Dissertations / Theses on the topic 'Emotional intelligence training programme'
To see the other types of publications on this topic, follow the link: Emotional intelligence training programme.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Emotional intelligence training programme.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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/.
Full text
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
King, Rickey Don. "Development of Emotional Intelligence Training for Certified Registered Nurse Anesthetists." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2091.
Full textAbstract:
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.
6
Saberi, Maria Akbar. "The role of emotional intelligence in enhancing intercultural sensitivity." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7383.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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 valueEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
9
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.
Full textAbstract:
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.
10
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.
Full text
11
Groenewald, Anna Margaretha. "The need for emotional intelligence training in higher education : an exploratory study." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53660.
Full textAbstract:
Thesis (MBA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: Leadership, over the years, has changed due to the rise of new technology, globalisation of markets and increased shareholders' tempo. Leaders are expected to accomplish projectsfaster and with fewer resources. Therefore, to be able to respondto these rapid changes in organisations and the market place, leaders are faced with the challenge of changingthe way people work together. The typical ways of relatingto one another seem more ineffective with each changing day. Organisationsshould therefore face the fact that, today, the quality of relationships is as importantto business success as the quality of products and services produced. Working with people involves some degree of skills in the realm of feeling, along with whatever cognitive elements are at play. This process stands in sharp contrast to purely cognitive competencies, which a computer can be programmed to execute about as well as a person can do it. Emotional intelligence skills, however, are synergistic with cognitive ones, and star performers will have both. The new measure that organisations make use of and take for granted, is that employees will have enough intellectual ability and technical know-how to get the job done. Their focus has moved to personal qualities such as initiative, empathy, adaptability and persuasiveness. It has been found that corporations that seek to employ MBA graduates are looking for capabilities such as communication skills, interpersonal skills and initiative when employing. Research supports the claim that Emotional Intelligence is a form of intelligence, in that it encompasses a set of skills which are coherent and can be measured. Emotional intelligence competencies, such as persuasion, motivation, focus and leadership, can be acquired or learnt. Emotional intelligence should further be seen as an acquired skill that can enhance intellectual performance. Emotional intelligence management therefore gives individuals the opportunity to further their knowledge of people. Emotional intelligence training is mostly about behavioural change: through repeated experiences, people's minds are programmed to react in a certain way when faced with feared encounters or stressors. Old mind patterns keep forcing people to revert to using preset reactions, even though this may be unintentional. Emotional intelligence training will therefore take time and commitmentfrom both the student's and the lecturer's perspectives. Most higher education programs, however, do not focus on emotional intelligence training as part of their curricula, and therefore a serious void exists in terms of essential skills required for success in the workplace, used for piloting their careers and for leadership. Even though more statistical research needs to be done to prove the relative significance of emotional competencies as compared to cognitive abilities, analyses indicates that emotional intelligence translates into hard results within the workplace. For example, sales people can create better and more trusting relationships with clients, customer care representatives can handle customers more effectively, and engineers are able to not only deal with the technical skills required by their positions, but are able to relate to co-workers in a more constructive manner. Taking into consideration that researchers within the field of emotional intelligence believe that emotional intelligence is a more reliable predictor of success in the workplace, it would therefore make sense to start including emotional intelligence training in higher education programs.
AFRIKAANSE OPSOMMING: Leierskap het oor die jare verander, as gevolg van faktore soos vooruitgang in tegnologie, globalisering van markte en versterkte druk van aandeelhouers. Daar word verder verwag van leiers om projekte te realiseer met minder hulpbronne en in korter periodes. Ten einde opgewasse te wees teen hierdie veranderinge, word leiers inherent gekonfronteer met die uitdaging om die manier waarop mense in groepe saamwerk te verander, omrede die bestaande wyses waarop mense met mekaar betrokke is, meer en meer as oneffektief bestempel word. Dit is 'n realiteit dat die kwaliteit van hedendaagse werksverhoudinge net so belangrik tot 'n suksesvolle besigheid is, as die produkte en dienste gelewer. Wanneer daar met mense omgegaan word, behels dit beide 'n gevoels- en kognitiewe element. Hierdie proses is in direkte kontras met suiwer kognitiewe vaardigheid, wat net soveel 'n kwaliteit van 'n rekenaar as die van 'n mens is. Emosionele intelligensie is egter in sinergie met kognitiewe intelligensie, en uitblinkers besit beide kwaliteite. Die nuwe maatstaf wat deur organisasies gebruik word gaan van die veronderstelling uit dat werknemers voldoende tegniese vaardigheid besit om die taak na wense te verrig. Daar is klaarblyklik 'n fokusverskuiwing wat homself meer leen tot kwaliteite soos inisiatief, empatie, aanpasbaarheid en oorredingsvermoë. Daar is verder bevind dat besighede wat MBA gegradueerdes wil aanstel, meerendeels op die uitkyk is vir individue met kommunikasievaardighede, interpersoonlike behendigheid en inisiatief. Navorsing is dit verder eens dat emosionele intelligensie 'n daadwerklike vorm van intelligensie is, gesiene dat dit gemeet kan word en dat dit bestaan uit 'n stel samehangende vaardighede. Emosionele intelligensie vaardighede, soos oorreding, motivering, fokus en leierskap, kan verder aangeleer word. Dit behoort dus gesien te word as 'n verworwe vaardigheid wat 'n persoon se intellektuele kapasiteit versterk. Die bestuur van emosionele intelligensie skep ook die moontlikheid van verdere geesteswetenskaplike studie, en opleiding in emosionele intelligensie omvat meerendeels gedragsverandering. Deur herhaalde blootstelling word die brein geprogrammeer om op spesifieke maniere te reageer wanneer vrese gekonfronteer word. Selfs al word daar gepoog om anders te reageer, word daar teruggeval op ingebedde gedragspatrone. Opleiding in emosionele intelligensie neem dus tyd en toewyding van beide die dosent en sy student. Die meeste tersiêre opvoedingsprogramme fokus egter nie op emosionele intelligensie as deel van die kurrikulum nie, en daar is dus 'n ernstige leemte in die voorbereiding van studente betreffende voldoende vermoëns wat deur leierskap in 'n beroep vereis word. Alhoewel verdere statistiese navorsing benodig word om die relatiewe belangrikheid van emosionele behendigheid teenoor kognitiewe vaardigheid te bepaal, is daar indikasies dat emosionele intelligensie wel bepalend kan wees in die werksomgewing. Verkoopspersoneel kan byvoorbeeld sterker en meer vertrouenswaardige verhoudings bewerkstellig met kliënte, kliëntedienste kan meer effektief hanteer word en ingenieurs kan bemagtig word om in meer as slegs die tegniese aspekte van hulle werk met medewerkers om te gaan. In ag genome dat menige navorsers dit eens is dat emosionele intelligensie 'n getroue voorspeller van sukses is, maak dit dus sin om opleiding in emosionele intelligensie in tersiêre opleidingsprogramme te vervat.
12
Cai, Xinyi. "Game Design Thinking Training for STEAM Educational Purposes and Emotional Intelligence Development." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1563874862700161.
Full text
13
Van, Niekerk Zandri. "Evaluering van 'n emosionele bewustheidsprogram vir kinders in die middelkinderjare in 'n openbare skool in die Vrystaat." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60433.
Full textAbstract:
Emotional awareness is a basic skill underlying emotional intelligence and forms a critical part of the holistic development of children. This skill is described as a person?s capacity to be in contact with his/her emotions and to effectively express emotions. Emotional awareness can enhance the social skills, academic performance, interpersonal relationships, and positive behaviours of children in middle childhood.
Middle childhood is the life stage when children enter the formal school system. The school system primarily emphasises the academic performance of children. However, children also need psychosocial skills in order to adapt to the demands of school and effectively function within the school system. Emotional awareness can thus benefit children within the school environment. Emotional awareness is regarded as a cognitive skill that can be taught to children, for example by means of an emotional awareness programme.
The goal of this study was to evaluate the effectiveness of an emotional awareness programme that was developed for children in middle childhood within the school context. For this purpose, the programme was presented to a sample of 55 children in middle childhood in a public school in the Free State Province. A quantitative research approach, based on a quasi-experimental comparison group pre-test post-test research design, was followed. Data was collected and analysed by means of a standardised measuring instrument, the Levels of Emotional Awareness Scale for Children (LEAS-C).
