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The objective of this study was to investigate the construct validity of the Emotional Intelligence Scale (EIS) from a wellness perspective. The conceptualisation and measurement of emotional intelligence has recently received much attention due to its applicability to various workplace variables. The theoretical component of this study covers the definition and measurement of emotional intelligence, and integrates this with the concepts of salutogenesis and psychological well-being. The empirical study investigates the relationship between emotional intelligence and three wellness-related constructs. Measures of these constructs were administered to a non-random sample of 118 employees at a South African software development organisation. Statistical analysis confirmed the relationship between emotional intelligence and sense of coherence, locus of control and three of the five emotion-focused coping strategies measured. / Industtrial and Organisation Psychology / M.Comm. (Industrial and Organisational Psychology)

The objective of this study was to investigate the construct validity of the Emotional Intelligence Scale (EIS) from a wellness perspective. The conceptualisation and measurement of emotional intelligence has recently received much attention due to its applicability to various workplace variables. The theoretical component of this study covers the definition and measurement of emotional intelligence, and integrates this with the concepts of salutogenesis and psychological well-being. The empirical study investigates the relationship between emotional intelligence and three wellness-related constructs. Measures of these constructs were administered to a non-random sample of 118 employees at a South African software development organisation. Statistical analysis confirmed the relationship between emotional intelligence and sense of coherence, locus of control and three of the five emotion-focused coping strategies measured. / Industtrial and Organisation Psychology / M.Comm. (Industrial and Organisational Psychology)

Магистерская диссертация выполнена из введения, трех частей, заключения, библиографического списка, приложений. В теоретической части представлена теория интеллектуального и эмоционального интеллектуального капитала, модель интеллектуального капитала, оценка уровня развития интеллектуального капитала и методы оценки эмоционального интеллекта, ключевого элемента интеллектуального капитала. В практической части на примере Уральского федерального университета представлены характеристики университета как учебного заведения, особенности состава студентов университета, проведена оценка эмоционального интеллекта студентов университета, оформлены результаты исследования, проанализированы сильные и слабые стороны, и на основе полученных данных даны рекомендации по внедрению развития эмоционального интеллекта в университетской среде. В заключении подведены итоги в соответствии с поставленными задачами. / The Master's thesis consists of an introduction, three parts, conclusions, bibliographic list, appendices. The theoretical part presents the theory of intellectual and emotional intellectual capital, a model of intellectual capital, an assessment of the level of intellectual capital development and methods for assessing emotional intelligence, a key element of intellectual capital. In the practical part, using the example of the Ural Federal University, the characteristics of the university as an educational institution, the features of the composition of university students are presented, an assessment of the emotional intelligence of university students is carried out, the results are drawn up research, strengths and weaknesses are analyzed, and based on the data obtained, recommendations are given for the implementation of the development of emotional intelligence in the university environment. In conclusion, the results are summed up in accordance with the tasks set.

The objectives of the study were: (1) to determine whether staff and leaders differ significantly in terms of their perceptions of leaders’ emotional intelligence and retention factors; (2) to investigate the relationship between personality types (as measured by the Myers-Briggs Type Indicator), emotional intelligence (as measured by the Emotional Competency Profiler), and retention factors (as measured by the Retention Factor Scale); and (3) to determine whether demographical groups differ significantly in terms of the retention factor variables. A non-probability purposive sample of 160 working adults from an organisation within the asset management industry participated in the study. The research findings indicated that there is a difference in terms of leaders’ and staff’s perceptions of leaders’ emotional intelligence and retention factors. There is a relationship between leaders’ personality types, emotional intelligence and retention factors. Biographical groups (gender, race and age groups, and business units) differed in terms of the retention factors. The findings contributed valuable new knowledge that may be used for organisational retention practices. / Industrial and Organisational Psychology

