Dissertations / Theses: 'Emotional intelligence training outcomes'

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Rieck, Troy P. "Supervisors, Trainees, and Client Outcomes in the Training Clinic: Toward an Understanding of Relational Factors." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700077/.

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Estimates of healthy years of life lost due to mental illness are increasing, calling greater attention to the provision of effective psychotherapy services. Hypothesized to be the key mechanism through which competencies are developed in trainee clinicians and subsequent client outcomes, clinical supervision is deserving of greater attention. Drawing on a sample of supervisors, trainees, and clients from a training clinic, the present study sought to clarify the relational factors that could facilitate the asserted supervisor-client outcome link and to better understand if, and how, clinical supervisors influence client outcomes. With the exception of supervisor openness to experience, supervisor factors did not predict meaningful variance in client outcomes. Trainee extraversion and openness to experience predicted significant variance in leader-member exchange and supervisory working alliance. Dispositional trainee factors (e.g., personality) appear to impact trainee perceptions of the supervisory relationship. Implications for training and development are discussed, in addition to directions for future research.

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Bosman, Leon Abraham. "Correlates and outcomes of emotional intelligence in organisations." Thesis, University of Port Elizabeth, 2003. http://hdl.handle.net/10948/337.

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Emotional Intelligence and Leadership are two very important constructs to organizations. Likewise concepts like OCB, conflict handling and intention to quit of employees are equally important constructs to organizations. The primary aim of the present study was to determine how well Organisational Citizenship Behaviour and intention to quit as well as the conflict handling style of subordinates could be predicted by means of leadership style, and the emotional intelligence of leaders. A secondary aim was to determine whether a causal model could be built to represent the relationships among the variables included in the study. Relationships among these constructs were investigated in a South African sample of employees (N=470) working for various organisations. The construct validity and internal consistency of the measuring instruments were investigated. The finally accepted factor structure of not one of the measuring instruments matched the original structure as found by the authors/developers of the measuring instruments. It was therefore decided that in all cases the factor pattern as determined on the responses of the present sample would be used in further analyses of the data. Emotional intelligence of leaders as seen by subordinates and the self - perceived conflict handling styles of subordinates seem to be related in the case of Integrating and Obliging conflict handling styles and both the emotional intelligence sub-scales, i.e. Motivation and Vigilance. The Multiple Regression analysis indicated that the emotional intelligence sub-scales scores played a minor role in the prediction of Organizational Citizenship Behaviour. Models of the relationships among the variables were built by studying the results of v previous as well as the present study. The model, in which emotional intelligence is depicted as a causal variable influencing - through leadership behaviour – organizational citizenship behaviour and the integrating style of handling interpersonal conflict represented a good fit with the data. These results seem to provide some structure for thinking about the relationships among the variables and can possibly serve as frames of reference in future studies.

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Gardner, Lisa, and lgardner@swin edu au. "Emotional intelligence and occupational stress." Swinburne University of Technology, 2005. http://adt.lib.swin.edu.au./public/adt-VSWT20060502.131940.

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The experience of occupational stress has long been implicated in the development of negative outcomes for the individual employee and the employing organisation. General well-being as well as levels of job satisfaction and organisational commitment have been identified in the literature as decreasing as a result of the experience occupational stress. The intertwined relationship between occupational stress and emotion has also been proposed to play a role in the stress�outcomes relationship. Although emotions are an integral and inseparable part of everyday organisational life, they are difficult to measure and as such have generally been ignored in the organisational literature. Recent research has begun to focus on the role of emotions in the workplace and a development from this approach has been to conceptually examine the relationship between cognition and emotions. This movement has largely been attributed to new research around the construct of Emotional Intelligence (EI). Emotional Intelligence involves behaviours related to the experience of emotion; specifically EI involves expressing, recognising, understanding and managing emotions. Despite the interest in workplace EI, very little empirical research has examined the role EI may play in occupational stress. This thesis systematically examined the relationship between EI and the occupational stress process, including stressors, strains (health), and outcomes of stress (job satisfaction and organisational commitment). The first study of this thesis involved the administration of a questionnaire to 320 employees. The results of Study 1 indicate that four dimensions of EI were particularly important in the occupational stress process: Emotional Recognition and Expression, Understanding Emotions, Emotional Management and Emotional Control. It was concluded that utilising EI was related to the experience of occupational stress, and to the outcomes of occupational stress (both health and attitudes), such that employees who reported using EI were less likely to report feelings of stress, ill-health and lowered satisfaction and commitment. The results of Study 1 provided a rationale for the development of an EI training program, a program to teach employees how to utilise the dimensions of EI more effectively in the workplace and to teach them how to deal with the negative emotions that arise from the experience of occupational stress. The prevalence of occupational stress in the Australian workforce is increasing and as a consequence many stress management intervention programs have surfaced in the literature, although none with emphasis on utilising emotions more effectively. The aim of Study 2 in this thesis was to develop, implement and evaluate an EI training program which had an emphasis on stress management. Study 2 involved the development of a five-session group training program and a standardised training manual. The training program was evaluated in terms of the variables identified in Study 1 (EI, occupational stress, strains, and outcomes of stress). The sample consisted of 79 teachers (55 with complete data sets). Baseline measures were taken at two time intervals prior to participation in the EI training program. Participants were assessed immediately after participation in the program and at a five-week follow-up interval. The findings of Study 2 demonstrated the effectiveness of the EI training program in terms of improving levels of EI, decreasing feelings of stress and strain and improving the outcomes of stress. These changes were evident immediately after completion of the training program and were maintained (or improved upon) at the follow-up time period. However there were some limitations to Study 2. Specifically, the short duration of the training program, the short follow-up time interval (of only five weeks) and the use of secondary stress management prevention tools were each limitations of this training program. Further research is necessary to address these limitations and to more accurately determine the efficacy of the training program developed in this thesis. Despite the limitations of Study 2, the EI training program implemented and evaluated in this thesis illustrated that a training program focussed on the emotional experiences of employees is able to successfully engage employees and assist them in dealing with the experience of occupational stress and the consequences of stress. Furthermore, these results demonstrate that the EI training program was successful in improving the employee�s level of EI, providing support for the theory that EI can be learned and developed. Overall, the development and implementation of an EI training program, in this thesis, demonstrated that behaviours underpinning the dimensions of EI can be learned and that training programs focussed on the emotional experiences of employees in the workplace can be effective in improving employee well-being and in decreasing feelings of occupational stress. The results of this thesis therefore provide support for including EI training programs as part of stress management for employees.

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Kutash, Mary. "The Relationship Between Nurses' Emotional Intelligence and Patient Outcomes." Thesis, University of South Florida, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718094.

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Heart Failure readmissions (HFR) significantly contribute to all cause hospital readmissions rates. Current evidence on the effectiveness of interventions for reduction of HFR is inconclusive. Recent research suggests that nurses’ emotional intelligence (EI) may be associated with better patient outcomes.

The purpose of this study was to examine if nurses’ EI is significantly related to HFR and if that relationship is mediated through patient satisfaction with care. One hundred and thirty six Registered Nurses were recruited from 11 in-patient units at a large teaching hospital in the south eastern United States. Two surveys were mailed to eligible participants; the Bar-On Emotional Quotient Inventory 2.0 and a demographic survey. Patient satisfaction was measured with the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) survey. The unit of observation for the analysis of the current study was the individual nursing unit with monthly measures for 14 months. Nurses EI was assessed at a single point in time and served as the basis for the data collected.

Results of one-way ANOVA showed a non-significant small trend of higher total EI being associated with lower rates of HFR. The generalized estimating equation model was used to account for correlated observations and revealed a greater non-significant likelihood for higher total EI to translate to no HFR. Results of Pearson’s correlations found non-significant positive correlations between nurses total EI and the patient satisfaction items of rate hospital, nurses’ courtesy and respect, nurse listening, nurse explaining, and nurse communication. The linear mixed model to account for correlated observations showed small non-significant trends for total nurse EI and all patient satisfaction items. Results of one-way ANOVA showed no association between patient satisfaction and HFR. When accounting for correlated observations, increases in total nurse EI were not significantly associated with the predicted odds of no HFR. In conclusion, the examination of the aims in this study demonstrated results that were in the expected direction but not at the level expected. The findings of this study indicate that there is a need to further examine how nurses’ EI may influence patient outcomes.

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Howe, Marianne. "An Investigation into Emotional Intelligence, Relationship Quality, and Organizational Outcomes." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/763.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf
Bachelors
Business Administration
Management

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Scherl, Wolfgang Georg. "A model for emotional intelligence training in management education." Thesis, University of Nottingham, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582082.

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This research has developed a theory to nurture and enhance Emotional Intelligence (El) within professional work. Predicated on this theory El training and writing exercises were devised, operationalised and applied, using management education as the target environment. Much of the research literature states that El can generate several benefits in school, organisations, and private lives. Numerous claims have been made that El can be developed through specific training programmes. In addition there are empirical studies emphasizing the importance of El for corporations and the potential of developing El, particularly within management education. However, much of this prior work has been rather commercially orientated, lacking in rigorous evaluation and not based on well-founded theoretical underpinnings. Therefore, a developmental theory, the ARM Theory (Awareness, Reflection, and Management), was devised which constitutes an approach to enhance El based on the El construct definition of Mayer, Salovey and Caruso (1999). The ARM theory incorporates a cycle of emotional Awareness-Reflection-Management to develop emotion-related abilities. A longitudinal study based on this theory was conducted to investigate whether two different El interventions were able to enhance participants' El. Both ability El and trait El measures were employed to investigate the effectiveness of the ARM theory conceptualised in two and four day El training and writing exercises. In addition, questionnaires were administered to gather further information about participants' evaluation and their self- perceived emotional abilities. This study demonstrated clear improvements in El following training and writing exercises. This suggests that the ARM theory provides a foundation for the development of training packages to nurture emotion-related abilities within management education, and by implication professional development in general.

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King, Rickey Don. "Development of Emotional Intelligence Training for Certified Registered Nurse Anesthetists." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2091.

