], provide opportunities for students to reflect and well-applied teamwork skills while doing practical exercises [19]. Therefore, the proposed research hypothesis is: ...
... Firstly, EI is positively related to student group work's result, this conclusion is acknowledged in Tucker et al. [17], Grossman [18], Luke et al. ...
Teamwork is arguably a major aspect of university teaching as it gives students opportunities to apply their expertise to problem-solving skills, and to sharpen their skills for future jobs; to improve study outcomes, motivation, and attitudes toward learning. In addition, Emotion Intelligence (EI) and knowledge-sharing are said to have an impact on group work results. The goal of this study is to investigate the relationship between EI, knowledge-sharing, and group work results of university students. The research team conducted a survey that involved 372 students from universities majoring in economics in Hanoi, Vietnam. Research results confirm that EI has a positive effect on students' knowledge-sharing skills and group work results, and knowledge-sharing is the mediator in the relationship between EI and the performance of the group.
... Myers and Tucker (2005) believe that there are several ways to learn and develop EI, the most prominent of which is through training. On the other hand, Tucker et al. (2000) have found that individuals can learn EI through their experiences. Using experiential exercises with a focus on EI, business graduate students managed to enhance their EI scores (Tucker et al., 2000). ...
... On the other hand, Tucker et al. (2000) have found that individuals can learn EI through their experiences. Using experiential exercises with a focus on EI, business graduate students managed to enhance their EI scores (Tucker et al., 2000). Furthermore, EI can be improved throughout a person's life. ...
Several studies have suggested that teachers' Emotional Intelligence (EI) is essential for teacher effectiveness. Also, there has been increasing recognition of the importance of social-emotional competencies to students' learning and academic achievement. This paper sheds light on the role of EI training in the EFL classroom by examining and analysing several research articles related to EI with particular emphasis on the role of EI in EFL contexts. The reviewed literature on the topic reveals the importance of EI for EFL teachers and students and the need for providing training courses for EFL teachers to help them understand and manage their feelings and the feelings of students, parents, and administrators.
... Generally, higher education institutions emphasize the importance of IQ mastering and pay less attention to other types of intelligences, including emotional intelligence. However, such components of emotional intelligence as interpersonal and intrapersonal competencies are considered to be more significant for life success than IQ [9]. The same situation is happening in Kazakhstan, where a contemporary higher education system does not provide due attention to emotional intelligence development [10]. ...
... Additionally, students who are close to graduation may experience the so-called "the job-seeking stress" or "the unemployment stress syndrome" which "…can be defined as the insecurity of college students with regard to the prospect of obtaining future employment" [12, p.150]. Therefore, researchers claim that emotional intelligence components have to be incorporated into higher education institutions' curricula [9]. ...
... Since its emergence, different methods have been pointed out and experimented with to develop emotional intelligence. This includes different training and techniques such as teamwork, self-reflection, and empathy-building exercises within emotional intelligence training (Groves et al., 2008;Nelis et al., 2009;Pat McEnrue et al., 2009;Tucker et al., 2000). Different ways of coaching can be used for this purpose. ...
... Last, the study's results have a meaningful impact on hospitality education as they highlight the importance of EI and COA as personal skills that can be nurtured from a young age. Consequently, hospitality institutions and educators can incorporate these skills into their program curriculums to equip students with the tools to become more proficient professionals in the industry (Tucker et al., 2000). Instructors can design specialized courses that integrate situation-based role-playing exercises and presentations addressing challenging scenarios in restaurant environments and teach effective coping strategies. ...
Using the job demands-resources model, this research explores the effects of emotional intelligence (EI) on customer-oriented behavior (COB) among frontline restaurant employees, with a focus on the mediating role of work engagement (WE) in the EI-COB relationship. The study also examines the moderating effects of customer-oriented attitude (COA) between EI and WE and on the mediated relationship. Data from 228 frontline restaurant employees were analyzed using Hayes' PROCESS macro models 4 and 7. The results reveal a positive impact of EI on COB, with WE as a mediator. Moreover, COA strengthens the positive relationships between EI and WE, as well as the indirect effects of EI on COB through WE. This study simultaneously investigates both attitudinal and behavioral aspects of customer orientation, providing valuable theoretical and practical implications for restaurant employees, and laying the foundation for future research in this area.
... Pour Chun et al. (2010), le mentorat est un outil de formation qui contribue au développement des compétences émotionnelles (CE). Ces dernières peuvent donc être enseignées, développées et bonifiées par des interventions appropriées : formation continue, mentorat, coaching personnel et professionnel (Brackett et al., 2011;Schutte et al., 2013;Slaski et Cartwright, 2003;Tucker et al., 2000). Par exemple, Sánchez-Núñez et al. (2015) constatent qu'un programme universitaire de mentorat destiné aux futures DES et portant sur le développement des CE a eu des retombées positives sur leurs pratiques managériales. ...
Les directions d'établissement scolaire (DES) doivent constamment actualiser leurs connaissances, leurs attitudes ainsi que leurs compétences professionnelles, émotionnelles et sociales afin de concrétiser la mission de l'école. Bien que des mesures ont été mises en place pour les accompa-gner, les DES du Québec ont mentionné le besoin d'être soutenues à travers le mentorat, la nécessité de développer des compétences émotionnelles (CE) et leur besoin d'exercer un leadership mobili-sant et stimulant. Cette étude s'inscrit dans une approche quantitative et exploratoire permettant d'étudier les liens entre le mentorat, les CE et le style de leadership. Les résultats font ressortir les interactions entre les trois concepts et suggèrent de recourir à un programme de mentorat pour développer des CE et pour exercer un style leadership positif et efficace. MOTS-CLÉS Mentorat, compétences émotionnelles, leadership, directions d'établissement scolaire, analyse acheminatoire Vol. 6, n o 1, 2024 7
... ، وزمالؤه ابملر هبا قام اليت وتلك (palmer, et al., 2001) . (Goleman, 1995;1996;Steiner, 1997;Hopfl & Linstead, 1997;Cooper, 1997;Martinez, 1997;Abraham, 1999;Huy, 1999;Tucker, et al., 2000;Ashkanasy, & Daus, 2002;Freshman & Rubino, 2002;Akers, & Porter, 2003) . ...
سعت الدراسة الحالية إلى بحث العلاقة بين الذكاء العاطفيّ والقيادة التحويليّة. ولتحقيق أهداف الدراسة فقد تم دراسة مستوى الذكاء العاطفيّ لدى رؤساء الأقسام الأكاديمية في كليات جامعة الملك سعود، الذين أجابوا على استبانة تقيس مستوى ذكائهم العاطفيّ. وتولى مرؤوسوهم من أعضاء هيئة التدريس تعبئة استبانة أخرى لتقويم مستوى القيادة التحويليّة لدى رؤسائهم. وأظهرت النتائج وجود علاقة موجبة بين جميع أبعاد الذكاء العاطفيّ ومستوى القيادة التحويليّة. الأمر الذي يشير إلى أنّ الذكاء العاطفيّ يُعدُّ عنصراً مُهماً في القيادة التحويليّة.
