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1
Sun, Yayangzi. "Integration of Moral Self-Discipline in Sports Management: Cultivating Future-Ready Students through Sports Education Program in Physical Education." Journal of Education and Educational Research 8, no. 3 (2024): 265–69. http://dx.doi.org/10.54097/0h80p925.
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The researcher investigated how moral self-discipline is integrated in the physical education course particularly in sports management with regards to the moral self-discipline initiatives integrated in the sports management in terms of practicality, growth, and integration as well as to how it cultivates competencies for future-ready students as regards to cognitive, interpersonal and intrapersonal. The data was gathered from students’ participants using a self-made questionnaire that have subjected to validation. Findings revealed that moral self-discipline initiatives are slightly integrated into the sports management of the physical education course in terms of practicality, integration, and growth. According to the respondents, the impact of moral self-discipline initiatives in sports management on cultivating competencies for future-ready students is deemed to have "no cultivation at all" in terms of cognitive, interpersonal, and intrapersonal aspects. However, there is very strong positive correlation between moral self-discipline initiatives integrated in the sports management and the cultivation of competencies for future-ready students. This addresses the necessity of formulation of a sports education program to cultivate the competencies of future-ready students.
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Mulyaseva, Maharani, and Anggara Wisesa. "Analyzing How Leadership Competencies Impact on Business Performance." Journal Integration of Social Studies and Business Development 2, no. 1 (2024): 56–61. http://dx.doi.org/10.58229/jissbd.v2i1.220.
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Effective leadership is crucial for aligning human capital with business objectives, thereby enhancing employee performance and organizational productivity. In the competitive pet health industry, companies like Pet&Co rely heavily on strong leadership competencies to achieve success. This study examines the impact of leadership competencies on Pet&Co's performance, focusing on issues such as unclear guidance, lack of direction, and inadequate task monitoring by the CEO. It identifies three core competencies: intrapersonal, interpersonal, and cognitive. Intrapersonal competencies, including self-awareness and self-management, are essential for personal development and effective leadership. Interpersonal skills, such as communication and empathy, are key to fostering collaboration and motivation within the team. Cognitive competencies, such as strategic thinking and decision-making, are vital for navigating complex business scenarios and driving organizational success. Utilizing qualitative methods, including interviews and observations, the study reveals that intrapersonal competencies are critical for aligning actions with organizational goals, although the CEO's low self-motivation presents a challenge. Interpersonal competencies are shown to enhance team morale and productivity, while cognitive competencies are necessary for effective strategic planning despite existing gaps in vision and innovation. The study underscores the importance of recognizing and aligning leadership competencies with strategic goals to improve business performance. Overall, the article provides valuable insights into the role of leadership competencies in enhancing organizational performance and is considered suitable for acceptance.
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Rostiyanti, Susy F., Seng Hansen, and Riri Vermatasari. "Competency Evolution: A Framework for Construction Project Managers." Cantilever: Jurnal Penelitian dan Kajian Bidang Teknik Sipil 13, no. 2 (2024): 81–90. https://doi.org/10.35139/cantilever.v13i2.331.
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The effective execution of a construction project heavily relies on a diverse set of human resources possessing various competencies. Competency is a multifaceted concept with varied interpretations depending on its application and development. In this diverse landscape, competencies are commonly understood to encompass attributes such as knowledge, skills, and abilities. These competencies also feature distinct transferable qualities within intrapersonal and interpersonal competencies. This study delves into the crucial role of competencies in managing construction projects efficiently, emphasizing the three primary components. Employing a Systematic Literature Review, the study aims to uncover the nuanced aspects influencing project manager competencies. The primary objective is to unravel the competencies empowering project managers to successfully navigate construction projects. The findings highlight leadership as the paramount skill competency and underscore the importance of responsibility as a key attitude competency. Additionally, the study introduces a framework delineating the evolutionary progression of project manager competencies from intrapersonal to interpersonal over time. This framework serves as a valuable resource for project management professionals seeking to enhance their competencies and effectively address the dynamic challenges inherent in construction projects.
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Schreier, Claus, Romina Capone, and Udomkit Nuntana. "A Study on Competencies for Managing Workforce Diversity: Evidences from Multi National Enterprises in Switzerland." ABAC Journal 39, no. 3 (2019): 1–16. https://doi.org/10.5281/zenodo.3629498.
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Managing diverse teams has become an important issue in the globalized business world. This paper aims to explore management competencies that facilitate the diverse team´s performance. Semi-structured in-depth interviews were conducted with eight managers and eight team members who lead or work in a diverse team in Switzerland. The results confirmed the five competencies managers need to possess in order to manage diversity effectively, namely Intrapersonal Competence, Interpersonal Management Competence, Leadership Competence, Actional/Business Management Competence, and Diversity Management Competence. The analysis highlighted some unique requirements that standing out in the Swiss Context. Some gaps of competencies that managers think are important and what team members think or expect from their managers were observed and underlined.
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Norma Faye, Pierce S., and Patricia J. Faulkender. "Manifest Need Patterns for Four Psychological Competence Status Groups Differing on Interpersonal/Intrapersonal Competencies." Journal of Psychology 122, no. 3 (1988): 249–57. http://dx.doi.org/10.1080/00223980.1988.9915512.
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Munda, Noel, and Victoria Tamban. "Non-cognitive skill and mathematics performance of grade 8 students: An input to student development program." Journal of Emerging Technologies and Innovative Research 6, no. 5 (2019): 2137–48. https://doi.org/10.5281/zenodo.10791073.
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The study determined the relationship between non-cognitive skills and Mathematics performance of Grade 8 students of Gulod National High School, City Schools Division of Cabuyao, Laguna, Philippines, during the school year 2018-2019. The study was conducted among 447 students with 220 male and 227 female respondents. Descriptive-correlational type through questionnaire was used to gather information. The levels of respondents’ non-cognitive skills were “Somewhat Gritty” for Grit, “Average level” for Interpersonal, “High level” for Intrapersonal and Adaptability. Intrapersonal and Attitude are found to be inversely related to Mathematics performance. Based on the analysis of the data gathered, it has been concluded that there is no significant relationship between grit, interpersonal such as listening skills, emotional intelligence and communicating in groups, and adaptability such as self-awareness, personal management, problem-solving and knowledge of competencies and Mathematics performance while there is a significant relationship between intrapersonal and adaptability such as attitude and Mathematics performance.
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Costa, Marcelle Feitoza Bassi, and Carla Martins Cipolla. "Critical Soft Skills for Sustainability in Higher Education: A Multi-Phase Qualitative Study." Sustainability 17, no. 2 (2025): 377. https://doi.org/10.3390/su17020377.
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Sustainability requires a holistic perspective beyond technological advancements, integrating relational and socio-emotional dimensions critical for addressing the complexity of contemporary challenges. In this context, interpersonal and intrapersonal skills, often referred to as soft skills, emerge as central elements, particularly within the educational domain. This article aims to identify critical soft skills for sustainability and systematize educational practices supporting their development and integration into higher education. Employing a methodological framework grounded in Design-Based Research (DBR) and Design Thinking (DT), this research was conducted in three phases: (i) immersion, (ii) content analysis, and (iii) synthesis. The results identify 19 soft skills, grouped into four main categories: (i) Communication, Collaboration, and Diversity Management; (ii) Self-Awareness and Emotional Management; (iii) Environmental, Cultural, and Social Awareness; and (iv) Ethical Values and Spirituality. For each category, specific educational practices are presented, offering a strategic pathway to integrate these skills into higher education and advance competencies aligned with sustainability. This study highlights the urgent need for a transformative shift in higher education, proposing a structured and adaptable model for integrating critical soft skills into the educational field. This approach aims to equip individuals with the interpersonal and intrapersonal competencies to navigate complex socio-environmental challenges and contribute to a more sustainable future.
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Low, Sarah, Kerryn Butler-Henderson, Rosie Nash, and Kelly Abrams. "Leadership development in health information management (HIM): literature review." Leadership in Health Services 32, no. 4 (2019): 569–83. http://dx.doi.org/10.1108/lhs-11-2018-0057.
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Purpose The health information management (HIM) profession lacks clarity around leadership and leadership development. To date, little empirical research exists on this topic, and it is unclear if broader approaches for healthcare leadership are suitable. This paper aims to explore which the leadership styles are relevant to the HIM profession. The findings were also used to inform a discussion on how HIM professionals could develop these leadership styles. Design/methodology/approach Through a systematic scoping literature review, deductive thematic analysis was undertaken to extrapolate common themes around this style of leadership based on transversal competency domains that reflect twenty-first century skills (i.e. critical thinking and innovation, interpersonal, intrapersonal and global citizenship) (Bernard, Watch and Ryan, 2016; UNESCO, 2015). This approach enabled the findings to be discussed from a leadership development perspective. Findings Analysis of the literature revealed that a relational leadership style through a team-based approach is required. Literature studies on how to develop leadership competencies were not found. Research limitations/implications Future policy and research implications include the need for research on transversal competencies to determine if they can shape HIM leadership development. Practical implications This leadership style and competencies proposed are relevant across many occupations and may have broader applications for leadership research, education and development. Originality/value This paper defines the style of leadership required in the HIM profession and identifies a succinct set of contemporary competencies to inform the development of this type of leadership.