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Walden University College of Health Sciences This is to certify that the doctoral study by Rickey King has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Marisa Wilson, Committee Chairperson, Health Services Faculty Dr. Murielle Beene, Committee Member, Health Services Faculty Dr. Deborah Lewis, University Reviewer, Health Services Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2015 Abstract Development of Emotional Intelligence Training for Certified Registered Nurse Anesthetists by Rickey King MSNA, Gooding Institute of Nurse Anesthesia, 2006 BSN, Jacksonville University, 2003 ASN, Oklahoma State University, 1988 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University February 2016 The operating room is a high stress, high stakes, emotionally charged area with an interdisciplinary team that must work cohesively for the benefit of all. If an operating room staff does not understand those emotions, such a deficit can lead to decreased effective communication and an ineffectual response to problems. Emotional intelligence is a conceptual framework encompassing the ability to identify, assess, perceive, and manage emotions. The research question for this project is aimed at understanding how an educational intervention could help to improve the emotional intelligence of anesthetists and their ability to communicate with other operation room staff to produce effective problem solving. The purpose of this scholarly project was to design a 5-week evidence-based, educational intervention that will be implemented for 16 nurse anesthetists practicing in 3 rural hospitals in Southern Kentucky. The Emotional and Social Competency Inventory - University Edition will be offered to the nurse anesthetists prior to the educational intervention and 6 weeks post implementation to determine impact on the 12 core concepts of emotional intelligence which are categorized under self-awareness, social awareness, self-management, and relationship management. It is hoped that this project will improve emotional intelligence, which directly impacts interdisciplinary communication and produces effective problem solving and improved patient outcomes. The positive social change lies in the ability of the interdisciplinary participants to address stressful events benefitting patients, operating room personnel, and the anesthetist by decreasing negative outcomes and horizontal violence in the operating room.

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Els, Deon André. "Emotional intelligence training model for executive leadership in South Africa." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7398.

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Global leadership crises and increasing executive leadership failures necessitate a new approach to executive leadership development. Globalisation results in new leadership challenges that affect people, the planet and peace across the world. Critical issues include increasing extremism and terrorism, displaced migrants fleeing to stable countries, earth warming and economic decline. The role of the individual executive leader cannot be isolated from human development challenges. Various executive leadership failures and examples of unethical leadership practises, both internationally and in South Africa, place the focus on ethical governance and emotionally matured leadership development. This study follows a nexus, based on a three-stranded cordial link between human development, emotional intelligence and executive leadership. The central themes of the United Nations Human Development’s (UNDP) reports of 1990 to 2009 as well as the Post-United Nations Human Development Report of 2015 form a framework for evaluating the relationship between human development and executive leadership. Although economic growth is central to human development, the development of people through building human capabilities and active participation to improve their lives, are the main goals of the UNDP-2015. The role of executive leadership, leadership derailment and required executive proficiencies and attributes are investigated by evaluating traditional leadership theories and approaches as a lens for investigating leadership development. The positive effect of globalisation is that it affords new approaches and opportunities for executive leadership development. Emotional intelligence-based leadership, including the role of neuro-leadership, is evaluated and an integrative approach that involves the new paradigm of leadership as a response to human development challenges and globalisation is presented. The new paradigm of integrative leadership approaches includes empirical-based authentic leadership, shared leadership and gender-based leadership. The integrative leadership models of Hatala and Passmore are selected as a framework to propose a theoretical emotional intelligence leadership model for this study. New opportunities to develop emotionally intelligent executive leaders include technology-based training, iLeadership and eLeadership in an environment without boundaries. Time constraints are identified as a key obstacle for leadership development. Various training and executive coaching strategies are evaluated and proposed to accelerate leadership development. The link between human development and executive leadership development is proposed by collective leadership approaches towards Corporate Social Responsibilities (CSR) above entrepreneurial acumen and stakeholder involvement. A positivist approach based on quantitative research using Structural Equation Modelling (SEM) is used. The primary research problem is formulated to investigate the multidimensional and complex nature of factors that influence the success of developing emotionally intelligent executive leaders in South Africa. A conceptual theoretical model comprising of factors that influence Human Development and the perceived success of Emotional Intelligence Training is developed. A total of ten independent variables that influence the two mentioned dependent variables are identified. The proposed model and envisaged hypotheses are empirically tested. The study consists of a 73-itemed questionnaire with 360 participants. The sourced data are statically analysed by means of the exploratory factor analysis (EFA) to assess the discriminate validity of the research instrument and to confirm underlying dimensions of the constructs. Cronbach-alpha coefficients are calculated for each of the identified factors by using SEM. The significance of the hypothesised relationships in the revised model is tested. The value of this study’s contribution to the body of knowledge lies within the findings, the proposed Integrative Emotional Intelligence Leadership Model and recommendations for future research. The proposed model identifies practical training approaches to accelerate executive leadership against a background of serious leadership failures in South Africa.

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Saberi, Maria Akbar. "The role of emotional intelligence in enhancing intercultural sensitivity." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7383.

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Emotions have been noted for their crucial role in survival behaviour relating to resistance to cross-cultural ambiguity. Today's globalised multinational corporations (MNCs) have recognised the importance of developing their diverse workforces' intercultural sensitivity (ICS) – a worldview towards cultural difference – as a means of reducing resistance to cross-cultural ambiguity hence maintaining a professional multicultural work environment. However, no studies have yet been made investigating the role of emotional intelligence (EI) in enhancing intercultural sensitivity and simultaneously regulating emotions produced from resistance to cultural difference. Therefore, this study has explored the role of EI in enhancing ICS aiming at increasing the effectiveness of intercultural training within the context of multinational organisations. A theoretical framework was constructed presenting the idea of EI entry-points into intercultural sensitivity and resistance to difference. Through an inductive research approach, a chosen multinational airline company's flight attendants were targeted with in-depth semi-structured interviews. Grounded theory analysis was applied. The analysis resulted in the development of a grounded emotional-cognitive intercultural adaptation process together with three adaptive cognitive states. These were named: Learn, Understand, and Know. Each cognitive state was noted to be associated with a particular emotional state that causes the interacting individual to shift into the relevant cognitive state. The emotions surprise and curiosity were found to be associated with Learn while empathy was found to be associated with Understand, and finally acceptance was found to be associated with Know. The research results strongly support the proposed EI entry-points within the grounded emotional-cognitive content of the produced intercultural adaptation process. The results address the research aim regarding the role of EI in enhancing ICS. Through the EI entry-points, ICS is indirectly enhanced through the development of intercultural performance as EI mental abilities are proposed which would regulate one's behaviour towards the three grounded emotional-cognitive intercultural adaptation states. The developed model is suggested to contribute to enhancing the effectiveness of intercultural training. The trainee's intercultural performance could be enhanced through directing the emotional-cognitive dynamics, during intercultural interaction, towards the empirically grounded set of emotional-cognitive states. As linking EI and ICS remains an important and under-explored topic, it is hoped that the findings of this study will present a better understanding of the dynamics of emotions within the context of multinational organisations, as well as the role of EI in enhancing ICS, subsequently leading to further research.

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Longueira, Manuel. "The value of emotional intelligence training for leaders at Goedgevonden Colliery." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97281.

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Thesis (MBA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Emotional intelligence has been a much debated topic in leadership circles globally, since the idea was first conceived in the 1970s, and later made popular by Goleman in the 1990s (Goleman, 1995: 5). In an endeavour to effect a culture change at the Glencore SA operations, a process of emotional intelligence (EI) training has been rolled out to the leadership at the mining operations over the past four years. This has met with varying degrees of success, but it begs the question: What is the value of this training, and how effective is it expected to be? This research set out to assess the correlation between the results in productivity and safety, with that of the exposure of emotional intelligence to the leadership at the Goedgevonden (GGV) coal mining operation. To this end, this research sought to develop a view of the levels of emotional intelligence, or the lack thereof, prior to any form of intervention, and to draw comparisons with the present EI levels. The hypothesis being: EI training of the leadership team at the Goedgevonden operation has significantly improved performance. The research then tested a sample of the GGV leadership for their emotional intelligence quotient using a commercially available test. These test results have been included in the findings. The concept of group emotional intelligence (GEI) was studied in the course of the literature review, and it was further deemed pertinent to examine this concept as to its relevance at the Goedgevonden operation. Tests were conducted with two teams. A distinct disparity arose from the findings of the team emotional tests, which did not correlate with the similar training to which both teams had been exposed. The findings of the team emotional tests also correlated significantly with the performance of the two teams over the past three years. A ten percent discrepancy in performance exists, as with a very similar percentage in test scores. A strong sense of need for emotional intelligence training evolved from the interview process. More significantly, was the need for this training to be aimed at the lower levels of the organisation, as well as for this training to incorporate a strong element of team EI. These aspects are both articulated in the recommendations also.

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Waechtler, Vanessa Emily. "Evaluating emotional intelligence and resiliency outcomes of school-aged children in a social and emotional learning program." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43003.

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A school-based social emotional learning (SEL) program based on cognitive-behavioural principles is currently used in western Canadian schools; however, research on its benefits to child participants is limited. This controlled study reports on data collected from 152 grade three and four students; 70 students participated in the evidence-based program, FRIENDS for Life for Children (FRIENDS; Barrett, 2004) and 82 students were in the control group. All participants were assessed for emotional intelligence (EI) and resiliency at 3 time points: immediately before the start of the program (Time 1), immediately following the end of the program (Time 2), and at 3-months follow-up (Time 3). Resiliency is defined as an ability to deal effectively with difficulties or adversity and resist environmental risk experiences (Rutter, 2006). Assessments included two child-report measures (Strengths and Difficulties Questionnaire – Student Report; Emotional Quotient Inventory – Youth Version), two parent-report measures (Behavior Assessment System for Children – Parent Rating Scales; Social Competence Scale – Parent Version) and one teacher-report measure (Strengths and Difficulties Questionnaire – Teacher Report). Teachers in the intervention group also completed a FRIENDS fidelity checklist. Data were analyzed using between-groups independent samples t-tests and five separate within-group 2 x 3 MANOVAs. Results indicate that between-groups scores (FRIENDS vs. Control) did not statistically differ at any assessment period on any measure, but that within-group scores from children who participated in the program showed statistically significant increases on the Emotional Quotient Inventory – Youth Version Total EQ subscale (Time 1 vs. Time 2, and Time 1 vs. Time 3) and the Social Competence Scale – Parent Version Total Score (Time 1 vs. Time 3) over time. These increases suggest that children who participated in FRIENDS self-reported increased intrapersonal and interpersonal skills, adaptability, and stress management abilities over time, and that parents of children in FRIENDS reported increased social skills and emotion regulation abilities in their children over time. Teachers did not report observing differences in their students over time.