... Emotionally intelligent individuals have often been described as well-adjusted, affable, genuine, persistent and optimistic (Ivcevic et al., 2007). EI has also been identified as a significant predictor of performance (Clarke, 2006;Tucker et al., 2000). ...
Purpose
Online learning is an effective training strategy to help students, as one of the success factors is academic engagement. Therefore, the use of online training courses to influence academic engagement and performance in emotional intelligence learning experiences is worthy of investigation. This study explores the influence of emotional intelligence as an online training course and its impact on academic engagement and learning outcomes–performance.
Design/methodology/approach
The authors used a quasi-experimental study with two groups of participants who were randomly assigned (experimental e control) and with pretest–posttest measurements of the online training. The emotional intelligence online training (for the experimental group) was conducted during a single semester, with eight hours of training. The methodology of reflective, role-playing, case study and group work was followed. Measurements of student academic engagement and emotional intelligence were collected before (one week before the training) and after the intervention (on the last training session). Performance was measured after the intervention.
Findings
The mean scores improved for all the variables, with the differences being statistically significant. The students assessed their learning positively. The results also showed that emotional intelligence was positively related to academic engagement but not to performance. This means that emotional intelligence training was effective in increasing the academic engagement of university students.
Practical implications
The results are promising in terms of the students retaining the competencies acquired. Therefore, this type of online training is recommended for the emotional intelligence and academic engagement of future human resources professionals. Moreover, according to the results, it would be possible to use emotional intelligence training programs in schools, besides other programs, to promote the academic engagement and performance of students.
Originality/value
The design of the study provides evidence that is an added value for higher education institutions.
... The linkage between emotional intelligence and teamwork performance was not mediated by a negative individual goal and cross-functional teams so H7 and H13 were rejected. In line with the findings of recent studies (Goleman, 1995;Verona, 1999;Tucker et al., 2000;Cherniss, 2001;Brackett et al., 2004;Gujral & Ahuja, 2011;Troth et al., 2012), this study finds that emotional intelligence has a positive relationship with teamwork performance. In particular, Gujral and Ahuja (2011) assert that emotional intelligence plays an important role in how they collaborate and when team members come together in the form of a mission and a shared goal. ...
... Because changing society's stereotypes about entrepreneurship may be a challenging and slow process due to conflicting interests, it is also important to focus on what individuals can do. Our results show the importance of being emotionally intelligent, a learnable agentic ability (Tucker et al., 2000). Existing studies on stereotype threat also encourage practical interventions such as affirming personal value by writing (Kinias & Sim, 2016), setting role models (McGlone et al., 2006), and reducing the number and explicitness of stereotype cues (Hoyt, 2010) to reduce negative stereotype influences. ...
Masculine stereotypes of entrepreneurship represent a threat to women. We aim to understand how such stereotype threat affects women’s opportunity evaluation through anxiety. We test our idea using a two-randomized-experiment strategy and achieve external validity using a survey of female entrepreneurs. We find that situational anxiety, as an emotional mechanism, explains why stereotype threat negatively influences opportunity evaluation among women. We further unveil emotional intelligence as a boundary condition enabling women to cope with stereotype threat during opportunity evaluation. Our studies provide new insights into an emotive view of stereotype threat in the context of women’s entrepreneurship.
... Indivíduos emocionalmente inteligentes têm sido, frequentemente, descritos como bem ajustados, afáveis, genuínos, persistentes e otimistas (Ivcevic et al., 2007). A IE também tem sido apontada como um bom preditor de desempenho (Clarke, 2006;Tucker & Sojka, 2000). ...
A importância da formação profissional para o desempenho tem vindo a ser empiricamente demonstrada.
O presente estudo teve como objetivos: (1) analisar se a formação, em formato e-learning, em inteligência emocional (IE), influencia o engagement, e o desempenho; (2) analisar a relação entre IE e engagement, e desempenho, e; (3) analisar se o engagement modera a relação entre IE e desempenho. Para isso, levou-se a cabo um estudo quase-experimental, com dois grupos: experimental e de controlo, com duas medições (antes e após a formação). O grupo experimental teve uma formação e-learning sobre inteligência emocional. O grupo de controlo não teve formação nenhuma. Para analisar o impacto da formação na inteligência emocional e no engagement, verificou-se se existiam diferenças significativas nos níveis de engagement e de IE, antes e após a formação. Os resultados mostraram que: (1) houve diferenças significativas nos níveis de IE e de engagement, antes e depois da formação, mostrando um aumento significativo após a formação.
A IE revelou estar positivamente associada ao engagement e ao desempenho. Contudo, o engagement não moderou a relação entre a IE e o desempenho. Assim, o estudo mostra que a formação e-learning, mesmo de curta duração, parece se eficaz para o incremento de competências como a IE, e atitudes como o engagement.
... According to Dulewicz and Higgs [4], individuals possess emotional intelligence characteristic are said to have certain skills and competence which offers them the ability to negotiate and the ability to handle various situations effectively through interpersonal exchanges as compared to individuals with low level of emotional intelligence. Previous research supported that interpersonal or intrapersonal competence and emotional intelligence contribute more to the success in human life than linguistic intelligence [5]. ...
... Their primary focus is totally on logical and linguistic intelligence. Yet many scholars are starting to argue that intrapersonal and interpersonal skills, or emotional intelligence, could be more crucial to life achievement rather than linguistic or logical intelligence (Tucker et al., 2000). Thus, universities should be focusing on develop the student's entire character, including intellectual, emotional and social abilities that will assist graduates in their future endeavours. ...
... These criteria offer modern guidance for educational institutions by favoring other types of intelligence, rather than the traditional ones that focus on logical and linguistic intelligence. Modern researchers argue that emotional intelligence or intrapersonal and interpersonal competencies may be more important for success in life than logical or linguistic intelligence (Tucker & Sojka, 2000). The concept of emotional intelligence was first introduced in organizations but its importance has made it an inevitable concept of consideration in the education sector as well. ...
Economic development of countries in transition has indirectly led to a
change in the quality and way of life, and has influenced the instruction of physical
education in schools. One of the problems encountered in physical education lessons
is improper posture of younger school-age children. Monitoring posture status
has an important role both in the prevention of deformities and in the smooth instruction
at this age. The aim of the study was to investigate lower extremity posture
of younger school-age children with an average age of 7.34±0.38 from Belgrade. The
evaluation was carried out on a total sample of 68 pupils divided into two equivalent
subsamples: 34 boys and 34 girls. Non-experimental research design, more
precisely, ex post facto design was used. The χ2 test was used to test the distribution
of frequencies. The research results indicated the absence of gender-related statistically
significant differences (p>0.05) concerning the shape of legs (“X“ and “O“ type
of legs), as well as the shape of foot arches. However, the results of the study are
alarming, because 20.2% of participants have mild forms of knee deformity (16.2%
“X“ type of legs and 4.4% “O“ type of legs), while 52.9% of the analysed sample have
developed early stages of flat feet, which can significantly compromise physical education
classes in the future. It can be assumed that this is a consequence of insufficient
physical activity, insufficient engagement of the muscles of the lower extremity,
genetic predisposition (hereditary) and inadequate footwear in early childhood, as
well as the lack of preconditions for exhibiting biotic motor skills in schools and the
environment in which they grow up.
