Готові списки джерел за темами / Competency intelligence

Добірка наукової літератури з теми "Competency intelligence"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Competency intelligence"

1

Makrufi, Anisa Dwi, and Muhammad Risydan Arum Bagas Prihatno. "The Multiple Intelligences Dimension In Indonesia`s Religious Education." Al-Hayat: Journal of Islamic Education 4, no. 2 (August 24, 2020): 138. http://dx.doi.org/10.35723/ajie.v4i2.107.

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Анотація:
The implementation of the 2013 curriculum as a reference in the education process in Indonesia also impacts on the learning model of religious education. The current education curriculum accommodates students' multiple intelligences. This paper aims to uncover the dimensions and implementation of Islamic Religious Education (PAI) curriculum based on multiple intelligences at the Elementary School level. This study uses a qualitative approach to the type of library research. The results showed that the dimensions of multiple intelligences in the 2013 PAI curriculum at Elementary School level can be seen through the classification of nine intelligences (according to Howard Gadner) in each section of core competence. Spiritual competence contains existential intelligence. Social competence is related to interpersonal and intrapersonal intelligence. In the aspect of knowledge includes logical-mathematical intelligence, linguistic intelligence, musical intelligence. On the other hand, competency skills contain visual-spatial intelligence, kinesthetic intelligence, and naturalist intelligence. Implementation of the concept of multiple intelligences in PAI 2013 curriculum learning can be done by recognizing students' multiple intelligences; preparing a draft of learning; develop learning models, and determine the multiple intelligence-based assessment models in the 2013 PAI curriculum at Elementary School level.
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2

O’Neill, Daniel. "Business Intelligence Competency Centers." International Journal of Business Intelligence Research 2, no. 3 (July 2011): 21–35. http://dx.doi.org/10.4018/jbir.2011070102.

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Анотація:
Enterprises today continue to invest in business intelligence (BI) initiatives with the hope of providing a strategic advantage to their organizations. Many of these initiatives are supporting the tactical goals of individual business units and not the strategic goals of the enterprise. Although this decentralized approach provides short term gains, it creates an environment where information silos develop and the enterprise as a whole struggles to develop a single version of the truth when it comes to providing strategic information. Enterprises are turning toward a centralized approach to BI which aligns with their overall strategic goals. At the core of the centralized approach is the business intelligence competency center (BICC). This paper details why the centralized BICC approach should be considered an essential component of all enterprise BI initiatives. Examining case studies of BICC implementations details the benefits realized by real world companies who have taken this approach. It is also important to provide analysis of the two BI approaches in the areas of BI process and BI technology/data and people relations. The findings indicate the benefits of the centralized BICC outweigh the deficiencies of the decentralized approach.
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3

Razak, Ahmad, and Novita Maulidya Jalal. "HUBUNGAN ANTARA KECERDASAN EMOSIONAL DENGAN KOMPETENSI KEPRIBADIAN GURU." Jurnal Psikologi TALENTA 4, no. 1 (October 1, 2018): 69. http://dx.doi.org/10.26858/talenta.v4i1.6580.

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Анотація:
This study examines the relationship between emotional intelligence and personality competence. The subjects of this study were 60 teachers of SMAN 1 Sungguminasa using total sampling techniques. Data retrieval used by using The emotional intelligence scale and personality competency scale. The data was then processed using parametric statistics, namely Pearson product moment. The results of the analysis show that there is a relationship between emotional intelligence and personality competence. This shows that there is a positive relationship between emotional intelligence and personality competence. The higher the emotional intelligence, the higher the personality competence.
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4

Fatima, Kiran, and Ijaz Lateef. "Emotional Intelligence: A Valued Workplace Competency." Journal of Bahria University Medical and Dental College 12, no. 04 (October 1, 2022): 179–80. http://dx.doi.org/10.51985/jbumdc202292.

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5

MOORE, DAVID T., LISA KRIZAN, and ELIZABETH J. MOORE. "Evaluating Intelligence: A Competency-Based Model." International Journal of Intelligence and CounterIntelligence 18, no. 2 (March 2, 2005): 204–20. http://dx.doi.org/10.1080/08850600590911945.

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6

Wahyu Maulid Adha, Darman Darman,. "The Effect of Intellectual Intelligence and Emotional Intelligence on Competence and Employees Performances." Jurnal Manajemen 25, no. 2 (June 1, 2021): 222. http://dx.doi.org/10.24912/jm.v25i2.737.