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Sidor, Stanley. "THE IMPACT OF COMPUTER BASED SIMULATION TRAINING ON LEADERSHIP DEVELOPMENT." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3751.

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The purpose of this study was to investigate the relationship between measures of emotional intelligence after participation in a simulation based leadership development program as applied to a student cohort at a community college. Additionally, this study was conducted to investigate significant differences in emotional intelligence subscales when compared to the categorical variables of age, race, gender, position type, number of years employed, and time. All 300 students in the introductory management classes in the Bachelors of Applied Science business principles classes in the Business program were invited to participate. A total of 201 questionnaires representing 103 individuals were returned, garnering a 67% initial return rate; the total number of useable surveys was 182 representing 91 individuals for a final useable return rate of 60.7%. An analysis of the relationship between the measures of emotional intelligence before and after participating in leadership simulation revealed statistically significant differences after participation in the leadership simulation. There was a significant increase in respondent scores in three of the four subscales after the respondents participated in the Virtual Leader simulation: (a) self-emotion appraisal (SEA), p = .031; (b) others emotion appraisal (OEA), p = .002; and (c) regulation of emotion (ROE), p =.002. The emotional intelligence construct, use of emotion (UOE), p = .061, did not demonstrate statistical significance. A statistical analysis of all combinations and interactions of the categorical variables (age, race, gender, years employed, and position types compared to the value
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD

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Groenewald, Anna Margaretha. "The need for emotional intelligence training in higher education : an exploratory study." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53660.

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Thesis (MBA)--Stellenbosch University, 2003.
ENGLISH ABSTRACT: Leadership, over the years, has changed due to the rise of new technology, globalisation of markets and increased shareholders' tempo. Leaders are expected to accomplish projectsfaster and with fewer resources. Therefore, to be able to respondto these rapid changes in organisations and the market place, leaders are faced with the challenge of changingthe way people work together. The typical ways of relatingto one another seem more ineffective with each changing day. Organisationsshould therefore face the fact that, today, the quality of relationships is as importantto business success as the quality of products and services produced. Working with people involves some degree of skills in the realm of feeling, along with whatever cognitive elements are at play. This process stands in sharp contrast to purely cognitive competencies, which a computer can be programmed to execute about as well as a person can do it. Emotional intelligence skills, however, are synergistic with cognitive ones, and star performers will have both. The new measure that organisations make use of and take for granted, is that employees will have enough intellectual ability and technical know-how to get the job done. Their focus has moved to personal qualities such as initiative, empathy, adaptability and persuasiveness. It has been found that corporations that seek to employ MBA graduates are looking for capabilities such as communication skills, interpersonal skills and initiative when employing. Research supports the claim that Emotional Intelligence is a form of intelligence, in that it encompasses a set of skills which are coherent and can be measured. Emotional intelligence competencies, such as persuasion, motivation, focus and leadership, can be acquired or learnt. Emotional intelligence should further be seen as an acquired skill that can enhance intellectual performance. Emotional intelligence management therefore gives individuals the opportunity to further their knowledge of people. Emotional intelligence training is mostly about behavioural change: through repeated experiences, people's minds are programmed to react in a certain way when faced with feared encounters or stressors. Old mind patterns keep forcing people to revert to using preset reactions, even though this may be unintentional. Emotional intelligence training will therefore take time and commitmentfrom both the student's and the lecturer's perspectives. Most higher education programs, however, do not focus on emotional intelligence training as part of their curricula, and therefore a serious void exists in terms of essential skills required for success in the workplace, used for piloting their careers and for leadership. Even though more statistical research needs to be done to prove the relative significance of emotional competencies as compared to cognitive abilities, analyses indicates that emotional intelligence translates into hard results within the workplace. For example, sales people can create better and more trusting relationships with clients, customer care representatives can handle customers more effectively, and engineers are able to not only deal with the technical skills required by their positions, but are able to relate to co-workers in a more constructive manner. Taking into consideration that researchers within the field of emotional intelligence believe that emotional intelligence is a more reliable predictor of success in the workplace, it would therefore make sense to start including emotional intelligence training in higher education programs.
AFRIKAANSE OPSOMMING: Leierskap het oor die jare verander, as gevolg van faktore soos vooruitgang in tegnologie, globalisering van markte en versterkte druk van aandeelhouers. Daar word verder verwag van leiers om projekte te realiseer met minder hulpbronne en in korter periodes. Ten einde opgewasse te wees teen hierdie veranderinge, word leiers inherent gekonfronteer met die uitdaging om die manier waarop mense in groepe saamwerk te verander, omrede die bestaande wyses waarop mense met mekaar betrokke is, meer en meer as oneffektief bestempel word. Dit is 'n realiteit dat die kwaliteit van hedendaagse werksverhoudinge net so belangrik tot 'n suksesvolle besigheid is, as die produkte en dienste gelewer. Wanneer daar met mense omgegaan word, behels dit beide 'n gevoels- en kognitiewe element. Hierdie proses is in direkte kontras met suiwer kognitiewe vaardigheid, wat net soveel 'n kwaliteit van 'n rekenaar as die van 'n mens is. Emosionele intelligensie is egter in sinergie met kognitiewe intelligensie, en uitblinkers besit beide kwaliteite. Die nuwe maatstaf wat deur organisasies gebruik word gaan van die veronderstelling uit dat werknemers voldoende tegniese vaardigheid besit om die taak na wense te verrig. Daar is klaarblyklik 'n fokusverskuiwing wat homself meer leen tot kwaliteite soos inisiatief, empatie, aanpasbaarheid en oorredingsvermoë. Daar is verder bevind dat besighede wat MBA gegradueerdes wil aanstel, meerendeels op die uitkyk is vir individue met kommunikasievaardighede, interpersoonlike behendigheid en inisiatief. Navorsing is dit verder eens dat emosionele intelligensie 'n daadwerklike vorm van intelligensie is, gesiene dat dit gemeet kan word en dat dit bestaan uit 'n stel samehangende vaardighede. Emosionele intelligensie vaardighede, soos oorreding, motivering, fokus en leierskap, kan verder aangeleer word. Dit behoort dus gesien te word as 'n verworwe vaardigheid wat 'n persoon se intellektuele kapasiteit versterk. Die bestuur van emosionele intelligensie skep ook die moontlikheid van verdere geesteswetenskaplike studie, en opleiding in emosionele intelligensie omvat meerendeels gedragsverandering. Deur herhaalde blootstelling word die brein geprogrammeer om op spesifieke maniere te reageer wanneer vrese gekonfronteer word. Selfs al word daar gepoog om anders te reageer, word daar teruggeval op ingebedde gedragspatrone. Opleiding in emosionele intelligensie neem dus tyd en toewyding van beide die dosent en sy student. Die meeste tersiêre opvoedingsprogramme fokus egter nie op emosionele intelligensie as deel van die kurrikulum nie, en daar is dus 'n ernstige leemte in die voorbereiding van studente betreffende voldoende vermoëns wat deur leierskap in 'n beroep vereis word. Alhoewel verdere statistiese navorsing benodig word om die relatiewe belangrikheid van emosionele behendigheid teenoor kognitiewe vaardigheid te bepaal, is daar indikasies dat emosionele intelligensie wel bepalend kan wees in die werksomgewing. Verkoopspersoneel kan byvoorbeeld sterker en meer vertrouenswaardige verhoudings bewerkstellig met kliënte, kliëntedienste kan meer effektief hanteer word en ingenieurs kan bemagtig word om in meer as slegs die tegniese aspekte van hulle werk met medewerkers om te gaan. In ag genome dat menige navorsers dit eens is dat emosionele intelligensie 'n getroue voorspeller van sukses is, maak dit dus sin om opleiding in emosionele intelligensie in tersiêre opleidingsprogramme te vervat.

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Cai, Xinyi. "Game Design Thinking Training for STEAM Educational Purposes and Emotional Intelligence Development." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563874862700161.

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Kaipiainen, Sari Carmen. "The relationship of emotional intelligence to leadership and self-awareness in predicting organizational outcomes." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409513.

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Kim, Kihwan. "THE INFLUENCE OF EMOTIONAL INTELLIGENCE ON THE NEGOTIATION OUTCOMES AND THE MEDIATION EFFECTS OF RAPPORT, NEGOTIATIION STRATEGY, AND JUDGMENT ACCURACY." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/200.

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Negotiation is one of the most critical processes that determine organizational performance. Since the 1950s, scholars have revealed that negotiator cognition and decision-making processes play a crucial role in determining negotiation performance. Recently, scholars have started to pay attention to the importance of emotion in negotiation and have suggested that emotional intelligence is likely to contribute to improving negotiation performance. However, few studies have tested the relationship between emotional intelligence and negotiation outcomes. The current study contributes to the literature on negotiation by empirically testing the influence of emotional intelligence on negotiation outcomes, and also examining the mediating effects of rapport, negotiation strategy, and judgment accuracy. In particular, the current study hypothesized that emotional intelligence would have a positive association with both economic outcomes (individual and joint gain) and social outcomes (satisfaction, trust, desire to work in the future), and that rapport, bargaining strategy, and judgment accuracy would mediate the relationships between emotional intelligence and negotiation outcomes. This study employed a laboratory experimental design. 204 business major students (102 dyads) at the junior and senior level participated in a negotiation task involving a job contract where one party played the role of personnel manager and the other played the role of new employee. The direct effects of emotional intelligence on negotiation outcomes were tested using regression analysis, and the mediating effects of rapport, strategy, and judgment accuracy were tested using Baron and Kenny's (1986) four-step approach. Emotional intelligence scores of participants were measured using the 33-item Emotional Intelligence Scale (Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim, 1998). The current study found that emotional intelligence had a significant effect on the opponent's trust, satisfaction, and desire to work in the future, and that rapport and negotiation strategy fully or partially mediated the relationship between emotional intelligence and trust, satisfaction, and desire. Implications, future research issues, contributions, and strengths/weaknesses of the current research are discussed.

