Article

An EI-based theory of performance

Authors:
To read the full-text of this research, you can request a copy directly from the author.

No full-text available

Request Full-text Paper PDF

To read the full-text of this research,
you can request a copy directly from the author.

... Baker et al. (2020) recommend that people should develop situational awareness and a clear contextual understanding to accurately diagnose the challenges that confront them, including distinguishing between technical and adaptive challenges. Situational awareness and contextual understanding start with self-awareness which involves a process of self-reflection and self-evaluation (Goleman 2001). These have to do with the application of cognitive and behavioural strategies which are key components of self-leadership. ...
... This is consistent with literature on adaptive leadership that requires an abandonment of conventional hierarchical leadership principles (DeRue, 2011;Northouse, 2019) and embracing collaborative intelligence to deal with complex situations (Uhl-Bien & Arena, 2017). It is also consistent with self-leadership and emotional intelligence literature (Goleman, 2001). The implications are that to navigate situational challenges, leaders need core selfevaluation competence which is defined as a complex personality characteristic that combines self-efficacy, selfesteem, a locus of control, and emotional stability (Cristofaro & Giardino, 2020). ...
... This called for relationship-building skills, referred to as e-social and e-teambuilding skills . These skills align with Goleman's (2001) model of emotional intelligence which relates to personal competence and social competence. Personal competence refers to self-awareness skills (emotional self-awareness, accurate self-assessment and self-confidence) and self-management skills (self-control, adaptability and positive outlook). ...
Article
Full-text available
Purpose: Since the COVID-19 pandemic, hybrid work has increased dramatically, with organisations still experimenting with different hybrid work models. This study aimed to explore the leadership competencies and practices needed to facilitate the successful transition to the new hybrid work context, using adaptive leadership theory as the overarching research framework.Design/methodology/approach: A cross-sectional, qualitative design was adopted. Data were gathered by conducting semi-structured interviews with a sample of 20 executives and senior managers drawn from 5 leading South African banks.Findings/results: The adaptation processes and leadership competencies adopted by participants were mostly aligned to adaptive leadership theory. However, participants needed to strengthen their skills in communication, listening and empathy, as well as enhance leadership characteristics such as authenticity, humility, trust and transparency.Practical implications: The study could inform the redesign of job specifications for leaders and managers in charge of hybrid work teams, particularly if they are in the early stages of the transition. More strategically, the study could facilitate the creation of adaptive workspaces and lay the foundation for more effective leadership in hybrid working environments.Originality/value: Whereas previous studies have explored flexible and or hybrid working arrangements from employees’ perspectives, little research has been conducted on managers and leaders perspectives in this regard, which was the focus of this study. An important finding was that while participants were comfortable making the technical transition to hybrid work (using more technology), they saw the social demands of a hybrid work environment as more challenging.
... Digital competence and social capital possessed by an employee are not yet perfect in bringing themselves to optimal achievement and performance and success in communicating and interacting digitally and in direct social interaction without emotional intelligence. Emotional intelligence refers to a person's ability to monitor one's own and other's emotions, to distinguish different emotions and label them appropriately, and to use emotional information to direct thought and behavior (Goleman, 2001). Organizations consider emotional intelligence an important skill because it significantly impacts various aspects of the business community, especially employee development, employee performance, and productivity (Goleman, 2001). ...
... Emotional intelligence refers to a person's ability to monitor one's own and other's emotions, to distinguish different emotions and label them appropriately, and to use emotional information to direct thought and behavior (Goleman, 2001). Organizations consider emotional intelligence an important skill because it significantly impacts various aspects of the business community, especially employee development, employee performance, and productivity (Goleman, 2001). ...
... Employee performance is defined as the ability of employees to use resources efficiently and effectively to achieve personal and organizational goals (Daft). Goleman (2001) defines emotional intelligence as the ability by which a person can filter his emotions, the emotions of others, distinguish between various emotions and label them. Consequently, he can use this emotional information to guide his thinking and behavior. ...
Article
Full-text available
Employee performance is the issue that gets the most attention in every scientific study. Once performance is important for an organization's progress, policymakers must know the factors affecting employee or organizational performance. This study aims to determine the effect of digital competence, social capital, and emotional intelligence on teacher performance through job satisfaction as an intervening factor. Data were obtained by distributing questionnaires to 419 public high school teachers in Batam City. The research uses qualitative and quantitative approaches. The data analysis method is a structural equation model using the Smart-PLS device. The study's results found that digital competence, social capital, and emotional intelligence directly positively and significantly affected teacher job satisfaction. Second, digital competence, emotional intelligence, and job satisfaction have a direct positive and significant effect on teacher performance. In contrast, social capital directly does not have a significant effect on teacher performance. Third, job satisfaction fully mediates the effect of social capital and emotional intelligence on teacher performance, but job satisfaction does not mediate the effect of digital competence on teacher performance. The results of this study recommend that school leaders or principals at State High Schools improve digital competence and social capital.
... One definition asserts EI as the ability to 'recognise, understand and manage our own emotions and… the emotions of others' (Institute for Health and Human Potential, 2021). Emotional competencies are learned, suggesting that founders can learn and display appropriate behaviours, although there needs to be an underlying ability (Cherniss and Goleman, 2001). Salovey and Mayer (1990) suggest that EI concerns three skills: appraisal and expression of emotions, control of emotions and use of emotions to problem solve. ...
... Teams with high EI have improved performance (Offermann et al., 2004), and EI behaviours are associated with Transformational Leadership (Bass and Avolio, 1993;Bono et al., 2007;Kaplan et al., 2014). The deployment of EI capabilities by bosses results in employees that trust their boss, improves their feelings for working with them (Cherniss and Goleman, 2001) and, evidenced in the context of nursing, develop empowered work environments that produce positive outcomes (Alotaibi et al., 2020). ...
... Relationship Management competencies -'Influence', 'Teamwork' and 'Inspirational Leadership' (Goleman and Boyatzis, 2017). Following his initial work, Goleman (Cherniss and Goleman, 2001) includes Trustworthiness as a competency, which involves expressing values, principles, intentions and feelings, and behaving accordingly. Leaders build trust through displaying behaviours including: vulnerability, loyalty, honesty, and valuing others (Singh, 2020). ...
Article
Full-text available
This investigation explores the impact of a Founder's Emotional Intelligence on a company's ability to achieve growth. The success of start-up businesses in the UK is in decline; there is a lack of data to support why, but US research links the behaviour of the founder to some causes, such as disharmony with others.
... The conceptual study framework is synthesized by using the Open System Theory in explaining the alignment of all models related to the variable in the study and integrating the emotional Intelligence model of performance by Goleman [30], Lewin [31], and Digital Competence Model by White and Walker [32]. The variables involved in the study will address the study's outcome and show the path of the hypothesis to be tested. ...
... The variables involved in the study will address the study's outcome and show the path of the hypothesis to be tested. The model of performance by Goleman [30] is the mixed emotional intelligence model that measures self-awareness, self-management, social awareness and relationship management. Goleman [30] studied four main domains to measure employee emotional intelligence in the working environment. ...
... The model of performance by Goleman [30] is the mixed emotional intelligence model that measures self-awareness, self-management, social awareness and relationship management. Goleman [30] studied four main domains to measure employee emotional intelligence in the working environment. In 2009, Schutte et al. [21] enhanced the study by specifically narrowing it down to the specific instrument development known as SSRI (Schutte Self Report Inventory) based on the mixed Goleman Model of performance and Ability model by Salovey and Mayer [19]. ...
... In that way, mixed models are mainly concerned with intrapersonal qualities (e.g., self-respect, self-awareness of assertiveness, independence, tenacity), interpersonal skills (e.g., empathy, social responsibility, and human relations), adaptability (e.g., flexibility, problem solving, and proactive approach), stress management (e.g., stress control and tolerance, and patience), and general mood (e.g., happiness, optimism, and positivity) ( Bar-On 1997, 2004Kanesan and Fauzan 2019). In a similar vein, Goleman (2001) stated that models are concerned with self-awareness and self-management (personal) and social awareness and relationship management (social). ...