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Анотація:
This study aims to test the relationship and influence between intellectual intelligence and emotional intelligence towards competency and performance and partially test both variables. The object of this study was a civil servant at the inspectorate office in Gorontalo province with a sample of 150 respondents by spreading questioner online. This study also uses structural equation technique with data analysis using SEM-PLS. The results showed that intellectual intelligence variables positively and significantly influence employees' competence and performance. On the other hand, emotional intelligence does not have a significant effect on employee performance. This research can reference relevant agencies in looking at the relationship between intellectual intelligence and emotional intelligence to employees' competence and performance to take the right policies. This research in the design is static. The model that we developed based on empirical studies and testing is limited to establishing simple relationships related to intellectual intelligence and emotional intelligence variables that can affect employees' competence and performance.
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7

M, Rajalaksmi, and Shirlin P. "EMOTIONAL INTELLIGENCE AND TEACHING COMPETENCY OF B.Ed. STUDENTS IN KANYAKUMARI DISTRICT." International Journal of Research -GRANTHAALAYAH 5, no. 3(SE) (March 31, 2017): 40–46. http://dx.doi.org/10.29121/granthaalayah.v5.i3(se).2017.1935.

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Анотація:
The investigator was conducted to study the Emotional intelligence and Teaching competency of B.Ed. students in Kanyakumari District. The investigator collected data from 330 student-teachers by stratified random sampling method. Emotional Intelligence scale and teaching competency scale were used as the main tools. The obtained results showed that there is low correlation between Emotional intelligence and Teaching competency of student teachers. The relationship between Emotional intelligence and Teaching competency was noted to be a significant low correlation.
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8

Zhang, JunXia, and Ying Yuan. "Multi-Dimensional Post Competency Evaluation Model in Human Resource Management under the Background of Artificial Intelligence." Mathematical Problems in Engineering 2022 (September 14, 2022): 1–10. http://dx.doi.org/10.1155/2022/9730127.

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Анотація:
In order to evaluate the competence of candidates in human resource management and select the most suitable talents, the behavior time interview method is used to build a personnel competency model, and various competency indicators are determined. According to the existing mature traditional analysis methods, we calculate the weight of each index and give the competency score. Based on the traditional competency model, the parameters of the training content of BP neural network are obtained. After the training results are tested, a new competency evaluation model based on artificial intelligence is proposed. The results show that the relative error between the model training results and the expected output is very small, the maximum value is −0.12%, and the maximum relative error between the output value obtained by BP neural network and the expected value is 3.8%. Therefore, the personnel competency model based on BP neural network constructed in this paper has accurate calculation results, and its application in the company’s human resource management is feasible and has strong applicability.
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9

Gilmore, Linda, and Marilyn Campbell. "Competence in Intelligence Testing: A Training Model for Postgraduate Psychology Students." Australian Educational and Developmental Psychologist 26, no. 2 (December 1, 2009): 165–73. http://dx.doi.org/10.1375/aedp.26.2.165.

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Анотація:
AbstractThe assessment of intellectual ability is a core competency in psychology. The results of intelligence tests have many potential implications and are used frequently as the basis for decisions about educational placements, eligibility for various services, and admission to specific groups. Given the importance of intelligence test scores, accurate test administration and scoring are essential; yet there is evidence of unacceptably high rates of examiner error. This article discusses competency and postgraduate training in intelligence testing and presents a training model for postgraduate psychology students. The model aims to achieve high levels of competency in intelligence testing through a structured method of training, practice and feedback that incorporates peer support, self-reflection and multiple methods for evaluating competency.
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10

Wagner, Christian, and John Vinsonhaler. "An Artificial Intelligence theory of computer competency." ACM SIGCSE Bulletin 23, no. 2 (May 1991): 45–50. http://dx.doi.org/10.1145/122106.122116.

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Більше джерел

Дисертації з теми "Competency intelligence"

1

Torres, Russell. "Organizational Competency Through Information: Business Intelligence and Analytics as a Tool for Process Dynamization." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804918/.

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Анотація:
The data produced and collected by organizations represents both challenges and opportunities for the modern firm. Business intelligence and analytics (BI&A) comprises a wide variety of information management technologies and information seeking activities designed to exploit these information resources. As a result, BI&A has been heralded as a source of improved organizational outcomes in both the academic and practitioner literature, and these technologies are among the largest continuous IT expenditures made over the last decade.Despite the interest in BI&A, there is not enough theorizing about its role in improving firm performance. Scholarly investigations of the link between BI&A and organizational benefits are scarce and primarily exploratory in nature. Further, the majority of the extant research on BI&A is techno-centric, conceptualizing BI&A primarily an organizational technical asset. This study seeks to explicate the relationship between BI&A and improved organizational outcomes by viewing this phenomenon through the lens of dynamic capabilities, a promising theoretical perspective from the strategic management discipline. In so doing, this research reframes BI&A as an organizational capability, rather than simply a technical resource. Guided by a comprehensive review of the BI&A and dynamic capabilities literature, as well as a series of semi-structured focus groups with senior-level business practitioners with BI&A experience, this study develops and tests a model of BI&A enabled firm performance. Using a snowball sample, an online survey was administered to 137 business professionals in 24 industries. The data were analyzed using partial least squares (PLS) structural equation modeling (SEM). The findings support the contention that BI&A serve as the sensing and seizing components of an organizational dynamic capability, while transformation is achieved through business process change capability. These factors influence firm financial performance through their impact on the functional performance of the firm’s business processes. Further, this study demonstrates that traditional BI&A success factors are positively associated with BI&A sensing capability. This study makes several important contributions to BI&A research. First, this study addresses a gap in the scholarly literature by establishing a theoretical framework for the role of BI&A in achieving firm performance which is grounded in an established strategic management theory. Second, by drawing on the sense-seize-transform view of dynamic capabilities, this dissertation proposes a new conceptualization of BI&A as sensing and seizing organizational capabilities. Third, this research links the use of BI&A to improved organizational outcomes through the transformation of business processes, consistent with the view that the value of IT is derived from its impact on the value generating processes of the firm. Fourth, by viewing BI&A and business process change as distinct but inter-related components of dynamic capabilities, this research clarifies the role of BI&A in the dynamization of organizational processes, providing insight into the relationship between BI&A and business agility. Finally, this dissertation shows how BI&A capabilities are related to BI&A success factors identified in prior research.
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2