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Afandi, Nur Sabrina, and Abu Yazid Abu Bakar. "Emotional Intelligence and Academic Achievement Among Management and Science University’s (MSU) School of Education and Social Sciences (SESS) students." Bisma The Journal of Counseling 3, no. 2 (2019): 58–65. http://dx.doi.org/10.23887/bisma.v3i2.22658.
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This study aims to look at the existing level of emotional intelligence among Management and Science University’s (MSU) School of Education and Social Sciences (SESS) students. It will also look at the relationship between intrapersonal and interpersonal level among SESS students. The sample is 100 students that divide by 50 males and 50 females. In this research, it used a survey tool which Emotional Competencies Inventories (ECI). In this research it used inventory with 40 items in it. It is divided to two parts, intrapersonal and interpersonal abilities. First is to recognize emotions categories of self. Second is emotional self-management and lastly personal motivation. Interpersonal part is consists of two categories, which is the ability to recognize others feelings and the ability to handle relationships effectively. This researcher analyzes the data using the Statistical Package for the Social Science (SPSS) version 17.0. The reliability for this instrument (Emotional Intelligent Inventory) is .791. The data was process by using the descriptive statistics of the mean score and the standard deviation. Pearson correlation coefficient is used to measure the relationship between the construct of intrapersonal and interpersonal relationships among the students. The results showed that each of the questions and objectives of the study have been answered. The results of the study also illustrate the level of emotional intelligence among SESS students are at moderate level. This study also discusses the results of the study, future research recommendations and limitations of the study
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Gay, Philippe, Philippe A. Genoud, Gabriel Kappeler, et al. "On the rocky road to efficient behavior management: Can emotional competencies signal the better way?" Frontiers in Psychology 13 (December 21, 2022): 1–9. https://doi.org/10.3389/fpsyg.2022.1049617.
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Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotional competence is a major contributor to professional success and sustainability in this profession. The investigation of the multifaceted nature of these two constructs may be important in order to take a step toward understanding which emotional competence could foster specific aspects of SEBiBM. To explore this issue, elementary school teachers¨(N = 121, 1st-4th grades) answered the Profile of Emotional competence, which comprises 12 scores of emotional competencies, and a fourdimensional self-efficacy scale for behavior management in the classroom.Results indicate that intrapersonal emotional competencies, as compared to interpersonal competencies, play a major role regarding self-efficacy beliefs. In particular, multiple regression analyses revealed that higher identification and understanding of personal emotions were associated with better perceived self-efficacy on two aspects of SEBiBM. In addition, using other’s emotions predicted proactive involvement of the pupil’s parent or caregiver. Results are discussed in terms of their contribution to research in educational sciences and in teacher education, particularly with respect to teachers’ sustainability in the profession.
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Kintanar, Gemma N. "Status and Educational Attainment as Predictors of School Principals' Competencies in the Philippine Public Schools." JPAIR Institutional Research 10, no. 1 (2017): 29–44. http://dx.doi.org/10.7719/irj.v10i1.530.
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Principals play the role as leaders of school management and are responsible for the outcome of the school. The essential focus of this study is to assess the level of the core competencies of principals in public elementary and secondary schools in Kidapawan City Division, Philippines, for the academic year 2015-2016. A descriptive correlation design was used and treated the level of significance using regression analysis. Findings showed that the level of principal 's competencies as perceived by themselves and teachers was PROFICIENT. The assessment on the level of principals ' core competencies does not differ significantly between self and that of the teachers according to the context of the principal/school, technical and managerial capability, strategic management, inter and intrapersonal relationship and as the link to the community. The combined contribution of the principal 's socio-demographics does not significantly influence their level of core competencies. Status stood out as a significant predictor of technical and managerial ability. Results revealed that the best predictor of the competency on academic leadership and coaching is educational attainment. The study concludes that the level of core competence of principals could contribute to underperforming schools. It is alarming to note that the principals lack a continuing professional development.
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Candeias, Adelinda Araújo. "Emotional Intelligence in Portuguese Youth: Age and Gender Differences." Journal of Intelligence 13, no. 4 (2025): 48. https://doi.org/10.3390/jintelligence13040048.
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Emotional intelligence (EI) plays a pivotal role in youth development, influencing well-being, social adaptation, and academic success. This study aimed to assess age- and gender-related differences in perceived EI among Portuguese youth using the Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV), a validated and widely applied tool. A sample of 931 students aged 8 to 16 from various regions of Portugal was evaluated across five EI domains: intrapersonal, interpersonal, stress management, adaptability, and general mood. The results show that emotional intelligence changes during adolescence, with clear age and gender differences. The data shows that as adolescents grow older, their perceived emotional intelligence (PEI) tends to decline, especially in adaptability and intrapersonal skills. While stress management and interpersonal abilities stay steady, they increasingly struggle with self-awareness and emotional regulation. Interpersonal skills remain the strongest, reflecting solid social abilities, while intrapersonal skills are the weakest, pointing to challenges with emotional insight. This means that while social connection and stress resilience hold up, adapting to change and managing emotions become harder with age. Gender differences also emerged, with girls demonstrating higher interpersonal skills and stress management in early adolescence, while boys reported better general mood in mid-adolescence. Despite these differences, no significant variations were found in the global EQi:YV scores. These results challenge the assumption of a linear increase in EI with age and emphasize the importance of a nuanced understanding of EI development. The study highlights the need for interventions that support emotional development throughout adolescence and targeted educational interventions tailored to the specific emotional competencies of different age and gender groups.
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Valk, Reimara. "Working effectively and living contentedly in a foreign country: what human capital do expatriates require and develop?" Journal of Global Mobility: The Home of Expatriate Management Research 9, no. 2 (2021): 241–63. http://dx.doi.org/10.1108/jgm-11-2020-0076.
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PurposeThe purpose of this paper is to explore the human capital (HC) expatriates require and develop during an international assignment (IA) to work effectively and live contentedly in a host country.Design/methodology/approachQualitative research entailing interviews with 78 expatriates and repatriates across the globe, investigating the competencies they developed and the HC they gained during their IAs.FindingsFive interrelated competence clusters were derived: cultural competence (CC); interpersonal competence; intrapersonal competence; global business competence; global leadership competence, each containing competencies crucial for expatriate success.Research limitations/implicationsThis study relied on self-reports by expatriates and repatriates. Future research should also include senior/line managers and chief human resource officers from a range of organizations across the world to gather their assessments on the competencies and HC of expatriates and repatriates.Practical implicationsLine/HR managers can use the designed “Expatriate/Repatriate Human Capital model” to assess an individual's overall readiness and capacity to perform effectively in a foreign country and culture and consecutively identify and select the right candidates to undertake IAs.Originality/valueThis paper contributes to the literature by presenting a HC model called the “Expatriate and Repatriate Human Capital Model; the body of competence”. The model identifies and defines the competencies/knowledge, skills, abilities and other characteristics (KSAOs) required for intercultural effectiveness and expatriate success and serves as a tool for the selection, training, development and performance evaluation of expatriates and repatriates, in order to aid the accomplishment of individual and organizational objectives.
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Putra, Davin Arkan Admoko, Ana A, and Vina Dwiyanti. "Required competencies by the industry for logistic engineering graduates: A systematic review." INVOTEC 20, no. 1 (2024): 25–33. http://dx.doi.org/10.17509/invotec.v20i1.67193.
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Logistic Engineering is a new-promising discipline that supports the ongoing trend of the logistics market in Indonesia. Vocational education has not accommodated the demands and needs of the industry. This paper aims to list the required skills for logistics professionals from a global perspective. A Systematic Literature Review (SLR) method using articles obtained from national and international journals in the last two decades. The skills required are divided into two, technical competencies and soft skills. The result of the findings states that graduates are required modern skills that involves cross-functional, IT, and environmental as their advanced competency based on the specific logistic professional scope. It is also noted that these advanced skills must expand to the direction of specific logistic skills to suit their profession responsibilities. Core or primary skills including logistic knowledge, management, and intrapersonal was summarized on general consensus of global profession requirements. Thus, vocational education must train current and advanced technical competencies to meet global requirements.
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Kleynhans, Carina, Malome Prince Shai, and Antoinette Roeloffze. "Perceptions of Different Generations Regarding Managerial Competencies in Restaurants." Journal of Economics and Behavioral Studies 10, no. 2(J) (2018): 89–102. http://dx.doi.org/10.22610/jebs.v10i2(j).2219.