The research findings indicate that the respondents that attended the emotional awareness programme, showed enhanced levels of emotional awareness. Thus, it could be stated that the emotional awareness of children in middle childhood can be enhanced through their exposure to an emotional awareness programme. Based on the research results, it is recommended that public schools in South Africa consider the implementation of similar programmes in the school environment. It is further recommended comparative studies are conducted in other public and private schools in South Africa.Emosionele bewustheid is n vaardigheid onderliggend aan emosionele intelligensie en vorm n kritiese deel van die holistiese ontwikkeling van kinders. Emosionele bewustheid word beskryf as n persoon se vermoë om in kontak met sy/haar emosies te wees en emosies effektief uit te druk, en kan kinders se sosiale vaardighede, akademiese prestasie, interpersoonlike verhoudings en positiewe gedrag bevorder. Die middekinderjare is die lewensfase waarin kinders die formele skoolsisteem betree. In die skoolsisteem word daar hoofsaaklik klem gelê op kinders se akademiese prestasie. Suksesvolle aanpassing en funksionering in die skool vereis egter ook dat kinders oor genoegsame psigososiale vaardighede beskik om by die eise van die skoolomgewing aan te pas. Emosionele bewustheid kan dus voordele vir kinders in die skoolomgewing inhou. Emosionele bewustheid word beskou as n kognitiewe vaardigheid wat aan kinders geleer kan word, byvoorbeeld deur middel van n emosionele bewustheidsprogram. Die doel van hierdie studie was om die effektiwiteit van n emosionele bewustheidsprogram wat vir kinders in die middelkinderjare in die skoolomgewing ontwerp is, te evalueer. Vir hierdie doel is die betrokke program oor n tydperk van twee maande aan n steekproef van 55 leerders in n openbare skool in die Vrystaat aangebied. n Kwantitatiewe kwasi-eksperimentele navorsingsbenadering, gebaseer op n vergelykende groep voortoets natoets navorsingsontwerp, is gevolg en data is ingesamel en geanaliseer deur gebruik te maak van n gestandardiseerde meetinstrument, die Vlakke van Emosionele Bewustheidskaal vir Kinders (LEAS-C). Die navorsingsbevindinge dui daarop dat die respondente wat aan die emosionele bewustheidsprogram deelgeneem het, verhoogde vlakke van emosionele bewustheid getoon het. Derhalwe kan dit gestel word dat die emosionele bewustheid van kinders in die middekinderjare verhoog kan word deur hul blootstelling aan n emosionele bewustheidsprogram. Op grond van die navorsingsresultate word daar aanbeveel dat openbare skole in Suid-Afrika die moontlikheid oorweeg om soortgelyke programme in die skoolomgewing aan te bied. Daar word voorts aanbeveel dat vergelykende navorsingstudies in ander openbare- en privaatskole in Suid-Afrika herhaal word.
Mini Dissertation (MSW)--University of Pretoria, 2016.
Social Work and Criminology
MSW
Unrestricted
14
Zandberg, Driana. "Evaluation of an emotional awareness programme for children in middle childhood in a private school in Pretoria Gauteng Province." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60444.
Full textAbstract:
Emotional awareness refers to a person's ability to identify and describe one's emotions and the emotions of others. It assists people to manage and control their emotions and is an important skill underlying effective psychosocial functioning. Emotional awareness is a core component of emotional intelligence. For children, the capacity for emotional intelligence and emotional awareness can hold advantages such as enhancing their interpersonal and communication skills, academic performance, coping skills and self-esteem. Emotional awareness can thus assist children with their adjustment to and academic performance in school.
Emotional awareness is regarded as a skill that can be taught to children. The goal of this study was thus to evaluate an emotional awareness programme that was developed for children in middle childhood within the educational setting (Knoetze, 2012). The study was based on a quantitative research approach. A quasi-experimental comparison group pre-test post-test research design was followed, according to which the effect of the programme could be determined by comparing pre-test and post-test data of an experimental and a comparison group. The respondents were children in middle childhood attending a private school for learners with learning disabilities. A standardised measuring instrument, the Levels of Emotional Awareness Scale for Children (LEAS-C) was used to collect data.Mini Dissertation (MSW)--University of Pretoria, 2016.
Social Work and Criminology
MSW
Unrestricted
15
Newton, Miche. "The Effect of Training and Development on the Emotional Intelligence of Leaders across Industries." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60513.
Full textAbstract:
Introduction
Emotional intelligence plays a vital role in all areas of both personal and work life. To determine whether training and development has an effect on the level of Emotional Intelligence (EI) of leaders is therefore of utmost importance.
Research purpose
The purpose of the study is to investigate the effect of EI training and development programmes on leaders across industries.
Motivation for the study
The motivation for this study is to determine whether EI training does have an effect on the participating managers within various industries and is thereby showing a return on investment.
Research design, approach and method
The purpose of the study is explanatory in nature. A pre-experimental research design was adopted through the use of a one-group pre-test and post-test design. This design resulted in quantifiable data that was compared across industries.
The data was collected through a quantitative, 360 degree Questionnaire used in practice. Main findings
EI training does have a positive and significant effect on the participants in the study. Significant changes occurred across the participants' average EI scores on all the instrument's nine items as well as the overall EI score. Results showed a significant increase in EI skills across all industries. What was interesting in the results were the significantly different industry average EI scores before and after the training intervention. However, despite those significant baseline differences the study found no significant difference in the positive increase of the participating managers' overall EI scores.
Future research / Limitations
Future studies could determine whether a difference might exist between the level of EI of males and females. In order to overcome the sample limitation it would be beneficial to obtain a larger sample with the inclusion of more industries for comparison purposes. The use of a control group, a registered instrument and more statistically advanced techniques could also be considered in future.
Conclusion
Results showed that in the current study, EI can be increased across industries regardless of the EI baseline the individuals started with before the training intervention. This ultimately results in a return on investment for the organisation's monetary investment in EI training as an intervention.Mini Dissertation (MCom)--University of Pretoria, 2016.
Human Resource Management
MCom
Unrestricted
16
Khan, Rifat Abbas. "The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children." Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30020.
Full textAbstract:
Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au PakistanThe purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase
17
Boshoff, Tanya. "The compilation and evaluation of a creativity programme for children in middle childhood / Tanya Boshoff." North-West University, 2006. http://hdl.handle.net/10394/23.
Full text
18
Borders, Morgan R. "The Effect of Emotional Competencies on Team Functioning." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1578305626794175.
Full text
19
Rene, Claire. "Effects of Emotional Intelligence Training on Emerging Staff and Student Leaders in a Collegiate Setting." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/31.
Full textAbstract:
This study explored the effects of emotional intelligence (EI) training on emerging staff and student leaders’ EI quotient (EQ) score. The dissertation was designed to provide training incorporating EI concepts for emerging leaders who were considering enhancing their EI skills. Currently, the EI theory is not prevalent in leadership development training curricula in either academia or corporate settings (Freedman, 2010; Gliebe, 2012; Moore, 2012). EI is a form of social intelligence that allows an individual to discern, maintain, and control his or her own and others’ emotional reactions (Mayer & Salovey, 1998). EI is measurable in the form of a quotient number known as an EQ. Previous research (Goleman, Boyatzis, & McKee, 2013; Mittal & Sindhu, 2012; Suciu, Gherhes, & Petcu, 2010) indicated a positive correlation between individuals with high EQ and their success rates as great leaders and motivators.
Researchers (Deepa, 2013; Khosrovi, Manafi, Hojabri, Aghapour, & Gheshmi, 2011; Love, 2014) who conducted studies on the topic of EI revealed that, once the learner is exposed to EI training, then his or her EQ increased thus the learner had the ability to develop as an effective manager of his or her and other’s emotions, behavior, and reaction. The researcher developed an EI training based on Bar-On’s (2006) EI theory to help the participants learn more about using EI to influence positively how they managed their emotions, lives, and other’s emotions and how they made decisions. The methods that were incorporated in the training were self-paced video recordings and activities.
The study included 30 participants (control group =15 participants and trained group = 15 participants) who first completed Bar-On’s (2005) Emotional Quotient Inventory assessment to measure their EQ scores (pretest) and then a reassessment (posttest). The scores were computer generated by Bar-On’s (2005) Emotional Quotient Inventory, which provided 1 total EQ score, 5 composite scores, and 15 subscale scores for all the participants. All the participants’ scores were calculated by using the Wilcoxon signed-rank test and descriptive statistics tools to test the effects of the EI training. The 15 trained participants completed a computer-generated 4-question feedback survey that was e-mailed to them.
The EQ scores were examined and compared to each other: trained versus untrained. The results showed that the trained grouped had an incremental increase in their EQ score. The increase was not statistically significant except in the area of self-awareness. Self- awareness is a subscale that encompasses the importance of the participants’ ability to identify their emotions and feelings, discover their origin, and use it to form positive outcomes (Goleman, Boyatzis, & McKee, 2013).
20
Rust, David Allen. "RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT." UKnowledge, 2014. http://uknowledge.uky.edu/edl_etds/8.
Full textAbstract:
Linda Darling-Hammond (1997) states that the classroom teacher is the most influential variable influencing student achievement outside of the child’s home environment. Many studies have attempted to identify the specific attributes of teachers who are more effective than others. During the last decade, research has shown that teachers who work to develop relationships, while delivering relevant and rigorous instruction, demonstrate greater student achievement.
Additional studies from the world of business tell us that those individuals with increased levels of emotional intelligence are better leaders, managers and salespersons, and are more frequently hired into those positions by large corporations. They are more likely to get along with peers, be promoted and demonstrate success when working with others. A similar relationship may exist in the field of education between teachers who exhibit increased levels of emotional and student academic achievement.