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

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Анотація:
Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au Pakistan
The purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase
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3

Adams, Nasheeta. "Emotional intelligence amongst undergraduate students at a higher education institution." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7446_1319114087.

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Анотація:
One hundred and fifty senior students (comprising of second and third year undergraduate students) completed a biographical questionnaire and the BarOn Emotional Quotient-Inventory questionnaire. The results indicate that there are statistically significant differences in total EQ based on gender and age, although there were no statistically significant differences based on race. Conclusions are drawn about the importance of emotional intelligence in students and recommendations for future research are provided.
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4

Hughes, Roger, and n/a. "Public Health Nutrition Workforce Development: An Intelligence-Based Blueprint for Australia." Griffith University. School of Health Science, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040615.120233.

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Анотація:
Public health nutrition workforce development is a capacity building strategy identified as a priority in the Australian National Public Health Nutrition Strategy (Eat Well Australia). Systematic and scholarly approaches to workforce development that enhance the capacity of the health system and the broader community to effectively address public health nutrition issues, are limited in Australia. The associated lack of intelligence and a range of methodological difficulties similar to those encountered in broader public health workforce research, provide the need for, and motivation for, this study. The specific objectives of this study relate to the development of workforce development intelligence that: Fills gaps in the knowledge base to inform effective workforce development ; Provides baseline data (benchmarks) for ongoing workforce development planning, evaluation, monitoring and surveillance ; and, Contributes to international scholarship regarding public health nutrition workforce development ; and, Enables the development of a strategic framework for workforce development planning in the national context. The case study research strategy used in this study involved an emergent, multi-method design involving methodological triangulation of data and consensus development. The focus of inquiry was based on a problem-based conceptual framework developed to identify intelligence needs for workforce development strategy planning. Quantitative and qualitative data were collected using five different methods including literature review, interviews with advanced-level public health nutritionists in Australia, a national public health nutrition workforce survey, an analysis of position descriptions and consensus assessment and development via a Delphi survey of an international expert panel. The collection, analysis and interpretation of data in this study focused on developing an intelligence base on six main issues pertinent to public health nutrition workforce development, including: Definitions of public health nutrition; Workforce size and composition; Workforce practices; Core workforce functions needed; Competencies required for effective public health nutrition practice; and, Continuing competency development needs. Data from these multiple methods were used to describe and interpret the determinants of workforce capacity, assisted by triangular analysis. This analysis identified a range of determinants limiting the capacity of the Australian public health nutrition workforce including; A small designated specialist public health nutrition workforce; Workforce instability associated with unsecured funding and staff turnover; Limited collaboration and partnership building practices by the existing workforce; Disorganisation of the workforce in terms of location, accountability, service mandates and support; Workforce practices are not consistent with the required work; Limited access to, and use of, public health nutrition intelligence; A workforce practice culture that does not promote research and dissemination; A lack of practice improvement and learning systems; Limited access to public health nutrition mentors; Limited incentives for practice excellence; An absence of consensus about the required work and competencies required for effective public health nutrition practice; Barriers to continuing competency development; and, Inadequate workforce preparation. This interpretive analysis provided the basis for developing a strategic framework that addresses workforce quantity, quality and performance concerns, based on workforce development strategy categories including: Building human resource infrastructure (quantity); Organisational systems and policy (performance); Intelligence support (performance); Learning systems (quality) and; Workforce preparation. This research has also provided data that can for the basis of tools such as definitions, core function statements, position descriptions and competency standards to assist public health nutrition workforce development in Australia and internationally.
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5

Newlon, Kelly Ann. "Cultural Competency of Short-Term Education Abroad Student Participants." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555429050879666.

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6

Williams, Augustus. "Using emotional intelligence interpersonal competency of empathy as a frame to combat xenophobia in schools: a case study." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13507.