Thesis (MA)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This literature study presents a comprehensive overview of Emotional Intelligence, with an in depth discussion of the important role of emotions in Career Decisionmaking. The essentiality of such a study is identified from individuals' incapacity to make successful, gratifying and sustainable career decisions. Considering the novelty of the concept of Emotional Intelligence in the South African context, this literature study serves as an exploration of this unknown field of emotional functioning In career decision-making, before any further empirical research is undertaken. The first part of the literature study intends to define and explain the concepts of emotions, intelligence and Emotional Intelligence. In the second part of the literature study the focus shifts to the important role of Emotional Intelligence in Career Decision-making. In view of the absence of a theoretical basis for the role of emotions in Career Decision-making, Emotional Intelligence is recommended as a theory to fill this gap. Accordingly, a complete test battery is presented which could be utilised in an Emotional-intelligent Career Decision-making Process. This literature study concludes that the process of Career Decision-making could well present a new focus area. In a period of increasing career-instability and -change, which we are currently experiencing, emotions could be used optimally in the Career Decision-making process. Eventually Emotional Intelligence will become a critical skill in adapting to a rapidly changing career landscape. / AFRIKAANSE OPSOMMING: Hierdie literatuurstudie bevat 'n omvattende oorsig oor Emosionele Intelligensie, met 'n indiepte bespreking van die belangrike rol van emosies in Beroepsbesluitneming. Die noodsaaklikheid van so 'n studie is geïdentifiseer vanuit individue se onvermoë om suksesvolle, bevredigende en volhoubare beroepsbesluite te neem. Aangesien die konsep van Emosionele Intelligensie nog betreklik nuut is in die Suid-Afrikaanse konteks, dien hierdie literatuurstudie as verkenning van die onbekende veld van emosionele funksionering in beroepsbesluitneming, voordat verdere empiriese navorsing onderneem word. Die eerste deel van die literatuurstudie het ten doelom die konsepte van emosies, intelligensie en Emosionele Intelligensie te definieer en te verduidelik. Die fokus verskuif in die tweede gedeelte van die literatuurstudie na die belangrike rol van Emosionele Intelligensie in Beroepsbesluitneming. Aangesien 'n teoretiese grondslag vir die rol van emosies in Beroepsbesluitneming tot hede afwesig was, word Emosionele Intelligensie voorgestel as teorie om hierdie leemte te vul. Na aanleiding daarvan word 'n volledige toetsbattery voorgestel wat gebruik kan word in 'n Emosioneel-intelligente Beroepsbesluitnemingsproses. Die gevolgtrekking van hierdie literatuurstudie is dat daar met nuwe oë na die proses van Beroepsbesluitneming gekyk kan word. Tans heers 'n periode van toenemende beroepsontstabiliteit en -verandering, waar emosies optimaal aangewend kan word in die proses van Beroepsbesluitneming. Emosionele Intelligensie sal uiteindelik as 'n kritiese vaardigheid aangewend kan word om aan te pas by 'n vinnig-veranderende beroepslandskap .