This pilot study investigated possible relationships between the academic performance of sixth grade math students and the emotional intelligence of their corresponding teachers through the use of descriptive statistics. Although no significant findings were established, the data provide a useful starting point for future queries into this construct.
21
Testa, Daniel. "An Empirical Study on the Association of Mindfulness and Emotional Intelligence to Burnout Among Counselors-in-Training." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1414141553.
Full text
22
Hugo, Lucille. "The development and evaluation of a self-concept enrichment programme for children aged 7-9 years / Lucille Hugo." Thesis, North-West University, 2005. http://hdl.handle.net/10394/854.
Full textAbstract:
This study was an integral constituent of a multidisciplinary research project by
the School of Psychosocial Behavioural Sciences: Psychology and the School for
Bio-kinetics, Recreation and Sport Sciences of the Northwest University
(Potchefstroom Campus). Previous research has found that children diagnosed
with Developmental Co-ordination Disorder (DCD) manifest with motor
impairments and psychological impediments, such as a poor self-concept
(Henderson, May & Umney, 1989; Losse et a/., 1991 ; Skinner & Piek, 2001). The
purpose of this multidisciplinary research project was thus to intervene holistically
in the lives of these children, by presenting a motor-based and psychosocial
programme. The aims of this study were to compile a self-concept programme
and to determine whether it would affect the self- concept, emotional intelligence
and anxiety of the participants. It was a quantitative study, which was conducted
using a three-group pre- and post-test design. The child kinetics researcher
confirmed the DCD state of the participants (n=67), through the use of the
Movement Assessment Battery for Children (MABC). Participants were randomly
divided into four groups and allocated to an intervention method. Participants
were pre-tested with the Tennessee Self- Concept Scale (TSCS), Bar-On
Emotional Intelligence Scale (EQ-i:YV) and the Children's Anxiety Scale (CAS).
Intervention took place as follows: experimental group 1 (motor-based
intervention programme), experimental group 2 (psychological intervention
programme), experimental group 3 (integrated psycho-motor intervention
programme) and control group 4 (no intervention). For the purpose of this study,
all four groups were taken into consideration, but were discussed only as 3
groups. After the intervention, one month was allowed before the post-testing of
the subjects took place. Measuring instruments used were: TSCS, EQ-i:YV, CAS
as well as the MABC. Findings were as follow: children who participated in the
motor-based programme showed significant improvements in their motor
proficiencies. Children who participated in the self-concept programme, showed
significant improvements in their intrapersonal abilities, adaptability and total
emotional intelligence and tendencies towards improvement in the following
domains: identity, mood, behaviour, academics and their perception of self in
relation to family. In conclusion, children diagnosed with DCD benefit from
intervention such as this self- concept programme. Literature (Braet, Mervielde &
Vandereycken, 1997; O'Dea & Abraham, 1999; Pierce & Wardle, 1997) however,
emphasize that self-concept is not a dimension in isolation, but is also influenced
by a child's physical performance and appearance. Therefore, the self-concept
programme should preferably be combined with a motor-based intervention
programme.Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2005.
23
Davis, Susan. "Examining the implementation of an Emotional Literacy Programme on the pedagogy and reflective practice of trainee teachers." Thesis, Cardiff Metropolitan University, 2012. http://hdl.handle.net/10369/3975.
Full textAbstract:
This study investigated trainee teachers’ delivery of a targeted programme entitled ‘Special Me Time’ (SMT) whilst on teaching placements in Foundation Phase settings in South Wales, over a training year. As reflective practice formed an integral part of the research, the study also aimed to discover whether students reflected effectively on their practice by employing specific reflective practice skills. The teaching experiences of two BA Initial Teacher Training (ITT) Year 3 students and six PGCE ITT students were scrutinised, primarily through examination of student reflective diaries and lesson evaluations. In addition, the study explored the rationale for the further development of good practice in pedagogy related to Personal and Social Development, Well -Being and Emotional Literacy (PSD/WB/EL) and reflective practice in the School of Education of a large university. The analysis of results revealed two common themes: Theme one related to the development of students’ pedagogical practice and to the teaching and facilitation of PSD/WB/EL during ‘Special Me Time’ (SMT). Theme two related to students’ use of reflective practice to assess and reflect upon teaching performance and competencies relating to PSD/WB/EL as part of the SMT programme. Findings from research showed that students gained in knowledge relating to PSD/WB/EL from undertaking the ‘Special Me Time’ programme. However, students found it difficult to effectively quantify the differences that the programme made. Students were aware however, that they were spending what they termed ‘quality time’ with the children. Students appreciated the concept of reflective practice, but often did not reflect upon or credit themselves with pedagogical achievements as a result of this process. Although student reflection was evident, students did not use reflection as a fundamental part of their practice. They often viewed reflection as superfluous and either did not wholly engage in the concept or undertook it but did not document the process fully, often engaging in what I termed ‘shallow reflection’. The study concludes by recommending that further research should be conducted in this area. Further evaluation of the benefits of equipping all ITT primary students regardless of age specialism chosen, with skills and knowledge in relation to teaching/facilitating PSD/WB/EL would be pertinent. The importance of ITT students developing skills and knowledge in order to integrate reflective practice into their professional practice is particularly significant. Findings from this research will inform future delivery of ITT primary programmes.
24
Rees, Carys. "The impact of emotional literacy support assistant training on teaching assistants' own trait-emotional intelligence and self-efficacy and their perceptions in relation to their future role." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/95293/.
Full textAbstract:
The role of TAs has changed considerably from that of supporting teachers and children with additional learning needs to that of providing emotional support and personal and social development (Groom, 2006). Consequently, the Emotional Literacy Support Assistant (ELSA) programme was developed (Burton, 2009) as a training programme to develop the skills of teaching assistants (TAs) in schools to provide emotional support for children in their schools. However, their effectiveness in delivering this programme is likely to be governed by levels of self-efficacy, that is, the belief they have about their capabilities (Gibbs, 2002; Tschannen-Moran, Woolfolk-Hoy & Hoy, 1998). Self-efficacy beliefs are predicted by the components of trait-emotional intelligence (Chan, 2004) and there is a need for research exploring the relationship between school staff emotions and efficacy beliefs (Emmer & Hickman, 1991). This research utilises a multi-methods approach exploring the self-efficacy and trait-emotional intelligence of TAs before and after having completed the ELSA training and the perceptions TAs have regarding their future role. Statistical analysis of the quantitative data collected from the questionnaires revealed that the self-efficacy and trait-emotional intelligence scores of the participants increased after having completed the ELSA training. Thematic analysis of the qualitative data collected from the focus group revealed that TAs identified issues that influenced their perceptions of their future roles as ELSA both negatively and positively. The four main themes were identified, with sub themes and subordinate themes. The overarching main theme identified was ‘systemic issues’ as the main concern with the sub themes ‘lack of support from school’ and ‘lack of self-efficacy for the role’. The second occurring main theme was ‘improved knowledge and understanding’ with the sub themes ‘value of the ELSA role & training’ and ‘a better understanding of the ELSA values’. The third occurring main theme was ‘benefits of ELSA for children and TAs’, with the sub themes ‘developing personal skills’ and ‘benefits for children’. The final occurring main theme was and ‘low self-efficacy and confidence’ with the sub themes ‘self-efficacy for the ELSA role’ and ‘fears and loneliness of ELSA role’.
25
Lundgren, Joakim. "Emotional intelligence, need for cognition and cognitive reflective ability related to attitudes towards a further training program among preschool staff." Thesis, Stockholms universitet, Psykologiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144138.
Full textAbstract:
There are currently scarce research regarding further training programs and employees’ attitudes toward them. This present work examined 95 preschool employees from one municipal community in matters of emotional intelligence, need for cognition, and cognitive reflective ability and how these influenced their attitudes toward a further training program called International Child Development Programme, ICDP (study 1). Six participants were also interviewed in regards to more organizational aspects of the ICDP-training and their experiences of the program’s implementation in the actual worksituation (study 2). The results of study 1 showed a positive relationship between emotional intelligence and attitudes toward the program. Study 2 revealed lack of follow-ups and sustainability of the program in the real-life work-situation. Suggestions for countering these flaws as well as a more individually focused approach in embracing, applying and maintaining the teachings of a further training program are discussed.
26
Hale, Patricia. "Manager Training: Professional Development Content for New and Newly Promoted Managers." Ohio University Honors Tutorial College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1461322913.
Full text
27
Ellwood, Caroline. "Predictors of quality of life in the systems training for emotional predictability and problem-solving (STEPPS) programme for clients with borderline personality disorder." Thesis, University of Surrey, 2017. http://epubs.surrey.ac.uk/841752/.
