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Relevant bibliographies by topics / Emotional intelligence training programme

Academic literature on the topic 'Emotional intelligence training programme'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Emotional intelligence training programme"

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Azeez, Razaq Olugbenga. "Will emotional intelligence training enhance social workers’ emotional labour in Ogun State Nigeria?" ANNUAL JOURNAL OF TECHNICAL UNIVERSITY OF VARNA, BULGARIA 3, no. 1 (June 28, 2019): 11–20. http://dx.doi.org/10.29114/ajtuv.vol3.iss1.113.

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This study investigated the effect of emotional intelligence training programme on emotional labour competence of social workers. The study adopted a pretest-post-test quasi-experimental design. The emotional labour scale was used to collect data from the forty-eight (48) randomly selected social workers from two Non-Governmental Organizations (NGOs). Participants of the study were randomly assigned to the treatment and the control groups for the purpose of the study. The hypothesis was tested using the Analysis of Covariant (ANCOVA). Results showed that the treatment significantly affected participants' levels of emotional labour. Based on the findings, it was advocated that the teaching of emotional intelligence in organizations and schools is highly important for optimal outcomes.

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Mira-Galvañ, Maria-Jose, and Raquel Gilar-Cobi. "OKAPI, an Emotional Education and Classroom Climate Improvement Program Based on Cooperative Learning: Design, Implementation, and Evaluation." Sustainability 13, no. 22 (November 13, 2021): 12559. http://dx.doi.org/10.3390/su132212559.

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A positive school climate can directly influence the relationships and social interactions among students while also contributing to the development of socio-emotional skills. Simultaneously, the school climate depends on these said skills. Despite this close relationship, emotional education and school climate improvement programmes have traditionally been studied separately. This study describes and evaluates the effectiveness of a new programme, OKAPI (Organisation, Cooperation, Positive Environment, Participation and Emotional Intelligence), for the development of socio-emotional skills and the improvement of classroom climate for primary school students using a cooperative learning methodology. The total sample comprised 86 students aged 9–11 years. A quasi-experimental design with pre-test and post-test measures with a control group was used. The results show that the program’s implementation is effective both for the improvement of the classroom climate and the acquisition of training in the field of emotional intelligence, as well as for the development of cooperative competences. Among the fundamental pillars of the OKAPI programme are its simplicity and transversality, so that teachers are responsible for its application and monitoring; thus, the programme becomes an agent of change in their educational practice.

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Muñoz-Oliver, Beatriz, Pedro Gil-Madrona, and José Luis Gómez-Ramos. "The Development of Emotional Programmes in Education Settings during the Last Decade." Children 9, no. 4 (March 24, 2022): 456. http://dx.doi.org/10.3390/children9040456.

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Within the psychological domain of emotional intelligence, experimentation on emotional education programmes in school contexts constitutes one of the most compelling research lines in recent years. On this basis, this study presents a review of forty-one programmes implemented in educational settings. The results obtained from the primary and secondary scrutinised sources show the need to integrate families into programme interventions and the importance of teacher training in socio-emotional competencies. Likewise, the importance of interconnecting natural educational settings with research activity is considered a fundamental aspect in designing, implementing, and evaluating such programmes. Thus, the present study aims to represent these programmes’ characteristics, evaluation, and results for the ulterior development of specific and contextualised proposals.

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Gruicic, Dusan, and Stephen Benton. "Development of managers’ emotional competencies: mind-body training implication." European Journal of Training and Development 39, no. 9 (November 2, 2015): 798–814. http://dx.doi.org/10.1108/ejtd-04-2015-0026.