Thesis (MA) -- Universiteit van Stellenbosch, 2002. / This assignment presents a comprehensive review of the different conceptualizations of emotional intelligence and the debate surrounding the construct. This review article is important since emotional intelligence is a relatively new field and to date no article has been published on the topic in South Africa. The article begins with a brief discussion of the biological bases of emotions. This is followed by a discussion of the development of the concept of emotional intelligence as a type of intelligence that is independent and separate from other related types of intelligence. Emotional intelligence is currently conceptualised within two different schools of thought, namely the Mayer and Salovey school (the aptitude approach) and the Goleman school (the mixed approach). These two schools are discussed in depth. This is followed by a critical discussion of the current instruments used to measure emotional intelligence. Furthermore a brief examination is made of the practical applications of emotional intelligence, particularly with reference to education and criminology. Lastly, recommendations for future research are made. This article concludes that there is much support in the literature for the conceptualization of emotional intelligence as a separate type of intelligence that, together with verbal and practical intelligence, exists as a third type of intelligence that may be a powerful predictor of important life outcomes. / AFRIKAANSE OPSOMMING: Hierdie werkstuk bied 'n omvattende oorsig oor die verskillende konseptualiserings van emosionele intelligensie en die debat daaromheen. Die belangrikheid van hierdie oorsigartikel is daarin geleë dat emosionele intelligensie 'n betreklike nuwe veld is en dat daar tot op datum nog nie 'n artikel van so 'n aard in Suid-Afrika verskyn het nie. In die artikel word daar eerstens kortliks verwys na die biologiese grondslae van emosie. Daarop volg 'n bespreking van die ontwikkeling van die konsep emosionele intelligensie en die daarstelling daarvan as 'n onafhanklike tipe intelligensie wat van ander verwante konstrukte onderskeibaar is. Die huidige konseptualiserings van emosionele intelligensie word verdeel in twee denkskole, naamlik die Mayer en Salovey denkskool (die vermoëbenadering) en die Goleman denkskool (die gemengde benadering). Die inhoude wat binne hierdie twee denkskole vervat word, word volledig uiteengesit. Vervolgens word bestaande meetinstrumente vir emosionele intelligensie krities bespreek. Voorts word daar kortliks aandag gegee aan die toepassingsvelde van emosionele intelligensie, met besondere verwysing na die onderwys en kriminologie. Laastens word aanbevelings vir verdere navorsing gemaak. Die finale gevolgtrekking in die artikel is dat daar sterk steun bestaan vir die konseptualisering van emosionele intelligensie as 'n onafhanklike tipe intelligensie wat as 'n derde tipe intelligensie, saam met verbale en nie-verbale intelligensie, "n kragtige voorspeller van belangrike lewensuitkomste mag wees.

Thesis (MBA)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Emotional intelligence has been a much debated topic in leadership circles globally, since the idea was first conceived in the 1970s, and later made popular by Goleman in the 1990s (Goleman, 1995: 5). In an endeavour to effect a culture change at the Glencore SA operations, a process of emotional intelligence (EI) training has been rolled out to the leadership at the mining operations over the past four years. This has met with varying degrees of success, but it begs the question: What is the value of this training, and how effective is it expected to be? This research set out to assess the correlation between the results in productivity and safety, with that of the exposure of emotional intelligence to the leadership at the Goedgevonden (GGV) coal mining operation. To this end, this research sought to develop a view of the levels of emotional intelligence, or the lack thereof, prior to any form of intervention, and to draw comparisons with the present EI levels. The hypothesis being: EI training of the leadership team at the Goedgevonden operation has significantly improved performance. The research then tested a sample of the GGV leadership for their emotional intelligence quotient using a commercially available test. These test results have been included in the findings. The concept of group emotional intelligence (GEI) was studied in the course of the literature review, and it was further deemed pertinent to examine this concept as to its relevance at the Goedgevonden operation. Tests were conducted with two teams. A distinct disparity arose from the findings of the team emotional tests, which did not correlate with the similar training to which both teams had been exposed. The findings of the team emotional tests also correlated significantly with the performance of the two teams over the past three years. A ten percent discrepancy in performance exists, as with a very similar percentage in test scores. A strong sense of need for emotional intelligence training evolved from the interview process. More significantly, was the need for this training to be aimed at the lower levels of the organisation, as well as for this training to incorporate a strong element of team EI. These aspects are both articulated in the recommendations also.