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Managerial competencies of restaurant managers play a major role in motivating employees to be productive and to provide excellent service which, in turn, will lead to customer satisfaction. Drawing upon generational differences in work ethics and values, the authors examine the importance of managerial competencies in three age cohorts. A quantitative research design was selected using a structured questionnaire consisting of five competency domains. Data were collected from 180 restaurant managers and employees in restaurants in the City of Tshwane. The results of the Fisher exact test indicated that the importance of managerial competencies differed significantly in the three age groups. Significant differences existed for three leadership domains, two management domains, one interpersonal and one intrapersonal domain. No significant differences were recorded for the perceptions of the different age groups regarding the importance of the technical domain. For the younger generation, the ability to grant employees the opportunity to grow was regarded as highly important by all respondents. The ability to maintain discipline in the workforce was perceived as less important by the youngest age group when it was compared to the other age groups. The youngest employees felt that the ability to be innovative was not as important unlike the perception of the older age groups. The findings of this study could lead restaurant managers to a better understanding of the different generational groups, how to motivate them thereby ensuring job satisfaction and service quality.
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Kleynhans, Carina, Malome Prince Shai, and Antoinette Roeloffze. "Perceptions of Different Generations Regarding Managerial Competencies in Restaurants." Journal of Economics and Behavioral Studies 10, no. 2 (2018): 89. http://dx.doi.org/10.22610/jebs.v10i2.2219.
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Managerial competencies of restaurant managers play a major role in motivating employees to be productive and to provide excellent service which, in turn, will lead to customer satisfaction. Drawing upon generational differences in work ethics and values, the authors examine the importance of managerial competencies in three age cohorts. A quantitative research design was selected using a structured questionnaire consisting of five competency domains. Data were collected from 180 restaurant managers and employees in restaurants in the City of Tshwane. The results of the Fisher exact test indicated that the importance of managerial competencies differed significantly in the three age groups. Significant differences existed for three leadership domains, two management domains, one interpersonal and one intrapersonal domain. No significant differences were recorded for the perceptions of the different age groups regarding the importance of the technical domain. For the younger generation, the ability to grant employees the opportunity to grow was regarded as highly important by all respondents. The ability to maintain discipline in the workforce was perceived as less important by the youngest age group when it was compared to the other age groups. The youngest employees felt that the ability to be innovative was not as important unlike the perception of the older age groups. The findings of this study could lead restaurant managers to a better understanding of the different generational groups, how to motivate them thereby ensuring job satisfaction and service quality.
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Mutohhari, Farid, Putu Sudira, Pardjono Pardjono, et al. "Generic green skills: maturity level of vocational education teachers and students in Indonesia." International Journal of Evaluation and Research in Education (IJERE) 14, no. 1 (2025): 179. http://dx.doi.org/10.11591/ijere.v14i1.29191.
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Vocational education (VE) is one of the institutions that must answer environmental problems by providing green job skills to its students. However, VE in Indonesia still experience various obstacles in providing this provision, so the aim of this research aims to analyze the extent of the level of green skills (GS) in teachers and students in this country, which includes the dimensions of cognitive, interpersonal and intrapersonal competence as an illustration for developing a priority scale for improvement. In addition, examining the differences and correlations between dimensions and the contribution of dimensions to GS as a whole is an additional goal. The survey method was carried out using a generic GS questionnaire instrument in VE that have Adiwiyata status. Data were analyzed using three stages: descriptive analysis, ANOVA-post hoc Tukey test, and path analysis. As a result, students’ GS still show a low category, while teachers get a high category. Between dimensions show no significant differences. Finally, all competencies have a significant relationship and can construct overall GS. These results indicate that there is still a need to strengthen teacher competencies in GS-based learning management and strengthen collaboration with all levels of society.
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Giangrande, Naresh, Rehema M. White, May East, et al. "A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge." Sustainability 11, no. 10 (2019): 2832. http://dx.doi.org/10.3390/su11102832.
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The UN Transforming our World: The 2030 Agenda for Sustainable Development (herein, Agenda 30) and the Sustainable Development Goals (SDGs) offer both a set of aspirations for the kind of future we would like to see for the world and a suite of targets and indicators to support goal implementation. Goal 4 promotes quality education and Target 4.7 specifically addresses Education for Sustainability. However, creating a monitoring and evaluation framework for Target 4.7 has been challenging. The aim of this research was to develop a meaningful assessment process. We used a dialogical intervention across complementary expertises and piloted concepts in a trainer workshop. We then developed a modified competency framework, drawing on previous competency models but innovating through the addition of intrapersonal competencies, a self-reflective validation scheme, a focus on non-formal learning, and specific alignment with SDG 4.7 requirements. Through exploration of how such learning could be activated, we proposed the use of multiple intelligences. Education plays a synergistic role in achieving the aspirations embedded within Agenda 2030 and the SDGs. We concluded that Education for Sustainable Development (ESD) will require individuals to acquire ‘key competencies’, aligning with notions of transformational learning, in addition to other generic and context specific competencies.
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BANNIKOV, Valentyn, Kostiantyn HORCHAKOV, and Vita BAIDYK. "The role of emotional intelligence in the formation of team efficiency." Economics. Finances. Law 10/2024, no. - (2024): 11–15. http://dx.doi.org/10.37634/efp.2024.10.2.
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Introduction. Constantly increasing the intensity of competitive struggle in conditions where the most valuable resources are human as opposed to financial and material – and requires additional research in the field of emotional intelligence as an additional source of increasing productivity and management efficiency of any team. Today, in the period of crisis changes in society and the economy, it is extremely important to maintain emotional stability and take care of mental health. Stress and emotional exhaustion have an extremely negative impact on productivity and work efficiency. Therefore, it is important to develop and improve emotional intelligence both for a specific employee and for the team as a whole. The purpose of the paper is to determinate of the role of emotional intelligence in the organization of coordinated and effective team work in modern crisis conditions of business Results. The paper discusses the theoretical aspects of team effectiveness. The main factors of team effectiveness are singled out: team relations and communicative component, team motivation and mission, internal organizational processes, external organizational processes. The theoretical nature of emotional intelligence was studied with an interpretation of its definition. In particular, the main stages of emotional intelligence are defined, which include identification, use, awareness and control. The groups of competences through which emotional intelligence is realized are considered. These are competencies at the personal and social levels. Among personal competencies, it is advisable to single out self-respect, self-awareness of one’s own emotions, optimism, the ability to control the situation, the ability to neutralize conflicts and prevent the occurrence of intrapersonal conflicts. Empathy, the ability to neutralize conflict situations, and the development of leadership qualities deserve special attention among social competencies. Conclusion. As a result of the above researched theoretical material regarding the role of emotional intelligence, there is a need to create appropriate experimental tools for diagnosing the level of emotional intelligence of the team and the most effective methods for its improvement.
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Rodríguez Martínez, Ana, Verónica Sierra Sánchez, Carolina Falcón Linares, and Cecilia Latorre Cosculluela. "Key Soft Skills in the Orientation Process and Level of Employability." Sustainability 13, no. 6 (2021): 3554. http://dx.doi.org/10.3390/su13063554.
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We understand soft skills as an integrated set of knowledge, skills and values that facilitate the effective, affective and efficient development of a skill or activity. The objective of this study was to identify the soft skills that are most often used in the orientation process and those that improve employability, according to Spanish counselors. A qualitative methodology was used. The participants (n = 57) were orientation professionals. A total of 273 interviews were conducted over five years. The results and conclusions show that communication and decision-making are the most important competencies in the orientation process and at the level of employability, followed by intrapersonal skills, skills in interpersonal relationships, teamwork, problem solving, adaptation to new situations, creativity and leadership.
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Shpakovskaya, Elena, Oksana Tokar', Renata Gasanova, Tat'yana Hudyakova, Ol'ga Stepanova, and Mariyam Arpenteva. "Career and Professional Development of the Head of the Organization." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2021, no. 4 (2022): 482–95. http://dx.doi.org/10.21603/2500-3372-2021-6-4-482-495.
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The present research featured the career and professional development of the head of a modern organization. The status and career development of specialists and managers often come into dissonance. Managerialism, corruption, and other deformations create contradictions that require targeted and large-scale efforts, e.g. innovative career management technologies. The research objective was to analyze modern problems of managing the career and professional development of CEO personnel. The career and professional path of a CEO is a cultural phenomenon. They are closely related to one's development as a personality, a partner, and a specialist, which forms a system of competencies. These competencies also reflect and generate changes in the area of intrapersonal and interpersonal improvement. Personal development depends on the accumulation and processing of life and career experience. As a rule, this experience is neither purposeful nor reflexive. As a result, it gives little large-scale effect. The study and reflection should prevent and correct violations of professional-labor and social-career development, including careerograms, customized work trajectories, psychotechnologies of career management, etc. Performance of a manager is a multilevel system of interconnected individual components. Managerial performance can be improved as a systemic correlation of the existing and emerging qualities of a manager with the peculiarities of the organization, i.e. corporate culture, socio-psychological climate, internal education and mutual assistance, a system of selection and support, a system of professionally important qualities of an effective leader, ergo design of staff, psychophysiological harmony, etc.