... Популарност емоционалне интелигенције везује се за рад у непосредној сарадњи са другима, у окружењу које се константно и брзо мења, при чему се ствара све већа потреба за социјално прихватљивим начином превладавања тешкоћа (Ashforth & Humphrey, 1995;Ashkanasy, Hartel, & Zerbe, 2000). У складу са тим, емоционална интелигенција се сматра главним квалитетом успешног лидера (Cooper, 1997;Goleman, 1998), важном компонентом комуникације Виолета Тадић унутар тима (Yost & Taker, 2000), фактором који доприноси бољим перформансама (Abraham, 1999) и битним елементом пословне едукације (Tucker, Sojka & Barone, & McCarthy, 2000). ...
На пригодном узорку од 169 испитаника (студенти Факул-
тета безбедности 58,6% и студенти Учитељског факултета 41,4%)
испитана је повезаност емоционалне интелигенције и лидерства. Ис-
траживање емоционалне интелигенције је спроведено упитницима:
Упитник емоционалне интелигенције, УЕК-45, УЕК-15, УЕРК. Истра-
живање лидерства је спроведено упитником који су конструисали ау-
тори и проверили метријске карактеристике. Факторском анализом
је изоловано осам фактора: Емпатијско разумевање и подршка (α=.93),
Познавање и управљање емоцијама (α=.92), Емотивна преплављеност
(α=.86), Лидерство (α=.89), Читање емоција (α=.85), Управљање људима
(α=.69), Упечатљивост негативних емоција (α=.65) и Тежња за бољим
деловањем (α=.66). Лидерство позитивно корелира са три компоненте
емоционалне интелигенције – Емпатијским разумевањем и подршком
(r=.56), Познавањем и управљањем емоцијама (r=.51) и Читањем емо-
ција (r=.37), док са Емотивном преплављеношћу гради негативну корела-
цију (r=.-30). Између студената Факултета безбедности и Учитељског
факултета нису утврђене статистички значајне разлике.
... [Adapted from McLarty (1998); Tucker et al. (2000); Nabi (2003); Elias and Purcell (2004) in utilizing and amalgamating the above skills and competencies for the purposes of defining employability, the intrinsic link between skills and competencies and the needs of the labor market (Širca et al., 2006)]. ...
In the current socio-economic scenario, affected by constant changes inthe labor market, employability found greater echo. Universities frequently adopt strategies aimed at improving the employability and usefulness of theareas of competence, motivation and interests of young graduates and workers. In this study a preliminary research was conducted on a sample of 84 university students who attended a consulting service at the University of Salento, the Career Service Office. The average age of the sample was 26.74 years (DS = 4.95), 63% women, 71.4% unemployed. The tool used was a questionnaire-interview. The aim of this research was to assess the role of employability and its influence on personal variables and active work behaviours, as job searching activities. Analyses were conducted through PLS-PM technique, a non-parametrical SEM modeling, and demonstrated that employability affects job search and personal efficacy, while personal efficacy had a non signicant relation with job search behaviours.
... Популарност емоционалне интелигенције везује се за рад у непосредној сарадњи са другима, у окружењу које се константно и брзо мења, при чему се ствара све већа потреба за социјално прихватљивим начином превладавања тешкоћа (Ashforth & Humphrey, 1995;Ashkanasy, Hartel, & Zerbe, 2000). У складу са тим, емоционална интелигенција се сматра главним квалитетом успешног лидера (Cooper, 1997;Goleman, 1998), важном компонентом комуникације Виолета Тадић унутар тима (Yost & Taker, 2000), фактором који доприноси бољим перформансама (Abraham, 1999) и битним елементом пословне едукације (Tucker, Sojka & Barone, & McCarthy, 2000). ...
... The fourth category adopted from the CareerEDGE model: emotional intelligence, is a less salient and oft-forgotten aspect in education as it is difficult to actively develop ( Jaeger, 2003;Qualter et al., 2007). Nevertheless, its inclusion is justified because it is an ability that can be developed, and the capacity to recognise and effectively deal with one's own feelings and those of others is highly valuable in an ever more insecure and self-driven labour market (Carter, 2015;Tucker et al., 2000). In addition to the above, a fifth category of content, networking ability, was added to the model to reflect the construct of social capital featuring in the definition formulated by Fugate et al. (2004) and in the review by Williams et al. (2016). ...
Purpose
The purpose of this paper is to introduce a practical model for the evaluation and adaptation of educational programmes in order to incorporate employability development focussed on enabling graduates to self-manage their career.
Design/methodology/approach
The model integrates several perspectives on and conceptualisations of the nature of employability and its development. The integration of various elements is justified on the basis of existing research and the experience of local educational practitioners.
Findings
The model integrates insights from the Graduate Employability Development model (Harvey et al. , 2002), the CareerEDGE model (Dacre Pool and Sewell, 2007), the Career Management Employability model (Bridgstock, 2009) and adopts three career competencies as outcome indicators (Akkermans et al. , 2013). The resulting model describes in simple terms what educational practitioners may adapt in the process of employability development to enhance the ability of prospective graduates to manage their own careers.
Research limitations/implications
The model remains theoretical and the relations it implies require further validation. Involving graduates and students in evaluating the model may contribute to validating its scope and applicability.
Practical implications
The model provides a practical tool to retrospectively and prospectively evaluate the institutional provision of employability development education. It may serve as a basis for adaptation to other programmes.
Originality/value
By adopting a processual perspective on employability, the model shifts away from the possession of a predefined set of characteristics, and towards enabling students to actively influence their own employability.
... Even school satisfaction, positive affects, and negative affects became a model of students' wellbeing (Tian, 2018;Tian et al., 2015). This infers that when students have positive emotion, they will be able to muster the internal motivation to do the steps of development that will be beneficial for their future work (Pool & Sewell, 2007;Tucker, Sojka, Barone, & Mccarthy, 2010). ...
... • Professionalism & reliability • The ability to work under pressure • The ability to plan and think strategically • The capability to communicate and interact with others, either in teams or through networking • Good written and verbal communication skills • Information and communication technology skills • Creativity and self-confidence • Good self-management and time-management skills • A willingness to learn and accept responsibility Note: The authors refer to Elias & Purcell, 2004;Nabi, 2003;Tucker et al., 2000;McLarty, 1998. Accordingly, they are not specific to any occupation and may be used in various situations under different circumstances. ...
... Goleman'dan sonra duygusal zeka ile ilgili araştırmalarda hızla artış gözlenmiş, araştırmacılar duygusal zekâyı, bireyin duygularını zekice, duyarlı, yararlı ve bilgece kullanma yetisi olarak kabul etmiştir (Cooper ve Sawaf 1997;Shapiro 1998;VVeisinger 1998;Yeşilyaprak, 2001). İnsan rasyonel davranışa odaklanılmasına rağmen, düşünceler, eylemler ve sonuçlar doğamızın duygusal yansımasıdır (Wong vd., 2001: 2). ...
