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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, MSHE, LEAP 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.

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