... Self-ratings alone are poor predictors of performance (Wolff 2005). However, the overall scores (self and raters' assessments are combined and averaged) indicate leadership strengths and weaknesses in emotional intelligence (Goleman 2001;Araujo and Taylor 2012;Rodrigues and Madgaonkar 2013). ...
... This includes both own and others' (peers, subordinates, or supervisors) assessments of the selected managers. Our study took into account four dimensions of emotional intelligence: self-awareness, self-management, social awareness, and relationship management (Goleman 2001). Furthermore, our research aims to investigate the significant differences in self and raters' assessments of managers' emotional intelligence in Jordan's public and private sectors. ...
Article
Full-text available
This study aims to investigate the levels of emotional intelligence for managers in public and private hospitals in Jordan for the purpose of identifying the relative practice of emotional intelligence dimensions by managers in each sector. The research will also look into the differences (gaps) in self- and other-assessed emotional intelligence for managers in both public and private hospitals. As such, the theoretical importance of this research lies in its ability to contribute to filling the missing gap in the literature while forming the basis for or being the object of reference for any future research in the field. The researchers adopted a quantitative research design. Data were collected using a 360-degree questionnaire, in which managers’ self-assessments, and the assessments of two other raters (supervisors, peers, or subordinates), were used to measure the levels of managers’ emotional intelligence in both public and private hospitals. A total of 179 managers and 358 raters participated in our study. The results of the study revealed that differences between managers’ self-assessments and others’ assessments might be an indicator of inflated managers’ self-assessments. Differences between managers’ self-assessments and others’ assessments were larger in public hospitals compared with those in private hospitals. Hence, our study provides valuable recommendations and implications to enhance the practice of emotional intelligence among managers both in public and private hospitals in Jordan.
... In that way, mixed models are mainly concerned with intrapersonal qualities (e.g., self-respect, self-awareness of assertiveness, independence, tenacity), interpersonal skills (e.g., empathy, social responsibility, and human relations), adaptability (e.g., flexibility, problem solving, and proactive approach), stress management (e.g., stress control and tolerance, and patience), and general mood (e.g., happiness, optimism, and positivity) ( Bar-On 1997, 2004Kanesan and Fauzan 2019). In a similar vein, Goleman (2001) stated that models are concerned with self-awareness and self-management (personal) and social awareness and relationship management (social). ...
... Self-ratings alone are poor predictors of performance (Wolff 2005). However, the overall scores (self and raters' assessments are combined and averaged) indicate leadership strengths and weaknesses in emotional intelligence (Goleman 2001;Araujo and Taylor 2012;Rodrigues and Madgaonkar 2013). ...
... This includes both own and others' (peers, subordinates, or supervisors) assessments of the selected managers. Our study took into account four dimensions of emotional intelligence: self-awareness, self-management, social awareness, and relationship management (Goleman 2001). Furthermore, our research aims to investigate the significant differences in self and raters' assessments of managers' emotional intelligence in Jordan's public and private sectors. ...
... Many respondents suggested that the SDI 2.0 intervention in this study was influential in their workplace. Respondents believe that their ESC was enhanced, as defined by Goleman's (2001) model, to integrate these competencies into their relationship-related practice. It was noted to change their attitude and behavior in viewing and interacting with their superiors, peers and subordinates. ...
... Both the executives and individual contributors reported that the SDI 2.0 intervention immediately improved their competencies of self-awareness, including emotional selfawareness, accurate self-assessment and self-confidence. Self-awareness is crucial for people to identify personal strengths and limitations (Goleman, 2001). Where they had previously unnoticed or unidentified their motives, strengths and overdone strengths in work and life, they were now able to recognize them and make a self-analysis and self-evaluation, which would give them the readiness to behave with directions and ways to drive their growth and interactions in the work practice. ...
... Self-confidence is a vital element in developing self-awareness (Goleman, 2001). Many respondents also gained self-confidence in their abilities to change behavior to improve interactions with their superiors, peers and subordinates. ...
Article
Full-text available
Purpose This paper aims to determine whether performing an emotional intelligence (EI) intervention improves employees’ self-perceived emotional–social competencies (ESC) to achieve relational outcomes in firms based in China. Design/methodology/approach Based on a qualitative, interpretive approach through purposive sampling, this paper explored the impacts the Strengths Deployment Inventory (SDI) 2.0 intervention might have upon Chinese employees regarding ESC and relational outcomes. Data was collected from 18 semi-structured interviews with Chinese executives and individual contributors. Findings The findings suggested that ESC could be developed and improved in Chinese employees. The SDI 2.0 intervention may effectively bring about positive EI shifts and relevant attitudinal and behavioral changes related to work relationships. Practical implications The developed ESC and relational outcomes provide practitioners with insight to better understand the role training plays in organizational effectiveness, as well as to implement the SDI 2.0 program in human resource practices of Chinese organizations to develop personnel and promote high-quality work relationships. Originality/value This study gains significance by highlighting the effectiveness of the SDI 2.0 intervention in enhancing respondents’ ESC with relational outcomes from the perspectives of Chinese firms. Thus, supporting the effectiveness of EI training in the Chinese workplace and introducing the EI training literature the SDI 2.0 tool.
... This old-fashioned word was known to be crucial in a person's success. He also defined emotional intelligence as a framework of emotional competence that could result in an outstanding performance, especially at the workplace (Goleman, 2000). As Mayer et al. (2011) described, Goleman's book about emotional intelligence sold millions of copies worldwide and received much attention from the media and the Times magazine. ...
... As Mayer et al. (2011) described, Goleman's book about emotional intelligence sold millions of copies worldwide and received much attention from the media and the Times magazine. According to Goleman (2000), emotional intelligence consists of five components that could control, assess and identify the emotion of others and one's own emotions. The five components involve selfawareness, self-regulation, internal motivation, empathy, and social skills. ...
Article
Full-text available
Purpose: The review focuses on past prominent leadership literature, aiming to highlight the emerging thematic evolution of the leadership literature Design/methodology/approach: Qualitative approach by using the literature synthetization to derive to concept and definition of leadership are applied for this research. The concept and definition are discussed at length to see the application and changes of leadership paradigms. Findings: Various leadership theories seem to be overwhelmed with different thematic thoughts-from the earliest trait-based charismatic and authoritative style; to the seemingly complete full-range of effective leadership styles and communicational techniques; and finally, the emergence of the more contemporary value-based leadership theories such as authentic, service, servant, ethical, inclusive, and later the paradoxical yin-yang leadership style. This research concludes that there is no one style fits all. Due to the these complex dynamics as the VUCA 2.0, the concept and practicality of leadership has changed significantly. Research limitations/implications: The review opens with an attempt to define the meaning of contemporary leadership, followed by exploration and analysis of emerging themes, identifying the literature gap, and lastly, a comprehensive discussion on new insights. The review concludes with recommendations of potential future research directions in leadership. Practical implications: this research layout the different perspective of leadership. It begins with the discussion on concept and definition. The practicality of the paper is viewed from the literature standpoint of view.
... Self-management includes achievement orientation, adaptability, emotional self-control, and a positive outlook -the skills to stay motivated and on track (Boyatzis & Goleman, 2007). This includes anticipating obstacles, adapting plans to major changes, and maintaining a positive outlook (Goleman, 2001). Achievement orientation includes viewing threats as opportunities and remaining hopeful in face of setbacks (O'Neil, 1996). ...
... Emotional self-control and adaptability do not indicate a person's awareness of how they feel or why they feel the way they do but are instead the ability to control or regulate the emotions they may be feeling. Adaptability and self-control are positive attributes of leaders allowing them to endure anxiety ridden states and have the flexibility to respond to new ideas and take on risks (Goleman, 2001). With this understanding, stoic behaviors as measured by the LSS can be a positive asset to effective leadership. ...
