Дисертації з теми "Emotional intelligence training programme"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Emotional intelligence training programme".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
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/.
Повний текст джерелаGardner, 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.
Повний текст джерелаScherl, 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.
Повний текст джерелаEls, Deon André. "Emotional intelligence training model for executive leadership in South Africa." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7398.
Повний текст джерелаKing, Rickey Don. "Development of Emotional Intelligence Training for Certified Registered Nurse Anesthetists." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2091.
Повний текст джерелаSaberi, Maria Akbar. "The role of emotional intelligence in enhancing intercultural sensitivity." Thesis, Brunel University, 2012. http://bura.brunel.ac.uk/handle/2438/7383.
Повний текст джерелаLongueira, Manuel. "The value of emotional intelligence training for leaders at Goedgevonden Colliery." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97281.
Повний текст джерелаENGLISH 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.
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.
Повний текст джерелаEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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.
Повний текст джерелаKhan, 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.
Повний текст джерелаGroenewald, 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.
Повний текст джерелаENGLISH 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.
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.
Повний текст джерелаVan, 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.
Повний текст джерелаEmosionele 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
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.
Повний текст джерелаMini Dissertation (MSW)--University of Pretoria, 2016.
Social Work and Criminology
MSW
Unrestricted
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.
Повний текст джерелаMini Dissertation (MCom)--University of Pretoria, 2016.
Human Resource Management
MCom
Unrestricted
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.
Повний текст джерелаThe 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
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.
Повний текст джерелаBorders, Morgan R. "The Effect of Emotional Competencies on Team Functioning." Wright State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1578305626794175.
Повний текст джерелаRene, 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.
Повний текст джерелаRust, David Allen. "RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT." UKnowledge, 2014. http://uknowledge.uky.edu/edl_etds/8.
Повний текст джерелаTesta, 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.
Повний текст джерелаHugo, 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.
Повний текст джерелаThesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2005.
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.
Повний текст джерелаRees, 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/.
Повний текст джерелаLundgren, 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.
Повний текст джерелаHale, 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.
Повний текст джерелаEllwood, 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/.
Повний текст джерелаEbrahim, 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.
Повний текст джерелаENGLISH 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.
Dean, Susan A. "Soft Skills Needed for the 21st Century Workforce." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3669.
Повний текст джерелаHill, 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.
Повний текст джерелаThis 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.
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.
Повний текст джерелаAl-Rawahi, Nuhaila Mohamed Said. "Effective emotional literacy programmes : teachers' perceptions." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3261.
Повний текст джерелаNauheimer, 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.
Повний текст джерелаAl-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.
Повний текст джерелаFauconnier, 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/.
Повний текст джерелаWilson, 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.
Повний текст джерелаRieck, 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/.
Повний текст джерелаSteurenthaler, 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.
Повний текст джерелаThis 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.
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.
Повний текст джерелаEI 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.
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/.
Повний текст джерелаSylva, 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.
Повний текст джерелаThis 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.
Gursel, Gulistan. "The Relationship Between English Instructors." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611184/index.pdf.
Повний текст джерелаnegotiation 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.
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.
Повний текст джерелаBecker, 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.
Повний текст джерелаPh.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
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.
Повний текст джерелаDurand-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.
Повний текст джерелаMany 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
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.
Повний текст джерелаThis 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.
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.
Повний текст джерелаThis 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
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.
Повний текст джерелаJali-Khaile, Nomveliso Beatrice. "Skills development learning programmes and the development of emotional intelligence competencies." Diss., 2015. http://hdl.handle.net/10500/18323.
Повний текст джерелаPsychology
M.A. (Psychology with Specialisation in Research Consultation)