Effectiveness of an Emotional Intelligence Course in Enhancing and Sustaining the Emotional Competencies of MBA Students

RESUMENNo se puede negar el incremento en los diez últimos años de investigaciones y publicaciones centradas en la Competencia Socioemocional. En concreto, este estudio aborda uno de los procesos que, según Goleman (1996), forma parte del constructo Inteligencia Emocional: la motivación. Numerosos estudios tratan su relación con el rendimiento y el fracaso escolar (González, Mendiri y Arias, 2002; Brier, 2006). El aumento de los índices de desmotivación en las aulas, unido a un rendimiento académico cada vez menor en algunos grupos de alumnos —a los que se unen aspectos y situaciones familiares disfuncionales—, justifica este estudio acerca de uno de los factores que más incidencia puede tener en los alumnos y sobre el que se puede intervenir: se trata de las características de los profesores que son percibidas como motivadoras por sus alumnos. En concreto, el estudio aborda el análisis de las diferencias en función de los diferentes cursos, el sexo y los factores de motivación según la Escala de Motivación Académica (EMA, Manassero y Vázquez, 1997, 1998). Para ello, se presentan los primeros hallazgos de un estudio, con una muestra incidental de 350 alumnos de ESO, pertenecientes a dos colegios concertados de diferentes áreas de Madrid. El trabajo concluye con algunas pautas de intervención para los profesores, que se consideran recomendables en la actuación en las aulas.ABSTRACTIt can’t be denied that, in the last ten years, research and publications focusing on Social and Emotional Competencies is increasing. This study addresses one of the processes, which according to Goleman (1996), is part of the Emotional Intelligence construct: motivation. Numerous studies deal with its relationship with performance and school failure (Gonzalez, Mendiri and Arias, 2002; Brier, 2006). The increased rates of demotivation in the classroom, coupled with an increasingly lower academic performance in some groups of pupils, together with dysfunctional family situations, justify this study about one of the factors with more impact on students: the characteristics of teachers who are perceived as motivating by the students. Specifically, in this paper, the differences taking into account the courses, the sex and the motivational factors according to the Academic Motivation Scale (EMA, Manassero and Vazquez, 1997, 1998) will be analyze. For this propose, the first findings of a study, with an incidental sample of 350 students from two schools in different areas of Madrid, will be presented. The paper concludes with some recommended guidelines for intervention for teachers in the classroom.

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What Emotional Intelligence Does to Organizational Stress

Multidisciplinary Perspectives on Human Capital and Information Technology Professionals - Advances in Information Security, Privacy, and Ethics ◽

10.4018/978-1-5225-5297-0.ch003 ◽

2018 ◽

pp. 38-56

Author(s):

Shubhangini Rathore

Keyword(s):

Emotional Intelligence ◽

Strong Correlation ◽

Focal Point ◽

Role Stress ◽

Workplace Stress ◽

Organizational Stress ◽

It Industry ◽

Emotional Competencies ◽

Organizational Role ◽

The Relationship

The acknowledgement to develop emotional competencies of the workforce is a focal point of concern for human resource practitioners today. This chapter attempts to explore the relationship between organizational role stress and emotional intelligence in the Indian IT industry. Data was collected from a total of 250 employees, both managers and non-managers working in the Delhi NCR region. Emotional intelligence was measured by developing a scale consisting of 27 items. Stress was measured using the organizational role stress questionnaire comprising of 50 items. The results show a strong correlation between role stress and emotional intelligence. It was seen that by altering and increasing the levels of EI among the employees; workplace stress could be effectively reduced. There was also seen to be a and significant impact of emotional intelligence on organizational stress. Regression was applied to see the result of the EI variables on different factors of stress. It was seen that there is a significant impact of variables on organizational stress.