Article
Full-text available
This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019). Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564). The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.
... This will help us reduce conflicts and communicate effectively (Roco, 2001). Goleman (2001) considers that the elements that make up emotional intelligence are: ...
... The psychiatric profile of a woman student with high QE: tends to be affirmative, expressing her feelings directly, naturally, life for her makes sense and deserves to be lived to the fullest, is sociable, expresses her sentences appropriately and adapts well to stress, is socially balanced, easily gets acquainted with new people, feels comfortable with herself being a joke, playful and sexually natural, rarely feels anxious. Goleman (2001) identifies two types of people from an affective point of view: the passionate, who has exaggerated emotional reactions to a situation and the indifferent, who tends to totally ignore the seriousness of a problem. ...
... Statistical sample consists of all chairpersons and 130 who are selecting through satisfied random sampling. This study uses two questionnaires :1) Multifactor Leadership styles (MLQ) by Bass and Avolio(2000) to measure the transformational and transactional leadership styles as perceived by faculty, and 2) EIC, by Goleman(2001) to measure the chairpersons emotional intelligence which had ra =0/94 and ra =0/90 respectively. Collected data will be analyze through descriptive (Frequency, Average, Percent) and inferential statistics (Pearson's correlation coefficient, Monova, Tuky test, and T-test) , Findings showed that: 1) There is positive and significant relationship between transformational leadership style and emotional intelligent ,2) There is positive and nonsignificant relationship between transactional and Laissez-faire leadership styles and emotional intelligent . ...
... Statistical sample consists of all chairpersons and 130 who are selecting through satisfied random sampling. This study uses two questionnaires :1) Multifactor Leadership styles (MLQ) by Bass and Avolio(2000) to measure the transformational and transactional leadership styles as perceived by faculty with 45 items and ra = 0.94 ,and 2) EIC,by Goleman(2001) to measure the chairpersons emotional intelligence with 72 items and r= 0.90 .Collected data will be analyzed through descriptive (Frequency, Average, Percent and inferential statistics (Pearson's correlation coefficient, Monova, Tuky test, and T-test). ...
Conference Paper
The purpose of this research is to study of the relationship between Multifactor leadership styles and emotional intelligent among chairperson at the university of Isfahan. Research method was descriptive – correlative. Statistical population include 33 chairpersons and 453 faculty members who are employing at the University of Isfahan in academic year 2009-2010. Statistical sample consists of all chairpersons and 130 who are selecting through satisfied random sampling. This study uses two questionnaires :1) Multifactor Leadership styles (MLQ) by Bass and Avolio(2000) to measure the transformational and transactional leadership styles as perceived by faculty, and 2) EIC, by Goleman(2001) to measure the chairpersons emotional intelligence which had ra =0/94 and ra =0/90 respectively. Collected data will be analyze through descriptive (Frequency, Average, Percent) and inferential statistics (Pearson's correlation coefficient, Monova, Tuky test, and T-test) , Findings showed that: 1) There is positive and significant relationship between transformational leadership style and emotional intelligent , 2) There is positive and non- significant relationship between transactional and Laissez-faire leadership styles and emotional intelligent . Keywords: Emotional intelligence, Multifactor leadership styles chairperson, faculty members, university Introduction
... Goleman et al. (2002) point out that empathy enables strategic managers to increase their potential and desire to understand circumstances, and accept suggested changes and ideas of other people. Empathy helps strategic managers to be sensitive to other people so that they may encourage an atmosphere of freedom, making these strategic managers more dynamic and open to new opinions and ideas that promote effective leadership performance (Goleman, 2001 ability to bring together and influence subordinates. In the past two decades, significant research addressing the relationship between empathy and leadership success has been conducted (Choi, 2006). ...
... The study of emotional intelligence (EI) was literally of limited reference in behavioural sciences until popularised by [12] in his bestselling book "Emotional Intelligence: Why It Can Matter More Than IQ." Ever since, the relevance of EI to the improvement of human activities and performance within social settings has been vehemently researched by scholars of organisational behaviour [64]. The concept of EI as conceived by organisational psychologists [6] was aimed at determining the intra-personal attributes of individuals and the interpersonal abilities they display within a group to be able to appropriately delegate responsibilities [53,79]. ...
Article
Full-text available
Emotional intelligence is an important concept in organisational psychology that plays a significant role in the performance of employees. Despite this, empirical investigation on the mediating role of work motivation in the relationship between emotional intelligence and job performance is under-researched. Hence, this study examined the relationship between emotional intelligence and job Original Research Article Ogunmola et al.; Asian J. Econ. Busin. 148 performance with the introduction of work motivation as a mediating variable. The descriptive survey involved a heterogeneous sample of 370 non-academic staff from selected tertiary institutions in Ekiti State, Nigeria. The relationship between EI and performance was tested using multiple linear regression, while the mediation model was analysed through the Hayes bootstrapping method in SPSS version 25. Findings from the study suggested self-emotion appraisal and regulation of emotion as statistically significant predictors of job performance. Work motivation was found to partially mediate the relationship between EI and job performance among the sample.
... Based on many cases, Goleman (1998) claimed that the qualities that differentiate successful individuals from unsuccessful ones are the competencies underlying EI. Proponents of this later theorising regarded emotional competencies as learned capacities (Boyatzis 1982;Goleman 2001). He also broadened the fourfold construct developed by Mayer and Salovey (1997) to five dimensions: self-awareness, selfregulation, motivation, empathy, and social skills. ...
Article
This study aims to examine the relationships between teacher-child relationships, resilience, and emotional competence with an initial sample of 881 (filtered to 739) Chinese young children in a rural region in Guangdong Province, China. They were measured by using Student-Teacher Relationship Scale (STRS), Children’s emotional competence scale (CECS), and Devereux Early Childhood Assessment for Preschoolers Second Edition (DECA-P2). The results indicated that: (1) teacher–child relationships positively predict resilience and emotional competence in children, including left-behind children; (2) emotional competence positively predict resilience in children, including left-behind children; (3) no different patterns found between left-behind children and other children on their psychological traits in the study. This study would enhance both parents and early childhood teachers’ understandings of the key factors that affect children’s wellbeing and social development, and thus implement appropriate strategies for supporting left-behind children.
... Bu iki konu arasındaki ilişki genellikle negatif yönlü görülse de (Marissen, Deen & Franken, 2012;Jauk, Freudenthaler & Neubauer, 2016;Kauten, 2016), son yıllarda yapılan çalışmalar pozitif yönlü bir ilişki olduğunu da göstermiştir (Zajenkowski, Maciantowicz, Szymaniak & Urban, 2018;Srivastava & Pathak, 2020;Fida, Naz, Khan & Safdar, 2020). Narsisist bireylerin empati yoksunluğu ve başkalarını umursamama gibi olumsuz özelliklerinin yanı sıra özdeğerlerinin farkında, özgüvenli ve diğer bireyleri deyim yerindeyse "kitap gibi okumada" uzman oluşları (Raskin & Terry, 1988;Konrath, Corneille, Bushman & Luminet, 2014) (Goleman, 2001;Bar-On, 2006;Mayer, Salovey, Caruso & Cherkasskiy, 2011). Yetenek modelinde duygusal zekâ, bir dizi yeteneğin varlığını kapsayan kişisel yeterliliktir. ...