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Purpose – This paper aims to research about the effect of mind–body training on the development of emotional competencies of managers. Design/methodology/approach – Quasi-experimental design, i.e. before and after (test–retest). Findings – Results showed that the experimental group, after training, achieved around 15 per cent higher scores compared to results before training on all three subscales of an emotional skills and competence questionnaire (ESCQ-45), a statistically significant improvement in scores. The control group (no training) scores showed no significant difference. This result indicates support for the view that emotional intelligence may be treated as a competency and is responsive to training programmes. Research limitations/implications – Emotional competencies are still a contested concept. The participants may provide socially desirable responses because of the self-assessment questionnaires. The sample is not a representative sample of European managers; hence, there is a limited generalisability of the results. Practical implications – These research findings indicate Mind–body training is a practical method for people to improve the management of their emotions, and hence impact positively on core organisational activities. Originality/value – This is the first research on this mind-body training (emotional relief technique) in an eight-week programme in a management context. The findings indicate the positive impact that can be achieved on emotional competencies scores from this method of self-development.

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Godard, Stephanie, and Savithiri Ratnapalan. "Leadership training in family medicine residency: a scoping review." BMJ Leader 4, no. 4 (July 2, 2020): 239–45. http://dx.doi.org/10.1136/leader-2019-000205.

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BackgroundGraduate medical education, including family medicine residency, has historically focused on building clinical competencies with little attention paid to leadership skills, leaving residents feeling ill-prepared for leadership roles after training.ObjectiveTo analyse the format, content and outcomes of leadership training programmes offered to family medicine residents.MethodsA MEDLINE (OvidSP) literature search from 1976 to October 2018 for articles on Family Medicine AND Residency AND Leadership Programs retrieved 184 articles. After reviewing inclusion and exclusion criteria, 12 articles were chosen for full review and synthesis.ResultsThree articles described leadership training available to Family Medicine all residents while nine focused on a select group. Programme format and content varied, ranging from a 1-day programme on emotional intelligence to a 5-year integrated leadership track. The most comprehensive curricula were longitudinal and offered to a small group of residents. Inclusive programmes often taught leadership through the lens of a specific competency. Mixed teaching methods were valued including online learning, simulations, small group discussions, mentorship, reflection, placements and projects. Conceptual frameworks were inconsistently used and programme evaluation seldom addressed high-level or long-term outcomes.ConclusionsLeadership skills are important for all family physicians; however, there is limited literature on comprehensive leadership development during training. Existing curricula were described in this review and we suggest a longitudinal mixed-methods programme integrated throughout residency, covering basic comprehensive skills for all residents. However, evaluative data were limited, and a considerable gap remains in how to effectively approach leadership development in family medicine residency, warranting ongoing research.

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J. Cooke, Barbara, and David P. Farrington. "Perceived effects of dog-training programmes in correctional settings." Journal of Forensic Practice 16, no. 3 (August 5, 2014): 171–83. http://dx.doi.org/10.1108/jfp-08-2013-0041.

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Purpose – Offender-led dog-training programmes (DTPs) are increasingly used throughout US correctional facilities. The rather sparse literature on these programmes is outlined in this manuscript, including the reported benefits of participation. The purpose of this paper is to examine the opinions of programme coordinators and staff from 13 programmes. Design/methodology/approach – The perceived effects were measured using an open-ended questionnaire, with attention paid to those benefits reported in the extant literature. Findings – Respondents noted improvements in several factors including impulsivity, self-efficacy, empathy, social skills, emotional intelligence, and employability. Practical implications – It is argued that DTPs should be implemented in other countries including the UK, and that well-designed, larger scale evaluations are needed. Originality/value – Though potentially limited by sample size and self-selection biases, these findings expand on the existing literature by supporting existing reports as well as expanding the breadth of the DTPs that have been studied.

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Nurmatov, Azamat. "INNOVATION IN TRAINING AND DEVELOPMENT PROGRAMS OF UZBEKSITAN BANKS." INNOVATIONS IN ECONOMY 4, no. 8 (August 30, 2021): 46–53. http://dx.doi.org/10.26739/2181-9491-2021-8-7.