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An Integrated Framework for Developing Emotional Intelligence among MBA Students

International Journal of Applied Management Sciences and Engineering ◽

10.4018/ijamse.2015010102 ◽

2015 ◽

Vol 2 (1) ◽

pp. 16-29

Author(s):

Shubhangini Rathore

Keyword(s):

Emotional Intelligence ◽

Academic Success ◽

Job Market ◽

Work Systems ◽

Emotional Labour ◽

Mba Students ◽

Integrative Framework ◽

Emotional Quotient ◽

Contemporary Work ◽

Customer Intimacy

Though traditionally the intelligence quotient (IQ) had been used as a predictor of academic success, recent studies have highlighted that students with higher emotional quotient (EQ) are more successful both academically and professionally. Given that the contemporary work systems involve huge emotional labour and customer intimacy, employers have now started preferring students with high emotional quotient; as the job market is already full of academically competent candidates. The current study is divided into two parts, the first part reviews and analyzes important researchers; in order to identify an integrative framework of the most important emotional intelligence competencies among students. The second part attests this framework with the help of statistical analysis of a sample of college students. The results of the study provide a list of factors that can be adopted as a part of the academic curriculum for the development of emotional intelligence among MBA students.

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Emotional Intelligence, Socio -Emotional Competence andHuman Capital

RA Journal Of Applied Research ◽

10.47191/rajar/v7i4.08 ◽

2021 ◽

Vol 07 (04) ◽

Author(s):

Dr. Jyotirmayee Choudhury ◽

Keyword(s):

Human Capital ◽

Emotional Intelligence ◽

Organizational Level ◽

Emotional Competencies ◽

Emotional Competency ◽

The People ◽

Intelligent Behavior ◽

Personal Competencies ◽

Emotionally Intelligent ◽

Significant Bearing

The concept of emotional intelligence and emotional competency is contemporary issue in the management literature. Therefore, it has become imperative to study, understand and leverage it for the sake of enhancing the capacity of human capital at the level of individual as well as organizations. As the pace of change is fast and uncertain in the world of work, it is making more and more demands on a person’s cognitive, emotional and physical resources. These set of capabilities are becoming progressively significant. It is because majority of the concerns in organization involve people in different roles. Hence, emotional intelligence must become a determining factor for their effective management. Emotional and personal competencies are inevitable to identify measure, predict and manage performance at workplace resulting in its effectiveness. Thereby, it boosts the worth of the human capital. That is the reason why, the competencies possessed by the people have a significant bearing on the extent to which they can actualize their emotional intelligence. The current paper sets out to examine the concept and correlation between the emotional intelligence, socio emotional competencies, emotionally intelligent behavior and human capital. The study recommends that emotional intelligence is significantly related with the socio-emotional competencies which ultimately strengthen emotionally intelligent behavior to leverage human capital at individual and organizational level.

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CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS

10.36997/mdps2021.16 ◽

2021 ◽

Author(s):

Veneta Ivanova ◽

Keyword(s):

Emotional Intelligence ◽

Conflict Management ◽

Emotional Competence ◽

Preschool Education ◽

Management Skills ◽

Emotional Competencies ◽

The Difference ◽

The Moment ◽

Educational Methodology

This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.

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Emotional Intelligence as a Personal Resource of Professional Becoming of Specialists of Socionomic Professions

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2014vol1.793 ◽

2015 ◽

Vol 1 ◽

pp. 65

Author(s):

Yuliia Breus

Keyword(s):

Emotional Intelligence ◽

Theoretical Analysis ◽

Functional Model ◽

Psychological Flexibility ◽

Functional Characteristics ◽

Emotional Competencies ◽

Personal Resource ◽

Professional Activities ◽

Levels Of Functioning

<p>The article presents the theoretical analysis of the problem of emotional intelligence as a personal resource of professional becoming of specialists of socionomic professions. The author's structural-functional model of emotional intelligence is presented. It shows the levels of functioning, functional characteristics, emotional competencies and substantial characteristics of emotional intelligence. The influence of emotional competences on professional activities of specialists of socionomic professions is analyzed. Such emotional competences are described: the ability to understand own emotions and emotions of others, the ability to demonstrate emotional attitude to situations and other people adequately; the productive interaction and psychological flexibility in relations with others.</p>

