Should I Blow the Whistle on My Boss? An Investigation of the Effects of Emotional Intelligence and Consequence Framing on the Subordinates’ Whistleblowing Intentions

2021 ◽  
Author(s):  
Xin Geng ◽  
Arron Fleming
Keyword(s):  
Emotional Intelligence ◽  
Effective Measure ◽  
Practical Implications ◽  
High Emotional Intelligence

Given that whistleblowing is considered an effective measure to prevent and detect fraud, we experimentally examine select factors that may impede a subordinate tipster to act when the leader is involved. Specifically, we examine the effects of the subordinate’s emotional intelligence, the leader’s emotional intelligence, and the consequence framing of outcomes to the company and the leader on the intention of the subordinate to blow the whistle. We found that when a leader is involved in a fraud and has a high emotional intelligence, the subordinate is less likely to blow the whistle. Moreover, the subordinate is more likely to blow the whistle when the outcome consequence is framed as being positive to the organization relative to being negative to the leader when the leader has a high emotional intelligence. This study makes scholarly contributions to the whistleblowing literature and has important practical implications in the anti-fraud arena.

The relationship between emotional intelligence, library anxiety, and academic achievement among the university students

2018 ◽  
Vol 52 (1) ◽  
pp. 237-248 ◽  
Author(s):  
Sajjad Ullah Jan ◽  
Mumtaz Ali Anwar ◽  
Nosheen Fatima Warraich
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Academic Anxiety ◽  
Library Anxiety ◽  
Significant Relationships ◽  
The University ◽  
University Undergraduates ◽  
The Relationship ◽  
Practical Implications ◽  
High Emotional Intelligence

Emotional intelligence has a strong link with academic anxieties. It is apparent from the published literature that a student with high emotional intelligence would face low academic anxiety and vice versa. Similarly, library anxiety, which is an academic anxiety, also affects students’ academic performance. Library anxiety of students may increase or decrease along with their ability to understand and manage their own emotions and those of others. However, there is a dearth of literature on the relationship between these two concepts. Data regarding these concepts were collected from university undergraduates. Findings established significant relationships between emotional intelligence, library anxiety and academic performance among the participants. This study has practical implications for academicians and professional librarians to deal with the library anxiety of students and their academic performance.

The Effects of Perceived Leader Emotional Intelligence and Group Prototypicality on Subordinate Whistleblowing Intentions

2021 ◽  
Author(s):  
Xin Geng
Keyword(s):  
Emotional Intelligence ◽  
Leadership Style ◽  
Ethical Leadership ◽  
Mediating Effect ◽  
Control Environment ◽  
Fraud Prevention ◽  
The Impact ◽  
The Relationship ◽  
Practical Implications ◽  
High Emotional Intelligence

While prior research has examined the impact of ethical leadership on subordinates' whistleblowing intentions, a leader's specific characteristics, such as emotional intelligence and group prototypicality, are underexplored. As with leadership style, they can play an important role in creating a control environment which facilitates fraud prevention, detection, and deterrence. This study examines the effects of perceived leader emotional intelligence and group prototypicality on the subordinate's intention to blow the whistle to the leader. Results indicate that a subordinate is more likely to blow the whistle when the leader is perceived as having high emotional intelligence or group prototypicality. Both relationships are mediated by the subordinate's trust in the leader. Moreover, the mediating effect of the subordinate's trust in the leader on the relationship between perceived leader emotional intelligence and subordinate whistleblowing intentions is stronger when the leader's group prototypicality is high. Academic and practical implications are discussed in the paper.

Getting the team together: the role of emotional intelligence and self-efficacy in team performance

2020 ◽  
Vol 28 (5) ◽  
pp. 5-7
Keyword(s):  
Emotional Intelligence ◽  
Self Efficacy ◽  
Team Cohesion ◽  
Business Simulation ◽  
Content Type ◽  
Pertinent Information ◽  
The Relationship ◽  
Practical Implications ◽  
High Emotional Intelligence

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Teams with higher collective emotional intelligence have stronger levels of team cohesion. In a business simulation, these teams achieved a better financial performance. High emotional intelligence was linked to high self-efficacy, which was found to mediate the relationship between emotional intelligence and team cohesion. Originality/value The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

EMOTIONAL INTELLIGENCE DAN PERILAKU KEPEMIMPINAN PENDIDIKAN ISLAM

2018 ◽  
Vol 2 (2) ◽  
pp. 114-128
Author(s):  
Ahmad Fauzi
Keyword(s):  
Emotional Intelligence ◽  
Strong Influence ◽  
Islamic Education ◽  
Theoretical Level ◽  
Level Of Education ◽  
High Position ◽  
Performance Culture ◽  
And Performance ◽  
Emotional Approach ◽  
High Emotional Intelligence