Emotional intelligence (EI) encompasses abilities (ability EI; AEI) and self-perceptions (trait EI; TEI) related to the expression, understanding, and management of emotions. Research on its developmental dynamics remains heavily weighted by the AEI perspective, whereas TEI has received virtually no attention in the developmental literature. This is a major oversight, as the two EI components are conceptually distinct and contribute independently to the prediction of important outcomes. Using multi-wave data from the Canadian National Longitudinal Survey of Children and Youth, this project examined rank-order stability (Study 1) and mean-level change (Study 2) in TEI over a 6-year period from late childhood (age 10-11) to adolescence (age 16-17). Longitudinal measurement invariance of the TEI assessment was also tested (Study 1). Longitudinal mean and covariance structures models (Study 1) and latent growth curve models (Study 2) were fitted to the data from 773 children (51% girls) who completed the Emotional Quotient Inventory–Youth Version Brief form at four biannual waves. Principles from the self-concept literature were used to outline an integrative theoretical framework within which the developmental dynamics of TEI could be studied and understood. Study 1 found that three of the four TEI domains could be measured consistently and reliably over time, and that individual differences in these domains became progressively more stable with age. Contrary to the maturity principle guiding the development of AEI, Study 2 found that mean-level changes in TEI followed a curvilinear trajectory characterizing the development of self-concepts: EI self-perceptions declined between late childhood and early adolescence and then increased later in adolescence. These findings provide, for the first time, important validity evidence for the TEI construct as developmentally distinct from AEI and developmentally similar to self-concept. From an applied standpoint, this implies that enhancing EI abilities alone may not necessarily result in concomitant increases in EI self-concepts, and vice versa. Instead, both AEI and TEI may need to be targeted to maximize the effectiveness of intervention efforts. From a theoretical standpoint, the conceptual link between TEI and self-concept theories suggests that other properties of self-concepts might also generalize to TEI – an important avenue for future research. / Thesis (Ph.D, Psychology) -- Queen's University, 2013-01-29 17:40:30.322

The need for greater understanding of international leadership models has escalated in tandem with the globalization of trade and commerce. This dissertation presents the comparative-cultural study undertaken to address these two critical issues; employing the Russian Federation as the cultural context for the investigation. Cross-cultural research highlights a deficit of up-to-date comparative data on Russian organizational leadership, whilst practitioners articulate the demand for Russia-appropriate leadership development expertise. Increasingly, scholars advocate the application of integrated theories for assessing organizational leadership; contributing to several scholars updating trait theory into competency terms (including emotional competencies). Recent studies in the UK have established linkages amongst the competencies required for effective leadership, executives' emotional competencies, and the demonstrated leadership styles of managers. This research extends these UK findings, investigating the possible relationship between the leadership competencies, Emotional Intelligence (EI), and leadership styles of Russian managers working within domestic and foreign MNCs. The researcher employed the Leadership Dimensions Questionnaire (LDQ) as the standardized measurement instrument for conducting this "etic" (comparative) study. The LDQ assesses managers based on 15 dimensions, representing cognitive (IQ), Emotional Intelligence (EQ), and managerial competencies (MQ); generating a leadership style "profile" based on the respondent's scores. A combination of online and paper-based self-report versions of the LDQ (recently validated and utilized in several key UK studies) facilitated the data collection from the participating Russian managers (n = 152), over a 12- month period. Major findings of this research include: the identification of a clear leadership style preference by the Russian manager-sample ("participative"); statistically significant differences between the Russian and UK samples - on 14 of the 15 dimensions; distinctive differences in the competencies required for senior versus junior managers; "communication" was predictive of Russian leader performance, whilst follower commitment was predicted by leaders' levels of "sensitivity" and "communication". Contributions of this research to theory include: the identification of an up-to-date leadership profile of Russian managers, in competency terms, which can be compared with other cultures; a comparative cultural assessment of Russian managers' based on EI; a comparison of Russian managers at different levels of large companies, with special attention to their similarities and differences. Implications of this research for practitioners include: the ability for organizations operating in Russia to identify/develop leaders based on their personal leadership profiles (executive training and development), as assessed by the LDQ; the potential for identifying and fostering competencies required of managers at higher levels within the organization (promotion; as roles and responsibilities differ at various levels within an organization); the opportunity for matching appropriate leadership styles to conform with organizational strategies and the surrounding business environment (strategic leadership style/context fit).