Duygusal zeka; bireyin kendinin farkında olması, duygularını yönetebilmesi, başkalarının duygularını anlayabilmesi ve ilişkilerini yürütebilmesi açısından önemlidir. Son zamanlarda ise duygusal zeka kavramına yoğun ilgi gösterilmektedir. Duygusal zeka aracılığıyla kişi kendisini ve çevresini daha iyi yönetebilecek, başarılı ve mutlu olabilecektir. Araştırmalarda, duygusal zeka ile bireylerin çeşitli özellikleri arasındaki ilişkinin boyutu belirlenmeye çalışılmaktadır. Bu araştırmada ise üniversite öğrencilerinin duygusal zeka boyutları bağlamında duygusal zeka seviyelerinin; öğrencilerin demografik özellikleri ve akademik başarıları ile olan ilişkisi araştırılmıştır.
(Investigation of the Impacts of Emotional Intelligence Academic Achievement in University Students) English Abstract: In this study, the level of emotional intelligence dimensions of emotional intelligence in the context of university students; relationship between demographic characteristics and academic achievement of the students were investigated. .
... Schmidt [26] also states that emotional intelligence is becoming more and more important for today's managers as numerous changes occur in professional life in the new millennium. In addition, it was also found out that a moderately significant positive correlation was observed bretween employees' levels of emotional intelligence and job satisfaction [27]. ...
... If a student does not manage emotions well, it could be argued they may be too impulsive, have poor adaptation, lack assertiveness, and have on these traits alone it is probable that all of these GTEI within young adults starting college may be necessary for growth. For this reason, Tucker et al. (2000) appear to understand how important it is as they suggested that all incoming freshmen should be tested at the time of orientation. This can be done set of introductory courses that students enroll in. ...
Emotional Intelligence (EI) encompasses self-perceptions that include lower level personality characteristics (Cooper & Petrides, 2010). Awareness of self-perceptions could arguably afford individuals more control over how they think and feel, or regulate emotions, which in turn could result in improved Academic Achievement (AA). The first step in examining this relationship, was to establish that EI and AA are related. For this study, an examination was conducted exploring whether a correlation existed between EI and AA in 253 undergraduate students enrolled in an introductory psychology courses at a private Christian university in the Southwest United States. Findings included a significant, but low positive correlation between EI and AA in individuals who could recognize and regulate their emotions (r = .22, p = <.001), EI and GPA (r = .19, p = .002), as well as EI and self-reported end of course grade (r =.19, p =.002). The identified links between these variables have strong implications for educational efforts that may strengthen the foundation and opportunity for EI awareness in an academic setting.
... Studies on effective leadership in industries (Sternberg, 1997;Spencer, 1997;and Tucker, 2000) suggested that future leaders will need to possess not only well-developed intellectual abilities but also equally impressive social and emotional skills to guide their organizations. Gardner in Wiles & Bondi proposed nine intelligences such as linguistic, logic/mathematical, musical/Rhythmic, bodily/kinesthetic, spatial, naturalist, intrapersonal, interpersonal and existential intelligences. ...
The study highlights the Nigerian Universities new sustainable development strategies: emphasizes the role that entrepreneurship education can play in both raising awareness among young people about sustainable development and giving them the skills to put sustainable development into practice. It places priority on the development of sustainability as “core competence” among graduates especially in this era of unemployment in our country Nigeria. It taps its motivation from the fact that many Nigerians are becoming worried about youth unemployment. There is therefore need for the improvement of our University curriculum to meet the global challenges of wealth creation. The cardinal objective of this reform is enhanced through human capital resources development, which in turn will impact positively on growth and thus bring about reduction in poverty. There is therefore, need to develop strategies on how to create new employment opportunities and encourage technically skilled workers to develop entrepreneurship skills and be creative in their own employment. The population for this study was one thousand (1000) undergraduates in the University of Calabar. This paper is a case study of the University of Calabar. Thus, it reviewed the curriculum in University of Calabar and advocates the inclusion of entrepreneurship education in all Faculties as a means of sustainable development in Higher Education in Nigeria. The study investigated access to entrepreneurship education in University of Calabar from 2005-2010 sessions. The study also sought to find current level of production and enrolment in entrepreneurship education in all the faculties. Three research questions were drawn to direct the study. The study revealed that University of Calabar began offering entrepreneurship studies as a general course (GSS) following NUC’S mandate in 2007. However, the emphasis was in theory and not practice. The study also showed very poor attitude towards entrepreneurship education on the part of the students since emphasis is more on theory than practice. There were no entrepreneurship centre for practical, no skilled manpower, thus the awareness was very low and poor. Recommendations includes that the management of University of Calabar should set a massive enlightenment campaign to popularize the subject.
... In addition, leaders should be trained on techniques for managing high-dominance followers. For example, leadership development programs could focus on improving emotional intelligence, including awareness of others' personal characteristics as well as relationship management, as a way of training leaders both high and low on dominance to be more tolerant of and better able to handle their highdominance followers (Tucker, Sojka, Barone, & McCarthy, 2000;Wong & Law, 2002), which in turn, may help to reduce relationship conflict and subsequent abusive supervision. Additionally, given that highdominance followers are likely difficult to manage and may demand a great deal of psychological resources from their leaders (Tepper et al., 2017), providing tools that enable leaders to better develop and preserve their psychological resources, such as psychological capital, may be useful. ...
Across two studies, we explore the configurational effects of leader and follower dominance on dyadic relationship conflict and subsequent abusive supervision. Drawing from the central tenets of social dominance and interpersonal interaction theories, we propose that various leader-follower dominance combinations can incite abusive supervision via relationship conflict. We first suggest that when leaders and followers are both high on dominance, relationship conflict is likely to result. Furthermore, we suggest that when leaders and followers have incongruent dominance, relationship conflict is also more likely to occur. Finally, we propose that relationship conflict will mediate the relationship between these congruent and incongruent combinations and abusive supervision. Using polynomial regression and response surface analysis, we found support for our hypotheses, and reveal that both high- and low-dominance leaders are susceptible to conflict and subsequent abuse, depending on their followers’ dominance. Our research contributes to the existing literature on antecedents of abusive supervision by integrating the role of dominance using configurational and relational perspectives.
... The R-squared value is 0.721 for the effect of EI and personality towards TP, since (R2 > 0.7 it is considered to be a substantial effect on the team performance (Moore et al., 2013;Zikmund, 2000). This confirms the role of EI and personality have a considerable effect in determining TP ( Tucker et al., 2000). The conclusion is also endorsed by (Yost and Tucker, 2000) who develop an vital association among accomplished teams and the role emotions between the members and conclude that emotional quotient traits are more imperative than the "Visible skill" set. ...