Article
Full-text available
Bu çalışma duygusal zekâ ile narsisizm arasındaki ilişkiyi araştırmayı amaçlamaktadır. Bu amaçla, Denizli imalat sektöründeki 309 beyaz yakalı çalışana kolayda örnekleme tekniği kullanılarak anket uygulanmıştır. Sonuçlar, duygusal zekâ ile narsisizm arasında pozitif yönlü bir ilişki olduğunu ortaya koymaktadır. Araştırmanın ikinci amacı duygusal zekâ ve narsisizm kavramları ile demografik değişkenler arasındaki ilişkiyi incelemektir. Duygusal zekâ ile cinsiyet ve eğitim durumu arasında anlamlı ilişkiler bulunurken, yaş değişkeniyle anlamlı bir ilişki tespit edilmemiştir. Buna karşılık, narsisizm ve yaş ile narsisizm ve cinsiyet değişkenleri arasında anlamlı bir ilişki bulunurken, eğitim durumuyla anlamlı ilişki olmadığı anlaşılmaktadır. Araştırmanın son amacı, çalışanların duygusal zekâ ve narsisizm özelliklerini yöneticilik statülerine göre incelemektir. Yöneticilerin, yönetici olmayanlara göre duyguları kullanma konusunda daha yetenekli oldukları görülmüştür. Ayrıca narsisizm açısından bakıldığında yöneticiler, yönetici olmayan meslektaşlarına göre daha fazla otoriter özellikler sergileme eğilimindedir. A B S T R A C T This study aims to investigate the relationship between emotional intelligence and narcissism. Thus, a survey was administered to 309 white-collar workers in the Denizli manufacturing sector, employing a convenience sampling technique. The results reveal a positive correlation between emotional intelligence and narcissism. The second objective of the study was to explore the relationship between emotional intelligence, narcissism, and demographic variables. Significant associations were found between emotional intelligence and gender as well as educational status, while no significant relationship was identified with age. In contrast, narcissism demonstrated a significant relationship with gender and age, but not with educational status. The third aim of the study was to examine the emotional intelligence and narcissism characteristics of workers based on their managerial status. It was observed that managers exhibit greater proficiency in utilizing emotions compared to non-managers. Additionally, in terms of narcissism, managers tend to display more authoritarian traits than their non-managerial counterparts.
... Conscientiousness is a personality dimension that describes a person who is responsible, trustworthy, persistent, and organized (Robbins and Judge 2008). Signs of conscientiousness also include being careful, self-disciplined, and scrupulous in attending to responsibilities, which distinguishes individuals who keep things running as they should (Goleman 2001). Emerson and Yang (2012) found that conscientiousness positively affects an auditor's performance in terms of detecting fraud; conscientious (i.e., careful) auditors will be more thorough, persistent, organized, and systematic in evaluating evidence, which will play an important role when making judgments. ...
Article
Professional skepticism is a fundamental and critical construct for audit professionals. Although accounting regulators, practitioners, and CPA examinations call for explicit consideration of cyber risks by current and future audit professionals, the current body of literature has not examined the effects of professional skepticism in the context of cybersecurity-related tasks. This study focuses on the effect of professional skepticism on accounting students’ performance in cybersecurity (ASPC). Based on a sample of 115 graduate accounting students, we found that the students did not consistently understand cybersecurity fundamentals. Our study identifies personality traits and operating stress as antecedents of professional skepticism, and these antecedents affect ASPC indirectly through professional skepticism. The results indicate that professional skepticism directly and positively affects ASPC. In addition, cybersecurity knowledge and age positively and directly affect ASPC. The results of this study have implications for academics, accounting education, and the audit profession. Data Availability: Data are available on request from the authors. JEL Classifications: D91; M42; O33.
... Using Podsakoff et al's 1990 measure of transformational leadership (see Podsakoff et al., 1990) Tavanti, 2006), they contend that inclusiveness, empowerment, and collaboration were the most important of the aggregated value-centered leadership competencies measured (Maier et al., 2015). Kraus (2017) looked at Generation X and Millennials and how they perceived emotional intelligence based on Goleman's emotional leadership theory (See Goleman, 2001) and concluded that their emotional leadership style preference was significantly dependent on the person's generational cohort ( ; p. 69). More specifically, of 6, 98 ( ) 3. 390, = 004 the six areas included in the model (Affiliative, Democratic, Pacesetting, Coaching, Visionary, and Commanding leadership), Millennials preferred Visionary leadership style while Generation X members valued Coaching leadership style the most (Kraus, 2017). ...
Article
Full-text available
The rising costs of recruiting and hiring workers and the seismic shift of age demographics in the United States workforce has created much stir around the concept of generational cohorts. Although much has been done by researchers and practitioners alike to attempt a better understanding of each generational group’s leadership preferences, confusing and contradictory results has attracted much criticism. This critique has inspired efforts to look at the concept of leadership and followership preference through an alternative lifespan developmental lens. Because leadership influences are inherently social influences, a person’s overall lifespan development level may potentially provide a deeper perspicacity of the phenomenon than examining it from the more conventional generational cohort perspective. However, specific research into this area is lacking. This paper adds to the literature by uncovering what we are missing in research and practice when we look at age-related leadership phenomena solely from a generational cohort perspective. A review of the contradicting literature on generational cohorts and leadership is offered. Next, specific lifespan developmental theories are examined, and propositions and implications of such research are extended.
... Estas competencias han sido entendidas como habilidades cognitivas para la gestión emocional (Mayer y Salovey, 2000), como rasgo de la personalidad (que favorece el despliegue de los comportamientos emocionalmente inteligentes (Goleman, 2001). Hoy se acepta la importancia del desarrollo de las competencias emocionales (Bisquerra y Pérez, 2007) y, en concreto, en el ámbito docente (Jennings y Greenberg, 2009). ...
... As a consequence, individuals are encouraged to monitor their own and others' performance to achieve great personal, team, and organizational performance. They have also been encouraged to become more conscious of their own emotional intelligence and want to regulate their own emotions and actions (Goleman, 2001). ...
Article
Full-text available
This study aims at exploring the relationships between the emotional intelligence of leaders and the intention to introduce IoT-based products (or product innovation) and the moderating role of different moderators on the above relationships. The paper uses the survey-based methodology and SEM analysis technique with sample collected in Vietnam. The findings show that there is the positive impact of emotional intelligence of leaders on the intention to introduce IoT-based products at firms and there is the moderating role of different moderators moderating the above relationships. Our study is among the first demonstrating the impact of leaders' personal characteristics in driving IoT adoption and more broadly innovation at companies. The second theoretical contribution is that our research findings have introduced two new moderating variables for business research on the impact of personal traits of leaders on innovation (with the case of IoT-based products). The implications from this research are also presented.
... This paper investigates whether students of management and economics have an emotional profile. In the business world nowadays it is clear that emotional intelligence and personality play important role in companies by effective working and handling work-related stress and better colleagueship or teamwork (Goleman, 1998;Goleman, 2001;Salovey, Mayer, 1990, Mayer, Salovey, 1997Caruso, Salovey, 2004;Keltner, Haidt, 2001;Vernon et al, 2008). Emotional intelligence itself is even important in personal life as a basis of the workplace (Lopes et al., 2006) or academic success. ...
... It takes deliberate efforts to develop a strong awareness of self (Goleman, 2001). This insight is valuable for coaches, both as a foundation for effective storytelling and as a model for what they are nurturing in their clients. ...
Article
This capstone examines the role of culture and cross-cultural competence in coaching relationships. The business world is becoming increasingly globalized, with workers interacting across geographic and linguistic and cultural differences. In addition, many American companies are actively diversifying their leadership teams, which increases cultural differences in C-suites and beyond. These individuals need to develop significant cross-cultural competence in order to effectively engage with one another. Coaches working with these diverse and globalized companies need to both develop their own cultural competency and grow their expertise in coaching others to develop cultural competency. In this study I engaged in intensive coaching with two Asian–American women, reflected on each of the coaching sessions, and analyzed the content of the sessions as well as my reflections. My findings include the following: Aspects of a coach's culture influence how they perceive and engage with a client; aspects of a client's culture influence how they perceive and engage with a coach; clients and coaches make assumptions about each other based on a number of factors, including race; and the identities of coaches and clients are expressed and negotiated through stories. This capstone raises many interesting questions for future examination, including what strategies can be deployed beyond awareness of cultural differences and building more inclusive coaching models.
