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Volume 2

The Inter­na­tional Jour­nal of Trans­for­ma­tive Emo­tional Intelligence

ISSN: 2165–0098

Cover of Journal (Volume 2)

 

 

 

 

 

Con­tents — arti­cles accepted for pub­li­ca­tion
in Vol­ume 2 (Decem­ber 2013)

 

Emo­tional Choices: Path­way to Intrin­sic Motivation

 

Ashis Sen, Head of Train­ing and Bal­anced Score­card, Hin­dus­tan Petro­leum Cor­po­ra­tion, LTD

San­jay Khandagle, COO, Dasoff Petro­leum Servies, LCC

A story told from the per­spec­tive of inter­nal coaches who used emo­tional intel­li­gence (EI) to lead a coach­ing ini­tia­tive to cre­ate a cul­ture of suc­cess in a for­tune 500 cor­po­ra­tion as it was chal­lenged to tran­si­tion from a sub­si­dized to a pri­va­tized petro­leum refiner and retailer in India. The authors were coaches who were deeply involved in the design and deliv­ery of the EI-centric train­ing in India. The authors attended EITRI’s 2007 EI cer­ti­fi­ca­tion work­shop and con­fer­ence in Kingsville, Texas.  Upon return­ing to their home coun­try they devel­oped an EI group and con­fer­ence pat­terned after the annual EI con­fer­ences held by EITRI.

Quan­ti­fy­ing Emo­tional Intel­li­gence: Val­i­dat­ing the Rela­tion­ship Skills Map (RSM)

 

Judith E. Cox, Ed.D.

The arti­cle iden­ti­fies and describes the rela­tion­ship between EI skills as mea­sured by the RSM and estab­lished mea­sures of expe­ri­en­tial intel­li­gence (CTI/Epstein), per­son­al­ity vari­ables (NEO) and dyadic adjust­ment and rela­tion­ship sat­is­fac­tion (DAS). The find­ings of the study sup­port the ini­tial val­i­da­tion of the RSM and pro­vide impor­tant con­sid­er­a­tions for the pos­i­tive assess­ment of healthy rela­tion­ship skills.

Devel­op­ing Emo­tional Intel­li­gence in Lead­ers: A Qual­i­ta­tive Research Approach

 

David A. Rude, Ph.D., The George Wash­ing­ton University

Research is pre­sented that explored the expe­ri­ences of effec­tive U.S. Fed­eral gov­ern­ment lead­ers in devel­op­ing their emo­tional intel­li­gence.  The con­tri­bu­tion to this jour­nal is explor­ing how emo­tional intel­li­gence is devel­oped within adults using a qual­i­ta­tive, phe­nom­e­no­log­i­cal research ori­en­ta­tion.  Specif­i­cally, this study con­tributes towards a greater under­stand­ing of the evolv­ing rela­tion­ship between EI, adult learn­ing, and lead­er­ship; and the vital­ity of qual­i­ta­tive research.  Rec­om­men­da­tions for the­ory and impli­ca­tions for future research and prac­tice are explored.

Tak­ing the LEAP: Inte­grat­ing EI into a Com­mu­nity College’s Insti­tu­tional Culture

 

Fred Hills, Ph.D., Dean, Arts & Sciences, McLennan Com­mu­nity College

Andrew Cano, MSHELEAP Coordinator, McLennan Com­mu­nity College

Paul Illich, Ph.D., Vice Pres­i­dent, Research, Plan­ning, and Infor­ma­tion Technology, McLennan Com­mu­nity College

McLen­nan Com­mu­nity Col­lege (MCC) has embarked on a cam­pus wide ini­tia­tive to help incom­ing stu­dents adapt to the rig­ors of the col­lege envi­ron­ment by address­ing their emo­tional intel­li­gence skills.  Draw­ing from the Nel­son and Low Emo­tional Intel­li­gence (EI) model, the college’s five year plan pro­motes EI skills in its entry level col­lege suc­cess courses and rein­forces these skills by restruc­tur­ing its gate­way col­lege level courses to ensure stu­dents have fre­quent oppor­tu­ni­ties to uti­lize EI skills through­out the semes­ter. Through this process, MCC is trans­form­ing its cul­ture around EI.