The aim of the current study is to analyze the relationships of Emotional Intelligence (EI) dimension and Personality (P) traits of individual towards Team Performance (TP). The current study analyses the effect of Emotional Intelligence (Goleman, 1995) and personality (Big Five personality; Gosling et al. , 2003) traits for Air India employees’ Team Performance. This study has used a simple random sampling method with a sample size of one hundred and twenty five employees from Air India. The Current study uses Smart PLS based Structural Equation Modeling approach and the results shows that Personality and Emotional Intelligence affects the team performance by 72.080% which is a considerable effect and this concludes that EI is a vital factor and it is considered as work place glue of individual personality and team performance of the contemporary organization..
... Educational institutions traditionally focused on the technical, vocational, and educational skills of students (Tucker, Sojka, Barone, & McCarthy, 2000). Community colleges and vocational schools were the main institutions focused on students' skill develop- ment in the hospitality industry (Goodman & Sprague, 1991), and training was based on technical and vocational education and training. ...
Given that hospitality students are the main prospective labor source in the industry, employees, academicians, and practitioners agree that improving competences is central to the education, training, and development of hospitality employees. The current study used a competency-based framework to investigate the simultaneous application of training in technical and emotional competences on hospitality undergraduates in a service management class (N = 50). Data were gathered using a pre-and posttest design at a southwestern university in the United States. Competences increased after training, which supports the notion of including emotional competence in hospitality curricula. The findings of this study provide support for existing knowledge about emotional competences and the importance of including emotional competences in the hospitality curriculum.
... In addition, leaders should be trained on techniques for managing high-dominance followers. For example, leadership development programs could focus on improving emotional intelligence, including awareness of others' personal characteristics as well as relationship management, as a way of training leaders both high and low on dominance to be more tolerant of and better able to handle their highdominance followers (Tucker, Sojka, Barone, & McCarthy, 2000;Wong & Law, 2002), which in turn, may help to reduce relationship conflict and subsequent abusive supervision. Additionally, given that highdominance followers are likely difficult to manage and may demand a great deal of psychological resources from their leaders (Tepper et al., 2017), providing tools that enable leaders to better develop and preserve their psychological resources, such as psychological capital, may be useful. ...
... Barone, & McCarthy, 2000;Kaiser & Kaplan, 2006). Furthermore, some business scholars (Kaiser & Kaplan, 2006) now recognize that the traditional focus on cognitive skills, in the standard curriculum, fails to provide students with the interpersonal, intrapersonal and leadership skills requisite for managerial and executive-level success. ...
Educators are increasingly aware of the importance of emotional intelligence (EI) in successful leadership. This paper details the implementation of a suite of EI training and assessment tools into a Ph.D.-level leadership class. The suite of EI training and assessment tools includes poetry-reading, an emotional intelligence test, a behavioral-assessment tool and the Multifactor Leadership Questionnaire. Students produce a personal leadership-development plan that incorporates knowledge obtained from the EI tools. The suite of tools is detailed and mapped to Goleman’s (2001) framework of emotional intelligence competencies. The paper provides lessons from the experience of the innovation.
... The job of the managers and leaders is to achieve organizational tasks and objectives by utilizing the human resource excellence. The distinction between peak and mediocre performance in operating relationships, particularly during a team surroundings, is attributed to a team member's expertise in softer skills-talents and styles grounded in emotional intelligence ( Tucker et al, 2000). Therefore to be real active team performer team members may have solid understanding of emotional intelligence. ...
Over the period of time researchers and social scientists are studying why not only intellectual intelligence is sufficient and can only be the predictor of success amongst individuals? The scholars have realized the importance and need of social intelligence which is related to the non-cognitive abilities and is known as emotional intelligence. This paper develops conceptual understanding on two major perspectives that makes the sense of teams becoming emotionally intelligent. By focusing how individuals apprehend the emotions they possess and simultaneously emotions of their team members via strengthening their emotional capacity that ultimately leads them to the higher level of performance. It is evident across the globe that individuals' embraced emotionally intelligence are working individuals who strive hard to develop and practice emotional intelligence skills to be an effective team members that leads to enhance performance. High Performance teams are well equipped with emotional intelligence for getting work done through team members. For that particular purpose it is pertinent to know what emotionally intelligent teams are comprised of. Therefore it is synthesized from the literature how emotional intelligence of individuals can be a critical component of as an effective team member and propensity to a productive team work.
... In fact, there are conflicting research findings regarding the impact of entrepreneurship training and education on business success and growth (Keyser et al., 2000;Mead, 1999). Thus, rather than relying solely on the conventional ways of training, many experts underline the significance of emotional qualities as the foundation of any successful endeavour (Hill, 2007;Tucker et al., 2000). In fact, Kiggundu (2002) identified attitudes, values and beliefs as some of the elements to be considered while identifying entrepreneurs' competencies. ...
The increasing acknowledgement of the role of SMEs in economic growth and reducing unemployment in SSA brings forth the need for research into understanding the role and impact of the SME policy and its outcomes. However, the lack of adequate critical examination of the current SME policies across SSA as well as the absence of a holistic conceptual framework has put limitations on the further development of literature in the field. In this article, we have attempted to critique the existing assumptions underpinning the SME policy. We have also advanced a conceptual framework and propositions to enable the holistic research that can shed more light on our understanding of the interactions between SME policies, the business environment (context), the entrepreneur, and policy outcomes. Finally, we proposed research questions and an agenda that should guide future research.
The increasing cases of depression and low self-esteem lead to the dysfunctioning of society. Individuals form groups and groups build society; hence, it is of outmost concern to priorities at the micro level first i.e.; the individual that eventually works on the maintenance of social harmony.Emotional Intelligence (EI) as a concept focuses on self-awareness and management, social awakens, relationship management and personality. EI helps in monitoring human emotions and understanding them differently. EI uses the conceived information to guide human behavior and thoughts Modern day issues with modern solutions, Artificial Emotional Intelligence (AEI) is a computing device that detects and analyses human emotions distinctly and help to undergo the cause of a certain mental illness. AEI is in its budding stage but with a mature intention of restoring mental health with human-robot collaboration via Emotional Intelligence. This paper intends to magnify the effectiveness of EI in the domain of mental health.
Purpose
The COVID-19 pandemic was an eye-opening experience that put to the test our crisis management competencies across many institutions, including those offered by institutions of higher education. This study aims to review the literature on international business (IB) risks and IB education (IBE) to question whether business graduates are equipped to make decisions in today’s volatile, uncertain, complex and ambiguous (VUCA) marketplace.
Design/methodology/approach
While the IB literature has discussed the importance of various sources of risks on global business operations, IBE did not effectively adopt an integrative approach to building the needed risk management competencies related to those risks into our education. The authors argue that this integrative approach to teaching IB is critically needed to prepare future global managers for addressing crises, like that of the pandemic and others. Specifically, this study proposes that this integrated risk management competency can be developed through the building of “synergistic mindsets”.