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Iziumova, Irina V. "The image of a Russian student and his attitude to the study of Non-Core disciplines." Revista Amazonia Investiga 10, no. 48 (2021): 9–17. http://dx.doi.org/10.34069/ai/2021.48.12.1.
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The main purpose of this article is to study the psychological attitude of representatives of the professional sphere to the consumer in the field of education and students to the study of non-core disciplines. To achieve the goal, methods of observation, polling, free associations, content analysis, mathematical and statistical methods were used. The image is characterized by subjects by different criteria, sometimes contradictory. The attitude of students of technical faculties to management disciplines contains cognitive, affective and behavioral components. It was revealed that at the intrapersonal level it is based on the assessment of the value of knowledge application in future professional activities. When teaching, students divide disciplines into core and non-core ones. At the interpersonal level, learning outcomes and forecast of their achievement are important. The desire for interpersonal similarity is manifested. At the intragroup level, behavior is explained by: effect of “group thinking”, group defense mechanisms and identity and dynamics of collective experience in the learning process. At the intergroup level, the following prevails: assessment of the competencies of teachers, effectiveness of management of educational institution and exchange of views on the quality and value of training.
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Leiblein, Tobias, Eva-Maria Bitzer, and Ulrike Spörhase. "What Skills Do Addiction-Specific School-Based Life Skills Programs Promote? A Systematic Review." Sustainability 14, no. 22 (2022): 15234. http://dx.doi.org/10.3390/su142215234.
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In school-based addiction prevention, life skills programs (LSPs) have been established since the 1990s. The scientific evidence regarding program effectiveness is in parts unclear. This review links life skills not to behavioral outcomes but to three facets of the self: the affective evaluative, the dispositional & dynamic, and the cognitive descriptive facet of the self. This complements the evidence on behavioral outcomes. In a systematic literature search we have identified drug-specific life skills programs in German language and their evaluation studies. We have mapped the instruments used to assess effectiveness of the LSP on three facets of the self, which are site of action of intrapersonal skills. We identified six comparable life skills programs that have been evaluated at least once. In five of these programs, different facets of life skills have been assessed with a total of 38 different measurement instruments. We found that improvements in affective evaluative and dispositional & dynamic facets of the self could be stimulated by LSPs, complementing previous evidence focusing on behavioral outcomes. Conclusion: Numerous instruments have been used that are not directly comparable but can be categorized by facets of the self. As a result, it is found that life skills programs can have an impact on building attitude and the shaping of intrapersonal skills. Interpersonal competencies such as communication skills and empathy have not been measured. Furthermore, a consensus on measurement instruments for life skills should be found.
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Abon, Wendell. "Work Engagement, Conflict, and Change Management: Basis for Teachers’ Training PLAN." Asia Pacific Journal of Management and Sustainable Development 12, no. 3 (2024): 1–11. https://doi.org/10.70979/btck4035.
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This study aimed to determine the work engagement, conflict, and change management: basis for teachers’ training PLAN. It applied the descriptive method of research. The stratified random sampling was used and got 515 faculty from the different departments in a university were utilized as subjects of this study. Findings revealed that the majority of those surveyed were female, aged between forty and forty-one, with bachelor’s degrees and teaching experience ranging from zero to ten years. It was found that these teachers strongly agreed on their effectiveness in various areas, including classroom management, instructional competence, adherence to school policies, and service delivery. Interestingly, the data indicated that role functions, as well as interpersonal and intrapersonal relations among faculty members, did not emerge as significant sources of conflict within the institution. Instead, teachers demonstrated a remarkable ability to cope with and manage changes related to organizational culture, goals and policies, communication, and innovations in technology. Furthermore, the respondents excelled in providing robust social support to their peers. The analysis also highlighted a significant relationship between the respondents’ profiles and their assessments. Notably, male teachers and those with 21 to 30 years of experience rated their competencies higher than others. Finally, based on these findings, a teachers’ training plan was proposed aimed at enhancing work engagement, conflict resolution, and change management within the university. This initiative seeks to build on the strengths identified in the study while addressing areas for development.
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Muhali, Muhali. "Pembelajaran Inovatif Abad Ke-21." Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika 3, no. 2 (2019): 25. http://dx.doi.org/10.36312/e-saintika.v3i2.126.
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[Title: The 21st Century Innovative Learning]. The 21st-century education paradigm has experienced a shift marked by differences in learning orientations. The learning of the previous century emphasized literacy in reading, writing, and mathematics, wherein the 21st century they were used as the basis for developing new literacy, namely human, data and technological literacy which is very important to face the current and future globalization era. Innovative learning in the 21st century is oriented towards activities to practice essential skills according to the framework for 21st-century skills, namely life and career skills, innovation and learning skills, and information, media and ICT skills. Learning characteristics to train these essential skills, lead to learning processes that are interactive, holistic, integrative, scientific, contextual, thematic, effective, collaborative, and student-centred so that in their implementation educators can design activities by selecting learning methods/models that can accommodate overall characteristics are comprehensive. Assessment in 21st century learning is compiled and developed to measure student learning achievement which includes knowledge competencies (critical thinking and problem solving, creativity and innovation, collaboration, communication), intrapersonal competencies (work skills in teams, collaboration, communication, cooperation, and coordination), and interpersonal competence (the ability to work with others such as the ability to self-management, cooperation, effective communication, and the ability to maintain relationships with others emotionally). Thus, innovative learning in the 21st century creates human resources that are literate with information, data and technology that are needed to face the competition for life and the labour market in the current and future globalization era.
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Sainz-Gómez, Marta, Rosario Bermejo, and María José Ruiz-Melero. "Emotional Knowledge in a Sample of University Students." Sustainability 16, no. 2 (2024): 846. http://dx.doi.org/10.3390/su16020846.
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Background: One of the current challenges in higher education is the development of students’ emotional competencies, and consequently, how these competencies can be trained. Moreover, this must be addressed within the UN framework of inclusive, equitable, quality education (United Nations Agenda 2030; SDG 4). Methods: The present study the following objectives: (1) to study the degree of interest and the level of general knowledge that students studying for Education degrees perceive themselves to have; (2) to examine the perception of the participants of variables of emotional knowledge, according to their degree program and year of study; (3) to analyze the relationship between these emotional knowledge variables and perceived emotional intelligence (EI), using Spearman’s Rho test; and (4) to study the predictive capacity of the study variables on future teachers’ emotional knowledge variables through a linear regression analysis. The study sample contained a total of 434 university students from three degree programs at two universities in Spain. Two instruments were used: an ad hoc questionnaire, which assessed perceived emotional knowledge according to three variables (general knowledge of EI, where the level of training in EI is considered; intrapersonal knowledge of EI; and theoretical/practical knowledge related to teaching), and the Trait Meta-Mood Scale (TMMS-24), which assesses metaknowledge of emotional states (attention, clarity, and repair). Results: The results of this study show that there are differences in students’ self-perceived knowledge of EI depending on their course and degree, and indicate that students present high interest, while their perceived level of knowledge is low. In addition, emotional clarity is the EI variable that was identified as being important in the emotional knowledge of future teachers, and therefore, a key skill to stimulate in a theoretical/practical way during their initial training. Conclusion: This study shows evidence of the importance of social–emotional competencies in initial teacher training.
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Kunanusorn, Anusorn. "What Are Required Basically by Users of a Hotel Internship Programme: Hard-skills or Soft-skills?" Advances in Social Sciences Research Journal 8, no. 3 (2021): 505–21. http://dx.doi.org/10.14738/assrj.83.9864.
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What Are Required Basically by Users of a Hotel Internship Programme: 
 Hard-Skills or Soft-Skills?
 
 ABSTRACT
 This research aimed to identify the skills that internship students are required to have in the hotel industry. To achieve these objectives, this research used questionnaires and interviews to collect data from 44 tourism businesses. Interviewings and questionnaires were obtained from businesses in Bali, Indonesia and Chiang Mai, Thailand which are both tourism attraction locations. The analysis method used for this research was descriptive analysis. The results showed that soft-skills were preferred to hard-skills. The preferred soft- skills were intrapersonal skills, interpersonal skills, self-motivation skills, autonomous learning skills, time management skills, problem-solving skills, creativity skills, and adaptability skills. These soft-skills were not well acquired, so educational institutions need to design learning programmes that allow students to live with these competencies. The current collaboration needs to be reviewed to establish a common goal and benefits for both parties regarding the development of soft-skills. There would be some other languages such as Chinese, Japanese and Korean which are necessary that we did not consider in this study but very important in tourism nowadays and future.
 Keywords: Internship, Soft-skills, Hard-skills
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Mrisho, David Haruna, and Samweli Mseti. "Emotional Intelligence: Concept, Theoretical Perspectives and Its Relevance on Job Performance." East African Journal of Interdisciplinary Studies 7, no. 1 (2024): 28–37. http://dx.doi.org/10.37284/eajis.7.1.1817.
