Self-awareness Skills Research Articles

Developing Effective Human Resource for Achieving Business Excellence:Role of Emotional Intelligence

In an increasingly competitive work environment, today's business world has realised the fact that their human resource should not only be academically skilful, but also emotionally intelligent. It is said that in a corporate establishment, a person is recruited on the basis of IQ but is promoted on the ground of his or her EQ. Many research findings have established the fact that the powerful technique of integrating and applying the dimensions of emotional intelligence (EI) has shown better creativity and an increase in overall productivity of establishments. Basically, excellence in the context of business environment demands employees who can transcend their linear thinking towards inhabiting the art of cooperation, resilience, optimism and persuasiveness in their day to day activities. Daniel Goleman, the father of EI, has defined EI as a potential for mastering the skills of self-awareness, self-management, social awareness and relationship management. In this context, successful HR strategies of an organisation are urged to recognise the fact that strong, faithful and emotionally stable employees having the aforementioned characteristics can build business healthy and competitive. Therefore, it can be presumed that EI may stand as a valuable tool for management practitioners’ who seeks to bring about changes in their own organisations. Keeping this objective in mind, we have attempted to critically analyse the available literature for drawing inferences about the role of EI in terms of its measurement, applicability and effects. To concretise our assumptions, various conceptual factors on EI have been revisited which can be used effectively to drive the HR profession for deriving business excellence.

Meningkatkan Prestasi Belajar di Perguruan Tinggi dengan Mengembangkan Kecerdasan Emosional

To be successful in a particular field, someone does not only rely on academic ability or technical skills. There is another ability that has big contribution to determine the success, which is the ability to manage emotions well or emotional intelligence. It was found many cases which people have failed not because they lack of the potential for mastery of academic or technical skills but they lack of the skills to manage their emotions. Speaking about emotional intelligence, there are five things to consider: self-awareness, self control, motivation, empathy, and social skills. These five things work together in developing emotional intelligence. If emotional intelligence can be realized and well developed, it can be a benefit for students who are studying in universities. The hope is the systematic development of emotional intelligence will best promote student achievement in learning.

Ortak Çalışma ve Ekip Bilimi: Teoriden Pratiğe

Disiplinler arası çalışmalar, bilimsel buluşlar ve dönüşümsel araştırma çalışmaları için giderek daha önemli hale gelmektedir. Yüksek katılımlı ve aralarında etkileşim halinde olan araştırma ekipleri birtakım ortak özellikleri paylaşırlar. Bu özellikler çalışmalarının geliştirilmesi ve zamanla sürdürülebilirliğine ilişkin başarılarına katkıda bulunur. Çok başarılı araştırma ekipleri ile hedeflerine ulaşamayan veya aralarındaki uyuşmazlıklar nedeniyle dağılan ekiplerin üyeleriyle etraflıca yaptığımız görüşmelerle, ekip başarısı ve etkinliği için gerekli anahtar unsurları belirledik. Hiç kuşkusuz bilimsel hedef ortak çalışmanın merkezinde yer almaktadır. Buna karşın ekibin raydan çıkmasını önlemek için destekleyici ögelere de ihtiyaç vardır. Bunların içinde en önemlisi güvendir; güven olmadan ekip dinamikleri zamanla bozulma riskiyle karşı karşıya kalır. Hem liderler hem de diğer katılımcılar için farkında olunması gereken diğer kritik faktörler; ortak bir vizyon geliştirmek, ekip üyelerini stratejik olarak belirlemek ve ekibin kurulmasında kararlı davranmak, uyuşmazlık çıktığında ihtilafları ortaya koymak ve kredi (itibar, destek vb.)ile yazarlığı paylaşırken beklentileri açıkça ortaya koymaktır. Özfarkındalık ve güçlü iletişim becerilerine sahip olmak, etkin bir liderliğe ve bilim ekiplerinin yönetim stratejilerine önemli katkı sağlar. Tüm başarılı ekipler bu aktiviteleri etkin olarak gerçekleştirme özelliğini paylaşırken, farklı güçlü ve zayıf özelliklere sahip her liderle başarıya ulaşmak için tek bir formül yoktur. Başarılı bilimsel ortaklıklar, kendisini bilen, düşünceli, işin merkezinde bilimin olmasını destekleyen kritik unsurları önemseyen güçlü liderlere sahiptir.