Findings
This study presents a conceptual framework for the components of the synergistic mindset, with intelligence that directly links to present IB risks. These components are cultural intelligence (CQ), emotional intelligence (EQ), public policy intelligence (PPQ), digital intelligence (DQ) and orchestration intelligence (OQ).
Originality/value
Insights related to IBE effectiveness in addressing today’s VUCA market demands and IB risks are discussed.
The aim of this chapter is to analyze and present knowledge risks from the perspective of emotions. Every year, new studies are published, where novel aspects of knowledge management field are examined and tested. One of such aspects that is worth examination and exploration is the role of emotions (both positive and negative) experienced by employees and managers that can contribute to their behaviors concerning knowledge risks (e.g., knowledge hiding, knowledge loss) and, therefore, knowledge management in organizations. Examples of positive emotions are love, joy, satisfaction, contentment, interest, amusement, happiness, serenity, or awe, while the most commonly felt negative emotions are fear, anger, disgust, sadness, rage, loneliness, melancholy, and annoyance. In this chapter, the potential influence of those emotions on the behaviors related to knowledge risks will be examined. The chapter lays theoretical grounds for the future studies related to emotions and their role in knowledge risks behaviors manifested by employees and managers.
Tuntutan bagi lulusan perguruan tinggi semakin meningkat. Secara tradisional, kemampuan akademik menjadi ujung tombak keberhasilan lulusan perguruan tinggi untuk mendapatkan pekerjaan. Namun, tren yang terjadi saat ini pemberi kerja semakin menginginkan keterampilan dan atribut lain untuk mendukung kemampuan akademik, demikian juga bagi lulusan akuntansi. Laporan world economic forum tentang keahlian yang dibutuhkan pada tahun 2020 dan perkembangan revolusi industri 4.0 menuntut lulusan akuntansi untuk memiliki keterampilan dan atribut selain kemampuan akademik. Tujuan dalam studi ini adalah untuk menguji pengaruh soft skills yang diberikan oleh perguruan tinggi dan kecerdasan spiritual yang dimiliki individu terhadap kesiapan mahasiswa akuntansi untuk bekerja. Dengan menggunakan Covariance-based Structural Equation Model (CB-SEM) studi ini menganalisis hasil survei yang disebarkan kepada 371 mahasiswa akuntansi di Indonesia. Hasilnya, berdasarkan pengujian model struktural menunjukkan bahwa soft skills yang diberikan perguruan tinggi dan kecerdasan spiritual berpengaruh secara signifikan dan positif terhadap kesiapan kerja mahasiswa akuntansi. Hasil dari penelitian memberikan masukan bagi perguruan tinggi untuk terus mengembangkan pembelajaran tentang soft skills kepada mahasiswa sehingga lulusannya dapat bersaing di dunia kerja. Studi ini juga memberikan bukti empiris bahwa kesiapan kerja mahasiswa akuntansi juga dipengaruhi oleh atribut yang melekat pada diri manusia yaitu kecerdasan spiritual.
Od lat 90. XX w. podjęto badania nad „inteligencją emocjonalną”.
Początkowo był to przedmiot refleksji psychologii, z czasem również problem uzna-
no za istotny konstrukt w kontekście rynku pracy oraz odnoszenia sukcesów zawo-
dowych. Uznano, że nośnikami sukcesu mogą być również istotne kompetencje
„miękkie” zależne od umiejętności zarządzania emocjami. W okresie zdalnego nau-
czania studenci odcięci zostali od tradycyjnych czynników kształtujących ich umie-
jętności emocjonalne. Postanowiono sprawdzić poziom inteligencji emocjonalnej
u studentów zarządzania po pierwszym semestrze zdalnego nauczania w okresie
lockdown’u w czasie pandemii COVID-19. Sondażem objęto 80% grupy studenc-
kiej na Wydziale Ekonomii i Zarządzania Politechniki Opolskiej. Korzystano
z bezpłatnego, internetowego testu globalnej inteligencji emocjonalnej IDRlabs
mierzącego samoocenę zdolności jednostki do rozpoznania emocji. Badanie pozwo-
liło na określenie poziomu EI studentów w październiku 2020 roku. W większości
kategorii poziom samooceny studentów przekroczył 50% skali testu samooceny
IDRlabs.**** Since the 1990s, research has been done on “emotional intelligence”.
Initially, it was studied by psychologists, but over time emotional intelligence was
also recognized as an important element in achieving professional success. Studies
have shown that “soft” competences and the ability to manage emotions may play a
significant role in becoming successful professionally. During the distance learning
period students were isolated from the traditional elements which shape emotional
skills. The following study was designed to verify the level of emotional intelligence
among management students after the first term of distance learning implemented
during the lockdown, which was enforced by the COVID-19 pandemic. The survey
covered 80% of one group of management students from the Faculty of Economics
and Management at the Opole University of Technology. The free online IDRlabs
Global Emotional Intelligence Test (IDR-GEIT) was used to measure the individual
self-esteem and the ability to recognize emotions of the respondents. The study was
conducted in October, 2020. It showed that in most categories the level of students’
self-esteem exceeded 50% on the IDRlabs test scale.
Günümüzde artan rekabet nedeni ile örgütlerin diğer örgütlere üstünlük sağlayabilmelerinde örgüt içi faktörlerin düzeltilmesinin önemi gündeme gelmeye başlamıştır. Duygusal zeka kavramının öneminin anlaşılması ile duygusal zekanın kişisel, toplumsal ve örgütsel anlamda bir güç olduğu kabul edilmiştir. Duygusal zeka, çalışanların da motivasyonunu önemli ölçüde etkileyebilecektir. Bununla birlikte, örgütlerin korkulu rüyası olan çalışanların işten ayrılma niyeti ise bu sayede önlenmeye çalışılacaktır. Örgütler şunu çok iyi bilmektedir ki; çalışanlar tatmin olduğu sürece örgüt, verimli olup istenilen seviyeye gelebilecektir. Bu çalışmada, çalışanların duygusal zeka düzeylerinin işten ayrılma niyetlerine etkileri üzerinde durulmuştur.
Abstract
Nowadays, due to the increasing competition superiority to other organizations, the importance of the correction factors within the organization has begun to appear. After understanding the importance of the concept of emotional intelligence, emotional intelligence is considered to be a power of personal, social and organizational sense. Emotional intelligence could significantly affect the motivation of the employees. Besides, the biggest nightmare of the organizations, their employees" intention of leaving their jobs, is going to be suppressed in this way. Organizations know well that, if the employees are satisfied, the organization will be efficient and able to come to the desired level. This study focused on the effects of employees" level of emotional intelligence on the intention of leaving the job.
Abstract—Work life balance is a need for the growing aspirations of the new
generation. It is depended on their personal and work life. Working hours tends to
keep them busy in their professional work. The daily course of work is concerned
with the time allocation for each duty and responsibility handled by individual.
Working hours are thus required to fulfill the company work hours which the
employee spends for his tasks completion. Various company come with a distinct
pattern of working hours and the policy varies according to the number of hours
of work. In this the organization should also be concerned to have some time for
the personal tasks of the employees. This helps employee to maintain the balance
between his work and personal life. This study covers various effects of working
hours. If time is not allocated properly then an individual has to face several
problems to make arrangement and adjust his personal and work life. Eventually
this shows an impact on the health of the individual.