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This study seeks to provide a comprehensive understanding of emotional intelligence by reflecting on its conceptual framework, analysing the theoretical foundations that support it and evaluating its relevance in relation to job performance in workplace settings. Through this investigation, the study aims to enhance the current comprehension of emotional intelligence, shedding light on its theoretical basis and practical implications for enhancing performance in professional environments. By pursuing these aims, the study endeavours to offer valuable contributions to the field, advancing understanding of emotional intelligence and its impact on achieving success within organisational contexts. The study examines three prominent models of emotional intelligence. The first model, developed by Salovey and Mayer, establishes a foundational framework for understanding emotional intelligence as a multifaceted concept. This model outlines essential components integral to emotional intelligence, offering valuable insights into the core abilities within this domain. The Bar-On model of emotional intelligence, proposed by Reuven Bar-On, offers a comprehensive framework that emphasises the role of emotional and social factors in overall well-being and success. Bar-On's model encompasses various facets, including intrapersonal, interpersonal, adaptability, stress management, and general mood. On the other hand, Daniel Goleman's model of emotional intelligence, popularised by the author Daniel Goleman, highlights the significance of emotional competencies in personal and professional success. Goleman's model revolves around five key components: self-awareness, self-regulation, motivation, empathy, and social skills. The paper provides the affirmative link between emotional intelligence (EI) and diverse aspects of job performance, accentuating the significance of organisations' acknowledging and nurturing the emotional competencies of their employees. Amidst the ongoing evolution of workplaces, the strategic incorporation of EI emerges as a pivotal strategy for fostering employee well-being and securing organisational prosperity
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Lappalainen, Pia Helena. "Can and Should Social Competence be Taught to Engineers?" International Journal of Engineering Pedagogy (iJEP) 1, no. 3 (2011): 13. http://dx.doi.org/10.3991/ijep.v1i3.1811.
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<p class="MsoNormal" style="margin: 0cm 42.5pt 10pt 65.2pt; line-height: normal; text-align: justify;"><em style="mso-bidi-font-style: normal;"><span style="font-size: 10pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-ansi-language: EN-US;" lang="EN-US">The traditional focus in engineering syllabi on technical abilities has been well substantiated by the types of knowledge and skills required in industrial processes. However, the emerging requirements in industrial operating environments necessitate a more personal configuration of competencies facilitating both intrapersonal and interpersonal processes at workplace. The concomitant reform of engineering education to incorporate social competence into the technical education calls for a revision of pedagogy, as the traditional instruments applied in the dissemination of substance knowledge and technical skills provide little support for leveraging students&rsquo; social skills. </span></em></p><p class="MsoNormal" style="margin: 0cm 42.5pt 10pt 65.2pt; line-height: normal; text-align: justify;"><em style="mso-bidi-font-style: normal;"><span style="font-size: 10pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-ansi-language: EN-US;" lang="EN-US">This article discusses the learnability of socio-emotional abilities and reviews their most fundamental and pertinent skills. The results from a quantitative, empirical research conducted in engineering industries to identify predictors of social competence are reported and the implications on engineering pedagogy examined. The proposed methodology for teaching social skills in the engineering classroom setup constitutes collaborative learning, self-management techniques, and teacher immediacy. </span></em></p>
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Soliman, E., A. Fayed, E. Al Mussaed, H. Alawad, and D. Elradi. "Impact of emotional intelligence on level of academic achievement in a sample of Saudi female medical student." European Psychiatry 41, S1 (2017): s908—s909. http://dx.doi.org/10.1016/j.eurpsy.2017.01.1866.
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BackgroundEmotional intelligence (EI) assessment has become an effective technique in exploring individual competencies. In the medical educational, there is a growing evidence for relation between academic achievement and emotional intelligence.ObjectiveTo examine relation between academic achievement and emotional intelligence among medical students.MethodA cross-sectional study of 189 female university students using paper-based Bar-On Emotional Quotient Inventory: Youth Version was conducted. BarOn EQ-i:YV consists of 7 sub-scores which estimate various domains of emotional intelligence along with general mood. The academic achievement was assessed via self-reported Grade Point Average (GPA).ResultThe average Intrapersonal score of participating students was 14.9 ± 3.4 and Interpersonal was 41.7 ± 4.9. The students scored 32.0 ± 5.0 in stress management scale and 31.9 ± 4 in adaptability. The lowest score achieved in the Emotional Inelegance scale was 32.5 whereas the top score was 71.3. The average general mood was 47.1 ± 6.4 and the positive impression ranged between 6 and 23 (17.3 ± 2.8). Positive week correlations were defined between the GPA and self-efficacy (r = 0.13) and Adaptability (r = 0.08) though these correlations were statistically insignificant (P > 0.05). Linear regression model showed that domains of Bar-On scale could explain up to 33% of changes in GPA (R2 = 0.33) with significant effect of self-efficacy, adaptability and general mood scores (P < 0.05).ConclusionMedical students showed high level of emotional intelligence which positively affect their academic achievement. Therefore, improving the emotional intelligence domains can help students improving their academic achievement.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Kholilah, Kholilah, Sutiono Sutiono, and Syarifah Soraya. "TRADISI PEMBELAJARAN PESANTREN DAN RELEVANSINYA DENGAN SKILL DI ERA DIGITAL 4.0." Spektra: Jurnal Ilmu-ilmu Sosial 6, no. 1 (2024): 130. http://dx.doi.org/10.34005/spektra.v6i1.4149.
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This research is based on a phenomenon where the enthusiasm of the community to enter Islamic boarding school education (especially salaf Islamic boarding schools) has decreased quite drastically, except for (modern) Islamic boarding schools that are able to adapt to global developments. The public's pessimism towards pesantren education can be seen from the general concern about the opportunity for its graduates to enter the modern workforce which is only open to those who have the ability, skills and mastery of technology.The purpose of this study is to find out more about the description of the learning tradition applied at the Fathimiyah Islamic Boarding School and the relevance of its learning tradition in the current digital era 4.0.The method used in this study is a qualitative method that uses a type of research, namely field research. Data collection in this study uses primary data, namely observations, interviews and secondary data, namely books, pesantren profiles or documents related to pesantren.The findings show that there are several aspects that are the basis for the formation of the learning tradition at the Fathimiyah Islamic Boarding School, namely: learning methods, curriculum and materials, teacher-student relationships, values and traditions, and media and information literacy. The pesantren also strives for several competencies that are considered to be capital to be able to compete in the digital era 4.0, namely: critical thinking skills, creative thinking, communication, collaboration, interpersonal and intrapersonal skills, as well as media and information literacy skills. The restriction of access carried out by the pesantren is a form of effort to balance the management of digital literacy and technology with Islamic values that have been taught in the pesantren.
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Літікова О. І. "Аdvantages of marine english deeper learning technologies". ПЕДАГОГІЧНИЙ АЛЬМАНАХ, № 46 (12 лютого 2021): 169–78. http://dx.doi.org/10.37915/pa.vi46.124.
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The article considers the appropriateness of deeper learning technologies application in Marine English study, taking into account that professional training of marine cadets in maritime institutions of higher education should be accomplished in English language in compliance with the International Convention on Standards of Training, Certification and Watchkeeping for Seafarers (1978, 1995) and its Manila amendments (2010). The results of training must correspond to high world standards and provided on three levels (support, operational and management levels) with compulsory development of certain number of communicative and professional skills and competencies on each training level. In respect that deeper learning represents a set of student educational outcomes, including acquisition of core academic content, skills to solve novel problems, it appears enough reasonable to apply it for Marine English language study. A plenty of existing today deeper learning strategies, schools, and methods makes us to speak namely about a frame of pedagogical technology, which implies a specifically normalized educational process (form, content, training methods, products and output results) that purposefully changes the students, or provides the possibility to change by themselves. The most suitable for Marine English deeper learning technologies (DLT) considered in this article are Project-Based Learning (PBL), Personalized Learning (PL), Inquiry-Based Learning (IBL), Blended learning (BL) and Flipped Class learning (FCL). Their evident and indisputable benefits are substantiated by the learning outcomes, attained in process of experimental deeper learning of Marine English language. Provided experiment in Deepening Learning (DL) of Marine English affirmed positive characteristics of DLT in relation to symbiotic development of learners metacognitive abilities and intrapersonal skills for further transfer them at new tasks and contexts of maritime sphere, successfully using English as means for critical thinking and problem solving. As the result, students were engaged in positive and productive academic activity and persevered when faced difficulties.
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Bentil, Joseph, and Robert Andrews Ghanney. "Nature and Determinants of Emotional Intelligence among Social Studies Teachers in Public Senior High Schools in the Central Region of Ghana." Research Journal of Education, no. 103 (July 3, 2024): 39–54. http://dx.doi.org/10.32861/rje.103.39.54.