Full textAbstract:
Quality of life (QoL) is impaired in clients with Borderline Personality Disorder (BPD). The recovery literature considers QoL an important outcome and in particular this diagnostic group value it. Yet few studies measure QoL following treatment. As a result, it is unclear how treatments work. Treatments often target symptom improvement with the assumption that QoL will also improve. Whilst this may be partially correct, the literature implicates other factors as potential mechanisms of change. This thesis aimed to explore the impact of treatment on QoL outcomes and investigate predictors of QoL. Part one presents a literature review examining QoL outcomes following BPD treatment. The findings extended a previous literature review and confirmed that QoL does improve following treatment. Different domains of QoL may improve at different rates which may be as a function of treatment targets. Part two is an empirical paper investigating symptomatic, service usage and QoL outcomes following Systems Training for Emotional Predictability and Problem-Solving (STEPPS) and also investigated the following predictors of QoL: symptom change, change in cognitive schema (filters) and group cohesion. The findings suggested that QoL and symptomatic outcomes improved following STEPPS; yet service usage did not and remained consistently low. Symptom change and change in cognitive filters predicted QoL outcomes but group cohesion did not.
28
Ebrahim, Habiburaghman. "Investigation of the effectiveness of coaching in the development of leadership competencies (emotional intelligence) within BPSA (Pty) Ltd." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/8585.
Full textAbstract:
Thesis (MBA)--Stellenbosch University, 2008.ENGLISH ABSTRACT: This research report is a qualitative study of the effectiveness of executive coaching for the development of emotional intelligence competencies. Eleven executives from a private organisation were interviewed regarding recent coaching they had received. This coaching was offered as part of a development program that was grounded in action learning. Through these interviews, the executives shared their perspectives of the coaching process and the degrees to which they were able to benefit. They described the different styles of their coaches and the rapport each had with their own team‘s coach. The executives reported that as a result of coaching they demonstrated increased awareness of their emotional intelligence competencies. The data collected through this study suggested that executive coaching is an effective tool in the enhancement of emotional intelligence competencies in executives. Certain factors add to the likelihood that a benefit will be achieved through the coaching process, including the participants‘ openness to learning, the relationship between the coach and the participants, tools and frameworks used in the coaching process and the relevance of the coaching to the work of the executives. Organisational culture and environment also surfaced as important factors in predicting success in the coaching process. This study will be of value to researchers or organisational leaders exploring the benefits of executive coaching.
AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag is 'n kwalitatiewe studie van die effektiwiteit van bestuursopleiding vir die ontwikkeling van emosionele intelligensie vaardighede. Elf bestuurslede van 'n privaat organisasie is onderhoude mee gevoer in verband met onlangse opleiding in die verband. Die opleiding is verskaf as deel van 'n ontwikkelingsprogram wat gegrond is in aksie opleiding. Deur middel van die onderhoude, het die bestuurslede hul perspektief van die opleidings proses gedeel asook tot watter mate hulle daaruit voordeel getrek het. Hulle het die verskillende style van hulle opleiers beskryf en die rapport wat elkeen met sy span gehad het. Die bestuurslede het verslag gedoen van hulle toenemende bewuswording van hulle emosionele intelligensie vaardighede. Die data byeengebring deur hierdie studie suggereer dat bestuursopleiding 'n effektiewe instrument is vir die toename van emosionele intelligensie vaardighede van bestuurslui. Suksesfaktore dra by tot waarskynlikheid van voordele bereik deur die opleiding, wat ook insluit, die deelnemer se ontvanklikheid vir lering, die verhouding tussen die opleier en die deelnemers, instrumente en raamwerke wat gebruik word in die opleidingsproses en die relevansie van die opleiding het ook opgeduik as belangrike faktore in die voorspelling van sukses in die opleidingsproses. Hierdie studie sal waardevol wees vir navorsers of organisatoriese leiers wat die voordele van bestuursopleiding wil ondersoek.
29
Dean, Susan A. "Soft Skills Needed for the 21st Century Workforce." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3669.
Full textAbstract:
Technical skills are no longer enough for workers to compete in this highly competitive global work environment. Soft skills are of paramount importance. A multiple case study design through the lens of emotional intelligence formed the basis of the research study. The focus of the research was identification of the successful soft skills training strategies in the logistics industry. Three logistics organization leaders in the counties of Burlington, Middlesex, and Somerset, New Jersey, were participants in the study. Data were collected through semistructured interviews and the review of company documents. Four themes emerged through data analysis of converging multiple data sources: (a) the use of a combination of group and individual training, (b) the identification of training needs by individual, (c) the use of a systematic method to resolve emotional behaviors at work, and (d) the importance of effective communication. The study findings may contribute to social change by providing guidelines to use for setting up soft skills training programs. The soft skills training program may be used to target disadvantaged individuals who are unemployed or living in poverty. Improving the soft skills of disadvantaged individuals may help them gain and retain suitable employment. Gainful employment may have a long-term effect of improving their quality of life, while reducing their reliance on social welfare programs.
30
Hill, Thomas Keith. "The relationships among master's level counseling trainees' training level, emotional intelligence, and psychophysiological correlates of emotion regulation during a simulated counseling interaction." Thesis, The University of North Carolina at Charlotte, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3563171.
Full textAbstract:
This study explored the relationships among master's level counseling trainees' level of training, ability emotional intelligence (EI), and psychophysiological correlates of emotion regulation recorded during a video-simulated client interaction. Agreement exists among counselor educators, researchers, and theorists that counselors' emotion regulation is foundational to the competent delivery of counseling treatment. The literature further suggests that counselors and trainees experience frequent emotional challenges that overwhelm emotion regulation skills, interfere with competent delivery of service, and affect client outcomes. However, little research in counseling training and supervision has investigated trainees' emotion regulation or factors that support adaptive emotion regulation while trainees interact with clients who are experiencing emotional distress.
Participants were 66 master's level counseling trainees from counseling programs accredited by the Counsel for Accreditation of Counseling and Related Educational Programs. Participants' EI was operationalized as scores on the Mayer, Salovey, and Caruso Emotional Intelligence Test (Mayer, Salovey, Caruso, & Sitarenios, 2003). Emotion regulation was operationalized as electrodermal activity (EDA), high-frequency heart rate variability, and the standard deviation of normal heartbeat intervals (HRV-SDNN). Correlation and regression analyses indicated that psychophysiological correlates of trainees' emotion regulation were not significantly correlated with training. However, HRV-SDNN significantly correlated with total EI, and the EI subscale Perceiving Emotions, while EDA significantly correlated with the Managing Emotions subscale.
31
Por, Jitna. "Emotional intelligence (EI) : its relationship to perceived stress, coping strategies, subjective well-being and professional performance among students undertaking a pre-registration adult nursing programme." Thesis, King's College London (University of London), 2008. https://kclpure.kcl.ac.uk/portal/en/theses/emotional-intelligence-ei(a8bfad83-e913-4210-b625-68913520c124).html.
Full text
32
Al-Rawahi, Nuhaila Mohamed Said. "Effective emotional literacy programmes : teachers' perceptions." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3261.
Full textAbstract:
Paper One: Social and emotional literacy has become an educational agenda on a national and international level. Schools universally are addressing deviant behaviour through a social learning perspective. Emotional literacy (EL) reflects three of the five outcomes for “Every Child Matters: Change for Children” (DfES, 2003): to be healthy, to enjoy and achieve and to make a positive contribution. EI is also embedded in the legal framework for the associated reform that is set out in the Children Act (2004). The five outcomes for Every Child Matters are statutory demands on educational institutions and welfare services. Since EL is reflected in the outcomes, it suggests that it too needs to be addressed. However, schools have the flexibility in how they chose to address it. This study aims to evaluate a personalised approach in promoting EL in Key Stage Two (KS2) children in one primary school. A pre and post design was used to evaluate the school’s new approach (NA). Class teachers completed Strengths and Difficulties Questionnaires (SDQs) for 75 children pre-NA and post-NA. Statistical tests were used to: 1) Compare the pre SDQ scores to the post SDQ scores to determine whether the NA produced a significant change. 2) Determine where there was a significant difference between the research sample scores and the expected value scores according to the classification of the SDQ scores. 3) Compare the research sample SDQ scores to the SDQ scores from the norm data of the British population. Results of the statistical analysis suggest that the NA was effective as there was a significant improvement in the overall general behaviour according to the total difficulties scores. The statistical analysis revealed mixed results for the five scale scores. The hyperactivity scale, the peer problems scale and the emotional symptoms scale showed significant improvements. However, the pro social scale showed a significant decline and the conduct problems scale was the only scale that showed no significant difference between pre-NA and post- NA. Further tests conducted to strengthen the quality of the sample showed the pro social scale was in line with the British norms even with the significant decline. Similarly, the conduct problems scale was in line with the British norm post-NA. The research has produced encouraging statistics for the effectiveness of NA on the children’s behaviour, however, it calls for a re-evaluation of the NA in order to improve the pro social behaviour and lessen conduct problems. Section One Introduction 1.1 Purpose Personal, social and emotional development is as much a concern as academic development in children. Research suggests that social and emotional skills are needed to succeed in school (Thompson, 2002) to establish and sustain relationships, reduce aggressive behaviour (Nagin & Tremblay, 1999) and create an ideal learning and teaching environment. The objective of this research is to determine whether the school’s personalised EL programme (NA) produces favourable behavioural outcomes in children. Paper Two: Social and emotional literacy has become an educational agenda on a national and international level. Schools universally are addressing deviant behaviour through a social learning perspective. Emotional literacy (EL) reflects three of the five outcomes for “Every Child Matters: Change for Children” (DfES, 2003): to be healthy, to enjoy and achieve and to make a positive contribution. EI is also embedded in the legal framework for the associated reform that is set out in the Children Act (2004). The five outcomes for Every Child Matters are statutory demands on educational institutions and welfare services. Since EL is reflected in the outcomes, it suggests that it too needs to be addressed. However, schools have the flexibility in how they chose to address it. This study aims to evaluate a personalised approach in promoting EL in Key Stage Two (KS2) children in one primary school. A pre and post design was used to evaluate the school’s new approach (NA). Class teachers completed Strengths and Difficulties Questionnaires (SDQs) for 75 children pre-NA and post-NA. Statistical tests were used to: 1) Compare the pre SDQ scores to the post SDQ scores to determine whether the NA produced a significant change. 2) Determine where there was a significant difference between the research sample scores and the expected value scores according to the classification of the SDQ scores. 3) Compare the research sample SDQ scores to the SDQ scores from the norm data of the British population. Results of the statistical analysis suggest that the NA was effective as there was a significant improvement in the overall general behaviour according to the total difficulties scores. The statistical analysis revealed mixed results for the five scale scores. The hyperactivity scale, the peer problems scale and the emotional symptoms scale showed significant improvements. However, the pro social scale showed a significant decline and the conduct problems scale was the only scale that showed no significant difference between pre-NA and post- NA. Further tests conducted to strengthen the quality of the sample showed the pro social scale was in line with the British norms even with the significant decline. Similarly, the conduct problems scale was in line with the British norm post-NA. The research has produced encouraging statistics for the effectiveness of NA on the children’s behaviour, however, it calls for a re-evaluation of the NA in order to improve the pro social behaviour and lessen conduct problems.