This study aimed to answer the following questions: “what are the dominant soft-skills owned by the students of Business English study program”; “what are the most difficult soft-skills for the students during the implementation of three-in-one live-in program?”. This study used a qualitative descriptive survey approach. Moreover, the data analysis used content analysis techniques. Source of data of this study were 21 university students whose majoring in Business English study program from batch 2016 1nd 2017. The findings were that dominant soft skills was adaptation (average score was 3.9), while discipline and communication were the two most difficult soft-skills. (average score was 3.7 for each)
Academic achievement and performance of students in higher education settings is an integral part of learning process, however nowadays, the soft skills of future specialists are not of small importance as well. Although, the Emotional Intelligence had been recognized as an independent notion in the second part of twentieth century, still most experts in the spheres of psychology, education and management find this area rather ambiguous. There were several studies which had been focused on the relationship between emotional intelligence and academic achievement before. However, few research studies in this sphere had been conducted in Kazakhstan. Thus, there is a need for higher education institutions to identify the significance of EI elements for students’ success during the learning process. The study focuses on the link between emotional intelligence and academic achievement among the Autonomous University and the Regional University undergraduate students. The results of the study would contribute to higher educational system in Kazakhstan, as administrators, managers and faculty members may be provided with the current emotional intelligence level of undergraduate students from two institutions. Furthermore, other higher education institutions may use the findings of the current research study in order to facilitate students’ emotional intelligence level inserting related activities in their curricula.
This study employs a cross-sectional correlational design (Mujis 2004, Field, 2009, Szafran, 2011). The purpose of the study was to identify the relationship between emotional intelligence and academic achievement among undergraduate students. To identify the level of emotional intelligence, the ESAP (Emotional Skills Assessment Process) questionnaire was employed to collect data, so that the research study was focused on four main competencies: interpersonal, leadership, self-management and intrapersonal. To obtain the information about students’ academic achievement, self-reported percentage had been used. The data had been collected in two Kazakhstani universities. The sample consisted of 239 undergraduate students, 141 and 98 undergraduate from two universities (Regional and Autonomous) respectively. The sample was recruited on non-probability basis, due to voluntary participation in the research study. During the research study descriptive, inferential and correlational statistical analyses had been employed. The Statistical Package for the Social Sciences (SPSS) had been used to make the statistical analysis of the collected data. The study presents the information on the general emotional intelligence level of undergraduate students of two universities. Similarly, the research study demonstrates the three levels of academic achievement of students: high, average and lower achieving and their correlation with emotional intelligence competencies. Furthermore, the study explores students’ emotional intelligence level differentiated by their age and gender.
The new dimensions of e-community and e-identity have justified the integration of innovative methodologies in the design, implementation and development of the teaching-learning process at Higher Education Institutions (HEIs). The growing adoption of Learning Management Systems (LMSs) has led to the introduction of creative teaching/learning approaches and to the promotion of different educational contexts within the online environment. From this perspective, the A/B/C-TEACH project (http://abcteach.fmh.ulisboa.pt/) is presented here, exploring the ways effective teaching could be accomplished when bridging the fields of affective (a)-, blended (b)- and collaborative (c)-learning into a hybrid, LMS-based, enhanced teaching-learning environment. New guidelines about the enhancement of LMS-based teaching/learning processes are presented, contributing to the enrichment of the HEI services and re-examination of educational policies/practices.
The relevance of emotions in teaching is now a widely studied aspect, although contemplation on how the teachers are able to realize, regulate and control their emotions is being deliberated upon. The article attempts to understand the concept of emotional intelligence (EI) in higher education teachers and how it can be incorporated in effective teaching as emotional intelligence competencies (EIC) for superior performance. The technique of structural equation modelling (SEM) has been applied to validate and propose a model for EI-based teaching competencies and their relation with the core competencies. It was statistically proven that EIC have a strong impact on attitude of teachers which in turns contribute highest towards superior performance. The study contributes towards research in the field of EI in teaching and suggests that institutes should give critical importance to enhancement of EIC and accordingly implement suitable training programmes for ensuring effective teaching and superior performance.
There is growing awareness of mental health problems among UK business students, which appears to be exacerbated by students’ attitudes of shame toward mental health. This study recruited 138 UK business students and examined the relationship between mental health and shame, and mental health and potential protective factors such as self-compassion and motivation. A significant correlation between each of the constructs was observed and self-compassion was identified as an explanatory variable for mental health. Shame moderated the relationship between self-compassion and mental health. Integrating self-compassion training into business study programs may help to improve the mental health of this student group.
This chapter explores the findings from an Action Research project that addressed the Professional Capability Framework, and how aspects of this were embedded in an undergraduate Engineering (Software) degree. Longitudinal data identified the challenges both staff and students engaged with. The interventions that were developed to address these are described and discussed. The results of the project show that making soft skills attainment explicit as part of the learning objectives went a long way in assisting students to engage with the activities that exercised these skills.
This article presents a framework for emotional intelligence, a set of skills hypothesized to contribute to the accurate appraisal and expression of emotion in oneself and in others, the effective regulation of emotion in self and others, and the use of feelings to motivate, plan, and achieve in one's life. We start by reviewing the debate about the adaptive versus maladaptive qualities of emotion. We then explore the literature on intelligence, and especially social intelligence, to examine the place of emotion in traditional intelligence conceptions. A framework for integrating the research on emotion-related skills is then described. Next, we review the components of emotional intelligence. To conclude the review, the role of emotional intelligence in mental health is discussed and avenues for further investigation are suggested.
The literature on feedback to individuals has previously been reviewed with respect to its effect on the behavior of individuals in performance-oriented organizations. Although contemporary views of individual behavior in organizations stress that feedback is necessary for effective role performance, little attention is given to the psychological processes affected by it. This review focuses on the multidimensional nature of feedback as a stimulus and addresses the process by which feedback influences behavior. Emphasis is placed on those aspects of feedback that influence (a) the way it is perceived, (b) its acceptance by the recipient, and (c) the willingness of the recipient to respond to the feedback. (3 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
There is little convergence or empirical research on factors shared by diverse psychotherapies. We reviewed 50 publications to discern commonalities among proposed therapeutic common factors. The number of factors per publication ranged from 1 to 20, with 89 different commonalities proposed in all. Analyses revealed that 41% of proposed commonalities were change processes; by contrast, only 6% of articulated commonalities were client characteristics. The most consensual commonalities across categories were development of a therapeutic alliance, opportunity for catharsis, acquisition and practice of new behaviors, and clients' positive expectancies. The frequency of selected commonalities is presented and directions for future research are outlined. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Results of 24 studies (based on 20 distinct data sets) relating the quality of the working alliance (WA) to therapy outcome were synthesized using meta-analytic procedures. A moderate but reliable association between good WA and positive therapy outcome was found. Overall, the quality of the WA was most predictive of treatment outcomes based on clients' assessments, less so of therapists' assessments, and least predictive of observers' report. Clients' and observers' rating of the WA appear to be more correlated with all types of outcomes reported than therapists' ratings. The relation of WA and outcome does not appear to be a function of the type of therapy practiced, the length of treatment, whether the research is published, or the number of participants in the study. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Emotionally intelligent people are defined in part as those who regulate their emotions according to a logically consistent model of emotional functioning. We indentify and compare several models of emotion regulation; for example, one internally consistent model includes tenets such as “happiness should be optimized over the lifetime.” Next, we apply that internally consistent model to the way a person can intervene in mood construction and regulation at non-, low-, and high-conscious levels of experience. Research related to the construction and regulation of emotion at each of these levels is reviewed. Finally, we connect our concept of emotionally intelligent regulation to its potential applications to personality and clinical psychology.