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Recently, the importance of training and development as a part of Human Resource Management has developed significantly. Numerous companies concur that training and development is fundamental to organizational improvement and success cycle. On the other hand, the impact of training and development is thought little of in Central-Asian countries.Many companies in Uzbekistan have been putting center on hard skills of workers amid training and development sessions and dismissing the significance of soft skills. This article finds the value of soft skills of bank supervisors and officers and endeavors to suggest the usage of soft skills such as communication skills, emotional intelligence, time management and teamwork. Keywords: Human resource management, training and development, soft skills, hard skills, as communication skills, emotional intelligence, time management, teamwork, banks

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Cerit, Esin, and Nuray Şimşek. "A social skills development training programme to improve adolescents' psychological resilience and emotional intelligence level." Archives of Psychiatric Nursing 35, no. 6 (December 2021): 610–16. http://dx.doi.org/10.1016/j.apnu.2021.08.001.

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Kozáková, Eva, and Radomír Saliger. "The Role of Emotional Intelligence in Direct Leadership in the Army of the Czech Republic." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 67, no. 1 (2019): 265–73. http://dx.doi.org/10.11118/actaun201967010265.

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The purpose of this paper was identifying the level of emotional intelligence of future leaders in the level of direct leadership in the Army of the Czech Republic. The concept of emotional intelligence could be characterized as a file of social abilities, attributes and qualities, which are necessary for function of each individual in society, social interactions and during communication with others. Emotional intelligence is connected with required social competences of military leaders. In the research part was used method of quantitative research by using the standardized questionnaire research technique. This is a self‑assessing test of emotional intelligence created by authors T. Bradberry a J. Greaves, which is based on model of author Daniel Goleman. The results of applied method describe the level and differences of emotional intelligence by each participant. The research sample consisted of a total 31 military students of fourth year master’s degree programme of Faculty of military leadership, full time study in University of Defense in Brno. They are future officers, whom after graduation of study programme are predetermined to serve in the direct leadership in Army of the Czech Republic. This is a pilot research which will be followed by further standard research. The results of it are going to be applied the next period for suggestion and recommendation of interactive educational programs enhancing the competence of decision‑making leaders. The results are discussed in the context of the training of military leaders under the auspices of Ministry of Defense in the Czech Republic.

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Okoye, Lawrence Jekwu, Amos Audu, and Tochukwu M. Oguegbe. "Emotional Intelligence and Self-Efficacy as Determinants of Ethical Work Behaviour of Artisan in Maiduguri, Borno State Nigeria." International Journal of Social Sciences and Management 3, no. 3 (July 28, 2016): 188–92. http://dx.doi.org/10.3126/ijssm.v3i3.15259.

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This study investigated the role of emotional intelligence and self-efficacy on ethical work behavior of artisan in Maiduguri, capital of Borno State Northeast Nigeria. The study adopted behavioural theory of obedience as its main theoretical framework. Expos facto survey design was adopted for the study. Two hundred and eight-two (282) participants were selected accidentally for the study. Results revealed that artisans who reported with high emotional intelligence were significantly different in the level of ethical work behaviour compared to those who reported low level of emotional intelligence. Emotional intelligence does not significantly predict ethical work behavior of artisan and self-efficacy significantly predict ethical work behavior of artisans. However, it shows that emotional intelligence and self-efficacy jointly predict ethical work behavior of artisan. There was no any significant main and interaction effect of emotional intelligence and self-efficacy on ethical work behaviour among artisans in Maiduguri. Female artisans significantly reported higher scores on ethical work behaviour scale than male artisans. The study however recommended that management of the organization should send their employees (artisans) on sponsored training programme of the organisation which focused on enhancing their ethical work behavior.Int. J. Soc. Sc. Manage. Vol. 3, Issue-3: 188-192

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Dissertations / Theses on the topic "Emotional intelligence training programme"

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Mulder, Anja. "Improving emotional intelligence and developing servant leadership skills : an outcome evaluation of Life Choices' Leaders' Quest programme." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20505.