Sociologically, emotional intelligence is an important part of this study to build leadership social behavior in the management of Islamic education, so that it can color the dynamics of leadership so far and can increase individual loyalty in the organization. Therefore, a leader in mobilizing, motivating and inspiring individuals in the organization requires an emotional approach as a model to awaken individuals in improving their performance culture. Thus the role and actions of leadership in various systems of Islamic education are essentially actualization processes of internalization values inherent in his personality, especially regarding (emotional intelligence). At the theoretical level, emotional intelligence is an important part in building ideal leadership. Portrait of emotional intelligence-based leadership can give birth to two leadership models, including: a) emotional intelligence-based leadership is seen as more effective, and has a strong influence on individual loyalty in Islamic education - even high and low emotional intelligence also affects the high and low loyalty and performance culture. b) the emotional intelligence of a leader cannot be measured by the level of education, even someone's degree. Therefore, it does not guarantee that someone who has a high position or has a high title has high emotional intelligence.

scholarly journals The traditional Chinese Baduanjin exercise for the enhancements in health of older adults: a narrative review

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Fung Kei Cheng
Keyword(s):  
Physical Activity ◽  
Metabolic Disorders ◽  
Well Being ◽  
Bone Diseases ◽  
Narrative Review ◽  
Ageing Population ◽  
Successful Ageing ◽  
Effective Measure ◽  
Old Adults ◽  
Practical Implications

Health debilitation negatively impacts the physical and psychiatric states of ageing persons, consequently increasing individual, familial, and social burdens. Physical exercise is an effective measure to cope with this problem, and Baduanjin, a traditional Chinese exercise, is one of the choices. This narrative review analyses 58 clinical studies, which indicate the efficacy of Baduanjin for the health of old adults, including in physiological refinement, bone diseases, cardiovascular and cardiopulmonary illnesses, metabolic disorders, digestive sicknesses, cognitive impairment, and mental disorders. The results not only reveal the rehabilitative and preventive functions of Baduanjin, but also suggest health promotion through this physical activity for the ageing population. It also proposes improvements in methodological design and practical implications for the well being of seniors and successful ageing.

Four ways mind–body infused coaching approaches sharpen executives’ performance

2018 ◽  
Vol 17 (6) ◽  
pp. 282-289
Author(s):  
Alison Horstmeyer
Keyword(s):  
Emotional Intelligence ◽  
Work Performance ◽  
Holistic Approach ◽  
Personality Types ◽  
Content Type ◽  
Whole Person ◽  
Body Practices ◽  
The Brain ◽  
Practical Implications

Purpose This paper aims to describe mind–body infused coaching and to explain four distinct effects it can have on organizational executives and employees. Design/methodology/approach A review of theory and research on mind–body practices, emotional intelligence and work performance was conducted. A case study from the author’s experience also is included. Findings Mind–body infused coaching activates employees’ awareness, ignites a strengths-based approach, improves inner workings of the brain, boosts emotional intelligence and promotes curiosity. Practical implications HR professionals and managers are encouraged to obtain training in evidence-based mind–body principles to improve and sustain outcomes when coaching organizational executives and employees. Originality/value Conventional coaching approaches tend to be highly reductionistic by focusing solely on employees’ personality types, soft skills or achievement of specific goals. This paper discusses a holistic approach to coaching the whole person and outlines four specific benefits that could be anticipated as a result.

scholarly journals Teacher Effectiveness of Secondary School Teachers in Relation to Their Emotional Intelligence

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ranju Bala
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Teacher Effectiveness ◽  
Secondary School Teachers ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
School Teachers ◽  
Intelligence Scale ◽  
Significant Difference ◽  
High Emotional Intelligence

This study is aimed at (i) studying teacher effectiveness in relation to emotional intelligence and (ii) studying the correlation of teacher effectiveness and emotional intelligence. To achieve the purpose, Teacher Effectiveness Scale by Kulsum (2000) and Emotional Intelligence Scale by Hyde, Pethe and Dhar (2001) were employed. A sample of 200 secondary school teachers was selected on the basis of random sampling technique. Descriptive statistics were used to analyse the data. The t-value was applied. Results indicate a significant difference between teacher effectiveness among male and female & Govt. and Private secondary school teachers. Findings on the basis of one way analysis of variance reveal that the group of secondary school teachers with high emotional intelligence is more effective than the group of teachers with average or low emotional intelligence. There exists positive and significant relationship between teacher effectiveness and emotional intelligence among secondary school teachers.

scholarly journals Effect of Emotional Intelligence and trust on Bank performance (Evidence SME’s in Indonesia)

2019 ◽  
Vol 12 (3) ◽  
pp. 1848-1855
Author(s):  
Titok Waskito Adi ◽  
Budi Prasetyo ◽  
Erlyna Hidyantari
Keyword(s):  
Factor Analysis ◽  
Emotional Intelligence ◽  
Confirmatory Factor Analysis ◽  
Correlation Analysis ◽  
Financial Performance ◽  
Banking Sector ◽  
Bank Performance ◽  
Confirmatory Factor ◽  
The Relationship ◽  
Practical Implications