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Анотація:
The aim of this study was to explore how the perceptions of teachers on their emotional intelligence interpersonal competency of empathy that could be used as a frame to combat xenophobia in schools. The three objectives of this study was to explore and describe: teachers’ perceptions and experiences of xenophobic violence in schools in Port Elizabeth’s Northern Areas; teachers’ responses to xenophobic violence from the emotional intelligence interpersonal competency of empathy; and how emotional intelligence interpersonal competency of empathy could be used as a tool to combat xenophobia in schools. Foreign national learners in Port Elizabeth’s Northern Areas are subjected to xenophobic incidences by some teachers at these schools. This impacts negatively into these learners’ learning environment in these schools. It is behind this backdrop that this study sought to explore how the emotional intelligence interpersonal competency of empathy could be used by teachers as a frame to combat xenophobia in schools. The argument of this study therefore stems from the fact that teachers could use their EI interpersonal competency of empathy to combat xenophobia in their schools. Focus group and mini-focus group interviews was employed to get an explorative, descriptive and interpretive revelation, which was utilised to enhance validity and triangulation for this qualitative study.
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7

Glad, Therese. "Informationsförvaltning inom en stor organisation : En fallstudie på Trafikverket." Thesis, Högskolan Dalarna, Informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-22520.

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Анотація:
Denna studie syftar till att undersöka hur en stor organisation arbetar med förvaltning av information genom att undersöka dess nuvarande informationsförvaltning, samt undersöka eventuella förslag till framtida informationsförvaltning. Vidare syftar studien också till att undersöka hur en stor organisation kan etablera en tydlig styrning, samverkan, hantering och ansvars- och rollfördelning kring informationsförvaltning. Denna studie är kvalitativ, där datainsamlingen sker genom dokumentstudier och intervjuer. Studien bedrivs med abduktion och är en normativ fallstudie då studiens mål är att ge vägledning och föreslå åtgärder till det fall som uppdragsgivaren har bett mig att studera. Fallet i denna studie är ett typiskt fall, då studiens resultat kan vara i intresse för fler än studiens uppdragsgivare, exempelvis organisationer med liknande informationsmiljö. För att samla teori till studien så har jag genomfört litteraturstudier om ämnen som är relevanta för studiens syfte: Informationsförvaltning, Business Intelligence, Data Warehouse och dess arkitektur, samt Business Intelligence Competency Center. Denna studie bidrar med praktiskt kunskapsbidrag, då studien ger svar på praktiska problem. Uppdragsgivaren har haft praktiska problem i och med en icke fungerade informationsförvaltning, och denna studie har bidragit med förslag på framtida informationsförvaltning. Förslaget på framtida informationsförvaltning involverar ett centraliserat Data Warehouse, samt utvecklingen utav en verksamhet som hanterar informationsförvaltning och styrningen kring informationsförvaltningen inom hela organisationen.
This study aims to investigate how large organizations can work with information management by examining an organization's existing information management, and investigate possible future proposals to information management. Furthermore, the study aims to investigate how an organization can establish a clear direction, collaboration, management and responsibilities and roles regarding information management. This study is qualitative, where data collection occurs through document studies and interviews. The study is conducted by an abductive research approach and the study is a normative case study as the study's goal is to provide guidance and propose measures to the case that the collaboration partner has asked me to study. The case in this study is a typical instance, because the result will be representative of more than the study's collaboration partner, such as other large organizations with similar cases concerning information management. To collect theory to the study I conducted literature reviews on topics that are relevant to the purpose of the study: Information management, Business Intelligence, Data Warehouse and its architecture, as well as Business Intelligence Competency Center. This study contributes with practical knowledge, because the study provides answers to practical problems the collaboration partner has expressed within the non-operated information management, and this study contributes with suggestions for future information management. The suggestions involve a centralized Data Warehouse and the development of a function that handles information management, and disseminate the governance of information management throughout the organization.
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Trüninger, Albuquerque Margarida. "Unveiling the Catalyzing Power of Emotional Intelligence over General Intelligence and Learning Performance." Doctoral thesis, Universitat Ramon Llull, 2016. http://hdl.handle.net/10803/360582.