... 327, págs. 153-184 161 Fecha de entrada: 30-04-2010 / Fecha de aceptación: 06-07-2010 la conceptualización de la empleabilidad es congruente con el hecho de que la emoción, y no sólo la cognición, está recibiendo creciente atención en la literatura debido a su contribución al desarrollo de competencias (GoleMan, 2001;laM y kiRby, 2002). El éxito en un puesto de trabajo no se limita al coeficiente de inteligencia o a las habilidades técnicas, sino que es una consecuencia de la delicada sintonía entre la cognición y la emoción (steRnbeRG, 1996). ...
Article
Full-text available
Espoleados por los numerosos escándalos que algunas multinacionales han generado a causa de sus comportamientos poco éticos (casos paradigmáticos serían los de ENRON o Arthur Andersen), los investigadores se han afanado con especial intensidad en los últimos diez años en intentar responder a una pregunta sólo aparentemente sencilla: ¿qué causa la aparición de comportamientos no éticos entre los trabajadores de las empresas, y qué podemos hacer para prevenir esas transgresiones? La extensísima literatura alrededor de este fenómeno es la mejor prueba de que desenmarañar los antecedentes de la falta de ética en las organizaciones es algo complejo, y a esa línea de trabajo hemos intentado contribuir con esta investigación. Tras revisar la literatura hemos comprobado que las prácticas de recursos humanos encaminadas a potenciar el aprendizaje organizativo, tan de moda hoy en día, nunca se han analizado desde la perspectiva de los efectos que causan en el nivel ético de los comportamientos de los trabajadores. Nosotros creemos que esos efectos serán positivos y directos, además de mediados a través de la empleabilidad de los trabajadores. Una muestra de 650 individuos pertenecientes a 166 empresas y una metodología de ecuaciones estructurales nos han permitido contrastar estas hipótesis.
... Siguiendo a van deR heiJde y van deR heiJden (2006), en virtud de este nuevo enfoque, la medición de la empleabilidad debe cambiar desde una perspectiva basada en las habilidades (que se refiere a la ejecución de una tarea simple) a una perspectiva basada en las competencias (que se ocupa más de la ejecución de toda una serie de diferentes tareas en un cierto dominio, todas ellas desempeñadas adecuadamente y de manera integrada, y ejecutadas con la ayuda de diferentes cualidades personales como son la motivación, actitudes, comportamiento y personalidad). Esta evolución en la conceptualización de la empleabilidad es congruente con el hecho de que la emoción, y no sólo la cognición, está recibiendo creciente atención en la literatura debido a su contribución al desarrollo de competencias (GoleMan, 2001;laM y kiRBy, 2002). El éxito en un puesto de trabajo no se limita al coeficiente de inteligencia o a las habilidades técnicas, sino que es una consecuencia de la delicada sintonía entre la cognición y la emoción (SteRnBeRG, 1996). ...
Article
Full-text available
Este trabajo ha obtenido el Accésit Premio Estudios Financieros 2010 en la modalidad de recursos humanos. Tradicionalmente la investigación ha considerado la innovación en una empresa como una consecuencia de las características individuales de los trabajadores y de las prácticas organizativas. Así, por ejemplo, la literatura ha puesto considerable énfasis en la influencia que las características personales de los gerentes y de los empleados pueden ejercer en la capacidad innovadora de una empresa. Este trabajo pretende abordar el tema desde un ángulo diferente: mientras que los investigadores han aprendido mucho acerca de los efectos que las características de los gerentes y de los trabajadores tienen en la capacidad innovadora de una empresa, es relativamente poco el conocimiento que se tiene sobre el papel de la innovación como un factor que afecta a las características de los gerentes y de los empleados. Ciñéndonos a esta nueva perspectiva, este trabajo sugiere que un clima innovador en una organización tiene un efecto positivo sobre una característica específica del empleado (la empleabilidad) y sobre una característica específica de los gerentes (el estilo de liderazgo transaccional). Estas relaciones, que hasta ahora no han sido investigadas, han sido justificadas teóricamente y evaluadas empíricamente, junto con la bien documentada relación entre el estilo de liderazgo transaccional y el desempeño individual del trabajador. Nuestras hipótesis fueron analizadas empíricamente a través de una muestra de 795 profesores de 75 departamentos universitarios de Costa Rica, usando una metodología de ecuaciones estructurales.
... faith in his or her aptitude to maintain emotions). The Emotional Intelligence (EI) theory is a contemporary emotion-grounded theory that explains how people with sufficient interpersonal and introspective skills may effectively regulate their emotions and those of others in order to deal with external problems (Salovey & Mayer, 1990, 1997; Bar-On, 1997; Goleman, , 2004. ...
Article
Full-text available
Emotions and sentiments are endless elements of life, sometimes people made themselves emotionally strong and sometimes have had bad times. Work overload is considered as negative workplace phenomena that instigates stress among employees. Work overload damages employees' physical health and mental obstruction. Facing such negative environment, emotional intelligence is considered to be a coping strategy to control such negative shocks. This research aimed to examine emotional intelligence, psychological well-being and work overload among private school teachers of Pakistan. The research data was collected from 334 private school teachers using stratified and systematic random sampling. The structural equation modelling (SEM) was used to assess research hypotheses. It was found that emotional intelligence has significant negative impact on employee work overload. Furthermore, intervening analysis were performed and inducted psychological wellbeing (a measure of individual wellbeing) as mediator. SEM Results reported that psychological wellbeing mediates the relationship between emotional intelligence and work overload. The research outcomes provide a safe guidelines for management and policy makers to make their employee self-sufficient and psychological strong.
... Divergence exists in terms of how it is described, measured and hypothesized. Three EI models 'Ability model' by Mayer et al. (1990); 'Competency model' by Goleman (2001) and 'Trait model' by Bar-On (2004) have gained prominence over the years that broadly characterize EI based on cognitive ability and/or personality (Prentice, 2019). The ability model of EI has maximal emotional performance measurements thus used extensively across studies (Clarke, 2010). ...
Article
This study examines how tourists’ emotional intelligence (EI) influences tourists’ environmentally responsible behaviour (ERB). Moreover, this study also proposes a more parsimonious scale to measure EI. The analysis of 395 responses revealed a 16-item (instead of 33-item) EI scale – where four dimensions appeared. The findings show the relationships of those dimensions of EI with the dimensions of ERB. Perception of emotion relating to self positively influences civil, physical and persuasive action but not financial action whereas perception of emotion relating to others positively influences only civil and persuasive action. The impact of other tourists’ EI dimensions on tourists’ ERB is also divergent. These findings leverage literature by offering a parsimonious EI scale and by exploring the relationships between tourists’ EI and the dimensions of tourists’ ERB, which suggest tourism providers for reinforcing specific EI dimensions to promote tourists’ ERB.
... A student who has the ability to understand their own and other people's emotions, can successfully cope with social situations, harness their knowledge about emotions in acting and in problem-solving, and adapt more easily to new situations. People with high emotional abilities are able to concentrate on performing tasks and achieve better academic performance (Goleman, 2001;Mohoric & Taksic, 2016). Research indicates that students who have good emotion management skills are more conscientious about their school responsibilities and less likely to play truant, find it easier to transition from primary to high school (Petrides et al., 2004), and have better grades and conduct in school (Qualter et al., 2007). ...