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This dissertation presents an outcome evaluation of the Salesians Life Choices' Leaders' Quest programme. The programme targets youth from economically disadvantaged schools in the Cape Flats, and engages with learners during their final two years of high school as well as providing support for an eased transition from school to university, college or employment. Students are exposed to various activities that have been developed to help each individual achieve the programme's goals and objectives. These include developing students' emotional intelligence (EI), improving academic grades, and establishing leadership qualities; helping learners enrol in tertiary education or to obtain employment; and to assume meaningful leadership positions. The organization has been implementing the programme since 2013 and makes continuous attempts to improve elements of the intervention to better serve participants. This evaluation assesses causal mechanisms and assumptions of the intervention against the evidence presented in social science research, and investigates three outcomes based on data collected for the pilot cohort and a control group between 2013 and 2015. The method of analysis includes primary and secondary data collected on measures of an EI tool and a servant leadership survey, as well as information obtained via questionnaires. Quantitative research methods were employed and data were explored using descriptive and inferential statistical analyses.

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Khan, Sehra Y. "Can young people's emotional intelligence be promoted through the secondary school's Social and Emotional Aspects of Learning (SEAL) Programme?" Thesis, University of Southampton, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533243.

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Books on the topic "Emotional intelligence training programme"

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Emotional Intelligence Coaching. London: Kogan Page Publishers, 2009.

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Glenda, Johnston, ed. The heart masters: For school children aged 5 to 8 : a programme for the promotion of emotional intelligence and resilience. Bristol: Lucky Duck Publishing, 2003.

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Corcoran, Roisin P. Developing emotionally competent teachers: Emotional intelligence and pre-service teacher education. New York: P. Lang, 2012.

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Secrets of IQ training: 101 ways to sharpen your mind. New York: Shelter Harbor Press, 2008.

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Customer service intelligence: Perspectives for human resources and training. Oxford: Butterworth-Heinemann, 2008.

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1951-, Terrell James Bradford, ed. Coaching for emotional intelligence: A complete guide to developing superior leaders. San Francisco: Jossey-Bass, 2008.

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Hughes, Marcia. Emotional intelligence in action: Training and coaching activities for leaders and managers. 2nd ed. San Francisco, CA: Pfeiffer, 2012.

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Seligson, Michelle. Bringing yourself to work: A guide to successful staff development in after-school programs. New York: Teachers College Press, 2004.

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Handbook for developing emotional and social intelligence: Best practices, case studies, and strategies. San Francisco, CA: Pfeiffer, 2009.

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Neale, Stephen. Emotional intelligence coaching: Improving performance for leaders, coaches and the individual. London: Kogan Page, 2011.

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Book chapters on the topic "Emotional intelligence training programme"

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Furnham, Adrian. "The Importance and Training of Emotional Intelligence at Work." In Assessing Emotional Intelligence, 137–55. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-88370-0_8.

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Caldwell, Sheri, and Linda Gravett. "Emotional Intelligence in Training Design." In Using Your Emotional Intelligence to Develop Others, 31–43. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1007/978-0-230-10131-9_4.

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Savina, Elena, Caroline Fulton, and Christina Beaton. "Emotional Development of Children." In Training Teachers in Emotional Intelligence, 58–71. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-6.

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Savina, Elena, Caroline Fulton, and Christina Beaton. "Features of Emotions." In Training Teachers in Emotional Intelligence, 10–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-2.

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Savina, Elena, Caroline Fulton, and Christina Beaton. "Introduction." In Training Teachers in Emotional Intelligence, 1–9. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-1.

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Savina, Elena, Caroline Fulton, and Christina Beaton. "Awareness, Expression, and Regulation of Emotions." In Training Teachers in Emotional Intelligence, 43–57. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-5.

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Savina, Elena, Caroline Fulton, and Christina Beaton. "Teacher Emotions in the Classroom." In Training Teachers in Emotional Intelligence, 161–73. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-13.

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Savina, Elena, Caroline Fulton, and Christina Beaton. "Emotions and Culture." In Training Teachers in Emotional Intelligence, 72–87. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-7.