33
Nauheimer, Elke. "Trait Emotional Intelligence : evaluating the theoretical construct, its relationship to other psychological variables, and potential interventions to enhance it." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/595266.
Full textAbstract:
Research suggests that there are now two distinct approaches to Emotional Intelligence (EI): ability and trait. To date, however, the literature indicates that the construct remains poorly defined and not always adequately measured. Focusing on trait EI, the current thesis identifies a number of research questions that centre on what it is that defines EI in relation to existing definitions and other constructs, namely, happiness, self-esteem, mood and personality. Moreover, a programme of empirical study investigates whether a training intervention can enhance levels of EI and thus contribute to the emerging applied field of enquiry. This has been achieved through the employment of a series of studies. The initial study used the Repertory Grid Technique (RGT) and Principal Component Analysis (PCA) to generate a definition of EI, which directed this thesis towards alignment with the trait approach. The second study aimed to identify correlations and explore possible predictor variables through the application of Pearson’s r and Hierarchical Regression analysis. Moreover, a Mediation and Moderation analysis investigated whether EI has a mediating or moderating role when combined with other predictors. Two further experimental studies examined whether EI could be experimentally enhanced through a programme of relaxation and positive thinking when compared with a control group engaged in a non-demanding reading task. The results of the first study produced a definition of EI that included descriptions of work-related qualities with the second study yielding results of high correlations between EI, happiness and self-esteem, which were also identified as predictor variables. EI was found to act as a mediator and moderator. Analysis of Variance generated results for the first experimental study that showed overall non-significant interactions. To investigate beyond these findings, the second programme showed that the training programme induced positive changes. It was concluded that, overall, the results contribute to a definition beyond existing definitions of EI, demonstrating EI’s strong associations particularly with happiness, self-esteem and, its mediating and moderating role with other predictors. Primarily, the results from the second experimental study demonstrate the potential of EI in the applied field, including education, work and health.
34
Al-aoufi, Hiam. "An investigation into issues related to the establishment of a parental training course to develop an early intervention home-based programme for children with autism." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6192.
Full textAbstract:
Context: The aim of the proposed research is to investigate autism early intervention in Saudi Arabia, taking into account the reality that such services are in a relatively early stage of development in Saudi Arabia due to the current limited experience in the autism domain generally and in early intervention programmes specifically. As such, this study was intended to act as a basis for gaining a greater understanding about how such services could be developed in Saudi Arabia in the future. Indeed, special attention was given to the cultural specifications to see if such programmes can be implemented and adapted to fit the needs of the families in Saudi Arabia. Objective: The aim is to develop the parental training programme that emerges from parents‟ needs in relation to their children with autism in which a parental training programme can be developed that leads to the establishment of a home-based intervention programme. Method: The constructivist grounded theory approach used to identify programme components, their implementation and effectiveness. Data collected from (20 interviews, 251questionnaires, 8 programme evaluation sheets, parental stress index short form (PSI-SF). Results: The present study suggested a parental training course framework with a detailed description of its components, delivery approach and evaluation process. This study also provided clear evidence that the current suggested parental training framework targeted the participants' needs and provided them with the support, the information and the skills that they needed at the post diagnosis stage. Conclusion: This result can sensitise services providers in establishing a parental training programme to help empower parents to administer some of the therapies to their autistic children that are needed on a day to day basis, with the minimal amount of stress to the parental life style.
35
Fauconnier, Justine. "Developing indicators of emotional school readiness of South African children and possible therapeutic use thereof." Diss., Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09122005-133806/.
Full text
36
Wilson, Christina R. "Unshackled: A phenomenological study of the effects of holistic conflict resolution training on inmate self-efficacy." NSUWorks, 2016. http://nsuworks.nova.edu/shss_dcar_etd/49.
Full textAbstract:
American prisons are overflowing with inmates exacting an incalculable human and moral cost on inmates, their families, and society. A central theme in criminality is the inability to deal with conflict and the affiliated emotions in an appropriate manner. Further, problem-solving, communication, and consequential thinking skills are lacking in the lives of many inmates due to lack of proper role models, lack of skills, and lack of expectations. Focusing on inmate education is one of the most effective forms of crime prevention according to leading criminological theorists. This phenomenological study was an assessment of a ten-session, holistic conflict resolution course for inmates called Reach Out with Purposeful Engagement Skills. The course is centered on emotional intelligence skills including self-awareness, self-regulation, and empathy, and incorporates a multi-theoretical framework consisting of (a) human needs theory, (b) hope theory, (c) social construction theory, (d) appreciative inquiry, and (e) restorative justice principles. The teaching methodology was centered on positive criminology, a sub-group of positive psychology which embraces concepts such as compassion, encouragement, goodness, gratitude, positive modeling, and spirituality. An underlying belief was that recognition of individual participant strengths, if nurtured and developed, can contribute toward personal change. Results of the study describe participant’s perceptions of self-efficacy in conflict resolution which resulted in personal change and empowerment. This study contributes toward qualitative literature supporting socio-emotional education for inmates delivered in a constructive environment to inspire transformation at a deep and necessary level in order to support and promote desistance.
37
Rieck, Troy P. "Supervisors, Trainees, and Client Outcomes in the Training Clinic: Toward an Understanding of Relational Factors." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700077/.
Full textAbstract:
Estimates of healthy years of life lost due to mental illness are increasing, calling greater attention to the provision of effective psychotherapy services. Hypothesized to be the key mechanism through which competencies are developed in trainee clinicians and subsequent client outcomes, clinical supervision is deserving of greater attention. Drawing on a sample of supervisors, trainees, and clients from a training clinic, the present study sought to clarify the relational factors that could facilitate the asserted supervisor-client outcome link and to better understand if, and how, clinical supervisors influence client outcomes. With the exception of supervisor openness to experience, supervisor factors did not predict meaningful variance in client outcomes. Trainee extraversion and openness to experience predicted significant variance in leader-member exchange and supervisory working alliance. Dispositional trainee factors (e.g., personality) appear to impact trainee perceptions of the supervisory relationship. Implications for training and development are discussed, in addition to directions for future research.
38
Steurenthaler, Jochen, and Lieshout Sjors van. "Effective Multi-Cultural Project Management : Bridging the gap between national cultures and conflict Management styles." Thesis, University of Gävle, Department of Business Administration and Economics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-131.
Full textAbstract:
This study identifies the competencies needed by a multi-cultural project manager, and investigates a potential link between conflict management styles and national culture. It takes as its base the assumption that cultural differences are demonstrated during conflict, and may in fact be the cause of the conflict. As a result, the manager of a multi-cultural project team must be able to manage conflict constructively in order to realise the full potential of the team.
The research begins by reviewing literature on project management, national culture, and conflict. A survey was performed on over 60 individuals from various cultural backgrounds, to analyse patterns in their methods of handling conflict. The study shows that there is in fact a link between different cultures and different management styles.
39
Ranweg, Liv. "Det ska va kul och smitta av sig : En kvalitativ studie om ledarskapskonsulters attityder kring emotionell intelligens och ledarskap." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68752.