This study aims to analyze trust in the relationship between staff and customers in the banking sector, its influence on financial performance in the level of emotional intelligence (EI) and their trust. Respondents were asked to complete EI tests and questions related to trust behavior. Exploratory factor analysis and confirmatory factor analysis and correlation analysis are used to identify relationships. Trust's findings are known to consist of three components: trustworthy; knowledge; and expectations. Furthermore, there is a significant correlation between trust and EI, when compared to the financial performance of relationship managers. Research weaknesses/ implications The method used by banks in collecting performance data limits the analysis that can be held. Practical implications increasing relationship manager awareness of their own emotions, and how they perceive and act on the emotions of others, will positively influence financial performance.

scholarly journals HASIL BELAJAR FISIKA DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMA NEGERI 2 SEKAMPUNG

2018 ◽  
Vol 1 (1) ◽  
pp. 110
Author(s):  
Ayang Kinasih
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Success Rate ◽  
Learning Outcomes ◽  
Self Regulation ◽  
Higher Learning ◽  
Self Awareness ◽  
Learning Success ◽  
Learn Physics ◽  
High Emotional Intelligence

Abstrak: Tujuan penelitian ini adalah mendeskripsikan tingkat keberhasilan belajar fisika ditinjau dari kecerdasan emosional, kontribusi kecerdasan emosional terhadap hasil belajar, kesesuaian hasil belajar dengan tingkat kecerdasan emosional, pola dukungan subvariabel kecerdasan emosional yang terbentuk pada variasi kategori hasil belajar. Populasi pada penelitian ini adalah seluruh siswa SMA Negeri 2 Sekampung, sampel diambil 20% dari populasi atau sebanyak 35 siswa. Data diperoleh melalui metode tes dan angket kecerdasan emosional. Kesimpulan: (1) Siswa yang memiliki kecerdasan emosional tinggi maka tingkat keberhasilan belajar paling besar, (2) kontribusi kecerdasan emosional terhadap hasil belajar sangat besar, (3) hasil belajar sesuai dengan kecerdasan emosional, (4) pola dukungan subvariabel kecerdasan emosional pada hasil belajar tinggi, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial tinggi, pola dukungan subvariabel kecerdasan emosional pada hasil belajar sedang, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial sedang, pola dukungan subvariabel kecerdasan emosional pada hasil belajar rendah, yaitu siswa memiliki kesadaran diri, pengaturan diri, turut merasakan (empati), dan keterampilan sosial rendah. Subvariabel kecerdasan emosional yang dominan mendukung hasil belajar adalah turut merasakan (empati).Abstract:  The purpose of this study was to describe the success rate to learn physics in terms of emotional intelligence, emotional intelligence contribute to learning outcomes, learning outcomes conformity with the level of emotional intelligence, emotional intelligence subvariabel support pattern formed on the variation of categories of learning outcomes. The population in this study were all students of SMA Negeri 2 Sekampung, samples taken 20% of the population, or as many as 35 students. Data obtained through the method of emotional intelligence tests and questionnaires. Conclusions: (1) Students who have high emotional intelligence the greatest learning success rate, (2) contribution of emotional intelligence to the learning outcomes is very large, (3) learning outcomes in accordance with emotional intelligence, (4) a pattern of emotional intelligence subvariabel support the results higher learning, the students' self-awareness, self-regulation, also feel (empathy), and high social skills, emotional intelligence subvariabel patterns support the learning outcomes were, the students have self-awareness, self-regulation, also feel (empathy), and skills social being, patterns support emotional intelligence subvariabel low learning outcomes, the students have self-awareness, self-regulation, also feel (empathy), and low social skills. Subvariabel emotional intelligence is the dominant support learning outcomes also feel (empathy).

scholarly journals Active and passive procrastination in terms of temperament and character

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e6988
Author(s):  
Ada H. Zohar ◽  
Lior Pesah Shimone ◽  
Meirav Hen
Keyword(s):  
Emotional Intelligence ◽  
Longitudinal Study ◽  
Coping Style ◽  
Personal Goals ◽  
Personality Profiles ◽  
Temperament And Character Inventory ◽  
Short Term ◽  
Character Inventory ◽  
Community Volunteers ◽  
High Emotional Intelligence

BackgroundWhile passive procrastination is usually associated with distress and dysfunction active procrastination may be an effective coping style. To test this possibility, we examined passive and active procrastination in terms of temperament, character, and emotional intelligence (EI), as well as by a short-term longitudinal study.MethodsAdult community volunteers (N = 126) self-reported twice in an online short-term longitudinal study. At baseline on active and passive procrastination, as well as on the temperament and character inventory of personality (TCI-140) and EI. At first testing, they were asked to freely describe three personal goals and to make action plans to achieve each within the next two weeks. Two weeks later they reported on progress on their personal goals (PPG).ResultsPPG correlated positively with active procrastination and negatively with passive procrastination. Dividing the participants into median splits on active and passive procrastination resulted in four groups: Active, Passive, Active-Passive, and Non-Procrastinators. Analysis of variance showed that active procrastinators had an advantage in temperament and character traits as well as EI. Active procrastinators were also higher than the other groups on personality profiles i.e. combinations of traits; dependable temperament and well-developed character.ConclusionsActive procrastination can be an adaptive and productive coping style. It is associated with dependable temperament, well-developed character, and high emotional intelligence and predicts meeting personal goals.

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