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Newton, Miche. "The Effect of Training and Development on the Emotional Intelligence of Leaders across Industries." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60513.

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Introduction Emotional intelligence plays a vital role in all areas of both personal and work life. To determine whether training and development has an effect on the level of Emotional Intelligence (EI) of leaders is therefore of utmost importance. Research purpose The purpose of the study is to investigate the effect of EI training and development programmes on leaders across industries. Motivation for the study The motivation for this study is to determine whether EI training does have an effect on the participating managers within various industries and is thereby showing a return on investment. Research design, approach and method The purpose of the study is explanatory in nature. A pre-experimental research design was adopted through the use of a one-group pre-test and post-test design. This design resulted in quantifiable data that was compared across industries. The data was collected through a quantitative, 360 degree Questionnaire used in practice. Main findings EI training does have a positive and significant effect on the participants in the study. Significant changes occurred across the participants' average EI scores on all the instrument's nine items as well as the overall EI score. Results showed a significant increase in EI skills across all industries. What was interesting in the results were the significantly different industry average EI scores before and after the training intervention. However, despite those significant baseline differences the study found no significant difference in the positive increase of the participating managers' overall EI scores. Future research / Limitations Future studies could determine whether a difference might exist between the level of EI of males and females. In order to overcome the sample limitation it would be beneficial to obtain a larger sample with the inclusion of more industries for comparison purposes. The use of a control group, a registered instrument and more statistically advanced techniques could also be considered in future. Conclusion Results showed that in the current study, EI can be increased across industries regardless of the EI baseline the individuals started with before the training intervention. This ultimately results in a return on investment for the organisation's monetary investment in EI training as an intervention.
Mini Dissertation (MCom)--University of Pretoria, 2016.
Human Resource Management
MCom
Unrestricted

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Hynes, Sinéad. "Training working memory and fluid intelligence in older adults : developing measures and exploring outcomes." Thesis, University of Cambridge, 2013. https://www.repository.cam.ac.uk/handle/1810/244645.

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This thesis investigates computerised cognitive training in older adults, with a focus on training working memory and fluid intelligence. A series of studies is reported, with two broad aims. The first was to develop and validate outcome measures appropriate for use in this population, and the second was to examine whether established gains in cognitive functioning generalised to everyday life. In relation to the first aim, two studies were conducted which concerned the development of a sensitive measure of organisational abilities within a computerised paradigm, the Games Evaluation Task (GET). A further study made use of an existing naturalistic measure, the Multiple Errands Task (MET, Shallice & Burgess, 1991), and investigated whether it was possible to obtain reliable ratings of performance on the basis of video footage taken from the participant’s perspective by means of a body-worn camera. Both the GET and MET were used as outcome measures in the subsequent training studies. In relation to the second aim, three studies of cognitive training are reported. The first is a case study of a man with problems in working memory and time perception following a stroke. He underwent training on an intensive working memory package within a single-case experimental design that incorporated an active control condition. This approach was then extended in a larger sample of healthy older adults, who trained intensively on tasks that focussed either on working memory, or fluid intelligence and problem solving. In the final study participants trained on a combination of both working memory and fluid intelligence tasks. In addition, they watched training videos that focused on teaching various cognitive strategies. The aim of this video supplement was to help participants draw links between the computer training and real-life situations, and hence to foster generalisation of any benefits to everyday life. The thesis concludes with a general discussion which examines the major findings of the studies presented, their clinical applications, the limitations of the research and possible future directions.

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Khan, Rifat Abbas. "The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children." Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30020.

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Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au Pakistan
The purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase

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Rene, Claire. "Effects of Emotional Intelligence Training on Emerging Staff and Student Leaders in a Collegiate Setting." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/31.

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This study explored the effects of emotional intelligence (EI) training on emerging staff and student leaders’ EI quotient (EQ) score. The dissertation was designed to provide training incorporating EI concepts for emerging leaders who were considering enhancing their EI skills. Currently, the EI theory is not prevalent in leadership development training curricula in either academia or corporate settings (Freedman, 2010; Gliebe, 2012; Moore, 2012). EI is a form of social intelligence that allows an individual to discern, maintain, and control his or her own and others’ emotional reactions (Mayer & Salovey, 1998). EI is measurable in the form of a quotient number known as an EQ. Previous research (Goleman, Boyatzis, & McKee, 2013; Mittal & Sindhu, 2012; Suciu, Gherhes, & Petcu, 2010) indicated a positive correlation between individuals with high EQ and their success rates as great leaders and motivators. Researchers (Deepa, 2013; Khosrovi, Manafi, Hojabri, Aghapour, & Gheshmi, 2011; Love, 2014) who conducted studies on the topic of EI revealed that, once the learner is exposed to EI training, then his or her EQ increased thus the learner had the ability to develop as an effective manager of his or her and other’s emotions, behavior, and reaction. The researcher developed an EI training based on Bar-On’s (2006) EI theory to help the participants learn more about using EI to influence positively how they managed their emotions, lives, and other’s emotions and how they made decisions. The methods that were incorporated in the training were self-paced video recordings and activities. The study included 30 participants (control group =15 participants and trained group = 15 participants) who first completed Bar-On’s (2005) Emotional Quotient Inventory assessment to measure their EQ scores (pretest) and then a reassessment (posttest). The scores were computer generated by Bar-On’s (2005) Emotional Quotient Inventory, which provided 1 total EQ score, 5 composite scores, and 15 subscale scores for all the participants. All the participants’ scores were calculated by using the Wilcoxon signed-rank test and descriptive statistics tools to test the effects of the EI training. The 15 trained participants completed a computer-generated 4-question feedback survey that was e-mailed to them. The EQ scores were examined and compared to each other: trained versus untrained. The results showed that the trained grouped had an incremental increase in their EQ score. The increase was not statistically significant except in the area of self-awareness. Self- awareness is a subscale that encompasses the importance of the participants’ ability to identify their emotions and feelings, discover their origin, and use it to form positive outcomes (Goleman, Boyatzis, & McKee, 2013).

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Borders, Morgan R. "The Effect of Emotional Competencies on Team Functioning." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1578305626794175.

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Hesselgreaves, Hannah. "A study of emotional intelligence, leader member dyads and employee outcomes in the British National Health Service." Thesis, University of Strathclyde, 2007. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21678.

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This study aimed to develop a model that explained the relationships between emotional intelligence (as a model of individual differences), the quality of hierarchical relationships (utilising leader-member exchange theory), and a selection of employee outcomes, of which stress was of particular interest. This model was tested using a sample of hospital staff within one national health board in Scotland. A cross sectional survey design was chosen. The sample consisted of 122 dyads from five hospitals. Each study variable was measured using previously validated measures. The key independent variables were emotional intelligence, measured using the ECI-2 (Boyatzis, Goleman, & Rhee, 1999) and leader-member exchange, using the LMX-7 (Graen & Uhl-Bien, 1995). Both were rated by supervisors and employees. The main dependent variables were stress, performance, organisational commitment, and job satisfaction. LMX was also tested for its hypothesised mediating effects on the relationship between emotional intelligence and stress, as was social support. Perceived organisational support, relationship tenure, and liking were control variables, to isolate the effects the key independent variables. Dyadic responses were matched and paired to analyse unique leader-member exchanges. Data were analysed using stepwise regresson analysis, and for the tests of mediation, 6 hierarchical regression analysis was employed. There were several main findings. Emotional intelligence (EI) was found to positively relate to the quality of leader-member exchange, suggesting that emotional intelligence may inform the development and management of hierarchical relationships. Emotional intelligence did not have a direct relationship with stress. EI also predicted performance, but not job satisfaction or organisational commitment. Percieved organisational support explained more variance in these outcomes that emotional intelligence of leader-member exchange quality. Leader-member exchange did influence the way in which stress was experienced, particularly the frequency with which employees felt job pressure. This relationship was non-linear. However, stress severity had a negative linear relationship with LMX, describing that LMX was related to lower stress intensity. LMX was positively related to performance. Finally, a hypothesised interaction between EI and LMX was not supported, suggesting that individual differences did not moderate the extent to which LMX impacted stress outcomes. It is considered that an interaction effect was not found because of the limited range in ratings of emotional intelligence and leader-member exchange. This study responds to an identified gap in the organisational behaviour literature, contributing to the exploration of how leader-member relationships are influenced by notions of individual differences such as emotional intelligence, and how outcomes at individual and organisational levels can be affected, particularly in large public sector organisations.

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Sánchez, Gómez Martín. "Emotional intelligence:a new way to assess it and its importance to understand work outcomes." Doctoral thesis, Universitat Jaume I, 2021. http://dx.doi.org/10.6035/14109.2021.423380.

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This doctoral thesis develops an instrument for measuring emotional intelligence that reduces the weaknesses of existing ones and makes it possible to determine the role of EI on some variables of great importance in the work environment. The main results of this thesis indicate that: 1) MEIT (Mobile Emotional Intelligence Test) is a reliable and valid measure of EI, as well as the advantages of taking advantage of technology for it; 2) EI of employees is indirectly related to job performance through professional efficiency and burnout; EI acts as a protective variable when it comes to preventing the development and chronic progression of worker burnout; 3) It is those workers with the highest EI and the capacity for emotional repair who achieve the greatest professional success, which leads to obtaining a higher salary.
La presente tesis doctoral desarrolla un instrumento de medida de inteligencia emocional que reduce las debilidades de los existentes y permite determinar el papel de la IE sobre algunas variables de gran importancia en el entorno laboral. Los principales resultados de esta tesis señalan que: 1) MEIT (Mobile Emotional Intelligence Test) es una medida fiable y válida de la IE, así como las ventajas de aprovechar la tecnología para ello; 2) la IE de los empleados está indirectamente relacionada con el rendimiento laboral a través de la eficacia profesional y el agotamiento; la IE actúa como variable protectora a la hora de prevenir el desarrollo y la progresión crónica del agotamiento de los trabajadores; 3) son aquellos trabajadores con mayor IE y capacidad de reparación emocional los que alcanzan mayor éxito profesional, lo que conduce a obtener un salario superior.
Programa de Doctorat en Psicologia

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Rust, David Allen. "RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT." UKnowledge, 2014. http://uknowledge.uky.edu/edl_etds/8.