Full textAbstract:
Emotionell intelligens (EI) i relation till ledarskap och organisatorisk effektivitet studeras allt mer och börjar anses mer viktigt. I denna studie redovisas ledarskapskonsulters attityder till EI och ledarskap. Kunskap om detta område är viktig eftersom deras attityder påverkar arbetssamhället då de utbildar, föreläser och lär ut till människor som ska bli eller som redan är ledare. Frågeställningar var: Vad anser informanterna innefattar EI? och Hur samverkar EI och ledarskap? Studien är kvalitativ där jag med hjälp av en semistrukturerad intervju samlat information från sju kvinnor och fyra män som alla arbetar som ledarskapskonsulter. De arbetar inom olika organisationer och företag och är mellan 40 - 62 år. Intervjuerna tog upp frågor som Vad innebär EI, Vad är en bra ledare, frågor kring bemötande samt hur de sprider sina attityder i ämnet. Vidare fick deltagarna reflektera kring om de anser att de finns något sätt att ersätta EI och om det går att utveckla graden av EI. Resultatet visar att samtliga informanter anser att EI är viktigt inom ledarskap för att på ett effektivt sätt kunna delegera, motivera och leda sina följare, men också för att kunna utveckla ett effektivt team.EI in relation to leadership and organizational effectiveness is studied more than ever and is considered more important. I have through my study gathered leadership consultants attitudes towards EI and leadership. Knowledge about this area is important as their attitudes affect the work community as they train, lecture and teach people who will be or who are already leaders. The research questions where: What do the management consultants regard as EI? and How does EI and leadership interact? The study is qualitative and I was using a semi-structured interview to collect data from seven women and four men who all work as Leadership consultants. They work in various organizations and businesses and are between 40-62 years. The interview covered questions like What does EI mean? What is a good Leader? questions about treatment and about how they spread their attitudes in the area. Furthermore, the informants had to reflect on whether they think there is any way to replace EI and if it is possible to develop the level of EI. The results show that all informants believe that EI is important in leadership to effectively be able to delegate, motivate and lead their followers, but also to develop an effective team.
40
Dolzhenko, Inna Nickole. "Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011839/.
Full textAbstract:
In response to the main federal K-12 law, the Every Student Succeeds Act (ESSA) and the teacher education program standards, teacher education programs have tried to address social and emotional learning (SEL) content in their curricula. Adding information on SEL alone may not be enough to overcome the shortenings of many existing early childhood programs. The current study attempted to address these shortenings through the inclusion of specialized SEL strategies and sample activities in addition to traditional content on social-emotional learning and development. This study was organized within a quasi-experimental design framework. One hundred thirty-nine preservice teachers were divided between control and treatment groups. The treatment group was exposed to the intervention (i.e. additional/special SEL strategies and activities) in the modified Nurturing Children's Social Competence class, while the control group was in the traditional version of the same class (i.e. traditional instruction with no additional/special SEL strategies and activities). All students were surveyed using the SEL Beliefs Scale for Preservice Teachers and the SEL Knowledge and Attitudes Scales for Preservice Teachers. The surveys were conducted at the beginning and at the end of the semester. An exploratory factor analysis, MANOVA, and descriptive discriminant analysis were used to analyze the data. Findings revealed that preservice teachers in the treatment group gained greater knowledge about (a) SEL in general, (b) the development of SEL skills in young children, and (c) implementation of the SEL strategies in the classroom. In addition, preservice teachers in the treatment group developed more positive attitudes toward implementation of SEL strategies and the importance of teaching social and emotional skills to young children. Even though SEL beliefs did not predict treatment / control group differences, there were statistically significant differences in the development of SEL beliefs within each group. Preservice teachers in both groups highly believed that creating a SEL environment in the classroom and schoolwide is essential.
41
Sylva, Lazo Maritza Yesenia. "La inteligencia emocional para la prevención y desarrollo emocional en la formación del profesorado del nivel de 3 a 5 años de educación inicial en Ecuador." Doctoral thesis, Universitat de Barcelona, 2019. http://hdl.handle.net/10803/667837.
Full textAbstract:
Esta tesis se centra en el estudio de la educación de la inteligencia emocional en el profesorado de educación inicial, con el propósito de diseñar, desarrollar y evaluar un programa de educación de la inteligencia emocional en la formación del profesorado. El estudio parte de un marco teórico fundamentado en la educación de la inteligencia emocional que toma como referente el modelo de Mayer y Salovey y en referencia a los programas de educación emocional toma como referencia el modelo de Nelis, Quoidbach, Mikolaczak y Hansenne.
Los contenidos que integran la tesis están estructurado en dos partes: La primera establece el marco teórico relacionado con las aportaciones de las investigaciones sobre inteligencia y emoción, la satisfacción con la vida, el síndrome de burnout, la educación en el ciclo inicial (parvulario) y el docente de ciclo inicial en Ecuador; la segunda parte describe el estudio empírico detallando el proceso de la investigación, el programa de educación de la inteligencia emocional en la formación del profesorado, el análisis de datos y las conclusiones.
El método de investigación aplicado es una adaptación del modelo de evaluación de programas de Pérez Juste, e incluye cuatro fases. La fase previa desarrolla un análisis del contexto para la detección de necesidades, la fase inicial consiste en un diagnóstico de la situación del profesorado, la fase siguiente incluye la valoración del proceso y finalmente se valora el resultado del programa. La muestra del estudio está formada por 54 maestras del Distrito 09D17 de la Zona 5 de Ecuador. Los instrumentos utilizados para la recogida de datos son documentos, escalas y entrevistas.
Del análisis de los datos se concluye que la implementación del programa de educación en la inteligencia emocional está relacionada con la mejora de resultados en comprensión y vocabulario emocional del profesorado. Las evidencias de los estudios referenciados y el propio resultado de esta investigación permiten afirmar que la implementación de estos programas ayuda a mejorar la comprensión emocional, una de las cuatro habilidades de la inteligencia emocional.This thesis focuses on the study of emotional intelligence education in early childhood teachers, with the purpose of designing, developing and evaluating an emotional intelligence education program in teacher training. The study starts from a theoretical framework based on the education of emotional intelligence that takes as a reference the model of Mayer and Salovey and regarding emotional education programs takes as a reference the model of Nelis, Quoidbach, Mikolaczak and Hansenne. The contents of the thesis are structured in two parts: The first establishes the theoretical framework related to the contributions of intelligence and emotion research, satisfaction with life, the burnout syndrome, childhood education (kindergarten) and childhood teacher in Ecuador; the second part describes the empirical study detailing the research process, the emotional intelligence education program in teacher training, the data analysis and the conclusions. The applied research method is an adaptation of the Pérez Juste program evaluation model and includes four phases. The previous phase develops an analysis of the context for the needs analysis, the initial phase consists of a diagnosis of the situation of the teaching staff, the next phase includes the evaluation of the process and finally the result of the program is assessed. The study sample consists of 54 teachers from District 09D17 of Zone 5 of Ecuador. The instruments used for data collection are documents, scales and interviews. From the analysis of the data it is concluded that the implementation of the education program in emotional intelligence is related to the improvement of results in emotional comprehension and vocabulary of the teaching staff. The evidences of the referenced studies and the very results of this investigation allow to affirm that the implementation of these programs helps to improve emotional comprehension, one of the four skills of emotional intelligence.
42
Gursel, Gulistan. "The Relationship Between English Instructors." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611184/index.pdf.
Full textAbstract:
This study aimed at investigating the relationship between English instructors&rsquonegotiation strategies to handle conflicts in the FLE classroom and personality traits. Two scales which consist of a demographic inventory, two questionnaires and a semi structured interview were developed by the researcher. The first scale consists of &ldquo
Rahim Organizational Conflict Inventory II (ROCI II)&rdquo
and &ldquo
Eyesenck Personality Inventory (EPI). The results of these questionnaires were analyzed by SPSS 15.0. This data gathering instrument was implemented on 120 English instructors working at METU, TOBB ETU, Ç
ankaya University, Atilim University, and Trakya University. Data gathered from 30 English instructors from the same universities were used for the piloting of the study. The data gathered from 120 English instructors in English Preparatory Schools represented the results of the main study. In analyzing the data, descriptive statistics as frequency, percent, average, and standard deviation, and inferential statistics as ANOVA was used. As the second scale of the current study, semi-structured interviews were conducted with 16 English instructors employed at these universities. The results of the interviews were analyzed through content analysis. The results of the study revealed that there is a relationship between English instructors&rsquo
use of negotiation strategies and their gender, age, educational background, work experience and the personality traits of introversion-extroversion.
43
Tassell, Brad. "I'm Gonna Write That Down: Research on Bullying and Recognition of Perception Toward Initiation of Intervention a Whole-School Approach to Bringing all Stakeholders' Perceptions on Bullying in Line and Training Students to Distinguish Tattling from Reporting in Grades 3-6." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1303.