Emotional, Spiritual Intelligence Create Exemplary Leaders

Emotional, Spiritual Intelligence Create Exemplary Leaders

Which social emotional competencies are enhanced at a social emotional learning camp?

Research studies have shown that educational programmes such as camps and field trips can develop affective and social relationships through personal exposure to outdoor experiences among students. This study will illustrate the outcome of a social emotional learning camp organized for 93 Secondary Two students (mean age 14.1) in Singapore. Both quantitative and qualitative methods were carried out during camp to assess students’ social emotional competencies (SECs) such as their self-awareness, social awareness, self-management and relationship management and responsible decision-making. Students were found to have improved in all SECs from the pre–post test questionnaire. From their camp activities and their reflections, students were found to have greater self-awareness, relationship management and self-management skills. However, teachers’ observations showed that students scored lowest in relationship management skills. Students’ self-awareness, social awareness, self-management and relationship management were found to be predictive of responsible decision-making, with 71% of the variance explained. The implications of the findings will be discussed to assist schools in enhancing students’ SECs.

Gaming across cultures: experimenting with alternate pedagogies

PurposeHigher education is influenced, to an increasing extent, by changing student demographics. This requires educators to design and deliver learning systems which will enhance students’ learning experience with innovative, real world and engaging resources. The authors predict that transformations in the learning systems will increase as higher learning institutions seek to add educational value. The authors maintain that current pedagogies in cross‐cultural education are insufficiently adapted to student learning‐style needs. This problem is particularly noticeable in one cross‐cultural setting. This study aims to explore games, as an alternate pedagogy, to enhance learning systems.Design/methodology/approachStudents’ feedback formed the primary qualitative data for this study. The paper develops a conceptual model which provides an organised framework to manage intercultural differences, using games. The Mapping, Bridging, Integrating (MBI) model creates an opportunity for students to appreciate differences and understand the model's implications for their careers in international management.FindingsParticipants’ responses to the games were overwhelmingly positive. Participants’ responses indicated games as a preferred method for developing the intercultural competence, team work, decision making and self awareness skills essential for business and entrepreneurship.Practical implicationsThere is a growing need to consider and align the relationship between education, the increasing cultural diversity in student populations, and the learning and teaching styles of a changing student population in order to enhance the extent of expected knowledge transfer.Originality/valueIn this study, the authors adopted a qualitative approach to trialling the use of games in a cross‐cultural context with the view to reducing international cross‐cultural barriers and developing skills in intercultural competence, self awareness, collaborative working and decision making. This study shows the need for alternative, more integrative models of education comprising elements of complexity that fit with an increasingly complex world.

Emotional Intelligence among Business Consultants: A Comparative Study

This study aimed to investigate the levels of emotional intelligence (EI) of business consultants who work for a consulting firm in Bangkok, Thailand, and to compare the EI levels of these consultants based on gender and years in the industry. A questionnaire adapted from the theoretical framework of Goleman (1995) was completed by 80 business consultants. This instrument comprised of 45 items that can be grouped into fives EI competencies referred to as: (a) self-awareness, (b) self-regulation, (c) motivation, (d) empathy, and (e) social skills. The results were calculated in terms of percentages, mean scores, and standard deviations. T–test was also employed to determine the differences between levels of EI and the independent variables which are gender and years in the industry. The results revealed that the EI level of the business consultants was at a high level. However, there was no significant difference between levels of EI based on gender and years in the industry.