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Linda Darling-Hammond (1997) states that the classroom teacher is the most influential variable influencing student achievement outside of the child’s home environment. Many studies have attempted to identify the specific attributes of teachers who are more effective than others. During the last decade, research has shown that teachers who work to develop relationships, while delivering relevant and rigorous instruction, demonstrate greater student achievement. Additional studies from the world of business tell us that those individuals with increased levels of emotional intelligence are better leaders, managers and salespersons, and are more frequently hired into those positions by large corporations. They are more likely to get along with peers, be promoted and demonstrate success when working with others. A similar relationship may exist in the field of education between teachers who exhibit increased levels of emotional and student academic achievement. This pilot study investigated possible relationships between the academic performance of sixth grade math students and the emotional intelligence of their corresponding teachers through the use of descriptive statistics. Although no significant findings were established, the data provide a useful starting point for future queries into this construct.

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Saad, Karene. "Emotionally Smart Makes You More Motivated: Associations between Emotional Intelligence, Motivation, and Work Outcomes in Police Source Handlers." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20107.

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Emotional intelligence and self-determined motivation have been independently identified as important personal variables that are liable to foster optimal work functioning. However, the relationship between these two variables has never been assessed. Furthermore, research has also provided evidence that supervisor support, a social variable, is considered to be a significant source of influence on self-determined behaviour regulation. Thus the primary objective of the project was to jointly assess emotional intelligence and supervisor support as antecedents of self-determined work motivation; secondly, to assess the associations of self-determined work motivation on work outcome variables and psychological welfare; and thirdly, to examine the association between emotional intelligence and psychological well-being on 512 police source handlers. Specifically, it was proposed that emotional intelligence would be positively associated to self-determined work motivation and would display a unique association with work motivation, once the variance from supervisor support has been controlled for. It was further proposed that self-determined work motivation would, in turn, be positively associated with positive work outcomes; specifically, job satisfaction, job performance, future work intentions, and psychological well-being. Lastly, it was hypothesized that emotional intelligence would be positively associated to psychological well-being. Data was analyzed using structural equations modeling. Results revealed that emotional intelligence and supervisor support were both uniquely associated with work motivation. Together, these two variables explained a high proportion of the variance of work motivation. Work motivation, in turn, was positively associated with job satisfaction, job performance, future work intention, and psychological well-being. Emotional intelligence and psychological well-being were also positively associated. Overall, the findings of this thesis provide a basis for future research aimed at determining the causal relationship between emotional intelligence and self-determined motivation. It is further suggested that findings gleaned from this study can provide a better understanding of how certain interpersonal behaviours can impact specific work outcomes, which can provide researchers and practitioners with information to improve individual and organizational outcomes of interest.

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Harlacher, Jason E. "Social and emotional learning as a universal level of support : evaluating the follow-up effect of Strong Kids on social and emotional outcomes /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10225.

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Testa, Daniel. "An Empirical Study on the Association of Mindfulness and Emotional Intelligence to Burnout Among Counselors-in-Training." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1414141553.

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Diemer, Barbara Joanna. "The Relationship Between Cultural Intelligence and Work Outcomes of Expatriates in China." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1820.

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International assignment failures cost an organization roughly 3 to 4 times an expatriate's annual salary with the most expatriate failures cited for work assignments in China. Previous scholarly research identified cultural intelligence (CQ) as being influential to expatriate work outcomes. The purpose of this correlational study was to examine the relationships among a subset of CQ predictor variables and work outcome related dependent variables. Quantitative analysis regarding the relationship between CQ and work outcomes for U.S. nationals working in China does not currently exist in the scholarly research. Improvement of expatriate work outcomes and reduction of failed assignment costs is the intention. The study included self-reported measurements collected via online surveys from 88 U.S. nationals with work experience in China. Pearson correlation test results and multiple linear regression analysis indicated significant predictive relationships between CQ and work performance (F(4, 83) = 8.202, p < .001, adjusted R2 = .249) and between CQ and job satisfaction (F(4, 83) = 3.522, p < .05, adjusted R2 = .104). Motivational CQ had a statistically significant predictive power for work performance and job satisfaction. These findings suggest that the CQ construct may help to assess expatriate assignment readiness. The social change implications of this study include the utilization of CQ in better identification, selection, and training of employees for international assignments; improvement of expatriate work outcomes; reduction of expatriate turnover; and reduction of expatriate assignment costs.

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Kruger, Janette. "Linkages between emotional intelligence and coping strategies in mastering new educational technologies." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-09252008-165228/.

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Rees, Carys. "The impact of emotional literacy support assistant training on teaching assistants' own trait-emotional intelligence and self-efficacy and their perceptions in relation to their future role." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/95293/.

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The role of TAs has changed considerably from that of supporting teachers and children with additional learning needs to that of providing emotional support and personal and social development (Groom, 2006). Consequently, the Emotional Literacy Support Assistant (ELSA) programme was developed (Burton, 2009) as a training programme to develop the skills of teaching assistants (TAs) in schools to provide emotional support for children in their schools. However, their effectiveness in delivering this programme is likely to be governed by levels of self-efficacy, that is, the belief they have about their capabilities (Gibbs, 2002; Tschannen-Moran, Woolfolk-Hoy & Hoy, 1998). Self-efficacy beliefs are predicted by the components of trait-emotional intelligence (Chan, 2004) and there is a need for research exploring the relationship between school staff emotions and efficacy beliefs (Emmer & Hickman, 1991). This research utilises a multi-methods approach exploring the self-efficacy and trait-emotional intelligence of TAs before and after having completed the ELSA training and the perceptions TAs have regarding their future role. Statistical analysis of the quantitative data collected from the questionnaires revealed that the self-efficacy and trait-emotional intelligence scores of the participants increased after having completed the ELSA training. Thematic analysis of the qualitative data collected from the focus group revealed that TAs identified issues that influenced their perceptions of their future roles as ELSA both negatively and positively. The four main themes were identified, with sub themes and subordinate themes. The overarching main theme identified was ‘systemic issues’ as the main concern with the sub themes ‘lack of support from school’ and ‘lack of self-efficacy for the role’. The second occurring main theme was ‘improved knowledge and understanding’ with the sub themes ‘value of the ELSA role & training’ and ‘a better understanding of the ELSA values’. The third occurring main theme was ‘benefits of ELSA for children and TAs’, with the sub themes ‘developing personal skills’ and ‘benefits for children’. The final occurring main theme was and ‘low self-efficacy and confidence’ with the sub themes ‘self-efficacy for the ELSA role’ and ‘fears and loneliness of ELSA role’.

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Lundgren, Joakim. "Emotional intelligence, need for cognition and cognitive reflective ability related to attitudes towards a further training program among preschool staff." Thesis, Stockholms universitet, Psykologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144138.

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There are currently scarce research regarding further training programs and employees’ attitudes toward them. This present work examined 95 preschool employees from one municipal community in matters of emotional intelligence, need for cognition, and cognitive reflective ability and how these influenced their attitudes toward a further training program called International Child Development Programme, ICDP (study 1). Six participants were also interviewed in regards to more organizational aspects of the ICDP-training and their experiences of the program’s implementation in the actual worksituation (study 2). The results of study 1 showed a positive relationship between emotional intelligence and attitudes toward the program. Study 2 revealed lack of follow-ups and sustainability of the program in the real-life work-situation. Suggestions for countering these flaws as well as a more individually focused approach in embracing, applying and maintaining the teachings of a further training program are discussed.

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Shirley, Philip E. (Philip Elwood). "A Study of the Outcomes of Stress Management Training in Ministerial Programs of Higher Education." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330677/.

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This dissertation studies the outcomes that higher education courses and seminars in stress management have on the stress levels of pastors. It identifies stress level differences between a sample of pastors who have and who have not been trained in stress management. The instrument that was used to assess the levels of stress was the Maslach Burnout Inventory. The Inventory is a twenty-two item dual-rating instrument that measures the frequency and intensity of three aspects of the burnout syndrome: emotional exhaustion, depersonalization, and a lack of personal accomplishment. Demographic questions were used to determine the respondents' sex, age, education, and experience in the clergy. These questions were asked for descriptive purposes only. In addition, questions were asked that would determine whether or not the pastors had had stress management training.

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Hale, Patricia. "Manager Training: Professional Development Content for New and Newly Promoted Managers." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1461322913.

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Mouawad, Roy. "Student Involvement in Government: Antecedents and Outcomes." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/462857.