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Savina, Elena, Caroline Fulton, and Christina Beaton. "How to Foster Children's Emotional Competencies." In Training Teachers in Emotional Intelligence, 145–60. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-12.

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Savina, Elena, Caroline Fulton, and Christina Beaton. "Negative Emotions." In Training Teachers in Emotional Intelligence, 21–32. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003219774-3.

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Conference papers on the topic "Emotional intelligence training programme"

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Somovilla Gómez, Fátima, Marina Corral Bobadilla, Rubén Lostado Lorza, E. P. Vergara González, and I. Eguía Cambero. "EMOTIONAL INTELLIGENCE AS A BASIC COMPETENCE IN TEACHER TRAINING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0682.

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Wu, Yanjun, Xiaoli Yang, Yinjie Li, Haibao Li, and Weidong Yang. "Brainwave Analysis in Virtual Reality Based Emotional Regulation Training." In 2018 International Conference on Computational Science and Computational Intelligence (CSCI). IEEE, 2018. http://dx.doi.org/10.1109/csci46756.2018.00139.

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Khon, Natalya, Alla Kim, and Zhanerke Aidossova. "Problem Solving Design for Emotional Intelligence Training of Middle Managers." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.71.

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Zammuner, Vanda, Tatiana Favaro, Francesca Gonella, and Katia Prandi. "ASSESSING AND TRAINING LEADERS' EMOTIONAL INTELLIGENCE, AND ITS INFLUENCE ON THEIR EMPLOYEES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2235.

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Pozo-Rico, Teresa, Raquel Gilar-Corbí, Alejandro Lorenzo-Lledó, Gonzalo Lorenzo-Lledó, and Bárbara Sánchez. "LEVEL OF SATISFACTION WITH THE ADVANCED TRAINING PROGRAMME ON EMOTIONAL COMPETENCE ACROSS E-LEARNING SYSTEM IN HIGHER EDUCATION." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0231.

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Gilar, Raquel, Teresa Pozo-Rico, Barbara Sanchez, and Juan Luís Castejón. "LEVEL OF SATISFACTION WITH THE ADVANCED TRAINING PROGRAMME ON EMOTIONAL COMPETENCE ACROSS E-LEARNING SYSTEM IN HIGHER EDUCATION." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0246.

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Gilar-Corbí, Raquel, Teresa Pozo-Rico, Gonzalo Lorenzo-Lledó, Alejandro Lorenzo-Lledó, and Raúl Gutierrez-Fresneda. "EMOTIONAL INTELLIGENCE TRAINING ACROSS A MASSIVE OPEN ON-LINE COURSE FOR HIGHER EDUCATION." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0217.

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De-la-Iglesia, Myriam, and José-Sixto Olivar. "PRELIMINARY RESULTS OF MOOD ASSESSMENT IN AUTISM SPECTRUM DISORDER ON COMPLETION OF A COMMUNICATIVE AND SOCIO-EMOTIONAL TRAINING PROGRAMME." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0159.

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Djordjevich, Donna D., Patrick G. Xavier, Michael L. Bernard, Jonathan H. Whetzel, Matthew R. Glickman, and Stephen J. Verzi. "Preparing for the aftermath: Using emotional agents in game-based training for disaster response." In 2008 IEEE Symposium On Computational Intelligence and Games (CIG). IEEE, 2008. http://dx.doi.org/10.1109/cig.2008.5035649.

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Jasrial, Syafril, Rifma, and Y. Santoso. "Training Module Development of Emotional Intelligence of the School Principal Based on Contextual Teaching." In 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210618.065.

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Reports on the topic "Emotional intelligence training programme"

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Ivanova, E. S. emotional Development intelligence within the training program specialists profilers. LJournal, 2017. http://dx.doi.org/10.18411/a-2017-008.