Peer Mentoring to Develop Psychological Literacy in First-Year and Graduating Students

First- and final-year undergraduate students have unique transition issues. To support both the transition of first-year students into the program, and the transition of third-year students out of the program and into the workforce or further study, a face-to-face peer mentoring program was embedded into the first-year psychology curricula at RMIT University, Melbourne, Australia. The 34 peer mentors, third-year students taking a course on mentoring and career preparation, worked in pairs with small groups of first-year students ( N = 231) in class time to help them develop study skills that underpin the first-year assessment tasks. This article reports on a peer mentoring program designed to develop and consolidate psychological literacies of both first- and third-year students. Comparing pre-and post-tests for first-year students, there was a significant increase in self-ratings across 8 of the 9 ability areas used to measure psychological literacy. In contrast, third-year mentors only showed significant change in the ability to understand basic psychological concepts. Correlational data reveal, for mentees, final course grades were significantly correlated with domain-specific psychological literacy, comprising knowledge and understanding of basic psychological concepts, scientific research practices, application of psychology, and ethics; for mentors, final course grades were significantly correlated with general psychological literacy, comprising cultural competence, critical thinking, problem solving, communication, and self-awareness skills. While first-year students indicated an overall positive experience with the mentoring program, the third-year mentors showed strong support for the program. The key implications are discussed.

The Resilient Survivor—A Student Social Worker's Journey

This article is intended to bridge the gap between the literature on the service user perspective, essential to social work training, and the personal experiences student social workers bring to their training. It argues that there is a need to recognise the personal and sometimes painful experiences student social workers may bring to their training and the potential impact they have on their social work education and future practice. Sexually abused as a child, the author is in a unique position as a first year social work student to explore and share the impact of childhood sexual abuse (CSA) on her social work education and how this has been managed. This article will chart a parallel journey of personal and professional development by exploring the importance of reflective thought on one's own personal experiences and discussing how these experiences can inform the professional knowledge, skills and value base. This article concludes that during personal and professional development potential issues or themes may arise. These include the blurring of personal/professional boundaries, the need for heightened self-awareness skills, the ability to use supervision appropriately and the potential to misuse personal insights.

Borrowing From Professional Theatre Training to Build Essential Skills in Organization Development Consultants

This article explores the relationship between the interpersonal skills required by professional actors and those required by organization development (OD) practitioners. The objective is not to turn OD practitioners into actors but rather to indicate what might be a useful source of skill development for OD professionals. Although the end uses for the skill sets diverge, the skills themselves seem similar if not the same, especially the foundational skills of self-awareness, listening, and observing. Traditional methods of learning interpersonal skills may only address traditional OD problems that require diagnostic, positivistic control of behavior change. However, acting training such as improvisational techniques may develop more advanced skills such as reciprocity and collaborating, which are needed to practice dialogic forms of OD grounded in postmodern premises of shared meaning making, multiple realities, and collaborative solutions as proposed by Bushe and Marshak.

La dimensione emotiva nelle pratiche della comunitŕ on line per le organizzazioni

This paper proposes a methodology for using social media tools in online community of practices, through a cross-reading with the emotional dimension which is one of the key motivation aspect in the widespread use social media. We consider the tools for shared contents construction (content publishing, interactive environments and wikis) and the tools for content negotiation (cross comments, blog, forum and whiteboard). The proposed methodology uses the communities of practice theoretical (Lave, Wenger) in relation with the approach of David Goleman to the relationship between learning and emotional dimensions: selfawareness, self-domain, motivation, empathy and social skills.