Full textAbstract:
Research on whole-school bullying programs shows some effectiveness in creating awareness and a reduction in overall bullying with vigilant supervision. Roleplaying games repeatedly taught to students help them deal with bullying in specific situations, but all these interventions leave a great deal to be desired when conditions are not in line with the training, most of which most are not (Smith, Schneider, Smith, & Ananiadou, 2004). In addition, student perceptions can differ from the staff and administration. A wide gap exists between how students, parents, teachers, and administrators perceive bullying. Students remain confused and flounder in the moment when they feel bullied, while bystanders are statistically shown to be scared and even help the bully in many cases (Mishna, Pepler, & Wiener, 2006). This study examines research from the past 10 years on the effectiveness of whole-school programs. Two main criteria include: (1) A comprehensive “macro” comparison study of research leading to a “micro” examination of specific school research, and (2) an examination of the importance of recognizing perception and creating interventions that any student can utilize no matter their level of fear. In addition, an introduction and an explanation of the ideas and concepts of the I’m Gonna Write That Down program are included.
44
Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.
Full textAbstract:
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
45
Dali, Christopher Malizo. "Adequacy of the advanced certificate in education to develop the work-intergrated learning competencies of principals: a case study." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1342.
Full textAbstract:
The aim of this study was to explore the adequacy of the Advanced Certificate in Education (School Leadership) programme to develop the school principals’ workintegrated learning competencies (WILCs) at the Higher Education Institutions (HEIs). One of the objectives of this study was therefore to determine the extent to which the Advanced Certificate in Education (ACE) – School Leadership (SL) programme could utilise emotional intelligence (EI) to develop the principals’ intrapersonal and interpersonal competencies for collegial leadership. Another objective was to explore the school principals’ perceptions of their emotional competencies that could link their theoretical studies at the Nelson Mandela Metropolitan University (NMMU) with their practical learning experiences in their schools. Presently, one of the major programmes that could use EI in the development of school principals’ WILCs is the ACE (SL) programme offered by HEIs. The challenge for HEIs, such as the NMMU, is to offer an ACE (SL) programme that is capable of empowering principals from divergent school backgrounds. This would enable them to better understand and interpret the contextual evironments in their schools and their emotional relationships with their teachers as colleagues. The purposively selected research participants for this study comprised of school principals from one hundred and thirty rural, urban, township and farm schools. These schools are located in areas such as Lusikisiki, Bizana, Kokstad, Maluti, Mount Frere, Mount Fletcher, Cradock, Graaff-Reinet, Uitenhage and Port Elizabeth. For the purposes of triangulation, forty-two semi-structured questionnaire responses, five focus group interviews, ten in-depth interviews, and the school principals’ portfolio reflections, were used in the collection and analysis of the data. The findings of this interpretive, explorative, descriptive, and phenomenological study revealed that generally, the school principals had satisfactory levels of EI, firstly especially in terms of their intrapersonal competencies such as adaptability, v achievement drive, commitment, initiative and optimism. The school principals valued the opportunity afforded to them by the ACE (SL) programme to discuss their individual emotions and experiences with principals from similar and different school contexts. The ACE (SL) programme helped them to interrogate and express their own perceptions and experiences and the WILCs required in their leadership positions in schools. Secondly, the findings on the effectiveness of the interpersonal WILCs revealed that most of the school principals were adept at inducing desirable feelings and actions in their teachers. The feedback from the semi-structured questionnaire, the in-depth interviews, the focus group interviews, and the principals’ reflection portfolios indicated that EI could strongly influence the development of the WILCs of school principals. Politically astute principals know how to collaborate with teachers to achieve school goals. They create a culture of trust and achievement as they collaborate as colleagues in their schools. In conceptualising the development of the WILCs of school principals, one of the major recommendations emanating from this study is the utilisation of the WILCs model to develop the school principals’ collegial leadership abilities. The WILCs model was developed as a recommendation to provide a common language for discussing emotional capabilities and guidance for a host of WILCs such as self-awareness, selfregulation, empathy, conflict management, building bonds, enabling and inspiring others to develop in a collaborative and collegial manner. Underpinning the WILCs model are five major assumptions. The first assumption is that although the intrapersonal and interpersonal competencies are essential, generic and could be applied to any organisational context, the focus in this study is on school principals and their school environments. The second assumption of this model is that the WILCs are the result of rigorous research and represent a way of describing the effective leadership abilities of principals within their school contexts. The third assumption is that the WILCs are interrelated, complex, and serve to highlight key elements of effective leadership in the school environment without privileging one over another. Fourthly, the conceptual basis for the construction of the WILCs model is the vi empowerment of principals and their interpersonal relationships with the wider school community. Fifthly, and a highly relevant assumption for school principals, this WILCs model brings together the social constructivist essence of the two epistemic sites of learning discussed in this study – the schools and the HEIs – and the interconnectedness between EI and IQ in the development of principals’ WILCs for collegial leadership. Evidently, principals cannot solely depend on their experiences only to hone their leadership competencies. Formal programmes, such as the ACE (SL) programme, are essential to develop the WILCs of school principals. Nothing less should be contemplated to develop their collegial leadership competencies.
46
Durand-Paute, Roland. "L'apport des Groupes de Formation à l’Analyse de Pratiques Professionnelles((GFAPP) dans le développement d'un capital émotionnel ad hoc : études de cas des perceptions des enseignants stagiaires du second degré en formation initiale et professionnalisante." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30028.
Full textAbstract:
Bien des professeurs stagiaires de lycées/collèges (PLC) dont les formateurs ont la charge en période de formation initiale et professionnalisante rencontrent de nombreux écueils dans la relation pédagogique qui les lie à leurs apprenants. Ces enseignants, pour la plupart novices, attendent alors une réponse des centres qui se doivent de leur donner des outils pour pallier leurs difficultés relationnelles diverses et éviter ainsi un mal-être, des attitudes défensives, un épuisement professionnel voire même une forme de désespoir quant à la poursuite de leur carrière. Cependant, on observe encore aujourd’hui que la formation n’accorde que peu d’importance au savoir-être du pédagogue, hormis la mise en place de Groupes de Formation à l’Analyse de Pratiques Professionnelles (GFAPP). Pourtant, l’activité enseignante faite de la dimension émotionnelle au travail suppose des compétences émotionnelles. (Gendron) telles que la confiance, en soi, la maîtrise de soi, l’empathie, savoir gérer des conflits, l’adaptation et le leadership…Aussi, dans cette thèse, nous nous demanderons si les GFAPP contribuent au développement d’un capital émotionnel ad hoc, ce dernier étant constitué d’une accumulation de compétences émotionnelles utiles en pédagogieMany trainee high school teachers (PLC) whose instructors are in charge of initial training and professionalization encounter many pitfalls in the educational relationship that binds them to their learners. These teachers, who are mostly novices, are waiting for a response from the centers, who must give them tools to overcome their various relationship difficulties and thus avoid discomfort, defensive attitudes, burnout and even a form of despair as to the pursuit of their career. However, we still observe today that training gives little importance to the pedagogue's know-how, apart from the setting up of Training Groups for the Analysis of Professional Practices (GFAPP). Yet the teaching activity of the emotional dimension at work involves emotional skills. (Gendron) such as self-confidence, self-control, empathy, knowing how to manage conflict, coping and leadership ... Also, in this thesis, we will wonder if the GFAPP contribute to the development of an ad hoc emotional capital, the latter consisting of an accumulation of emotional skills useful in pedagogy
47
García, Navarro Esther. "Formación del profesorado en educación emocional: Diseño, aplicación y evaluación." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/454728.
Full textAbstract:
Esta tesis se centra en la evaluación de los efectos en el profesorado de dos programas de educación emocional. Se estudia si las competencias emocionales y el clima de centro mejoran después de la implementación y si se da alguna relación entre el desarrollo de competencias emocionales, la satisfacción con la vida y el engagement.
Los contenidos que integran esta tesis están estructurados en 2 partes. La primera parte es la fundamentación teórica y está formada por 6 capítulos. El primer capítulo, trata sobre las emociones; diferentes teorías sobre las emociones y los constructos de clima emocional, clima escolar y clima de aula. En el capítulo 2 se define el constructo de inteligencia y se desarrollan los diversos modelos de inteligencia emocional como fundamento teórico de la educación emocional. La psicología positiva es el pilar teórico de la educación emocional desarrollado en el capítulo 3. En este mismo capítulo se desarrollan los conceptos de bienestar subjetivo, calidad de vida, bienestar emocional, satisfacción con la vida y engagement. El cuarto capítulo se centra en especificar los elementos esenciales del sistema nervioso y el cerebro emocional; se citan investigaciones de la neurociencia y se desarrollan los conceptos de neuroplasticidad y neuronas espejo como fundamento de la educación emocional. El capítulo 5 profundiza en el concepto de competencia emocional y desarrolla el modelo pentagonal de competencias emocionales de Bisquerra y Pérez (2007). A continuación (capítulo 6), se define el concepto de educación emocional, con los objetivos, contenidos y metodología que la caracterizan. En el mismo capítulo se profundiza sobre el modelo de programas de educación emocional.