Article
Full-text available
The problem of the present study was defined as follows: What personality characteristics were predictors of emotion understanding and self-esteem in students of visual arts high schools and general education high schools. The problems discussed in this article have important implications for the effective functioning of artistically gifted youth in the school environment and for the optimization of their development in various areas of activity. Students of visual arts and general education high schools (N = 440) aged 15–18 (M = 16.88, SD = 0.81) in Poland were surveyed. The participants completed Costa and McCrae’s NEO-FFI, Rosenberg’s Self-Esteem Scale (SES), and Matczak and Jaworowska’s Emotion Understanding Test (TRE). Enter regression analysis was conducted. The results showed that in the group of visual arts high school students neuroticism, extraversion, and conscientiousness were significant predictors of self-esteem, while neuroticism and openness to experience were predictors of emotion understanding. In the group of high school students who pursued a general edu- cation curriculum, self-esteem was statistically significantly predicted by neuroticism and conscientiousness. Significant predictors of emotion understanding in this group of students included neuroticism, extraversion, openness to experience, and agreeableness. These findings demonstrate that the students functioned differently in the school setting depending on the educational curriculum they were following. The results of the present study can be used to formulate practical educational guidelines.
Article
Bu çalışma duygusal zekâ ile narsisizm arasındaki ilişkiyi araştırmayı amaçlamaktadır. Bu amaçla, Denizli imalat sektöründeki 309 beyaz yakalı çalışana kolayda örnekleme tekniği kullanılarak anket uygulanmıştır. Sonuçlar, duygusal zekâ ile narsisizm arasında pozitif bir ilişki olduğunu ortaya koymaktadır. Araştırmanın ikinci amacı duygusal zekâ ve narsisizm kavramları ile demografik değişkenler arasındaki ilişkiyi incelemektir. Duygusal zekâ ile cinsiyet ve eğitim durumu arasında anlamlı ilişkiler bulunurken, yaş değişkeniyle anlamlı bir ilişki tespit edilmemiştir. Buna karşılık, narsisizm ile yaş ve cinsiyet değişkenleri arasında anlamlı bir ilişki bulunurken, eğitim durumuyla anlamlı bir ilişki olmadığı anlaşılmaktadır. Araştırmanın üçüncü amacı, çalışanların duygusal zekâ ve narsisizm özelliklerini yöneticilik statülerine göre incelemektir. Yöneticilerin, yönetici olmayanlara göre duyguları kullanma konusunda daha yetenekli oldukları görülmüştür. Ayrıca narsisizm açısından bakıldığında yöneticiler, yönetici olmayan meslektaşlarına göre daha fazla otoriter özellikler sergileme eğilimindedir.
Article
The purpose of this article is to examine the need for emotional intelligence (EI) in conflict resolution and workplace. Based on the review of emotional intelligence models, we aimed to comprehend the ability to resolve the effect of conflict and the process of regulation and processing of conflicts. Data were collected from a total of 280 university employees through Emotional Quotient Inventory (EQ-i 2.0) and Thomas-Kilmann Conflict Mode Instrument (TKI). The results showed that the categories most frequently used by the participants were 'Accommodation’, ‘Avoidance' and 'Compromise'. Women are among those who have used this kind of conflict resolution most. Additional results revealed significantly higher EI levels in females, a positive relationship between emotional intelligence and social intelligence, positive emotional intelligence in the Social Sciences department, and the significant impact of emotional intelligence on conflict resolution styles.The present article reported the impact of emotional intelligence on conflict resolution models, including the role of administrative staff in the Albanian context.
Article
Full-text available
Digital leadership involves dealing with complex challenges and anticipating trends that arise from emerging technologies. Amid the accelerated pace of digital transformation, consequences such as technostress have become apparent to organizations and their leaders. Emotional intelligence (EI) is an essential characteristic for enabling digital leaders to hone the necessary skills to lessen employees’ technostress by developing higher levels of consciousness of emotions—both one’s own and those of others. By synthesizing research-based knowledge of EI and leadership, we contribute to a broader understanding of competency requirements for digital transformation by bringing employees and the role of digital leadership through EI into the picture. This article also presents new EI strategies for digital leaders to mitigate employee technostress in digital transformation via communication, transparency, and trust.
Article
Full-text available
Excellent teachers produce quality students who resembles their teachers. Teaching is a very challenging and stressful job that create emotional distress for teachers and have a significant impact on students. Bandura’s Social Cognitive Theory of Motivation inspired this study, which focused on Emotional Intelligence. This study attempts to measure the influences of Bangladeshi teachers’ emotional intelligence (EI) on students’ motivation for academic learning. This research incorporates Daniel Goleman’s five EI dimensions: self-awareness (SA), self-regulation (SR), self-motivation (SM), empathy (EM) and social skills (SS). The survey includes students of 14 private and 14 public universities from Bangladesh. A 31-item structured questionnaire survey was designed to collect data from (N = 415) respondents using a five-point Likert scale, and structural equation modeling (PLS-SEM) was employed to measure the reliability, validity, and test of hypotheses. Results revealed that students’ motivation for academic learning is directly influenced by teachers’ emotional self-awareness (SA), self-regulation (SR), self-motivation (SM), empathy (EM) and social skills (SS). The study’s findings indicate that students’ motivation for academic learning is positively influenced by teachers’ emotional intelligence. Consequently, this study contributes to the body of knowledge on emotional intelligence by offering implications for teachers in higher education.
Article
In the contemporary education system, school effectiveness anticipates teacher dedication, a sense of responsibility, and team spirit. Such a soft shift in perspectives urges school leaders to reshape their administrative roles to architects of a conducive environment for ensuring the fulfilment of school goals and the promotion of teacher well-being. Arguably, this shift stipulates extended competencies of leadership, namely interpersonal and intrapersonal, which are the essential traits and competencies of Emotional Intelligence (EI). Therefore, this paper presents school heads’ perceived levels of emotional intelligence and the influence of EI on practiced leadership styles. A phenomenological case study was employed with representative cases of five schools. The sample comprised both school heads (n = 5) and teachers (n = 10). Data were collected using four methods, namely semi-structured interviews with teachers and school heads; shadowing of school heads’ to observe their behaviours; a web-based emotional intelligence test to assess school heads’ perceived EI; and a self-assessment questionnaire of leadership styles. The findings highlight weak levels of emotional intelligence among school heads. The frequently preferred leadership styles include authoritarian and transactional which underscores a notably weak emotional intelligence integration in leadership practices. However, the sentiments of school heads and teachers varied, because the former considered leadership as their right to rule the team, while the latter found a disconnection between school heads and teachers and a concern for teacher well-being. The findings imply the urgent need to improve the EI of school heads to ensure teacher well-being.