The Mindful Workplace: Developing Resilience

British Journal of Mental Health NursingVol. 1, No. 3 Book ReviewsThe Mindful Workplace: Developing ResilienceHugh KochHugh KochSearch for more papers by this authorHugh KochPublished Online:20 Feb 2014https://doi.org/10.12968/bjmh.2012.1.3.198AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article FiguresReferencesRelatedDetails 21 September 2012Volume 1Issue 3ISSN (print): 2049-5919ISSN (online): 2052-496X Metrics History Published online 20 February 2014 Published in print 21 September 2012 Information© MA Healthcare LimitedPDF download

The Mindful Therapist

British Journal of Mental Health NursingVol. 1, No. 3 Book ReviewsThe Mindful TherapistHugh KochHugh KochSearch for more papers by this authorHugh KochPublished Online:20 Feb 2014https://doi.org/10.12968/bjmh.2012.1.3.198aAboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article FiguresReferencesRelatedDetails 21 September 2012Volume 1Issue 3ISSN (print): 2049-5919ISSN (online): 2052-496X Metrics History Published online 20 February 2014 Published in print 21 September 2012 Information© MA Healthcare LimitedPDF download

P-354 - Adolescents with major depression demonstrate altered amygdala functional connectivity: A 3-t functional MRI study

Introduction Heightened emotional reactivity and amygdala activation have each been shown to play a role in the etiology of adolescent-onset major depressive disorder. However, the link between emotional reactivity and amygdala response in adolescent-onset major depression is not well understood. Objectives In this study, we compared amygdala activation during an emotional regulation task in depressed and healthy adolescents. Aims We conducted a functional connectivity analysis to examine the neural correlates of amygdala reactivity during emotion regulation in adolescent depression. Methods Fourteen unmedicated adolescents diagnosed with current depression without comorbid psychiatric disorders and fourteen well-matched controls ages 13 to 17 years underwent an emotional regulation task during functional magnetic resonance imaging. Participants were asked to either notice how they were feeling (“Maintain”) or employ cognitive reappraisal strategies (“Reduce”) while viewing negatively-valence images. Results Imaging analyses demonstrated that depressed adolescents: (1) had greater right amygdala activation during the maintain condition relative to controls, (2) showed less connectivity during the maintain condition between the amygdala and both the insula and medial prefrontal cortex than controls, and (3) showed a significant positive correlation between amygdala-seeded connectivity during maintenance of emotion and psychosocial functioning. Conclusions During the maintain condition, depressed adolescents showed a heightened amygdala response and less reciprocal activation in brain regions that may modulate the amygdala. A poorly modulated, overreactive amygdala may contribute to heightened emotional reactivity. Adolescents with depression may benefit from treatments that: (1) reduce amygdala hyper-reactivity, (2) improve cognitive control of affective circuits, and (3) improve skills in self-awareness.

P-834 - Effect of life skills education on academic achievement of first year high school male students

The main purpose of this study was to examine the effect of life skills education on academic achievement on first high school male student's. The study assess the impact of training problem-solving skills, self-awareness skills and coping with stress skills and the impact of these three methods together on students' academic achievement. Statistical society of the study included all first year high school students. Simple random sampling was done. The type of the study is practical and research method used was a post test type with control group of multiple groups. For this purpose teaching life skills package as well as teacher made and academic achievement tests were used as the research tools. And they were implemented in control group of training in usual and customary manner. To determine the experimental and control groups, 105 first-grade students of secondary school were selected randomly and they were replaced in four experimental groups and one control group. At the end the dependent variable which was the level of academic achievement, was measured. For data analysis, one-way analysis of variance and Turkey pursuit test were used. Based on the results of research it can be said that teaching the problem-solving, self awareness, coping with stress skills separately and these three factors together have an impact on students' academic achievement and there are significant differences between the effectiveness of the experimental groups.

The Effect of Training Self-Awareness and Anger Management on Aggression Level in Iranian Middle School Students

This study aimed to investigate the effectiveness of self-awareness skills and Anger Management on Teenagers Aggression. The research method was quasi experimental with pre test-post test design and control group. The experimental groups received training program in 6 sessions (each one hour), all participants answered the questionnaire in post test. Finally, questionnaires data and Demographic information have been used for analysis and Hypothesises were tested by co-variance (ANCVOVA) analysis. Results indicated that the post-test values have been affected by the independent variables (F=154/662, P<0.05). Results showed that self-awareness skills and Anger Management had a positive effect on Teenagers Aggression.

