Due to globalization and increasing complexity within the business environment, teams have become a way of life for many organizations in order to generate higher performance and sustain competitive advantage. Organizations, however, may fail to fully benefit from teams despite all the investment and efforts that they make. Herein, we believe that a possible way to cope with these failures might be establishing an understanding that individuals’, particularly team members’ need for autonomy within teams through accomplishing self-discipline and managing their emotions and behaviors. Therefore, our purpose in this study is to investigate the relationship between individuals’ emotional intelligence and their self-leadership ability in the context of team performance. In line with this purpose, we find plausible to employ conceptual research approach in order to build an integrated and logical model, with proposed hypotheses, which could be used as a departure point for the researchers and their empirical studies in the future. Through this model, we argue that individuals’ emotional intelligence has a positive impact on the self-leadership ability and its three strategies, which are behavior focus strategy, natural reward strategy, and constructive thought patterns strategy, by managing and regulating one’s own and other’s emotions. Hence, as suggested, the association of emotional intelligence and self-leadership can influence team communication, team trust, team learning and team creativity positively thus it may enhance the overall team performance.

Com base nas teorias apresentadas por Howard Gardner e Daniel Goleman relacionadas à inteligência humana, este estudo busca oferecer um subsídio prático, objetivo e operacional aos profissionais que têm contato com alunos do ensino médio, a fim de que possam, através da percepção que os alunos têm de si mesmos em atividades cotidianas, selecionar e conduzir os temas em suas aulas e atividades. Este subsídio é mais um agente facilitador de conhecimento das características individuais e de grupos, visando ao sucesso na aplicação dos temas e atividades propostas. Fundamentado nas teorias da Psicologia da Educação, este trabalho apresenta uma pesquisa realizada junto a um grupo de alunos do ensino médio de uma escola pública de São Paulo, no ano de 2000. O objetivo consistia em investigar as principais afinidades, tendências, competências e talentos mais desenvolvidos, relacionando esses resultados com as habilidades que porventura estivessem menos desenvolvidas e correlacionando-os com as características específicas que a escola em questão apresenta. Nessas relações, pôde-se constatar que determinados talentos deixam de ser priorizados pela escola e pelo próprio aluno devido à necessidade de direcionar seus estudos para os concursos vestibulares. Tais concursos, na maioria das vezes, exigem do aluno determinados conhecimentos para os quais nem sempre tem maior afinidade e satisfação em estar desenvolvendo. Os resultados apontam para um fortalecimento, aproveitamento e respeito às tendências e características individuais mais desenvolvidas em cada aluno, a fim de que este sinta prazer e motivação em estar atuando dentro dos vários campos de conhecimentos oferecidos pela escola. Com isso, o ensino se torna mais proveitoso e significativo para o aluno e para o professor. / Based on the theories presented by Howard Gardner and related to human intelligence Daniel Goleman , this study seeks to provide a practical , objective and operational allowance to professionals who have contact with high school students in order that they may , through the perception that students have of themselves in everyday activities , select and conduct issues in their classes and activities . This grant is another agent facilitator of knowledge of individual and group characteristics , aimed at successful implementation of the proposed activities and themes . Based on theories of Psychology of Education , this paper presents a survey of a group of high school students of a public school in São Paulo , in 2000 . The objective was to investigate the main affinities , trends , skills and talents more developed , relating these results with the skills that were perhaps less developed and correlating them with the specific features that the school in question presents . In these relationships , it could be seen that certain talents are no longer prioritized by the school and by the student due to the need to direct their studies to the vestibular contests . Such procedures, in most cases, require the student to certain knowledge which has not always higher affinity and satisfaction in being developed . The results point to a strengthening recovery and respect for individual characteristics and trends in more developed each student in order to feel this pleasure and motivation to be acting within the various fields of knowledge offered by the school . Thus , education becomes more useful and meaningful to the student and the teacher .