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Emotional intelligence (hereafter as EI) is highlighted in literature to be crucial attribute for teacher effectiveness in coping with changes and pressure in the work environment especially in the growing emphasis on acquisition of 21st century competencies among students. Hence, in response to the mounting concerns, teachers’ level of EI has become pertinent more than ever before. However, there are controversies in literature on the influence of demographic characteristics and their impact on levels of EI amongst teachers. Therefore, this study investigated the level of EI as well as how demographic characteristics (sex, age, academic qualification and years of experience) influence EI among Social Studies teachers in public Senior High Schools in the Central Region of Ghana. Bar-On (2007) mixed model of EI guided the study. The cross-sectional descriptive survey research design within the positivists’ quantitative methodology was used to collect quantitative data with the main instrument being structured questionnaire. Data were collected from all the 380 Social Studies using the census sampling technique. With the aid of the version 28 of Statistical Product for Service Solutions (SPSS) descriptive (mean, standard deviation) and inferential statistics such as independent samples t-test and one-way between groups ANOVA were used to analyse the data. The findings revealed that Social Studies teachers had high level of EI. Specifically, even though Social Studies teachers indicated several dimensions of EI, they had very high emotional intelligence in interpersonal relationship and intrapersonal relationship and high EI in stress management, adaptability and general mood. The study further revealed that whereas sex and academic qualification did not account for any statistical significance, age and years of teaching experience statistically significantly influenced Social Studies teachers level of EI. Therefore, the study recommended that Ghana Education Service through the Central Regional Directorates of Education should consider age and years of teaching experience when organising training programmes and interventions that have the potential of sustaining the high levels of EI to improve their effectiveness in the teaching and learning of Social Studies.
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Orte, Carmen, Lidia Sánchez-Prieto, Juan José Montaño, and Belén Pascual. "The Influence of the Competences of the Professionals in Charge of Family Evidence-Based Programmes on Internalizing and Externalizing Symptoms in Adolescents." International Journal of Environmental Research and Public Health 18, no. 5 (2021): 2639. http://dx.doi.org/10.3390/ijerph18052639.
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This study analyses the influence of trainers’ intrapersonal and group management competences on the effectiveness of the Universal Strengthening Families Program 11-14 (SFP 11-14). More specifically, it assesses the effect of these competences on internalizing and externalizing symptoms in adolescents. The analysed data is made up of ratings given by the 174 mothers participating in SFP 11-14. The results confirm the effectiveness of SFP 11-14 in reducing internalizing and externalizing symptoms in adolescents. Using linear regression models, evidence is provided of the influence of the trainers’ expertise, in terms of their competences, in improving internalizing symptoms in adolescents (through a reduction in levels of anxiety, depression, and somatization and in the global internalization scale). Emphasis is placed on how trainer competences can impact on the effectiveness of evidence-based programmes, stressing that this should be taken into account by the public authorities and other stakeholders in the assessment and design of family evidence-based programmes.
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Etxebarria, Begoña, Francisco Sánchez, Naiara Rojo, and Astrid Barona. "Multiple Intelligence Informed Resources for Addressing Sustainable Development Goals in Management Engineering." Sustainability 14, no. 14 (2022): 8439. http://dx.doi.org/10.3390/su14148439.
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The competence-based model focuses on acquiring skills and abilities, yet each student’s individual circumstances condition the way in which they learn, develop, and implement them. Accordingly, there is a growing interest in defining learning activities that consider the diverse range of intelligences, abilities, and prevailing mindsets in each individual in order to promote inclusive education and sustainable development. This article seeks to design a methodology for the teaching–learning resources associated with the nature of the prevailing intelligence in the competence-based model. Thus, the “competence-intelligence-resource triangle” was proposed for promoting inclusive education in the degree in Management Engineering at the University of the Basque Country (UPV/EHU). A total of 99 teaching–learning resources, 11 competences, and 9 types of intelligence were combined. As far as the multiple intelligence approach is concerned, the 50 students surveyed prioritized logical–mathematical, interpersonal, intrapersonal, linguistic, and spatial intelligences. As a conclusion, the use of teaching–learning resources designed for promoting different types of intelligence in the competence-based model constitutes an adaptive strategy for the students to successfully acquire competences.
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Álvarez García, Liliana Alejandra. "FACTORES QUE INCIDEN EN EL ESTRÉS LABORAL EN COLABORADORES DE MYPES DEL ESTADO DE QUERÉTARO." Management Review 7, no. 2 (2022): 27–36. http://dx.doi.org/10.18583/umr.v7i2.202.
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La presente investigación tuvo como objetivo conocer la percepción de los alumnos Emprender en la actualidad no es una tarea sencilla, contar con competencias emocionales es un aspecto clave para iniciar o mantener o llevar al éxito un proyecto emprendedor, no basta con los conocimientos técnicos, es necesario contar o desarrollar un bagaje de habilidades intrapersonales e interpersonales que contribuyan en el logro de las metas.
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Sarrión-Bravo, Juan Antonio, Alexandra González-Aguña, Ricardo Abengózar-Muela, et al. "Competence in Spiritual and Emotional Care: Learning Outcomes for the Evaluation of Nursing Students." Healthcare 10, no. 10 (2022): 2062. http://dx.doi.org/10.3390/healthcare10102062.
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Spiritual and emotional care is an important part of the person, especially in situations such as changes in health or a community coping with a pandemic. However, nurses report scarce university training in this area of care. The aim of the study is to define a catalogue of learning outcomes for spiritual and emotional care for undergraduate nurses. The design used a mixed method for the development and validation of learning outcomes. The first phase designs the catalogue of learning outcomes through a coordinating group and uses a bibliographic search and nursing legislation. The second phase validates the proposal through a group of experts, with a questionnaire using the modified Delphi technique in two rounds. The initial proposal was 75 learning outcomes, of which 17 were eliminated, 36 changed their wording and the experts proposed 7 new ones. The experts validated 65 learning outcomes: 14 for Assessment and diagnosis; 5 for Planning; 17 for Intervention; 4 for Evaluation and quality; 8 for Communication and interpersonal relationship and 17 for Knowledge and intrapersonal development. In conclusion, the academic curriculum can include these learning outcomes to help undergraduate nurses in the process of acquiring knowledge, skills and attitudes in spiritual and emotional care.
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RADUL, Serhii. "PEDAGOGICAL CONDITIONS FOR THE FORMATION OF PROFESSIONAL SELF-FULFILLMENT OF FUTURE AVIATION SPECIALISTS." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 13 (2023): 134–40. http://dx.doi.org/10.33251/2522-1477-2023-13-134-140.
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The article substantiates the pedagogical conditions for the professional self-realization formation of future aviation specialists in the process of educational and professional training: social and professional communication; management skills; capacity for work. Communicativeness is the guiding lever for the quality of future aviation specialist professionalism. An aviation specialist must have a high level of psychological and pedagogical competence; feel the need for self-knowledge, self-change self-control, and self-correction. Such specialist also needs to form and develop reflexivity, flexibility, empathy, and positive communication. Self-analysis of an aviation specialist reflects the following processes: socialization and professional self-determination; the process of individualization and the foundations of intrapersonal self-determination; integral process of the individual self-determination. The main indicator of managerial/organizational abilities is the capability to independently resolve situations by profession (occupational, psychological, pedagogical, organizational, administrative, and domestic). The main organizational task of future aviation specialist is the ability to learn how to project one's own personal and professional growth. This can be realized only on the basis of active application of psychological knowledge in the socio- and intercultural spaciousness. Activity and self-determination are the basic components of the professional self-realization of the future aviation specialist. Effective formation and consolidation of managerial capacities is possible only in special developing social environment (social oasis). Much attention is paid to the ability to work effectively, creatively, resourcefully and productively – capacity for work. The professional competence of the future aviation specialist depends both on the assimilation of normative samples and standards, and on the development of critical thinking. Along with mental mobility, we distinguish creative attitude towards the future profession. An important condition for creative activity is the presence of the following characteristics: professional focus on activity (motivation), availability of professional competences (professionalism) and emotional flexibility (emotional rigidity). Also, professional development and integration into the university/social microenvironment develops the ability to quickly master adaptation, flexibility, dynamics, and mobility. Key words: professional self-realization, aviation specialist, environment, professional communication, management skills, work capacity, competences, self-analysis, self-development, self-improvement.
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Uvarova, I. A. "FEATURES OF VALUE-MOTIVATIONAL AND COGNITIVE COMPONENTS OF READINESS-FOR-CHANGE COMPETENCE IN MANAGERS." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 62, no. 4 (2022): 169–82. http://dx.doi.org/10.25146/1995-0861-2022-62-4-377.