Trans­for­ma­tive Emo­tional Intel­li­gence in Higher Edu­ca­tion: Trans­form­ing Higher Edu­ca­tion One Stu­dent at a Time

 

Ter­rance Miller, South Texas College

Jorge L. Botello, South Texas College

An arti­cle chron­i­cling a grass-roots ini­tia­tive to teach the emo­tional intel­li­gence skill of self-esteem to stu­dents at South Texas Col­lege and its growth into an wider ini­tia­tive that was felt at many dif­fer­ent lev­els through­out the insti­tu­tion. Together with Mr. Gard­ner (Spud) Reynolds, Mr. Miller and Mr. Boetllo were recip­i­ents of EITRI’s Per­sonal Excel­lence Award and received this recog­ni­tion dur­ing the 2011, Eighth Annual Insti­tute for Emo­tional Intel­li­gence in San Anto­nio, Tx.

A Pilot Study of Empa­thy and Coun­selor Self-Efficacy Among Grad­u­ate Stu­dents in a Pre­dom­i­nantly His­panic Coun­sling Psy­chol­ogy Program

 

Mónica E. Muñoz, Ph.D., Texas A&M Inter­na­tional University

George Pot­ter, Ed.D., Texas A&M Inter­na­tional University

Mary R. Chavez, M.D., M.A., Texas A&M Inter­na­tional University

Emo­tional intel­li­gence (EI) mod­els sug­gest that emo­tional com­pe­ten­cies can be devel­oped to achieve opti­mal per­for­mance in var­i­ous areas.  The con­struct has been linked to suc­cess­ful aca­d­e­mic and career per­for­mance. One pro­fes­sion that may ben­e­fit from tar­geted train­ing in emo­tional intel­li­gence skills is coun­sel­ing psy­chol­ogy. The cur­rent study exam­ined the rela­tion­ships between emo­tional intel­li­gence skills, per­ceived coun­selor self-efficacy, and dis­po­si­tional empa­thy dimen­sions in a first year cohort of coun­sel­ing psy­chol­ogy grad­u­ate stu­dents. Iden­ti­fy­ing those emo­tional skills most strongly related to feel­ings of coun­sel­ing self-efficacy may help in design­ing tar­geted train­ing for future programs.

Improv­ing Learn­ing Envi­ron­ments for Students

Bev­erly Gammill

When Galve­ston Col­lege (GC) com­mit­ted to embed­ding emo­tional intel­li­gence (EI) in the learn­ing envi­ron­ment in 2005, the focus for improv­ing stu­dent suc­cess was con­cen­trated at col­lege level classes. How­ever, through­out the past few years, col­lege lead­er­ship, fac­ulty, and staff have imple­mented EI con­cepts in cam­pus activ­i­ties, in com­mit­tee work, and in pro­fes­sional devel­op­ment activ­i­ties. The ini­tial plan for imple­men­ta­tion has changed, but emo­tional intel­li­gence has main­tained a sig­nif­i­cant role as evi­denced by the GC’s Qual­ity Enhance­ment Plan (QEP).

Emo­tional Intel­li­gence and Job Sat­is­fac­tion Related to Gen­der and Experience

 

PK Tulsi, Ph.D., National Insti­tute of Tech­ni­cal Teach­ers’ Train­ing and Research, Chandigarth, India

Par­min­der Walia, MS., Sri Guru Gob­ind Singh Col­lege, Chandi­garth, India

The objec­tives of the research included the eval­u­a­tion of the main and inter­ac­tional effect of gen­der and expe­ri­ence on emo­tional intel­li­gence and job sat­is­fac­tion of 218 ran­domly selected col­lege teach­ers of Chandi­garh.  Results showed that there was no sig­nif­i­cant effect of gen­der on emo­tional intel­li­gence (F=.26) and job sat­is­fac­tion (F=.88), expe­ri­ence had sig­nif­i­cant effect on emo­tional intel­li­gence (F=5.13) and job sat­is­fac­tion (F=8.96). Inter­ac­tional effect of gen­der and expe­ri­ence on emo­tional intel­li­gence (F=.76) and job sat­is­fac­tion (F=1.59) was found to be insignif­i­cant. Col­lege teach­ers with higher level of emo­tional intel­li­gence showed higher level of job sat­is­fac­tion than the teach­ers with lower lev­els of emo­tional intelligence.

TIJTEI Price: $35.00

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EI Learn­ing Sys­tems
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A copy of the cur­rent jour­nal is com­pli­men­tary when join­ing or renew­ing your EITRI membership.

If you are inter­ested in pub­lish­ing in TIJTEI, please learn about the types of arti­cles accepted by the jour­nal, the peer-review process, for­mat­ting guide­lines, and more by vis­it­ing the EITRI Asso­ci­a­tion Web­site.

 

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