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Анотація:
La present tesi investiga el paper catalitzador de la intel·ligència emocional (IE) comportamental, sobre la relació entre la intel·ligència general, o g, i l'acompliment en la aprenentatge. La tesi comprèn tres articles empírics, encapçalats per una introducció global - on es presenta el marc teòric general - i un últim capítol dedicat a la discussió general dels resultats, limitacions, implicacions pràctiques i recomanacions per a la investigació futura. Tots els estudis es basen en la població de graduats de gestió en una escola de negocis líder a Europa. El primer article verifica la validesa i la fiabilitat de la mesura de múltiples avaluadors de comportament de la IE, l'Inventari de Competències Emocionals i Socials (ESCI), i qüestiona si hi ha certs tipus d'avaluadors (per exemple, en els contextos personals i professionals ), que són més aptes per avaluar determinades competències. Mentre verifica la hipòtesi que hi ha un ordre sistemàtic en les avaluacions, també mostra com algunes competències com la consciència de l'organització o l'autocontrol emocional són millor assessorats pels avaluadors amb una relació simètrica amb la persona (per exemple, amics, col·legues de treball). El segon article mou l'enfocament per a la relació entre la conducta de l'IE i una mesura d'intel·ligència general, el Graduate Management Admission Test (GMAT), per preguntar si aquests constructes són prou divergents per assegurar la validesa discriminant de l'IE comportamental. La contribució més important d'aquesta tesi es presenta en el tercer article. Desenvolupem i vam provar un model d'interacció tasca-dependent per inspeccionar el paper moderador de la IE sobre la relació entre la intel·ligència general i l'acompliment en la aprenentatge quan dos tipus diferents de tasques, relacionades amb dos dominis cognitius antagònics – social i no social (o material) –, son realitzats. Amb base en una mostra de 864 candidats internacionals de MBA, els resultats revelen que, a part d'un efecte positiu de les competències emocionals i socials en l'exercici de professionals executius a l'aula, aquestes competències moderen la relació entre g i l’acompliment en la aprenentatge. Mentre trobem evidències que en tasques no socials, l'IE comportamental té un efecte més fort en l'acompliment en la aprenentatge dels alumnes que estan caracteritzats per un baix nivell de g, les nostres dades dan poc suport a la hipòtesi principal per la qual, en les tasques socials, la IE té un efecte catalitzador o promotor de la relació entre les capacitats cognitives i l'acompliment en l'aprenentatge. Per facilitar la discussió d'aquests resultats hem realitzat entrevistes ex-post en grups d'enfocament amb tres equips de candidats d'MBA. En aquestes entrevistes hem descobert un problema més profund relacionat amb la naturalesa individualista dels sofisticats sistemes de treball, amb els quals els candidats MBA realitzen les seves tasques d'equip. De fet, per forma a gestionar múltiples treballs, els MBA intenten minimitzar el temps d'interacció i discussió en els seus equips, i no arriben a experimentar una efectiva col·laboració entre tots, amb diàleg i intercanvi d'idees, ajudant-se uns als altres, junts en un propòsit comú d'aprenentatge. El capítol final ofereix un debat general sobre els resultats dels tres articles empírics, reconeixent les seves limitacions i debatent idees de fructíferes oportunitats per a futures investigacions. En concret, presentem implicacions pràctiques dels nostres resultats, i suggerim dissenys específics d'investigació i certs contextos en què el model d'interacció tasca-dependent podrà reunir més evidències i estimular la futura creació d'investigació innovadora.
La presente tesis investiga el papel catalizador de la inteligencia emocional (IE) comportamental, sobre la relación entre la inteligencia general, o g, y el desempeño en la aprendizaje. La tesis comprende tres artículos empíricos, encabezados por una introducción global – donde se presenta el marco teórico general- y un último capítulo dedicado a la discusión general de los resultados, limitaciones, implicaciones prácticas y recomendaciones para la investigación futura. Todos los estudios se basan en la población de graduados de gestión en una escuela de negocios líder en Europa. El primer artículo verifica la validez y la fiabilidad de la medida de múltiples evaluadores de comportamiento de la IE, el Inventario de Competencias Emocionales y Sociales (ESCI), y cuestiona si hay algunos tipos de evaluadores (ej., en los contextos personales y profesionales), que son más aptos que otros para evaluar ciertas competencias. Mientras se verifica la hipótesis de que hay un orden sistemático en las evaluaciones, también se muestra cómo algunas competencias tales como la conciencia de la organización o el autocontrol emocional son mejor asesoradas por los evaluadores con una relación simétrica con la persona (ej., amigos, colegas de trabajo). El segundo artículo mueve el enfoque sobre la relación entre la IE comportamental y una medida de inteligencia general, el Graduate Management Admission Test (GMAT), para cuestionar si estos constructos son lo suficientemente divergentes como para asegurar la validez discriminante de la IE comportamental. La contribución más importante de esta tesis se presenta en el tercero artículo. Desarrollamos y probamos un modelo de interacción tarea-dependiente para inspeccionar el papel moderador de la IE sobre la relación entre la inteligencia general y el desempeño en la aprendizaje cuando dos tipos distintos de tareas, relacionados con dos dominios cognitivos antagónicos – social y no