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The Role of Emotional Intelligence in Organizational Performance

Periodica Polytechnica Social and Management Sciences ◽

10.3311/ppso.15879 ◽

2020 ◽

Vol 29 (1) ◽

pp. 1-9

Author(s):

Heléna Krén ◽

Beatrix Séllei

Keyword(s):

Emotional Intelligence ◽

Organizational Performance ◽

Predictor Variable ◽

Self Awareness ◽

Emotional Competencies ◽

System Leaders ◽

And Performance ◽

National Tax ◽

The Relationship

Emotional intelligence may affect organizational performance, and the aim of our research was to examine whether this statement can be proven in the case of financially successful organizations or not. Information about leaders has been derived from online surveys with Genos EI and also from interviews, and we gathered data about organizational success from the national TAX system. Leaders usually determine group and organizational effectiveness, so we analyzed data from 22 leaders working in successful Hungarian companies. According to our results, some emotional competencies correlate with performance. In this case self-awareness, awareness of others and self-management seemed to affect organizational performance. In our regression analysis, self-awareness seemed to be a predictor variable of performance. The relationship between emotional intelligence and performance should be examined further by expanding on the analysis of other performance indicators and leadership styles.

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Effectiveness of a Leadership Development Program that Incorporates Social and Emotional Intelligence for Aspiring School Leaders

Journal of Educational Issues ◽

10.5296/jei.v1i1.7443 ◽

2015 ◽

Vol 1 (1) ◽

pp. 65 ◽

Cited By ~ 4

Author(s):

María Trinidad Sánchez-Núñez ◽

Janet Patti ◽

Allison Holzer

Keyword(s):

Emotional Intelligence ◽

Job Performance ◽

School Leaders ◽

Statistical Significance ◽

Development Program ◽

Emotional Competencies ◽

Post Graduate ◽

Social And Emotional ◽

Social And Emotional Competencies ◽

Social And Emotional Intelligence

<p>Focus on social and emotional intelligence competencies to improve effective leadership has become commonplace in the corporate arena and is now considered by many a prerequisite to successful job performance and outcomes (Antonakis, Ashkanasy, & Dasborough, 2009; Grant, Curtayne, & Burton, 2009; Spence & Grant, 2007; Kampa-Kokesch & Anderson, 2001; McGovern, Lindemann, Vergara, Murphy, Barker, & Warrenfeltz, 2001). Only recently has a similar trend become recognized and more accepted in the field of education (Patti, Senge, Madrazo, & Stern, 2015; Patti, Holzer, Brackett, & Stern, 2014). Few studies exist that study the role that educational leaders’ social and emotional competencies in play in their job performance and effectiveness; none exist that explore such development with aspiring school leaders. This quasi-experimental pilot study evaluated the effectiveness of a post-graduate development program for aspiring school leaders that incorporates social and emotional intelligence based on the Goleman-Boyatzis model (Goleman, Boyatsis, & McKee, 2001) and inspired by the original concept of emotional intelligence (Salovey & Mayer, 1990). The interrelated social and emotional competencies explored in this study form four core clusters that include: 1) self-awareness, 2) self-management, 3) relationship management, and 4) social awareness (Brackett, Rivers, & Salovey, 2011; Goleman, 1996; Salovey & Mayer, 1990; Zins & Elias, 2007). This study’s sample consisted of 32 aspiring leaders who participated in a post-graduate educational leadership program at a university in New York. The study evaluated whether or not there were any effects of focused social and emotional intelligence content and skills on aspiring leaders’ emotional intelligence (EI) and other related characteristics such as assertiveness, empathy, mental health, personality, and openness to experience. Post-tests on the various characteristics after one semester found no statistical significance in the tested variables. However, after two years, when the social and emotional intelligence competencies were post-tested (ESCI-U), there were significant findings in the student candidates’ self-reported competencies directly related to leadership. Paired t-test comparisons of the means of Observer raters’ scores did not find statistically significant differences in the competencies assessed. This article discusses these findings as well as the strengths and challenges of implementing social and emotional intelligence development within an aspiring school leaders program; finally, it provides recommendations for further program development and studies.</p>