Com base nas teorias apresentadas por Howard Gardner e Daniel Goleman relacionadas à inteligência humana, este estudo busca oferecer um subsídio prático, objetivo e operacional aos profissionais que têm contato com alunos do ensino médio, a fim de que possam, através da percepção que os alunos têm de si mesmos em atividades cotidianas, selecionar e conduzir os temas em suas aulas e atividades. Este subsídio é mais um agente facilitador de conhecimento das características individuais e de grupos, visando ao sucesso na aplicação dos temas e atividades propostas. Fundamentado nas teorias da Psicologia da Educação, este trabalho apresenta uma pesquisa realizada junto a um grupo de alunos do ensino médio de uma escola pública de São Paulo, no ano de 2000. O objetivo consistia em investigar as principais afinidades, tendências, competências e talentos mais desenvolvidos, relacionando esses resultados com as habilidades que porventura estivessem menos desenvolvidas e correlacionando-os com as características específicas que a escola em questão apresenta. Nessas relações, pôde-se constatar que determinados talentos deixam de ser priorizados pela escola e pelo próprio aluno devido à necessidade de direcionar seus estudos para os concursos vestibulares. Tais concursos, na maioria das vezes, exigem do aluno determinados conhecimentos para os quais nem sempre tem maior afinidade e satisfação em estar desenvolvendo. Os resultados apontam para um fortalecimento, aproveitamento e respeito às tendências e características individuais mais desenvolvidas em cada aluno, a fim de que este sinta prazer e motivação em estar atuando dentro dos vários campos de conhecimentos oferecidos pela escola. Com isso, o ensino se torna mais proveitoso e significativo para o aluno e para o professor. / Based on the theories presented by Howard Gardner and related to human intelligence Daniel Goleman , this study seeks to provide a practical , objective and operational allowance to professionals who have contact with high school students in order that they may , through the perception that students have of themselves in everyday activities , select and conduct issues in their classes and activities . This grant is another agent facilitator of knowledge of individual and group characteristics , aimed at successful implementation of the proposed activities and themes . Based on theories of Psychology of Education , this paper presents a survey of a group of high school students of a public school in São Paulo , in 2000 . The objective was to investigate the main affinities , trends , skills and talents more developed , relating these results with the skills that were perhaps less developed and correlating them with the specific features that the school in question presents . In these relationships , it could be seen that certain talents are no longer prioritized by the school and by the student due to the need to direct their studies to the vestibular contests . Such procedures, in most cases, require the student to certain knowledge which has not always higher affinity and satisfaction in being developed . The results point to a strengthening recovery and respect for individual characteristics and trends in more developed each student in order to feel this pleasure and motivation to be acting within the various fields of knowledge offered by the school . Thus , education becomes more useful and meaningful to the student and the teacher .

This study investigated whether skills development learning programmes specifically internship programme in the public service sector are effective in improving interns’ emotional intelligence competences. A convenience sample of 66 interns was obtained. The interns, two peers and a mentor assessed the intern’s emotional intelligence competencies twice, at the beginning and towards the end of the internship programme with the aid the 360° Emotional and Social Intelligence Inventory (ESCI). A total of 264 participants completed the inventory. Mean competency ratings were compared to determine if there were differences between the first and the second assessments. There were statistically significant differences for Organisational Awareness, Adaptability, Influence, Teamwork, Empathy, Emotional Self Awareness, Conflict Management and Inspirational Leadership. No statistically significant differences were found in the overall development of emotional intelligence based on gender. However, female interns improved more in Emotional Self-Awareness while males improved more in Inspirational Leadership and Coaching. Skills development internship learning programme in the public service appear to be effective in furthering interns’ emotional intelligence competencies at work. / Psychology / M.A. (Psychology with Specialisation in Research Consultation)

This study investigated whether skills development learning programmes specifically internship programme in the public service sector are effective in improving interns’ emotional intelligence competences. A convenience sample of 66 interns was obtained. The interns, two peers and a mentor assessed the intern’s emotional intelligence competencies twice, at the beginning and towards the end of the internship programme with the aid the 360° Emotional and Social Intelligence Inventory (ESCI). A total of 264 participants completed the inventory. Mean competency ratings were compared to determine if there were differences between the first and the second assessments. There were statistically significant differences for Organisational Awareness, Adaptability, Influence, Teamwork, Empathy, Emotional Self Awareness, Conflict Management and Inspirational Leadership. No statistically significant differences were found in the overall development of emotional intelligence based on gender. However, female interns improved more in Emotional Self-Awareness while males improved more in Inspirational Leadership and Coaching. Skills development internship learning programme in the public service appear to be effective in furthering interns’ emotional intelligence competencies at work. / Psychology / M.A. (Psychology with Specialisation in Research Consultation)