social (o material) –, son realizados. Con base en una muestra de 864 candidatos internacionales de MBA, los resultados revelan que, aparte de un efecto positivo de las competencias emocionales y sociales en el desempeño de profesionales ejecutivos en el aula, estas competencias moderan la relación entre g y el desempeño en la aprendizaje. Mientras encontramos evidencias de que en tareas no sociales, el IE comportamental tiene un efecto más fuerte en el desempeño en la aprendizaje cuando los alumnos están caracterizados por un bajo nivel de g, nuestros datos dan poco suporte a la hipótesis principal por la cual, en las tareas sociales, la IE tiene un efecto catalizador o promotor de la relación entre las capacidades cognitivas y el desempeño en el aprendizaje. Para facilitar la discusión de los resultados hemos realizado entrevistas ex-post en grupos de enfoque con tres equipos de candidatos de MBA. En estas entrevistas hemos descubierto un problema más profundo relacionado con la naturaleza individualista de los sofisticados sistemas de trabajo, con los cuales los candidatos MBA realizan sus tareas de equipo. De hecho, por forma a gestionar múltiplos trabajos, los MBA intentan minimizar el tiempo de interacción y discusión en sus equipos, y no llegan a experimentar una efectiva colaboración entre todos, con dialogo y intercambio de ideas, ayudándose unos a los otros, juntos en un propósito común de aprendizaje. El capítulo final ofrece un debate general sobre los resultados de los tres artículos empíricos, reconociendo sus limitaciones y debatiendo ideas de fructíferas oportunidades para futuras investigaciones. En concreto, presentamos implicaciones prácticas de nuestros resultados, y sugerimos diseños específicos de investigación y ciertos contextos en el que el modelo de interacción tarea-dependiente podrá reunir más evidencias y estimular la futura creación de investigación novedosa.
The present thesis investigates the catalyzing role of behavioral emotional intelligence (EI) over the relationship between general intelligence, or g, and learning performance. It comprises three empirical articles embedded within an overarching introduction - including an overall theoretical framework - and a final chapter dedicated to the general discussion of findings, limitations, practical implications and avenues for future research. All studies are based on the population of management graduates at a leading European business school. The first article verifies the validity and reliability of a multi-rater measure of behavioral EI, the Emotional and Social Competencies Inventory (ESCI), and inquires whether certain types of raters (e.g., in the personal and professional contexts), are relatively more apt than others, to assess specific competencies. While it confirms the hypothesis that there is a systematic order in ratings, whereby personal raters observe a higher degree of leniency bias than professional ones, it also shows how some competencies such as organizational awareness or emotional self control are best assessed by raters with a symmetric relationship with the person (e.g., friends, work peers). The second article shifts the focus onto the relationship between behavioral EI and a measure of general intelligence, the Graduate Management Admission Test (GMAT), to inquire whether these different but related constructs are divergent enough to assure the discriminant validity of behavioral EI. The most important contribution of this thesis is presented in the third article. We develop and test a task-dependent interaction model to inspect the moderating role of EI over the relationship between general intelligence and learning performance when two distinct types of tasks, engaging two antagonistic cognitive domains – social and non-social (or material) tasks –, are undertaken. Based on a sample of 864 international MBA candidates, the results reveal that, aside a positive main effect of emotional and social competencies on the classroom performance of professional executives, these competencies moderate the relationship between g and learning performance. Whereas we find evidence that in non-social tasks, behavioral EI has a stronger effect on learning performance among candidates characterized with a low g, our data shows little support to the principal hypothesis, whereby in social tasks EI catalyzes or improves the relationship between cognitive abilities and learning performance. To aid the discussion of these findings we conduct ex-post focus groups with 3 teams of MBA candidates, and uncover a deeper problem tied with the individualistic nature of the sophisticated work systems students implement to get through their team assignments. Indeed, in order to cope with multiple requests they strive to minimize the actual interaction and group discussion with their teams, bypassing the opportunity to engage in real teamwork – that is to collaborate and help one another in their shared learning purpose. The concluding chapter stirs an overarching discussion on the results from the three empirical articles, acknowledging their limitations and offering insights of fruitful opportunities for future research. Specifically, we draw practical implications from our findings, and suggest specific research designs and context settings wherein the task-dependent interaction model we develop may gather further evidence and stimulate novel research.
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Schall, David M. "Two Case Studies of the Contribution of Emotional Intelligence, Communication Style, Job Competency, Vision, and Ethics to Constituent Buy-In for Leaders." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027097.