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ASSESSMENT OF CUEA MBA PROGRAM CONTRIBUTION TO GREATER EMOTIONAL INTELLIGENCE

Journal of Education and Practice ◽

10.47941/jep.315 ◽

2019 ◽

Vol 3 (1) ◽

pp. 58

Author(s):

Wilfred Chege Kimani ◽

Dr. Kifleyesus Andemariam ◽

Dr. Kiflemariam Abraham

Keyword(s):

Emotional Intelligence ◽

Undergraduate Students ◽

Business Schools ◽

Descriptive Analysis ◽

Eastern Africa ◽

Skills Development ◽

Multiple Sources ◽

Mba Students ◽

Mba Program ◽

Second Year

Purpose: This study assesses the Catholic University of Eastern Africa University (CUEA) Graduate Business School MBA contribution to developing and enhancing Emotional Intelligence skills among its MBA students.Methodology: Data was collected using various instruments: A survey with structured questionnaires administered to a target population of 40 second-year MBA students; in-depth interviews with 8 second-year MBA students, and 8 CUEA MBA lecturers; and a review of CUEA curriculum in relation to a benchmark of 10 MBA Programs in the best Business Schools of international and regional universities. A concurrent mixed method was used to achieve information with construct validity and chain of evidence from the multiple sources of data. The analysis technique was explanation based on the qualitative data, and some descriptive analysis was carried out for the quantitative data.Results: The findings show that the CUEA MBA program does not have EI (emotional intelligence) as one of its core skills development, while most of the best Business Schools do. CUEA MBA Program does not have specific EI objectives, and as a result, its lecturers have never focused on it and the students’ EI awareness, knowledge, and skills are low.Contribution to policy and practice: The study recommends that CUEA MBA program needs to be incorporated with EI skills development and make it a primary skill to be developed to the students irrespective of their area of specialization. The study further recommends that EI skills should be developed not only at the MBA level but also among undergraduate students, as suggested by some of the lecturers who participated in this study.

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Testing the links between emotional intelligence and motivation

Journal of Management & Organization ◽

10.5172/jmo.2007.13.3.212 ◽

2007 ◽

Vol 13 (3) ◽

pp. 212-226 ◽

Cited By ~ 7

Author(s):

Anne Christie ◽

Peter Jordan ◽

Ashlea Troth ◽

Sandra Lawrence

Keyword(s):

Emotional Intelligence ◽

Empirical Study ◽

Structural Equation ◽

Component Part ◽

Current Debate ◽

Emotional Competencies ◽

Related Function ◽

Social And Emotional ◽

Motivational Needs ◽

Social And Emotional Competencies

AbstractThe emotional intelligence construct is still the focus of substantial controversy. In this paper we contribute to the current debate regarding the factors that comprise the emotional intelligence construct. While some authors argue that emotional intelligence consists of a number of social and emotional competencies including self-motivation (Goleman 1995; 1998), others maintain emotional intelligence abilities are restricted to abilities that directly link emotions to cognition (Mayer & Salovey 1997). This latter view does not include motivation as a factor, but acknowledges it as a separate, related function. We conducted an empirical study to test these two different conceptualisations. One hundred and thirteen individuals completed measures of emotional intelligence and McClelland's (1987) three motivational needs. Structural equation analyses clearly supported Mayer and Salovey's (1997) conceptualisation that motivation is a factor related to emotional intelligence but is not a component part of the emotional intelligence construct. Implications are discussed.

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