La segunda parte desarrolla, en cuatro capítulos, los contenidos empíricos de esta investigación y los elementos principales de los dos programas formativos implementados. En el capítulo 7 se especifican las etapas, objetivos, hipótesis, metodología, variables, instrumentos de evaluación y procedimiento de esta investigación. El capítulo 8 describe los objetivos, contenidos, actividades, metodología, organización, planificación, temporalización y evaluación que se ha llevado a cabo en la implantación de los dos programas. En el capítulo 9 se realiza el análisis de datos de cada una de las cuatro hipótesis. El último capítulo se dedica a las conclusiones, limitaciones y líneas de trabajo e investigación futuras.
Los instrumentos para la recogida de datos son el Cuestionario de Desarrollo Emocional para Adultos (CDE-A35; Pérez Escoda & Alegre , en prensa); el Cuestionario de Satisfacción con la Vida (SWLS; Diener, Emmons, Larsen & Griffin, 1985); el Utrecht Work Engagement Scale (UWES; Schaufeli, Salanova, Gonzalez-Roma, et al., 2002) y un cuestionario “ad hoc” para medir el clima del aula y de la escuela (basado en el original de Bisquerra y Martínez-Muñoz, 1998).
Del análisis de los datos recogidos se concluye que se ha producido una evolución positiva en las competencias emocionales del profesorado entre el pretest y el postest. Se confirma la relación entre el desarrollo de competencias emocionales del profesorado y su satisfacción con la vida y se comprueba la existencia de una correlación significativa positiva entre las competencias emocionales y el engagement. Se examina y confirma que el clima de centro mejora después de la aplicación de los dos programas de educación emocional.This research focuses on the evaluation of the effects on teachers of two emotional education programs. It assesses whether emotional competencies and school’s climate improve after the emotional education programs and if there is a relationship between emotional competencies, life satisfaction and engagement. This thesis has 2 parts. The first one develops all the theoretical foundation. Chapter 1 deals with emotions; theories of emotions and emotional climate at school. Chapter 2 defines the construct of intelligence and different models of emotional intelligence. Chapter 3 presents the concepts of positive psychology, satisfaction with life and engagement. The fourth chapter develops essential elements of the nervous system and the brain; neuroscience researches; neuroplasticity and neurons. Chapter 5 defines emotional competencies and develops the pentagonal model of emotional competencies (Bisquerra & Pérez, 2007). Chapter VI describes the emotional education construct (Bisquerra, 2000) and emotional education programs. The second part develops the empirical contents of this research and the main elements of the two emotional education programs implemented. Chapter 7 details the stages, objectives, hypotheses, methodology, variables, evaluation instruments and research procedure. Chapter 8 describes the two emotional education programs that has been implemented, their objectives, contents, activities, methodology, organization, planning and evaluation. Chapter 9 includes data analysis and the last chapter develops conclusions, limitations and future lines of work and research. The results shows that teachers’ emotional competencies improves after the training. This study also confirms a relationship between teachers' emotional competences and their satisfaction with life and a significant positive correlation between emotional competence and engagement. It examines and confirms that the center climate improves after the implementation of the two emotional education programs.
48
Lacroix, Morgane. "Des pratiques professionnelles à la formation : approche psychosociale contextualisée et rôle des représentations sociales dans la prise de décision des officiers de sapeurs-pompiers en opération." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0052.
Full textAbstract:
Ce travail de recherche s’appuie sur un ensemble de recherches menées entre 2015 et 2018 au sein de l’école nationale supérieure des officiers de sapeurs-pompiers.Dans une approche psychosociale, cette thèse interroge les régulations interpersonnelles en jeu dans l’activité de prise de décision des commandants des opérations de secours (COS). Cette activité complexe joue un rôle central dans le déroulement des opérations de secours et dans la fonction de COS. Elle confère à ce dernier un rôle de décideur. Son activité de prise de décision est dépendante de l’activité du collectif et engendre un ancrage psychosocial aux biais décisionnels.Pour préserver la qualité des relations interpersonnelles et en tant que sujet social, il poursuit en parallèle d’une logique de performance opérationnelle, une logique psychosociale encadrée par un ensemble de règles de fonctionnement d’origine et d’utilité sociale. Nous avons interrogé les dynamiques interpersonnelles en mobilisant la théorie des représentations sociales et mis en évidence des critères auxquels l’officier qui occupe la fonction de COS ne doit pas déroger pour être reconnu en tant que tel. Dans un objectif d’application destiné à terme à contribuer à l’amélioration des pratiques décisionnelles, nous proposons un modèle de formation intégrant plusieurs niveaux successifs. Un premier niveau développe des compétences individuelles en termes de prise de décision pour permettre aux officiers de prévenir et remédier aux effets négatifs des biais cognitifs et des heuristiques de jugement. Un second niveau s’axe, quant à lui, sur les compétences collectives et permet de positionner le collectif en ressourceThis PhD thesis is based on research conducted between 2015 and 2018 within The French Academy for Fire, Rescue and Civil Protection Officers, to which close to 3000 firemen, including 1000 Officers in training, participated.This thesis studies, based on a psychosocial approach, the interpersonal regulations at play during the decision-making processes of Mission Rescue Officers (MRO). Theses complex processes play a major role in the unrolling of rescue operations and in the office of MRO, as well as in the attribution of their leadership.The MRO’s decision-making depends on the collective’s actions and grounds the decisional biases in a psychosocial context. As a social subject, and in order to maintain a good quality of interpersonal relationship, the MRO follows a psychosocial logic framed by a set of rules from social means and origin, in parallel to a logic of operational performance.The author questions the dynamic of interpersonal processes based on social representation theories and highlights the criteria on which the acknowledgement of the MRO’s leadership by their team depends to assert their leadership, and which the MRO cannot ignore.As a result of this research a training model is presented which ultimately aims to improve decision-making processes. This model comprises a succession of levels. A first level consists in the development of personal skills towards decision-making. These skills will allow officers to prevent and counteract the negative effects of cognitive biases and heuristics in judgment. A second level, aims to build and solidify the collective as a skill set
49
Barnfather, Nikki. "Empathy and the personal experiences of trainees in an emotional literacy persona doll training programme in South Africa." Thesis, 2013. http://hdl.handle.net/10539/12522.
Full textAbstract:
Many devastating problems face South Africa’s young children that can hamper their emotional
and social development. The Emotional Literacy and Persona Doll programme (Buchanan, 2007)
attempts to intervene in the young child’s emotional development. Persona Dolls are used to
encourage emotional expression and management in young children. Previous research has
indicated the positive effects of the Persona Dolls and Emotional Literacy programmes with
children. However, the development in the trainees and practitioners who use these dolls has yet
to be researched. This research study assessed the development of empathy, and the personal
experiences of trainees who underwent the emotional literacy and Persona Doll training
programme in South Africa. Participants included social workers, psychologists, and preschool
and foundation phase teachers. Participants’ empathy was assessed before the first training
session, and at the end of the training through Davis Interpersonal Reactivity Index (1980).
Participants also documented their feelings, experiences, and thoughts while undergoing the
training, in a journal. Process notes of persona doll sessions and evaluation forms were also used
in the study.
Although the quantitative results did not show any significant results in terms of an improvement
in empathy for the trainees, the qualitative results demonstrated that the participants found that
they were more able to think and talk about their own emotions, and the emotions of others. This
is a crucial aspect of emotional literacy, where one is able to identify and think about one’s own
emotions. Furthermore, the group of participants learnt important reflection and containment
skills, which they believe they can and are using in their work with others, and with their families.
While there is no statistically grounded argument for the improvement of empathy, and in
extension emotional literacy, the participants in the training seemed to have developed their own
emotional literacy skills, and found that they are better able to work with children and adults in
the realm of emotional work. Implications and suggestions for further research are discussed.
50
Jali-Khaile, Nomveliso Beatrice. "Skills development learning programmes and the development of emotional intelligence competencies." Diss., 2015. http://hdl.handle.net/10500/18323.
Full textAbstract:
This study investigated whether skills development learning programmes specifically internship programme in the public service sector are effective in improving interns’ emotional intelligence competences. A convenience sample of 66 interns was obtained. The interns, two peers and a mentor assessed the intern’s emotional intelligence competencies twice, at the beginning and towards the end of the internship programme with the aid the 360° Emotional and Social Intelligence Inventory (ESCI). A total of 264 participants completed the inventory. Mean competency ratings were compared to determine if there were differences between the first and the second assessments. There were statistically significant differences for Organisational Awareness, Adaptability, Influence, Teamwork, Empathy, Emotional Self Awareness, Conflict Management and Inspirational Leadership. No statistically significant differences were found in the overall development of emotional intelligence based on gender. However, female interns improved more in Emotional Self-Awareness while males improved more in Inspirational Leadership and Coaching. Skills development internship learning programme in the public service appear to be effective in furthering interns’ emotional intelligence competencies at work.Psychology
M.A. (Psychology with Specialisation in Research Consultation)