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The purpose of this study was to investigate the similarities and dissimilarities of leadership traits that create leader buy-in for an educational leader and a football coach; specifically, emotional intelligence, communication style, job competency, vision, and ethics, between an educational leader and a sports coach. The rationale of this study was to create recent literature that provided insight for leaders in multiple areas on how to transfer leadership skills to establish common goals and missions within their organizations.

Data was collected using a survey completed by 154 volunteer participants, along with interviews of 12 volunteer participants. A focus group of four volunteer participants was completed as well. The researcher also interviewed the leaders themselves to gain their own perspective of their leadership characteristics and ability to achieve constituent buy-in.

The survey results indicated at least 87%, and in many cases, over 90%, of constituents either strongly agree or mildly agree that his or her leader maintained control of his emotions (emotional intelligence), had an accurate understanding of his own strengths and weaknesses (emotional intelligence), communicated effectively (communication style), understood the skills and responsibilities needed to do his job effectively (job competency), understood the follower’s responsibilities and role within the organization (job competency), successfully communicated the vision of the organization (vision), and displayed ethical behavior (ethics) throughout the course of his job. The interviews and focus group provided anecdotes and personal testimony to support the results of the survey.

The most prevailing themes that emerged from the data related to creating constituent buy-in fell under Emotional Intelligence; specifically, relationship building and making a personal connection. To that end, participants in both groups stated that the leader made them feel ‘valuable,’ ‘important,’’ ‘truly knew’ them and ‘cared about them’ as much in a personal way, if not more than in a professional way. Participants indicated the leaders were also good in the other four areas as well. Statements made regarding their communication style were ‘inspiring’ and ‘clear’ while data from participant responses about job competency were ‘a good coach’ and an ‘ability to make tough decisions.’ Responses about vision were consistent in both groups in that a larger percentage of participants noted they could ‘see” the direction the organization was going because of how the leader described it and they wanted to be a part of fulfilling it. Both leaders rated high in ethics as well.

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Johnson, Brenda Webb. "Understanding and Applying Emotional Intelligence: A Qualitative Study of Tampa Veterans Administration Hospital Employees." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7040.

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Emotional intelligence (EI) has not been studied extensively within the Veterans’ Health Administration (VHA). The VHA is the largest healthcare organization in America with over 360,000 employees and the organization invests heavily in competency development. The Tampa VA is a level 1 facility with over 5,000 employees in the Tampa Bay area. The facilities Education office offers competency development through soft skills training, leadership development, and contracted courses that include emotional intelligence for leaders. The purpose of this study was to better discern ten Tampa VA medical center employees understanding and application of EI competence within their personal and professional lives. A series of qualitative interviews, focus groups, and an emotional intelligence curriculum were conducted over a six-month span in order to help participants improve their individual emotional intelligence competence. Findings confirm significant benefits for participants including increased EI competencies of self-awareness and self-management of emotions. Improvement also led to benefits including improved relationships, teamwork, and the ability to manage stress and change. Findings in this study were consistent with existing literature on EI specifically in regard to the possibility of improving EI competencies through training. An unanticipated finding was that only African American employees felt spirituality and upbringing contributed to initial development of emotional intelligence. Implications for theory include the need for an exploration of the potential influence of diversity and inclusion on the development of EI, and the need to explore the possibility of racial bias in the 360-assessment. Of the numerous implications for practice the most salient is that the provision of facility-wide opportunities for EI training for teams, leaders, aspiring leaders, and entry-level staff would be beneficial. Training could also be tailored to address specific challenges faced within the healthcare setting such as burnout, compassion fatigue, stress management, customer service, conflict management, and employee satisfaction. As this type of employee development is expanded to larger numbers of employees, it has the potential to significantly improve the organizational culture at the Tampa VA, which in turn will produce greater outcomes for our nations’ Veterans.
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Книги з теми "Competency intelligence"

1

Miller, Gloria J., Dagmar Bräutigam, and Stefanie V. Gerlach, eds. Business Intelligence Competency Centers. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781119197010.

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Gansor, Tom, Andreas Totok, and Steffen Stock. Von der Strategie zum Business Intelligence Competency Center (BICC). München: Carl Hanser Verlag GmbH & Co. KG, 2010. http://dx.doi.org/10.3139/9783446424869.

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Assessing emotional intelligence: A competency framework for the development of standards for soft skills. Amherst, NY: Cambria Press, 2008.

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4

J, Sternberg Robert, and Wagner Richard K, eds. Practical intelligence: Nature and origins of competence in the everyday world. Cambridge [Cambridgeshire]: Cambridge University Press, 1986.

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5

S, Appelbaum Paul, ed. Assessing competence to consent to treatment: A guide for physicians and other health professionals. New York: Oxford University Press, 1998.

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Cross-cultural competence. Abingdon, Oxon [England]: Routledge, 2005.

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An intelligent organization: Integrating performance, competence and knowledge management. Oxford: Capstone, 2002.

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8

Brar, S. Social emotional competence of pre-school children: Relationship to intelligence and maturity. Washington, D.C: Educational Resources Information Center, 1992.

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9

Saarinen, Esa, and Raimo P. Hämäläinen. Systems intelligence: Discovering a hidden competence in human action and organizational life. [Espoo]: Helsinki University of Technology, 2004.

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10

Nørmark, Dennis. Cultural intelligence for stone-age brains: How to work with Danes and beyond. Copenhagen: Gyldendal Business, 2013.

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Частини книг з теми "Competency intelligence"

1

Wikarek, Jarosław, and Paweł Sitek. "Competency Management Model for a Team of Trainers." In Computational Collective Intelligence, 388–95. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16014-1_31.

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Totok, Andreas. "Von der Business-Intelligence-Strategie zum Business Intelligence Competency Center." In Analytische Informationssysteme, 33–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-47763-2_3.

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3

Laursen, Gert H. N., and Jesper Thorlund. "Structuring of a Business Intelligence Competency Center." In Business Analytics for Managers, 183–200. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118983812.ch7.

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4

Scheutz, Matthias. "The Need for Moral Competency in Autonomous Agent Architectures." In Fundamental Issues of Artificial Intelligence, 517–27. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26485-1_30.