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Statement of the problem. In the context of global threats and uncertainty, readiness for change becomes not only an important personal characteristic and competence of a manager, but also a key factor in the successful implementation of organizational changes and in the competitiveness of an enterprise [Naumtseva, 2016, Lukhmanova, 2019]. The accomplished nature of all components of this competence: value-motivational, cognitive, emotional-volitional, behavioral and reflexive – is a necessary resource for the introduction of reforms and innovations, or for the successful adaptation of an enterprise in a constantly changing socio-economic context. In this regard, the set of important competence characteristics of a modern manager includes the ability and readiness to use innovative approaches and technologies, both in organizing their own individual style of activity and in optimizing all areas of the enterprise’s activity [Kirillov, 2015]. Such abilities as part of managerial competence are formed due to the cognitive and motivational-semantic aspect within the framework of the newly formed structure, readiness for change. Therefore, it is important to consider the essence of these components and rationalize their impact on the effectiveness of changes, both intrapersonal and organizational. The purpose of the article is to specify the behavioral indicators of the formation of the value-motivational and cognitive aspects of readiness for change and to discuss the features of the value-motivational and cognitive components of the readiness-for-change competence among managers. The theoretical and methodological basis of the study is the general psychological theory of set (D.N. Uznadze), subject-activity approach (S.L. Rubinshtein, B.G. Ananiev, V.A. Krutetsky, K.K. Platonov, etc.), competence-based approach (Yu.G. Tatur, I.A. Zimnyaya, A.V. Khutorskoy, etc.), integrative approach (M.I. Faerman), competence-based approach in managing innovative changes (T.A. Terekhova), innovative approach (L.A. Zhuravlev), psychological readiness for innovation (S.R. Yagolkovsky, O.V. Sovetova, M.I. Kiloshenko, E.V. Ivanova, V.E. Klochko, O.M. Krasnoryadtseva), and works devoted to psychological problems and mechanisms of formation of readiness for activity (M.I. Dyachenko, L.A. Kandybovich, R.D. Sanzhaeva, O.V. Makhova). The study involved 150 employees of a group of companies in the IT/Telecom sphere in Krasnoyarsk. The California Personality Inventory (CPI) and the Schwartz personal values questionnaire were used for assessment. Statistical data processing included a comparison of samples and an analysis of the interdependence of characteristics. Research results. The main results of the study are the obtained characteristics of the formation of the value-motivational and cognitive components of the readiness-for-change competence in the following categories: top management, middle management, and specialists. It is noted that in order to develop the readiness-for-change competence, managers need to work with such values as stimulation and independence, which activate the internal motivation of creativity and the desire for novelty both at the personal level and at the level of the corporate environment. The cognitive component is quite well developed in specialists, middle-level managers, and top managers. This indicates, on the one hand, that talent acquisition is performed in accordance with the established requirements for the position, and on the other hand, that the professional competences are developed in the process of performing work tasks. However, for middle-level managers and top managers, the flexibility scale (Fx) requires development, while this is not necessary for specialists as part of their regulated activities. Conclusion. One of the psychological and pedagogical prerequisites for the development of the readiness-for-change competence in managers is the development and implementation of a corporate training program that would stimulate development of the individual components of the readiness-for-change competence and the competence as a whole.
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Yahaya, Rafida, and Moses Segbenya. "Modelling the influence of managerial competence on managerial performance in the Ghanaian banking sector." Humanities and Social Sciences Communications 10, no. 1 (2023). http://dx.doi.org/10.1057/s41599-023-02384-5.
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AbstractThe importance of human resource for the success and growth of every organisation, including banks in developing economies, cannot be underestimated. The banking sector in Ghana, a developing economy, has recently faced some significant performance-related difficulties, such as suspending the licences of new banks, raising the minimum capital required, and recording fraud cases. These developments in the banking sector seriously questioned the managerial competencies of bank managers providing leadership roles to these banks in Ghana. It was for this purpose that this study examined the influence of managerial competence on the performance of branch and operational managers in the Ghanaian banking sector. The study sought to achieve, among other things, to explore how managerial competencies such as customer value management, interpersonal, leadership and intrapersonal relate to managerial performance in the banking sector of Ghana. The study adopted the quantitative approach from the positivist philosophical perspective and, specifically, the cross-sectional survey method. A sample of 127 branch and operation managers from the sixteen administrative regions of Ghana was drawn for the study. Data were collected with an adopted questionnaire and analysed with partial least square structural equation modelling. The study found a significant relationship between customer value management, interpersonal, leadership, intrapersonal, technical competencies and managerial performance in the banking sector. The relative importance of each of the five managerial competencies found was customer value management competence, interpersonal competence, leadership competence, intrapersonal competence and technical competence. The study concluded that managerial competence relates to managerial performance in the banking sector in Ghana. The implications of the findings of this study are that human resource managers in the banking sector should pay attention to these managerial competencies in hiring and developing managers for their branch and operational managerial positions in developing economies.
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Meerits, Artur, Kurmet Kivipõld, and Isaac Nana Akuffo. "Possibilities for assessing authentic leadership competencies: testing existing instruments and proposing an extended one." Management Research Review ahead-of-print, ahead-of-print (2021). http://dx.doi.org/10.1108/mrr-04-2021-0277.
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Purpose The purpose of this paper is twofold: to test existing Authentic Leadership (AL) instruments simultaneously in the same environment, and based on these, to propose an extended instrument for the assessment of AL intrapersonal and interpersonal competencies. Design/methodology/approach Three existing instruments of AL – Authentic Leadership Questionnaire (ALQ) (Walumbwa et al., 2008), Authentic Leadership Inventory (ALI) (Neider and Schriesheim, 2011) and the Three Pillar Model (TPM) (Beddoes-Jones and Swailes, 2015) – were tested, and an extended instrument was proposed based on the results. Two different samples were used – a homogeneous sample (N = 1021) from the military and a heterogeneous sample (N = 547) from retail, catering, public services and logistics industries. Construct validity for the instruments was assessed using a confirmatory factor analysis, and the internal consistency of the factors was analysed using Cronbach’s alpha. Findings From existing instruments, two out of three indicate issues with internal factor consistency and model fit. The internal consistency of factors and model fit of the extended instrument developed here is satisfactory and suitable for assessing authentic leadership competencies in a single organisation or industry. Originality/value This paper sees AL as the behaviour of leaders affected by leadership competencies. Three existing AL instruments were tested alongside a proposed extended instrument to assess AL intrapersonal and interpersonal competencies in the same context.
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Haber‐Curran, Paige. "Emotional Intelligence: A Cornerstone—and Foundation—for Peace Leadership." Journal of Leadership Studies, December 12, 2024. https://doi.org/10.1002/jls.21912.
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This article explores the integration of emotional intelligence (EI) and the emerging field of peace leadership. Highlighting the critical need for intrapersonal, interpersonal, and contextual awareness and competencies, the manuscript connects EI and the emotionally intelligent leadership (EIL) framework to peace leadership. The author discusses key EI and EIL dimensions and competencies alongside peacebuilding skills (e.g., self‐awareness, relationship‐building, conflict management, and systems thinking). Emphasizing EI and EIL as foundational frameworks for peace leadership, the author advocates for a focus on EI and EIL for fostering leadership that promotes justice, inclusivity, and sustainable change in communities and organizations.
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Gay, Philippe, Philippe A. Genoud, Gabriel Kappeler, et al. "On the rocky road to efficient behavior management: Can emotional competencies signal the better way?" Frontiers in Psychology 13 (December 21, 2022). http://dx.doi.org/10.3389/fpsyg.2022.1049617.
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Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotional competence is a major contributor to professional success and sustainability in this profession. The investigation of the multifaceted nature of these two constructs may be important in order to take a step toward understanding which emotional competence could foster specific aspects of SEBiBM. To explore this issue, elementary school teachers (N = 121, 1st-4th grades) answered the Profile of Emotional Competence, which comprises 12 scores of emotional competencies, and a four-dimensional self-efficacy scale for behavior management in the classroom. Results indicate that intrapersonal emotional competencies, as compared to interpersonal competencies, play a major role regarding self-efficacy beliefs. In particular, multiple regression analyses revealed that higher identification and understanding of personal emotions were associated with better perceived self-efficacy on two aspects of SEBiBM. In addition, using other’s emotions predicted proactive involvement of the pupil’s parent or caregiver. Results are discussed in terms of their contribution to research in educational sciences and in teacher education, particularly with respect to teachers’ sustainability in the profession.
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Ayers, James, Merlina Missimer, and Jayne Bryant. "Intrapersonal capacities for sustainability: a change agent perspective on the ‘inner dimension’ of sustainability work." Sustainability Science, February 19, 2023. http://dx.doi.org/10.1007/s11625-022-01288-8.
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AbstractAn ongoing discussion in education for sustainable development (ESD) research has focused on defining a list of agreed upon sustainability competencies required for the work of sustainability change agents. This discussion has included the consideration of an ‘Intrapersonal’ perspective that considers the role of inner qualities in change agents and how this impacts their ability to implement sustainability. While many researchers have looked at the ‘inner dimension’ of sustainability work, the identification and function of an ‘Intrapersonal’ competence remains in question. Utilizing practitioner responses, this paper identifies eight Intrapersonal capacities that change agents described as beneficial to their implementation of sustainability. These capacities are the ability to: Hold complexity, Foster a learner’s mindset, Deeply value others, Let be, Show up as one’s full self, Regulate and manage the self, Persist with lightness and Ensure one’s wellbeing. The study provides insights into the identification of the capacities and their relationship to a wider Intrapersonal research field. It also discusses the implications this perspective has on education for sustainable development should it consider incorporating such capacities into teaching and learning. While much literature in the field is of conceptual nature, this paper offers an empirical contribution by including the voice and perspective of change agents to the Intrapersonal discussion.