The Improvement of the Component of Emotion Management of the Prospective Teachers’ Emotional Competence in the Process of Studies

In Latvia, like in any other country, research is conducted both in order to evaluate the content of teacher's professional competence on the whole and to investigate some specific component of professional competence. However, teacher's emotional competence that is especially important for teacher's work has not been investigated in Latvia as yet.The research indicates a positive effect of the study programme content and the process for improving management of prospective music teachers’ emotions. The acquired knowledge and skills as well as experience gained in the study process contribute to the development of skills of emotional self-awareness, of resisting to negative emotions and to strengthening self-control.

Investigating the relationship between principals’ emotional intelligence (EI) and organizational health: A case study

The main purpose of this research is to investigate the relationship between principals’ emotional intelligence and organizational health in the elementary, middle and high schools of Maragheh sub- province. In this research, Goleman’s competency model which includes self-awareness, self-regulation, motivation, sympathy and social skills (regulating relationship with the others) is used to measure the independent variable (EI). To measure dependent variable (that is, organizational health), Parson’s model based on three dimensions including institutional, administrative and technical was drawn upon. The hypotheses of the research which consist of one main and five minor hypotheses are based on Goleman’s conceptual framework. As for the data analysis and the findings of the research all hypotheses were confirmed and it came into light that in the EI framework, sympathy, social skills, self-consciousness, self-regulation and finally motivation of the principals, respectively, have a significant relation with organizational health. Key words: Emotional intelligence, organizational health, school principals.

Kategeet en geloofsvorming: Perspektiewe vanuit die Praktiese Teologie

Scrutinising this topic is an attempt to equip catechists more extensively in serving and furthering the forming of faith in the process of formal catechesis given to children. An additional aim is to highlight an outcome indicated in certain practical-theological studies, that is, that the rational dimension in the forming of faith should not be accentuated one-sidedly in formal catechetical ministry within faith communities. On basis-theoretical level the following aspects are investigated: a closer definition of faith from Hebrews focusing on the forming of faith by means of catechesis; the action of learning in the forming of faith; the sequence in the action of teaching as indicated in Scripture; the gifts of the Holy Spirit in intermediating the process of forming faith; the way and attitude in which the catechist fulfils his or her ministry, and in last instance, the spirituality of the catechist. On metatheoretical level applicable aspects from the field of Emotional and Social Intelligence are investigated. Data from the field of Emotional Intelligence that should be part of the catechist’s teaching equipment point to the necessity of being conscious of aspects such as self-awareness, self-control, self-motivation and social skills. Contributions from the field of Social Intelligence include attitudes and skills like empathy, the ability of presenting oneself effectively in formulating ideas, the authority with which the catechist communicates, and his or her caring for someone else’s needs. In final instance, relevant practice-theoretical perspectives that can be applied in catechetical ministry, and specifically in the forming and passing on of faith, are outlined.

Finding power and privilege as a violinist and music therapist

Power and privilege is often addressed in social work literature and is taught as a part of social work training in Canada. The purpose of this training is to enhance self-awareness and interpersonal skills, and to promote the practice of critical self-reflection. Critical self-reflection not only includes one's examination of thoughts, feelings, and behaviors, but also one's understanding of how these are shaped by personal history, social location, attitudes, and values related to diversity and difference (Mandell, 2007). Not all practices in the field of social work can be directly applied to music therapy practice. However, critical self-reflection as introduced in social work may be adapted for music therapists in realizing their own power and privilege in their work. This paper applies theoretical and conceptual ideas of power and privilege in music-centered music therapy practice through the author's personal critical reflection.