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5

Roberts, Gary. "CSLSI Servant Leadership Character, Competency, and Skill Sets." In Working with Christian Servant Leadership Spiritual Intelligence, 259–92. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58981-1_11.

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6

Pawełoszek, Ilona. "A Framework for Development of Ontology-Based Competency Management System." In Computing Predictive Analytics, Business Intelligence, and Economics, 77–96. Oakville, ON, Canada ; Palm Bay, Florida, USA : Apple Academic Press, 2019. |: Apple Academic Press, 2019. http://dx.doi.org/10.1201/9780429465468-5.

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Eryomina, Natalia, and Yaroslav Lopukhin. "Method of Automatic Creation of Curriculum with a Competency-Based Learning Model." In Artificial Intelligence: Anthropogenic Nature vs. Social Origin, 325–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39319-9_36.

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Jaini, Azila, Jaslin Md Dahlan, Nurulzulaiha Suhadak, and Noor Azrin Zainuddin. "Leveraging Digital Marketing to Empower SME Competency: A Conceptual Paper." In Impact of Artificial Intelligence, and the Fourth Industrial Revolution on Business Success, 619–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08093-7_41.

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Herbert, Nicole, David Herbert, Erik Wapstra, Kristy de Salas, and Tina Acuña. "Integrating the Development of Professional Skills Throughout an ICT Curriculum Improves a Graduate’s Competency." In Transactions on Computational Science and Computational Intelligence, 55–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70873-3_5.

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10

Roorda, Niko, and Anouchka Rachelson. "Emotional Intelligence." In The Seven Competences of the Sustainable Professional, 41–59. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351122634-5.

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Тези доповідей конференцій з теми "Competency intelligence"

1

Bezerra, Camila, Fred Freitas, and Filipe Santana. "Evaluating Ontologies with Competency Questions." In 2013 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies (IAT). IEEE, 2013. http://dx.doi.org/10.1109/wi-iat.2013.199.

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de-Marcos, Luis, Roberto Barchino, José-Javier Martínez, José-Antonio Gutiérrez, and José-Ramón Hilera. "Competency-Based Intelligent Curriculum Sequencing: Comparing Two Evolutionary Approaches." In 2008 IEEE/WIC/ACM International Conference on Web Intelligence and Intelligent Agent Technology. IEEE, 2008. http://dx.doi.org/10.1109/wiiat.2008.279.

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Triyono, Sigit, Yetti Supriyati, and Billy Tunas. "Designing IT-based Skills and Competency Learning System." In 2019 International Conference of Artificial Intelligence and Information Technology (ICAIIT). IEEE, 2019. http://dx.doi.org/10.1109/icaiit.2019.8834625.

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Jia Jianfeng, Zhu Zhu, and Jin Hao. "Research on employment competency model of undergraduates." In 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC). IEEE, 2011. http://dx.doi.org/10.1109/aimsec.2011.6010374.

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5

de-Marcos, Luis, Carmen Pages, Jose-Javier Martinez, and Jose-Antonio Gutierrez. "Competency-Based Learning Object Sequencing Using Particle Swarms." In 19th IEEE International Conference on Tools with Artificial Intelligence(ICTAI 2007). IEEE, 2007. http://dx.doi.org/10.1109/ictai.2007.14.

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Pandya, Bharti. "A COMPETENCY FRAMEWORK FOR VIRTUAL HR PROFESSIONALS IN AN ARTIFICIAL INTELLIGENCE AGE." In International Conference on Applied Research in Management, Business and Economics. Acavent, 2019. http://dx.doi.org/10.33422/icarbme.2019.04.1075.

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Safeer, Muhammad, and Salman Zafar. "Impact of business intelligence competency center in success/ failure of B.I. applications." In 2011 IEEE 14th International Multitopic Conference (INMIC). IEEE, 2011. http://dx.doi.org/10.1109/inmic.2011.6151486.

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Mei, Song, Hao Wenhui, and Li Meng. "Competency into Practice: Establishing a Blended Learning Environment in EFL Classes." In 2020 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2020. http://dx.doi.org/10.1109/icaie50891.2020.00125.

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Ano, Jose Louie Mark Z., Geoffrey A. Solano, John Arthur P. Hernan, and Ronalyn Grace Francisco. "WARP: A Workflow-Aware Instructional Platform for Competency-Based Learning." In 2019 10th International Conference on Information, Intelligence, Systems and Applications (IISA). IEEE, 2019. http://dx.doi.org/10.1109/iisa.2019.8900784.

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Dehghan, Alireza, Alireza Mehrabi, and Nahid Fotouhi. "The necessity of establishing Business Intelligence competency centers for achievement of BI projects." In 2013 5th Conference on Information and Knowledge Technology (IKT). IEEE, 2013. http://dx.doi.org/10.1109/ikt.2013.6620072.

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Звіти організацій з теми "Competency intelligence"

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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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