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Goolsby, Julia B., Amanda E. Cravens, and Mary Ann Rozance. "Becoming an Actionable Scientist: Challenges, Competency, and the Development of Expertise." Environmental Management, August 11, 2023. http://dx.doi.org/10.1007/s00267-023-01863-4.
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AbstractDemand has grown for actionable science to support real-world decision-making around climate change and related environmental management challenges. Producing actionable science requires scientists to hold a distinct set of competencies, yet relatively little is known about what these competencies are or how to train scientists to develop them. We conducted interviews with mid- and late-career scientists to empirically identify competencies they used when producing actionable science and to understand how they developed those competencies. We describe expertise in terms of 18 competencies—categorised as cognitive, interpersonal, or intrapersonal—that scientists integrated and applied to address the challenges associated with actionable science. We argue that scientists must engage in the social process of producing actionable science (i.e., learning by doing) to become an expert. Expert actionable scientists discussed the importance of learning through different contexts, processes, interactions, and relationships. By naming the competencies that constitute expertise, as well as methods for expertise development, our findings facilitate greater conscious awareness of the process of becoming an actionable scientist, a gradual process that starts during graduate training and continues as a career proceeds. Our results can inform the development of formal learning opportunities as well as the informal learning process that occurs whereby scientists take charge of their own learning.
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Agnihotri, Amit, and Rajnish Kumar Misra. "Emotional & technological impact on managerial competencies: outlining the development agenda." Development and Learning in Organizations: An International Journal, July 29, 2022. http://dx.doi.org/10.1108/dlo-05-2022-0083.
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Purpose The purpose of this article is to examine the Emotional, Behavioural and Psychological impact, and impact of explosion of Technology-led complexity on Managerial Competencies. The article offers a new training and development agenda that can mitigate these impacts, and improve employee productivity and well-being. Design/methodology/approach After exploring the theoretical underpinning of management competencies, and dimensions that could impact them, discussions with senior industry experts from different sectors were carried out to understand the impact and suggest ways to mitigate them. Findings COVID-19 shock and experiences may have impacted the Intrapersonal skills, Interpersonal skill and Leadership skills. Technology explosion may have impacted all these and Business skills as well. A new Learning and Development agenda is suggested to mitigate the emotional and technology impact on each of the managerial competencies, thus improving on-job productivity. Practical implications A strategic development program can be created to mitigate the recent emotional, psychological and technology impact on different managerial competencies. This granular training program that understands the cause, and offers a specific solution will greatly benefit the organizations and employees. Originality/value The paper combines the understanding of managerial competencies with recent social and workplace developments, and draws on the learnings from industry experts to make practical suggestions for talent development.
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Tharbe, Ida Hartina Ahmed, Melati Sumari, and Kok-Mun Ng. "Emotional Intelligence from Perspectives of Malaysian Helping Professionals: A Qualitative Study." Pertanika Journal of Social Sciences and Humanities 28, no. 4 (2020). http://dx.doi.org/10.47836/pjssh.28.4.03.
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Frequent emotional interactions between professional helpers and their clients mean that helpers must possess a high level of emotional intelligence (EI). No previous study explores the specific aspects of EI needed to become efficient helpers. Moreover, most EI research has been carried out in Western countries, where the concept of EI may be different in comparison to the Malaysian context. Therefore, this study explores the idea of EI from the perspective of professional helpers in Malaysia through a qualitative research design. Twenty-four professional helpers, with a minimum of five years working experience in their respective fields, were recruited for four focus group interviews. Participants included counsellors, psychologist, rehabilitation officers and social workers. Data were analysed using Atlas.ti, and the results yielded 11 themes. They were self-awareness, self-expression, self-understanding, self-acceptance, self-management, social awareness, effective decision making, effective communication, management of others emotion, intrapersonal professional competencies and interpersonal professional competencies. The research highlights the vital components of EI from the perspective of professional helpers in the multicultural society of Malaysia.
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Sanaeifar, Elyas, Elaheh Houshmand, Javad Moghri, Marjan Vejdani, and Seyed Saeed Tabatabaee. "Requirements for evidence-based management competency in healthcare: a scoping review." Frontiers in Public Health 13 (January 28, 2025). https://doi.org/10.3389/fpubh.2025.1490454.
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BackgroundIdentifying the essential skills and qualifications for evidence-based managers in healthcare is crucial for decision-makers who aim to select competent managers and design effective training programs. This study reviews the requirements, capabilities, and skills necessary for evidence-based managers in the healthcare sector to accurately utilize and implement evidence.MethodThis scoping review was conducted following the PRISMA-SCR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. A thorough literature search was carried out using relevant keywords across the Web of Science, PubMed, and Scopus databases, with no time restrictions. The selection of articles adhered to predefined inclusion criteria. After eliminating duplicates and reviewing titles, abstracts, and full texts, six articles were included in the final analysis.ResultsThe study identified several competencies required for effective evidence-based management in healthcare, including professional and technical knowledge, leadership, personal traits and attitudes, communication skills, information management, self-management, critical thinking, research skills, and the ability to apply evidence effectively.DiscussionGiven the ongoing transformations in healthcare, including the emergence of new technologies and the generation of extensive data, evidence-based managers must continually enhance their skills to access and evaluate evidence. They should also work on improving both their interpersonal and intrapersonal skills. The authors advocate for further applied research to deepen our understanding of the competencies required for evidence-based managers within the healthcare and treatment contexts.
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Carpendale, Emma J., Melissa J. Green, Sonia L. J. White, et al. "Promoting effective transitions: Primary school social–emotional competencies predict secondary school reading and numeracy achievement." British Journal of Educational Psychology, January 17, 2025. https://doi.org/10.1111/bjep.12735.
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AbstractBackgroundThe transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social–emotional skills are recognized as fundamental to academic success but longitudinal research is needed to determine the extent of their association over this transition period.AimThis study sought to determine the association between self‐reported social–emotional competencies of students in their final year of primary school (Year 6; age ~11 years) and reading and numeracy performance in their first year of secondary school (Year 7; age ~12 years).SampleThe study used a large Australian sample (n = 23,865), drawn from the New South Wales Child Development Study population cohort.MethodsThe Middle Childhood Survey–Social–Emotional Learning assessment, administered during Year 6, comprises the five competencies defined by the Collaborative for Academic, Social and Emotional Learning (CASEL): Self‐Awareness, Self‐Management, Social Awareness, Relationship Skills and Responsible Decision‐Making. These data were linked with students' Year 7 reading and numeracy scores from the standardized National Assessment Program–Literacy and Numeracy measure. Associations were examined in multi‐level structural equation models which accounted for prior (Year 5) academic achievement and sociodemographic covariates. Multi‐group analyses explored invariance across girls and boys.ResultsSelf‐Awareness and Self‐Management demonstrated significant and meaningful positive relationships with reading and numeracy performance. Associations with reading were invariant by sex but boys demonstrated significantly stronger associations than girls on numeracy.ConclusionFindings suggest that bolstering primary school students' intrapersonal social–emotional competencies may safeguard their academic achievement over the transition into secondary school.
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Stenger, Thembekile P., and Bouwer E. Jonker. "Future Managerial Competencies Required for the Manufacturing Sector in South Africa." African Journal of Employee Relations, December 10, 2024. https://doi.org/10.25159/2664-3731/15020.
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The impact of the Fourth Industrial Revolution (4IR) and resulting technological advancements on the manufacturing environment requires new competencies from managers. The purpose of this study was to explore the perceptions of managers concerning essential managerial competencies for future success in the manufacturing sector in South Africa. Studies on future managerial competencies are currently under-represented and served as motivation for this study. An exploratory qualitative research approach was followed and an interpretivist paradigm was employed. A qualitative descriptive empirical research design was used. The research sample comprised 20 managers from a variety of manufacturing organisations. Purposive sampling was used, and online semi-structured interviews were conducted to collect the data. Conventional qualitative content analysis was employed to analyse the data. The participants indicated that cognitive, general managerial, intrapersonal, macroeconomic, mesi-economic, organisational-focused and social skills will be critical managerial competencies for future success in the manufacturing sector. Limitations of the current study were reported and recommendations for future research were made. The findings of this study can inform talent acquisition, development and retention in the manufacturing sector of South Africa. In this study, we highlight the importance of social skills for managers such as people management, employee empowerment and interpersonal skills. Our study adds to the body of literature by highlighting the essential managerial competency of adaptability in the manufacturing sector. Managers should have the ability to adapt to change if they wish to be successful in the South African manufacturing sector. Another significant contribution was to qualitatively explore critical managerial competencies for the 4IR in this sector, from the perspective of those managers who already function in these roles.