The influence of the work environment on the transfer of newly trained supervisory skills was examined. Participants were 505 supermarket managers from 52 stores. The work environment was operationalized in terms of transfer of training climate and continuous-learning culture. Climate and culture were hypothesized to have both direct and moderating effects on posttraining behaviors. Accounting for pretraining behaviors and knowledge gained in training, the results from a series of LISREL analyses showed that both climate and culture were directly related to posttraining behaviors. In particular, the social support system appeared to play a central role in the transfer of training. Moderating effects were not found. Implications for enhancing the transfer of training are discussed.
To investigate the impact of counselor style, a 2-session motivational checkup was offered to 42 problem drinkers (18 women and 24 men) who were randomly assigned to 3 groups: (a) immediate checkup with directive-confrontational counseling, (b) immediate checkup with client-centered counseling, or (c) delayed checkup (waiting-list control). Overall, the intervention resulted in a 57% reduction in drinking within 6 weeks, which was maintained at 1 year. Clients receiving immediate checkup showed significant reduction in drinking relative to controls. The 2 counseling styles were discriminable on therapist behaviors coded from audiotapes. The directive-confrontational style yielded significantly more resistance from clients, which in turn predicted poorer outcomes at 1 year. Therapist styles did not differ in overall impact on drinking, but a single therapist behavior was predictive (r = .65) of 1-year outcome such that the more the therapist confronted, the more the client drank.
In this study, we assessed how classroom instruction might result in changes in students' communication competence (CC) and communication apprehension (CA). Students enrolled in a basic communication class completed the Personal Report of Communication Apprehension (PRCA) and the Self‐Perception of Communication Competence (SPCC) Scale at the beginning and end of a semester. Scores on the PRCA and SPCC negatively correlated with each other at Time 7 and Time 2. CC increased and CA decreased from Time 1 to Time 2. CC with strangers increased and CA in groups decreased from Time 1 to Time 2. High apprehensive and low competence students experienced greater changes in their respective PRCA and SPCC scores than did their counterparts. Students who completed the course and those who dropped out differed on dyadic SPCC and total PRCA. We discussed implications of the findings.
This series of studies describes the development of a measure of emotional intelligence based on the model of emotional intelligence developed by Salovey and Mayer [Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185–211.]. A pool of 62 items represented the different dimensions of the model. A factor analysis of the responses of 346 participants suggested the creation of a 33-item scale. Additional studies showed the 33-item measure to have good internal consistency and testretest reliability. Validation studies showed that scores on the 33-item measure 1.(a) correlated with eight of nine theoretically related constructs, including alexithymia, attention to feelings, clarity of feelings, mood repair, optimism and impulse control;2.(b) predicted first-year college grades;3.(c) were significantly higher for therapists than for therapy clients or for prisoners;4.(d) were significantly higher for females than males, consistent with prior findings in studies of emotional skills;5.(e) were not related to cognitive ability and6.(f) were associated with the openness to experience trait of the big five personality dimensions.
Given the fast pace of change confronting managers today, it is critical that they develop capacities to learn from current work situations and adapt this learning to new situations. This need is driven by elaborate techniques and new processes that emerge regularly—initiatives that often require corporate-wide behavioral changes beginning at the top of the organization. In the midst of these time-consuming and expensive initiatives lies the simple and time-tested tool of reflection. To use it effectively, managers need only recognize that it has value, then create an amazingly small amount of time and structure for it to take place. With this process, managers take responsibility for their own learning—a responsibility that is, in some cases, too quickly turned over to workshop leaders, university professors, or consultants. No matter how qualified these educational providers may be, it is unlikely that any of them could create case studies with greater relevance or challenge than a manager's own work experiences.
Addresses criticisms of the authors' previous linking of emotion and intelligence by explaining that many intellectual problems contain emotional information that must be processed. Using P. Salovey and J. D. Mayer's (1990) definition of emotional intelligence as a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking, it is argued that intelligence is an appropriate metaphor for the construct. The abilities and mechanisms that underlie emotional intelligence are described. These mechanisms are (1) emotionality itself, (2) facilitation and inhibition of emotional information flow, and (3) specialized neural mechanisms. Emotionality contributes to specific abilities, and emotional management influences information channels and problem solving. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study describes a 4 year effort to investigate the effect and utility of managerial and sales/technical training. The effort relied upon quasi-experimental designs to investigate the effect of training programs, meta-analysis to summarize the effect of different types of training, and utility analysis to estimate the economic impact of training. The utilized multi-attribute utility analysis model, based on Raju, Burke, and Normand's 1990 (RBN) model, was modified and approved by the senior management of a Fortune 500 pharmaceutical company; it included a measure of criterion deficiency and corrected for differences due to alternative methods of calculating effect sizes (e.g., repeated measures ANOVA vs. ANCOVA). Results of 18 training program evaluations (range of N= 10 to 216), which were conducted in one company on the basis of supervisor, subordinate, or peer ratings, are reported. Great variation existed between the effectiveness of the programs (range of d= -.09 to 1.11), and managerial training was found to have less effect (d= .31) and utility (mean ROI= 45%) than sales/technical training (d= .64, mean ROI= 418%). In addition, the use of a 2-point performance scale in application of the RBN utility model as well as the role of management pre-approval of utility analysis are investigated.
We investigated how subjects performed alone and in groups on two written problems. We evaluated the relationship between cognitive and social-cognitive characteristics of group members—estimated both through written tests and videotape ratings—and group performance. We found that group products were of significantly higher quality than individual products. We also found that both cognitive and social-cognitive characteristics were related to group performance, and that videotape-derived estimates of these characteristics predicted group performance about as well as written measures. We present a method for conceptualizing and modeling group performance, and describe why we believe an integrative, multi-variable approach permits a richer understanding of group interaction.
Organizational change and the role of emotional intelligence. Paper presented at the Academy of Management Meeting
- D C Schmidt
Comparing the managerial skills of early derailers vs. fast trackers, late derailers vs. long-term fast trackers, and mid-career derailers vs. “recoverers”. Paper presented at the Academy of Management meeting
- F Shipper
- J E Dillard
- Leslie J. B.
- Burns D. D.