Article
Full-text available
КЛЮЧОВІ СЛОВА: карти емоційного інтелекту, розвиток кадрового потенціалу, інструменти навчання персоналу, емоційний інтелект, сприйняття емоцій, розпізнавання емоцій, базові емоції. АНОТАЦІЯ. Стаття присвячується проблемі розвитку кадрового потенціалу, яка набула надзвичайної актуальності під час та після пандемії COVID-19, насамперед через її негативний вплив на психічне здоров’я населення. Предметом дослідження є підвищення рівня емоційного інтелекту як важливої «м’якої» навички, що забезпечується через використання карт емоційного інтелекту, розроблених авторами з дотриманням прав інтелектуальної власності. Карти придатні до вжитку як у веб-версії, так і у вигляді надрукованої колоди, яка складається з 5 блоків: 2 – з виразами обличчя, 2 – з назвами базових емоцій та їхніх різновидів, 1 – з пейзажами та абстракціями. Розгляд таких карт, враховуючи вплив засадничих теоретичних напрацювань в сфері емоційного інтелекту, зокрема окремих ідей Д. Гоулмана (розширений перелік емоцій), Дж. Майера та П. Саловея (модель емоційного інтелекту), обрано метою цієї статті. Методологія ґрунтується на соціологічному опитуванні, проведеному як анкетування у форматі онлайн для узагальнення результатів визначення емоцій на фотографіях респондентами. Для досягнення мети також проводились фокус-групи з обговоренням труднощів при виборі емоцій під час анкетування, додаткових засобів для розпізнавання емоцій тощо. Результати дослідження пояснюють порядок створення карт, а також розкривають перспективи їхнього використання для навчання персоналу. Авторами виокремлено принципи роботи з картами емоційного інтелекту, наприклад, індивідуальної інтерпретації, невиключності вербалізації, підбору активностей відповідно до етапу навчального заходу та рівня складності та ін. Практичне значення цієї статті полягає в представленні нового інструменту для проведення тренінгів та інших заходів кадрового менеджменту. Крім того, висновки можуть бути цінними для розширення наукових знань про сприйняття емоцій. KEYWORDS: emotional intelligence, development of employee potential, staff learning tools, emotional intelligence, perception of emotions, recognition of emotions, basic emotions, training for personal growth. ABSTRACT. This article is devoted to the problem of the development of employee potential. It has become extremely relevant since the beginning of the COVID-19 pandemic primarily due to its negative impact on the mental health of the population. The subject of the study is to increase the level of emotional intelligence as highly demanded soft skill at the present time through the use of emotional intelligence cards. The latter were developed by the authors in compliance with intellectual property rights. These cards might be used both in the web version and in a form of a printed deck consisting of 5 blocks (facial expressions – 2, basic emotions and their manifestations – 2, landscapes and abstract pictures – 1). The main objective of this article is to describe the cards taking into account the influence of fundamental theoretical provisions in the field of emotional intelligence (D. Goleman, J. Mayer, and P. Salovey). The methodology is based on a sociological survey conducted within an online questionnaire to summarize the outcomes of facial recognition by the respondents. To achieve the goal, focus groups were held to discuss difficulties in choosing emotions and feelings during the questionnaire, additional tools for recognizing emotions, etc. The results of the study explain both the procedure for creating сards and the prospects of using them for staff learning. The authors provide a list of the principles of working with cards of emotional intelligence such as individual interpretation, non-exclusive nature of verbalization, considering a stage of a training event and a level of complexity when selecting the activities, etc. The practical significance of this article is to present a new tool for conducting trainings and other personnel management activities. In addition, the findings might be valuable for expanding scientific knowledge about the perception of emotions.
Chapter
The organizational culture of a public library plays an important role in the successful achievement of its purpose and mission. Effectively serving patrons and the larger community is an overarching strategic goal of public library systems, and public library leaders who are supportive of workers and committed to promoting a culture of employee engagement hold the potential for enjoying numerous positive individual and organizational outcomes such as effective service work performance and increased customer service and satisfaction. This chapter highlights the benefits of fostering an environment of employee engagement and its enhancement on service work performance and customer service in public libraries.
Article
Full-text available
КЛЮЧОВІ СЛОВА: емоційний інтелект, оцінка рівня емоційного інтелекту, емоційний інтелект державних cлужбовців, модель Дж. Майера та П. Саловея, тест MSCEIT, методика MSCEIT, розуміння емоцій, управління емоціями. АНОТАЦІЯ. Стаття присвячена проблемі вдосконалення оцінки рівня емоційного інтелекту, яка досліджується з фокусом уваги на пристосування концепції MSCEIT до потреб сфери державного управління. Проводиться комплексний аналіз тесту, розробленого на основі теоретичної конструкції Дж. Майера та П. Саловея, за допомогою трьохкомпонентної системи – модель-методика-завдання. Показано, що об’єктом засадничої моделі є когнітивні здібності, які розрізняються за сферами та ступенем складності. Охарактеризовано структуру тесту у вигляді різних типів завдань, спрямованих на пошук рішень. Визначено фактори для вибору найбільш оптимального інструменту оцінювання, зокрема валідність, економічність, зрозумілість. Автори конкретизують особливості методики MSCEIT та пропонують використовувати їх для оцінки рівня емоційного інтелекту державних службовців або осіб, які претендують на посади у державній службі. Наводяться приклади можливих завдань для перевірки здатностей розуміти емоції та управляти ними. Відзначаються шляхи вдосконалення MSCEIT в умовах зростання попиту на подібні тести та наявності великої кількості альтернатив, включаючи безкоштовні. KEYWORDS: emotional intelligence, EI assessment, measuring levels of emotional intelligence, emotional intelligence of civil servants, model of J. Mayer and P.Salovey, the MSCEIT test, the MSCEIT methodology, understanding of emotions, management of emotions. ABSTRACT. This article is devoted to the problem of improving emotional intelligence assessments, focusing on adapting the conception of the MSCEIT test to the needs of the sphere of public administration. Developed on the basis of the theoretical construction of J. Mayer and P. Salovey a comprehensive analysis of this test is carried out by a three-component system. It includes the description of their model, exploring ot MSCEIT testing method and generalization of tasks (model-method-tasks). The authors explain that the subjects of the model underlying MSCEIT are cognitive abilities, differing in areas. The latter correspond to the degrees of complexity of skills and competencies in relation to one’s own emotions and the emotions of other people. The elements of the test are characterized as different types of tasks aimed at finding solutions. The authors indicate factors for choosing the most optimal assessment tool, including validity, economy, accessibility, and comprehensibility. The features of the MSCEIT testing method are specified and suggested to be used to measure levels of emotional intelligence of civil servants and those applying for jobs in the civil service. Examples of possible tasks for assessing the ability to understand and manage emotions elaborated on the grounds of the principles of the MSCEIT are given. The authors outline ways to improve this test in the context of the growing demand for similar assessments and the availability of a large number of popular alternatives, for example, N. Hall’s and D. Goleman’s, including free ones. The results of the research might be valuable for the preparation of new tests intended for the sphere of public administration, taking into account the most effective developments.
Article
Full-text available
L’objectif de la présente étude est d’examiner la relation entre les compétences émotionnelles et le style de leadership transformationnel chez des femmes cadres à Abidjan. L’échantillon est composé de 70 femmes cadres exerçant dans divers domaines d’activité dans la ville d’Abidjan. Les niveaux de compétences émotionnelles des sujets ont été mesurés à l’aide du Profil de compétence émotionnelle (PEC) (Mikolajczak & al 2013). Le style de leadership transformationnel a été déterminé par le Multifactor Leadership Questionary (MLQ) Formule 6S (Bass et Avolio, 1990). Les résultats indiquent que la fréquence de femmes cadres qui présentent un niveau élevé en compétences émotionnelles et qui adoptent le leadership transformationnel est supérieure à celle de leurs pairs qui ont un niveau faible en compétences émotionnelles qui adoptent le leadership transformationnel. Ces résultats suggèrent aux managers et dirigeants d’entreprises de promouvoir les compétences émotionnelles au travail pour maintenir des relations professionnelles plus saines et accroître la performance de leurs salariés. The objective of this study is to examine the relationship between emotional skills and transformational leadership style among female executives in Abidjan. The sample is composed of 70 female executives working in various fields of activity in the city of Abidjan. The subjects' emotional competence levels were measured using the Emotional Competence Profile (PEC) (Mikolajczak & al 2013). The transformational leadership style was determined by the Multifactor Leadership Questionary (MLQ) Formula 6S (Bass and Avolio, 1990). The results indicate that the frequency of women executives who have a high level of emotional competence and who adopt transformational leadership is higher than that of their peers who have a low level of emotional competence who adopt transformational leadership. These results suggest that managers and business leaders promote emotional skills at work to maintain healthier professional relationships and increase the performance of their employees.
Chapter
The exploratory research presented in this chapter was conducted in a virtual exchange with 92 students from Brazil and the U.S. in the context of the Teletandem Brasil Project (http://www.teletandembrasil.org/). The study analyzes the roles of global competence and emotional intelligence (Goleman, 2001; Zeidner et al., 2009) in discussions about the Amazon rainforest, forests in Alaska, and the challenges faced by Indigenous populations in Brazil and in the U.S. The data of pre-task surveys and collaborative tasks is analyzed following Goleman's (2001) model of emotional competences and the global competence matrix (2011). The results have implications for language learning and telecollaborative environments in relation to the intentionality and choices in the design of tasks and their potential for raising critical thinking and global competence.