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La implicació dels estudiants és un factor essencial perquè l’educació sigui efectiva. El govern estudiantil és una forma important d’implicació a través de la qual els estudiants representen els seus homòlegs, participen en els processos de presa de decisions de la universitat, i gestionen les activitats del campus. La implicació té un impacte visible en un mateix, en els companys, en el professorat, en els administradors universitaris i en l’entorn educatiu. Tanmateix, aquest concepte no ha estat objecte de l’atenció que mereix i són pocs els estudis sobre els seus antecedents i sobre els seus resultats. La importància d’aquesta recerca rau en la incorporació de teories (per exemple, intel·ligència emocional, aprenentatge experiencial) de diferents camps (el management, l’educació i la psicologia) per tractar aquest problema, és a dir, per comprendre millor els conceptes que contribueixen a la implicació i, viceversa, aquells que milloren amb la implicació. Així doncs, la qüestió principal és: Els estils d’aprenentatge, les competències (emocionals, socials i cognitives) i les filosofies operatives expliquen l’èxit posteducatiu dels estudiants que participen en experiències de govern estudiantil? En aquesta tesi es van realitzar tres estudis. El primer estudi analitza els estils d’aprenentatge, les competències (emocionals i socials) i les filosofies operatives com a antecedents de la implicació. El segon estudi analitza la relació entre les competències (emocionals, socials i cognitives) i la implicació. Finalment, el tercer estudi analitza l’impacte de la implicació sobre les variables de resultats relacionades amb l’èxit objectiu i subjectiu (ofertes de treball rebudes, satisfacció vital, satisfacció a la feina, etc.). Aquests estudis empren dissenys d'investigació no experimentals (investigació per enquestes). La unitat d'anàlisi és l'individu: estudiants internacionals d’MBA que van participar en un programa de desenvolupament de lideratge a ESADE Business School (Universitat Ramon Llull). Les dades es van recollir mitjançant enquestes (autoinforme i avaluació per parells) que consisteixen en mesures subjectives i objectives. La qualitat d’aquesta recerca s’avalua críticament, i es presenten possibles limitacions. A més, se n’especifiquen algunes conseqüències per a la recerca i per a la pràctica, així com suggeriments per a les institucions educatives, les empreses, els investigadors, els estudiants i els professionals. Finalment, es recomanen algunes línies de recerca futura.
La implicación del estudiante es un factor esencial para que la educación sea efectiva. El gobierno estudiantil es una forma destacada de implicación a través de la cual los estudiantes representan a sus homólogos, participan en los procesos de toma de decisiones de la universidad, y gestionan las actividades del campus. La implicación tiene un impacto visible en uno mismo, en los compañeros, en el profesorado, en los administradores universitarios y en el entorno educativo. Pese a ello, este concepto no ha sido objeto de la atención que merece y son escasos los estudios sobre sus antecedentes y sobre sus resultados. La importancia de esta tesis radica en la incorporación de teorías (por ejemplo, inteligencia emocional, aprendizaje experiencial) de diversos campos (el management, la educación y la psicología) para abordar este tema, es decir, para entender mejor los conceptos que contribuyen a la implicación y, viceversa, aquellos que mejoran con la implicación. Así pues, la cuestión principal es: ¿Los estilos de aprendizaje, las competencias (emocionales, sociales y cognitivas) y las filosofías operativas explican el éxito posteducativo de los estudiantes que participan en experiencias de gobierno estudiantil? Para responder a la pregunta se realizaron tres estudios. El primer estudio analiza los estilos de aprendizaje, las competencias (emocionales y sociales) y las filosofías operativas como antecedentes de la implicación. El segundo estudio analiza la relación entre las competencias (emocionales, sociales y cognitivas) y la implicación. Finalmente, el tercer estudio analiza el impacto de la implicación sobre las variables relacionadas con el éxito objetivo y subjetivo (ofertas de trabajo recibidas, satisfacción vital, satisfacción en el trabajo, etc.). Estos estudios emplean diseños de investigación no experimentales (investigación por encuesta). La unidad de análisis es el individuo: estudiantes internacionales de MBA que participaron en un programa de desarrollo de liderazgo en ESADE Business School (Universitat Ramon Llull). Los datos se recolectaron mediante encuestas (autoinforme y evaluación por pares) que consisten en medidas subjetivas y objetivas. La calidad de esta investigación se evalúa críticamente y se presentan eventuales limitaciones. Además, se ofrecen posibles implicaciones en la investigación y en la práctica, así como sugerencias para las instituciones educativas, las empresas, los investigadores, los estudiantes y los profesionales. Finalmente, se recomiendan algunas líneas de investigación futura.
Student involvement is crucial for the effectiveness and efficiency of education. Government is a major form of involvement through which students represent their peers, participate in the university’s decision-making processes, and manage on-campus activities of organizations and clubs. Involvement has a visible impact on oneself, peers, faculty, administrators, and environment (educational experience). Yet, this concept has not received the proper attention, and research on its antecedents and outcomes remains scarce. The significance of this thesis lies in the incorporation of theories (e.g. emotional intelligence, experiential learning) from various fields (management, education, and psychology) to address this issue i.e. to better understand the concepts that contribute to involvement and, conversely, those that involvement contributes to. Hence, the main question is: Do learning styles, competencies (emotional, social, and cognitive), and operating philosophies account for post-education success of students involved in government experiences? This thesis comprises three studies. The first study analyzes learning styles, emotional and social competencies, and operating philosophies as antecedents of involvement. The second study analyzes the relationship between emotional, social, and cognitive competencies and involvement. Finally, the third study analyzes the impact of involvement on variables related to objective and subjective success (job offers received, life satisfaction, job satisfaction, etc.). These studies employ non-experimental research designs (survey research). The unit of analysis is the individual: international MBA students that participated in a leadership-development program at ESADE Business School (Universitat Ramon Llull). Data were collected using surveys (self-report and peer assessment) that consist of subjective and objective measures. The quality of this research is critically assessed and possible limitations and threats to validity are presented. Furthermore, implications for research and practice are provided in addition to suggestions that can be useful to educational institutions, organizations, researchers, students, and practitioners. Finally, future research lines are recommended.

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Vroom, Enya B. "The Impact of Implementation Fidelity on Middle School Student Outcomes in the Life Skills Training Program." Scholar Commons, 2017. https://scholarcommons.usf.edu/etd/7450.

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Social and emotional learning (SEL) programs have become increasingly popular during last 20 years, and have shown to reduce risky behaviors (i.e., substance use), improve communication skills, academic performance, and relationships among students of all ages when implemented in schools (Weissberg, Durlak, Domitrovich, & Gullotta, 2015; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Although the benefits of SEL programs are significant, the issue of implementation fidelity often arises. The purpose of this study was to assess the impact of implementation fidelity in the Life Skills Training program (LST) implemented with middle school students of a large South Florida school district. A not-for-profit-organization (NFPO) facilitated the training of teachers who implemented LST within the school district and provided the materials necessary to carry out the program’s lessons. Fidelity was assessed by eight observers from the NFPO by utilizing the Botvin Life Skills Training Fidelity Checklist-Middle School Level 1. Three core elements of implementation fidelity, adherence, quality of delivery, and participant responsiveness, were assessed. The school district was tasked with modifying and conducting the LST Pretest/Posttest Measure to assess student behavior gains. Multilevel modeling was used to assess the effect of individual-level (gender, race/ethnicity, and socioeconomic status [SES]) and classroom-level characteristics (adherence, participant responsiveness, and quality of delivery) on student behavior outcomes measured at posttest. Results from this study indicated that on the individual level, students’ race/ethnicity and SES were significantly associated with predicting student behavior gains at posttest. On the classroom level, participant responsiveness was significantly associated with predicting student behavior gains at posttest. The findings from this study make a unique contribution to the literature as it examined frequently overlooked core elements of fidelity such as participant responsiveness and quality of delivery.

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Hill, Thomas Keith. "The relationships among master's level counseling trainees' training level, emotional intelligence, and psychophysiological correlates of emotion regulation during a simulated counseling interaction." Thesis, The University of North Carolina at Charlotte, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563171.

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This study explored the relationships among master's level counseling trainees' level of training, ability emotional intelligence (EI), and psychophysiological correlates of emotion regulation recorded during a video-simulated client interaction. Agreement exists among counselor educators, researchers, and theorists that counselors' emotion regulation is foundational to the competent delivery of counseling treatment. The literature further suggests that counselors and trainees experience frequent emotional challenges that overwhelm emotion regulation skills, interfere with competent delivery of service, and affect client outcomes. However, little research in counseling training and supervision has investigated trainees' emotion regulation or factors that support adaptive emotion regulation while trainees interact with clients who are experiencing emotional distress.

Participants were 66 master's level counseling trainees from counseling programs accredited by the Counsel for Accreditation of Counseling and Related Educational Programs. Participants' EI was operationalized as scores on the Mayer, Salovey, and Caruso Emotional Intelligence Test (Mayer, Salovey, Caruso, & Sitarenios, 2003). Emotion regulation was operationalized as electrodermal activity (EDA), high-frequency heart rate variability, and the standard deviation of normal heartbeat intervals (HRV-SDNN). Correlation and regression analyses indicated that psychophysiological correlates of trainees' emotion regulation were not significantly correlated with training. However, HRV-SDNN significantly correlated with total EI, and the EI subscale Perceiving Emotions, while EDA significantly correlated with the Managing Emotions subscale.

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Ebrahim, Habiburaghman. "Investigation of the effectiveness of coaching in the development of leadership competencies (emotional intelligence) within BPSA (Pty) Ltd." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/8585.

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Thesis (MBA)--Stellenbosch University, 2008.
ENGLISH ABSTRACT: This research report is a qualitative study of the effectiveness of executive coaching for the development of emotional intelligence competencies. Eleven executives from a private organisation were interviewed regarding recent coaching they had received. This coaching was offered as part of a development program that was grounded in action learning. Through these interviews, the executives shared their perspectives of the coaching process and the degrees to which they were able to benefit. They described the different styles of their coaches and the rapport each had with their own team‘s coach. The executives reported that as a result of coaching they demonstrated increased awareness of their emotional intelligence competencies. The data collected through this study suggested that executive coaching is an effective tool in the enhancement of emotional intelligence competencies in executives. Certain factors add to the likelihood that a benefit will be achieved through the coaching process, including the participants‘ openness to learning, the relationship between the coach and the participants, tools and frameworks used in the coaching process and the relevance of the coaching to the work of the executives. Organisational culture and environment also surfaced as important factors in predicting success in the coaching process. This study will be of value to researchers or organisational leaders exploring the benefits of executive coaching.
AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag is 'n kwalitatiewe studie van die effektiwiteit van bestuursopleiding vir die ontwikkeling van emosionele intelligensie vaardighede. Elf bestuurslede van 'n privaat organisasie is onderhoude mee gevoer in verband met onlangse opleiding in die verband. Die opleiding is verskaf as deel van 'n ontwikkelingsprogram wat gegrond is in aksie opleiding. Deur middel van die onderhoude, het die bestuurslede hul perspektief van die opleidings proses gedeel asook tot watter mate hulle daaruit voordeel getrek het. Hulle het die verskillende style van hulle opleiers beskryf en die rapport wat elkeen met sy span gehad het. Die bestuurslede het verslag gedoen van hulle toenemende bewuswording van hulle emosionele intelligensie vaardighede. Die data byeengebring deur hierdie studie suggereer dat bestuursopleiding 'n effektiewe instrument is vir die toename van emosionele intelligensie vaardighede van bestuurslui. Suksesfaktore dra by tot waarskynlikheid van voordele bereik deur die opleiding, wat ook insluit, die deelnemer se ontvanklikheid vir lering, die verhouding tussen die opleier en die deelnemers, instrumente en raamwerke wat gebruik word in die opleidingsproses en die relevansie van die opleiding het ook opgeduik as belangrike faktore in die voorspelling van sukses in die opleidingsproses. Hierdie studie sal waardevol wees vir navorsers of organisatoriese leiers wat die voordele van bestuursopleiding wil ondersoek.