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Osadchyi, Viacheslav V., Hanna B. Varina, Kateryna P. Osadcha, Olha V. Kovalova, Valentyna V. Voloshyna, Oleksii V. Sysoiev, and Mariya P. Shyshkina. The use of augmented reality technologies in the development of emotional intelligence of future specialists of socionomic professions under the conditions of adaptive learning. CEUR Workshop Proceedings, July 2020. http://dx.doi.org/10.31812/123456789/4633.

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In modern conditions, innovative augmented reality technologies are actively developing, which are widespread in many areas of human activity. Introduction of advanced developments in the process of professional training of future specialists of socionomic professions in the conditions of adaptive training, contributes to the implementation of the principles of a personalized approach and increase the overall level of competitiveness. The relevant scientific article is devoted to the theoretical and empirical analysis result of conducting a psychodiagnostic study on an innovative computer complex HC-psychotest. of the features of the implementation of augmented reality technologies in the construct of traditional psychological and pedagogical support aimed at the development of emotional intelligence of the future specialist. The interdisciplinary approach was used while carrying out the research work at the expense of the general fund of the state budget: “Adaptive system for individualization and personalization of professional training of future specialists in the conditions of blended learning”. A comprehensive study of the implementation of traditional psychological-pedagogical and innovative augmented reality technologies was conducted in the framework of scientific cooperation of STEAM-Laboratory, Laboratory of Psychophysiological Research and Laboratory of Psychology of Health in Bogdan Khmelnitsky Melitopol State Pedagogical University. The theoretical analysis considers the structural model of emotional intelligence of the future specialist of socionomic professions, which is represented by two structural components: intrapersonal construct of emotional intelligence and interpersonal construct of emotional intelligence. Each component mediates the inherent emotional intelligence of interpretive, regulatory, adaptive, stress-protective and activating functions. The algorithm of the empirical block of research is presented by two stages: ascertaining and forming research. According to the results of the statement, low indicators were found on most scales, reflecting the general level of emotional intelligence development of future specialists, actualizing the need to find and implement effective measures for the development of emotional intelligence components in modern higher education and taking into account information development and digitalization. As part of the formative stage of the research implementation, a comprehensive program “Development of emotional intelligence of future professionals” was tested, which integrated traditional psychological and pedagogical technologies and innovative augmented reality technologies. This program is designed for 24 hours, 6 thematic classes of 4 hours. According to the results of a comprehensive ascertaining and shaping research, the effectiveness of the influence of augmented reality technologies on the general index of emotional intelligence is proved. The step-by-step model of integration of augmented reality components influencing the ability to analyze, understand and regulate emotional states into a complex program of emotional intelligence development is demonstrated. According to the results of the formative study, there is a dominance of high indicators of the following components: intrapersonal (50%), interpersonal (53.3%). Thus, we can say that intrapersonal and interpersonal emotional intelligence together involve the actualization of various cognitive processes and skills, and are related to each other. Empirical data were obtained as a

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Killgore, William D., and Sophie DelDonno. Neurological Basis and Potential Modification of Emotional Intelligence through Affective/Behavioral Training. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada602894.

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Killgore, William D. The Neurological Basis and Potential Modification of Emotional Intelligence through Affective/Behavioral Training. Fort Belvoir, VA: Defense Technical Information Center, October 2010. http://dx.doi.org/10.21236/ada564537.

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Killgore, William D., and Lauren Demers. The Neurobiological Basis and Potential Modification of Emotional Intelligence through Affective / Behavioral Training. Fort Belvoir, VA: Defense Technical Information Center, April 2013. http://dx.doi.org/10.21236/ada599247.

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KLIMENKO, I. M., and O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.

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The purpose of the article is to study the possibilities of analog and digital learning in the formation of emotional intelligence and personal-value attitudes of students. In the course of the study, the following tasks were solved: the significance of the formation of emotional intelligence among university students was analyzed; a primary analysis of the possibilities of digital and analog education in the education of personal and value attitudes of young students was carried out. The paper puts forward a hypothesis: at the current stage of digitalization of education, analog training and education prevail in the emotive aspects of educating students’ personal-value attitudes.

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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