Article
Full-text available
Rendering four emotional competencies of the trait emotional intelligence model, well-being, self-control, adaptability, and sociability as culturally contextualized societal psychological capital, we explain their cross-cultural comparative influences on social and commercial entrepreneurship. We use psychological capital theory to establish emotional intelligence as one’s emotional competencies. Societies with an augmented supply of individuals with such competencies will have higher reserves of positive psychological capital making emotional intelligence as culturally contextualized that shape both commercial and social entrepreneurship. Using 30,924 responses from the Global Entrepreneurship Monitor (GEM) survey of 24 countries and supplementing data from World Values Survey (WVS), our multilevel analyses show that societal eudaimonic well-being and sociability increase the likelihood of social entrepreneurship more than commercial entrepreneurship whereas societal hedonic well-being, adaptability, and self-control increase that of commercial entrepreneurship more than social entrepreneurship, implying that culturally contextualized emotional intelligence shapes commercial and social entrepreneurship differently across nations. Our findings offer policy implications for country-specific programs that tap into societal emotional competencies for entrepreneurship pedagogy, sustainability goals, and emotional intelligence-based training for entrepreneurs.
Article
Full-text available
This study aimed at exploring the levels of emotional intelligence, happiness and self- confidence among Al- Aqsa University students. The study aimed also at knowing relationship of emotional intelligence with happiness and self- confidence, and the effects of gender on emotional intelligence, happiness and self- confidence. The sample of the study consisted of (85) male and (146) female. The researcher used Emotional Intelligence scale, Oxford Happiness Inventory and Self- Confidence Scale. The results revealed that, the levels of emotional intelligence, happiness and self- confidence were as follows: 70,67%, 63,16%, 62,34%. The results revealed that, emotional intelligence was positively related to happiness and self- confidence. The results also revealed that, there were no significant mean differences in total score on emotional intelligence, happiness and self- confidence due to gender. هدفت هذه الدراسة إلى الكشف عن مستويات الذكاء الانفعالي والسعادة والثقة بالنفس لدى طلبة جامعة الأقصى، والتعرف على العلاقة بين الذكاء الانفعالي وكلٍ من السعادة، والثقة بالنفس، ومعرفة الفروق بين متوسطات أفراد العينة في الذكاء والسعادة والثقة بالنفس، والتي يمكن أن تعزى إلى النوع (ذكر- أنثى)، وقد بلغت عينة الدراسة (231) طالباً وطالبة (85 طالب- 146 طالبة)، وقد استخدمت الباحثة في الدراسة ثلاثة مقاييس الأول لقياس الذكاء الانفعالي، والثاني لقياس السعادة، والثالث لقياس الثقة بالنفس. وتوصلت نتائج الدراسة إلى أن مستويات الذكاء الانفعالي والسعادة والثقة بالنفس هي على التوالي 70.67%، 63.16%، 62.34%، كما توصلت إلى وجود علاقة ارتباط موجبة بين الذكاء الانفعالي وكلٍ من السعادة، والثقة بالنفس، كذلك توصلت إلى عدم وجود فروق بين متوسطات درجات أفراد العينة في الدرجة الكلية للذكاء الانفعالي، والسعادة، والثقة بالنفس تعزى لمتغير النوع.
Chapter
The Cambridge Handbook of Creativity and Emotions provides a state-of-the-art review of research on the role of emotions in creativity. This volume presents the insights and perspectives of sixty creativity scholars from thirteen countries who span multiple disciplines, including developmental, social, and personality psychology; industrial and organizational psychology; neuroscience; education; art therapy, and sociology. It discusses affective processes – emotion states, traits, and emotion abilities – in relation to the creative process, person, and product, as well as two major contexts for expression of creativity: school, and work. It is a go-to source for scholars who need to enhance their understanding of a specific topic relating to creativity and emotion, and it provides students and researchers with a comprehensive introduction to creativity and emotion broadly.
Article
Full-text available
This paper introduces a simple framework for developing work-based technical skills and enhancing employability skills in vulnerable youth from disadvantaged backgrounds. The purpose is to ascertain that sustainable skills development is not just provision of technical skills but also developing resilience in the form of future identity, motivation and a sense of self-worth. Framework is outlined as a ‘logic model’ that serves as a blueprint of pilot intervention conducted over a period of five months. It illustrates relationships between activities and outcomes with emphasis on outcome evaluation. Quasi-experiment research is designed to assess the differences in outcomes for experimental and comparison groups. Data is collected in three phases using qualitative and quantitative methods. On comparing before and after intervention study finds significant differences. Result of experiment group means show that the percentage change was greatest for work-based technical skills notwithstanding improvement in behavioural skills and interpersonal skills. Aligned with SDG Target 4, this framework can serve as a useful tool for organisations involved in career or skills development activities or to anybody with an interest in employability among the vulnerable youth.
Article
Full-text available
Emotional Intelligence (EQ) is important in achieving the goals: personal and social of each person in synergy with general intelligence ( IQ). In this work, the prevailing models of theories and evaluation of S.N are presented, and the role of ICTs in the application of their evaluation tools.
Article
Background The skill of reflective writing and emotional drivers of behavior is enhanced by boosting the awareness of one's feelings and emotions. Individuals having characteristic activity of reflection have more emotional quotient (EQ). EQ has more significance than intelligence quotient in personal and professional life. This study is conducted to analyze the impact of reflective writing skills on components of EQ among first-year MBBS students and to find out the impact of reflective writing between components of EQ and different levels of reflective writing skills among first-year MBBS students. Methods An observational-analytical study was carried out for EQ self-assessment and reflections of first-year MBBS students. A paired t-test was used to check the difference between different segments of EQ. Analysis of reflections was done by modifying the REFLECT rubric method. Results There was a significant difference in the motivation component between pre and post-test (p-value = 0.013), whereas no significant difference was observed in other components, viz. self-awareness, empathy, self-control, self-confidence, and social competency. The average total scores among EQ domains compared were more at the level of reflection than habitual and introspection levels. Conclusion Along with intelligence quotient, EQ is critical for students' overall development. The average total scores of EQ were higher among the students who had a higher level of reflection. Developing reflective writing skills had an impact on the motivation component of the EQ of the students within a short duration.
Article
Full-text available
The study of the correlation between Emotional Intelligence (EI) and work performance is crucial for the organisation. Some of the organisations do not consider EI skills as the work performed. This study investigates the correlation between EI and the work performance of a telecommunication research company in Malaysia. There are 66 participants involved in this study: senior researchers and researchers. A set of questionnaires was distributed to assess their employees’ background, EI, and work performance. As a predictor of research employees’ work performance and EI, the results show that EI had a significant positive relationship with work performance. The findings also show that employees with high EI experience a greater level of task performance. Moreover, the authors also present the relationship of EI with work performance over employees’ background such as gender, marital status, age and work experience. It was found that married employees have a higher correlation than single employees. The study recommends that organisations introduce EI development programs for existing staff to improve their performance at work.
Article
Dance is a creative avenue for self-expression, through which dancers express their feelings; it may help develop their empathetic skills required to perceive and understand emotions. This study aimed to empirically examine the effects of dance and dance achievement on emotional intelligence and emotion regulation. Participants were 280 women between the ages of 18–28 living in Australia; 157 had varying dance backgrounds whereas 123 were non-dancers. Participants completed the Schutte Self-Report Emotional Intelligence Test and the Emotion Regulation Questionnaire. Results showed that the dancers emotional intelligence score was significantly greater than the non-dancers (p < .05). There were no differences between the groups in emotion-regulation scores, neither in reappraisal nor suppression scores. Results of one-way ANOVAs showed emotional intelligence scores were higher (p < .001) and reappraisal scores were lower (p < .05) as a function of dance achievement. There was no relationship between suppression and dance achievement. Findings provide preliminary support that dance may increase emotional intelligence.
ResearchGate has not been able to resolve any references for this publication.