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Dean, Susan A. "Soft Skills Needed for the 21st Century Workforce." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3669.

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Technical skills are no longer enough for workers to compete in this highly competitive global work environment. Soft skills are of paramount importance. A multiple case study design through the lens of emotional intelligence formed the basis of the research study. The focus of the research was identification of the successful soft skills training strategies in the logistics industry. Three logistics organization leaders in the counties of Burlington, Middlesex, and Somerset, New Jersey, were participants in the study. Data were collected through semistructured interviews and the review of company documents. Four themes emerged through data analysis of converging multiple data sources: (a) the use of a combination of group and individual training, (b) the identification of training needs by individual, (c) the use of a systematic method to resolve emotional behaviors at work, and (d) the importance of effective communication. The study findings may contribute to social change by providing guidelines to use for setting up soft skills training programs. The soft skills training program may be used to target disadvantaged individuals who are unemployed or living in poverty. Improving the soft skills of disadvantaged individuals may help them gain and retain suitable employment. Gainful employment may have a long-term effect of improving their quality of life, while reducing their reliance on social welfare programs.

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Nauheimer, Elke. "Trait Emotional Intelligence : evaluating the theoretical construct, its relationship to other psychological variables, and potential interventions to enhance it." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/595266.

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Research suggests that there are now two distinct approaches to Emotional Intelligence (EI): ability and trait. To date, however, the literature indicates that the construct remains poorly defined and not always adequately measured. Focusing on trait EI, the current thesis identifies a number of research questions that centre on what it is that defines EI in relation to existing definitions and other constructs, namely, happiness, self-esteem, mood and personality. Moreover, a programme of empirical study investigates whether a training intervention can enhance levels of EI and thus contribute to the emerging applied field of enquiry. This has been achieved through the employment of a series of studies. The initial study used the Repertory Grid Technique (RGT) and Principal Component Analysis (PCA) to generate a definition of EI, which directed this thesis towards alignment with the trait approach. The second study aimed to identify correlations and explore possible predictor variables through the application of Pearson’s r and Hierarchical Regression analysis. Moreover, a Mediation and Moderation analysis investigated whether EI has a mediating or moderating role when combined with other predictors. Two further experimental studies examined whether EI could be experimentally enhanced through a programme of relaxation and positive thinking when compared with a control group engaged in a non-demanding reading task. The results of the first study produced a definition of EI that included descriptions of work-related qualities with the second study yielding results of high correlations between EI, happiness and self-esteem, which were also identified as predictor variables. EI was found to act as a mediator and moderator. Analysis of Variance generated results for the first experimental study that showed overall non-significant interactions. To investigate beyond these findings, the second programme showed that the training programme induced positive changes. It was concluded that, overall, the results contribute to a definition beyond existing definitions of EI, demonstrating EI’s strong associations particularly with happiness, self-esteem and, its mediating and moderating role with other predictors. Primarily, the results from the second experimental study demonstrate the potential of EI in the applied field, including education, work and health.

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Wilson, Christina R. "Unshackled: A phenomenological study of the effects of holistic conflict resolution training on inmate self-efficacy." NSUWorks, 2016. http://nsuworks.nova.edu/shss_dcar_etd/49.

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American prisons are overflowing with inmates exacting an incalculable human and moral cost on inmates, their families, and society. A central theme in criminality is the inability to deal with conflict and the affiliated emotions in an appropriate manner. Further, problem-solving, communication, and consequential thinking skills are lacking in the lives of many inmates due to lack of proper role models, lack of skills, and lack of expectations. Focusing on inmate education is one of the most effective forms of crime prevention according to leading criminological theorists. This phenomenological study was an assessment of a ten-session, holistic conflict resolution course for inmates called Reach Out with Purposeful Engagement Skills. The course is centered on emotional intelligence skills including self-awareness, self-regulation, and empathy, and incorporates a multi-theoretical framework consisting of (a) human needs theory, (b) hope theory, (c) social construction theory, (d) appreciative inquiry, and (e) restorative justice principles. The teaching methodology was centered on positive criminology, a sub-group of positive psychology which embraces concepts such as compassion, encouragement, goodness, gratitude, positive modeling, and spirituality. An underlying belief was that recognition of individual participant strengths, if nurtured and developed, can contribute toward personal change. Results of the study describe participant’s perceptions of self-efficacy in conflict resolution which resulted in personal change and empowerment. This study contributes toward qualitative literature supporting socio-emotional education for inmates delivered in a constructive environment to inspire transformation at a deep and necessary level in order to support and promote desistance.

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Mansfield, Rebecca Cloward. "Outcomes of an Emotion Word Intervention for Children with Social Communication Impairments." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3848.

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Children with social communication disorders have been found to exhibit deficits in emotional intelligence, including the ability to identify emotions attributed to facial expressions. The purpose of this thesis was to examine the efficacy of a social communication intervention program designed to increase the accuracy of emotion based word use in three elementary school-aged participants with social communication disorders. The participants took part in a multiple-baseline, 20-session treatment including story enactment, journaling procedures, and supplementary activities. The story enactment portion of the intervention centered on Mercer Mayer's A Boy, A Dog, and A Frog (1967) wordless picture book series. Participants' emotion word productions were analyzed in six categories (happiness, sadness, anger, fear, surprise, and disgust) and valence accuracy was determined for all productions. Results proved variable, but each of the three participants demonstrated improvements in accuracy in at least two emotion categories that were not mastered prior to the onset of the intervention. In addition, two of the three participants increased in valence accuracy of emotion word productions between baseline and follow-up measures. Taken as a whole, the results suggest that this particular intervention program was effective in improving competency in select emotion categories for all three participants. Discussions of individual participant outcomes are included, as well as suggestions for further research.

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Munro, Jacqueline Cecilia. "Nurse Manager Emotional Intelligence as a Predictor to Registered Nurse Job Satisfaction and RN Perceptions of the Practice Environment and the Relationship to Patient, Nursing and Hospital Outcomes." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3259.

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The purpose of this study was to determine if the level of Nurse Manager (NM) emotional intelligence (EI) predicted registered nurse (RN) job satisfaction and RN perceptions of the practice environment. In addition, relationships to patient, nursing, and hospital outcomes were explored. Participants included RNs (N=659) and NMs (N=38) from 53 nursing units at eight hospitals located in the southeast region of the United States. A cross-sectional, correlational research design was used to test the hypotheses. Pearson product-moment correlation coefficients, simple linear and multiple regression statistics were conducted to analyze the data. Level of NM EI had a positive, not significant relationshp to RN job satisfaction and RN perceptions of the practice environment. A direct, positive significant relationship was observed between the variables NM EI and patient satisfaction with nursing care. There was a positive, significant relationship noted between the variables RN job satisfaction and RN perceptions of the practice environment. The indirect relationships between the level of NM EI and patient, nursing and hospital outcomes were not significant. There was a direct significant, positive relationship noted between the variables RN perceptions of the practice environment and patient satisfaction with nursing care. In addition, the interaction between RN job satisfaction and RN hours of care had a positive, significant relationship with unit level pressure ulcer rates. This study indicated that units with higher RN hours of care have increased pressure ulcer rates. In addition, results illustrate a marked increase in pressure ulcer rates on those units with higher levels of job satisfaction. In this study, pressure ulcer rates depended on the level of RN job satisfaction.

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Steurenthaler, Jochen, and Lieshout Sjors van. "Effective Multi-Cultural Project Management : Bridging the gap between national cultures and conflict Management styles." Thesis, University of Gävle, Department of Business Administration and Economics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-131.

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This study identifies the competencies needed by a multi-cultural project manager, and investigates a potential link between conflict management styles and national culture. It takes as its base the assumption that cultural differences are demonstrated during conflict, and may in fact be the cause of the conflict. As a result, the manager of a multi-cultural project team must be able to manage conflict constructively in order to realise the full potential of the team.

The research begins by reviewing literature on project management, national culture, and conflict. A survey was performed on over 60 individuals from various cultural backgrounds, to analyse patterns in their methods of handling conflict. The study shows that there is in fact a link between different cultures and different management styles.

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Ranweg, Liv. "Det ska va kul och smitta av sig : En kvalitativ studie om ledarskapskonsulters attityder kring emotionell intelligens och ledarskap." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68752.

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Emotionell intelligens (EI) i relation till ledarskap och organisatorisk effektivitet studeras allt mer och börjar anses mer viktigt. I denna studie redovisas ledarskapskonsulters attityder till EI och ledarskap. Kunskap om detta område är viktig eftersom deras attityder påverkar arbetssamhället då de utbildar, föreläser och lär ut till människor som ska bli eller som redan är ledare. Frågeställningar var: Vad anser informanterna innefattar EI? och Hur samverkar EI och ledarskap? Studien är kvalitativ där jag med hjälp av en semistrukturerad intervju samlat information från sju kvinnor och fyra män som alla arbetar som ledarskapskonsulter. De arbetar inom olika organisationer och företag och är mellan 40 - 62 år. Intervjuerna tog upp frågor som Vad innebär EI, Vad är en bra ledare, frågor kring bemötande samt hur de sprider sina attityder i ämnet. Vidare fick deltagarna reflektera kring om de anser att de finns något sätt att ersätta EI och om det går att utveckla graden av EI. Resultatet visar att samtliga informanter anser att EI är viktigt inom ledarskap för att på ett effektivt sätt kunna delegera, motivera och leda sina följare, men också för att kunna utveckla ett effektivt team.
EI in relation to leadership and organizational effectiveness is studied more than ever and is considered more important. I have through my study gathered leadership consultants attitudes towards EI and leadership. Knowledge about this area is important as their attitudes affect the work community as they train, lecture and teach people who will be or who are already leaders. The research questions where: What do the management consultants regard as EI? and How does EI and leadership interact? The study is qualitative and I was using a semi-structured interview to collect data from seven women and four men who all work as Leadership consultants. They work in various organizations and businesses and are between 40-62 years. The interview covered questions like What does EI mean? What is a good Leader? questions about treatment and about how they spread their attitudes in the area. Furthermore, the informants had to reflect on whether they think there is any way to replace EI and if it is possible to develop the level of EI. The results show that all informants believe that EI is important in leadership to effectively be able to delegate, motivate and lead their followers, but also to develop an effective team.

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Dolzhenko, Inna Nickole. "Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011839/.

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In response to the main federal K-12 law, the Every Student Succeeds Act (ESSA) and the teacher education program standards, teacher education programs have tried to address social and emotional learning (SEL) content in their curricula. Adding information on SEL alone may not be enough to overcome the shortenings of many existing early childhood programs. The current study attempted to address these shortenings through the inclusion of specialized SEL strategies and sample activities in addition to traditional content on social-emotional learning and development. This study was organized within a quasi-experimental design framework. One hundred thirty-nine preservice teachers were divided between control and treatment groups. The treatment group was exposed to the intervention (i.e. additional/special SEL strategies and activities) in the modified Nurturing Children's Social Competence class, while the control group was in the traditional version of the same class (i.e. traditional instruction with no additional/special SEL strategies and activities). All students were surveyed using the SEL Beliefs Scale for Preservice Teachers and the SEL Knowledge and Attitudes Scales for Preservice Teachers. The surveys were conducted at the beginning and at the end of the semester. An exploratory factor analysis, MANOVA, and descriptive discriminant analysis were used to analyze the data. Findings revealed that preservice teachers in the treatment group gained greater knowledge about (a) SEL in general, (b) the development of SEL skills in young children, and (c) implementation of the SEL strategies in the classroom. In addition, preservice teachers in the treatment group developed more positive attitudes toward implementation of SEL strategies and the importance of teaching social and emotional skills to young children. Even though SEL beliefs did not predict treatment / control group differences, there were statistically significant differences in the development of SEL beliefs within each group. Preservice teachers in both groups highly believed that creating a SEL environment in the classroom and schoolwide is essential.

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Sylva, Lazo Maritza Yesenia. "La inteligencia emocional para la prevención y desarrollo emocional en la formación del profesorado del nivel de 3 a 5 años de educación inicial en Ecuador." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/667837.

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Esta tesis se centra en el estudio de la educación de la inteligencia emocional en el profesorado de educación inicial, con el propósito de diseñar, desarrollar y evaluar un programa de educación de la inteligencia emocional en la formación del profesorado. El estudio parte de un marco teórico fundamentado en la educación de la inteligencia emocional que toma como referente el modelo de Mayer y Salovey y en referencia a los programas de educación emocional toma como referencia el modelo de Nelis, Quoidbach, Mikolaczak y Hansenne. Los contenidos que integran la tesis están estructurado en dos partes: La primera establece el marco teórico relacionado con las aportaciones de las investigaciones sobre inteligencia y emoción, la satisfacción con la vida, el síndrome de burnout, la educación en el ciclo inicial (parvulario) y el docente de ciclo inicial en Ecuador; la segunda parte describe el estudio empírico detallando el proceso de la investigación, el programa de educación de la inteligencia emocional en la formación del profesorado, el análisis de datos y las conclusiones. El método de investigación aplicado es una adaptación del modelo de evaluación de programas de Pérez Juste, e incluye cuatro fases. La fase previa desarrolla un análisis del contexto para la detección de necesidades, la fase inicial consiste en un diagnóstico de la situación del profesorado, la fase siguiente incluye la valoración del proceso y finalmente se valora el resultado del programa. La muestra del estudio está formada por 54 maestras del Distrito 09D17 de la Zona 5 de Ecuador. Los instrumentos utilizados para la recogida de datos son documentos, escalas y entrevistas. Del análisis de los datos se concluye que la implementación del programa de educación en la inteligencia emocional está relacionada con la mejora de resultados en comprensión y vocabulario emocional del profesorado. Las evidencias de los estudios referenciados y el propio resultado de esta investigación permiten afirmar que la implementación de estos programas ayuda a mejorar la comprensión emocional, una de las cuatro habilidades de la inteligencia emocional.
This thesis focuses on the study of emotional intelligence education in early childhood teachers, with the purpose of designing, developing and evaluating an emotional intelligence education program in teacher training. The study starts from a theoretical framework based on the education of emotional intelligence that takes as a reference the model of Mayer and Salovey and regarding emotional education programs takes as a reference the model of Nelis, Quoidbach, Mikolaczak and Hansenne. The contents of the thesis are structured in two parts: The first establishes the theoretical framework related to the contributions of intelligence and emotion research, satisfaction with life, the burnout syndrome, childhood education (kindergarten) and childhood teacher in Ecuador; the second part describes the empirical study detailing the research process, the emotional intelligence education program in teacher training, the data analysis and the conclusions. The applied research method is an adaptation of the Pérez Juste program evaluation model and includes four phases. The previous phase develops an analysis of the context for the needs analysis, the initial phase consists of a diagnosis of the situation of the teaching staff, the next phase includes the evaluation of the process and finally the result of the program is assessed. The study sample consists of 54 teachers from District 09D17 of Zone 5 of Ecuador. The instruments used for data collection are documents, scales and interviews. From the analysis of the data it is concluded that the implementation of the education program in emotional intelligence is related to the improvement of results in emotional comprehension and vocabulary of the teaching staff. The evidences of the referenced studies and the very results of this investigation allow to affirm that the implementation of these programs helps to improve emotional comprehension, one of the four skills of emotional intelligence.

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Tassell, Brad. "I'm Gonna Write That Down: Research on Bullying and Recognition of Perception Toward Initiation of Intervention a Whole-School Approach to Bringing all Stakeholders' Perceptions on Bullying in Line and Training Students to Distinguish Tattling from Reporting in Grades 3-6." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1303.

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Research on whole-school bullying programs shows some effectiveness in creating awareness and a reduction in overall bullying with vigilant supervision. Roleplaying games repeatedly taught to students help them deal with bullying in specific situations, but all these interventions leave a great deal to be desired when conditions are not in line with the training, most of which most are not (Smith, Schneider, Smith, & Ananiadou, 2004). In addition, student perceptions can differ from the staff and administration. A wide gap exists between how students, parents, teachers, and administrators perceive bullying. Students remain confused and flounder in the moment when they feel bullied, while bystanders are statistically shown to be scared and even help the bully in many cases (Mishna, Pepler, & Wiener, 2006). This study examines research from the past 10 years on the effectiveness of whole-school programs. Two main criteria include: (1) A comprehensive “macro” comparison study of research leading to a “micro” examination of specific school research, and (2) an examination of the importance of recognizing perception and creating interventions that any student can utilize no matter their level of fear. In addition, an introduction and an explanation of the ideas and concepts of the I’m Gonna Write That Down program are included.

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Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.

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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology

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Gursel, Gulistan. "The Relationship Between English Instructors." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611184/index.pdf.

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This study aimed at investigating the relationship between English instructors&rsquo
negotiation strategies to handle conflicts in the FLE classroom and personality traits. Two scales which consist of a demographic inventory, two questionnaires and a semi structured interview were developed by the researcher. The first scale consists of &ldquo
Rahim Organizational Conflict Inventory II (ROCI II)&rdquo
and &ldquo
Eyesenck Personality Inventory (EPI). The results of these questionnaires were analyzed by SPSS 15.0. This data gathering instrument was implemented on 120 English instructors working at METU, TOBB ETU, Ç
ankaya University, Atilim University, and Trakya University. Data gathered from 30 English instructors from the same universities were used for the piloting of the study. The data gathered from 120 English instructors in English Preparatory Schools represented the results of the main study. In analyzing the data, descriptive statistics as frequency, percent, average, and standard deviation, and inferential statistics as ANOVA was used. As the second scale of the current study, semi-structured interviews were conducted with 16 English instructors employed at these universities. The results of the interviews were analyzed through content analysis. The results of the study revealed that there is a relationship between English instructors&rsquo
use of negotiation strategies and their gender, age, educational background, work experience and the personality traits of introversion-extroversion.

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Durand-Paute, Roland. "L'apport des Groupes de Formation à l’Analyse de Pratiques Professionnelles((GFAPP) dans le développement d'un capital émotionnel ad hoc : études de cas des perceptions des enseignants stagiaires du second degré en formation initiale et professionnalisante." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30028.

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Bien des professeurs stagiaires de lycées/collèges (PLC) dont les formateurs ont la charge en période de formation initiale et professionnalisante rencontrent de nombreux écueils dans la relation pédagogique qui les lie à leurs apprenants. Ces enseignants, pour la plupart novices, attendent alors une réponse des centres qui se doivent de leur donner des outils pour pallier leurs difficultés relationnelles diverses et éviter ainsi un mal-être, des attitudes défensives, un épuisement professionnel voire même une forme de désespoir quant à la poursuite de leur carrière. Cependant, on observe encore aujourd’hui que la formation n’accorde que peu d’importance au savoir-être du pédagogue, hormis la mise en place de Groupes de Formation à l’Analyse de Pratiques Professionnelles (GFAPP). Pourtant, l’activité enseignante faite de la dimension émotionnelle au travail suppose des compétences émotionnelles. (Gendron) telles que la confiance, en soi, la maîtrise de soi, l’empathie, savoir gérer des conflits, l’adaptation et le leadership…Aussi, dans cette thèse, nous nous demanderons si les GFAPP contribuent au développement d’un capital émotionnel ad hoc, ce dernier étant constitué d’une accumulation de compétences émotionnelles utiles en pédagogie
Many trainee high school teachers (PLC) whose instructors are in charge of initial training and professionalization encounter many pitfalls in the educational relationship that binds them to their learners. These teachers, who are mostly novices, are waiting for a response from the centers, who must give them tools to overcome their various relationship difficulties and thus avoid discomfort, defensive attitudes, burnout and even a form of despair as to the pursuit of their career. However, we still observe today that training gives little importance to the pedagogue's know-how, apart from the setting up of Training Groups for the Analysis of Professional Practices (GFAPP). Yet the teaching activity of the emotional dimension at work involves emotional skills. (Gendron) such as self-confidence, self-control, empathy, knowing how to manage conflict, coping and leadership ... Also, in this thesis, we will wonder if the GFAPP contribute to the development of an ad hoc emotional capital, the latter consisting of an accumulation of emotional skills useful in pedagogy

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Dissertations / Theses on the topic 'Emotional intelligence training outcomes'

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