Emotional and Social Intelligence Competencies for Project Management

Eleftherios, Boyatzis Richard; Goleman, Daniel; Gerli, Fabrizio; Bonesso, Sara

doi:10.4324/9780429490057-8

Cited by 57 publications

(98 citation statements)

References 1 publication

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“…In particular, some test developers moved away from pure ability based questions and utilized self-report questions (i.e., questions asking participants to rate behavioral tendencies and/or abilities rather than objectively assessing their abilities; e.g., Schutte et al, 1998). Other measures utilized broader definitions of EI that included social effectiveness in addition to typical EI facets (see Ashkanasy and Daus, 2005) (e.g., Boyatzis et al, 2000; Boyatzis and Goleman, 2007). Over time it became clear that these different measures were tapping into related, yet distinct underlying constructs.…”

Section: Early Research On Emotional Intelligencementioning

confidence: 99%

“…Mixed measures are particularly appropriate in the context of the workplace. This seems to be the case for two reasons: first, the tendency to frame EI as a set of competencies that can be trained (e.g., Goleman, 1995; Boyatzis and Goleman, 2007) is likely to equip workers with a positive growth mindset regarding their EI. Second, the emphasis on 360 degree forms of assessment in mixed measures provides individuals with information not only on their self-perceptions, but on how others perceive them which is also particularly useful in training situations.…”

Section: Recommendations Regarding the Appropriate Use Of Measuresmentioning

confidence: 99%

“…Furthermore, single EI tools are generally based on theoretical models of EI that have implications for training and development. For example EI facets in Goleman's (1995) model (as measured using the ESCI, Boyatzis and Goleman, 2007) are regarded as characteristics that can be trained. Therefore, if a single EI tool is selected, the theory underlying the tool could be used to model the interventions.…”

Section: Recommendations Regarding the Appropriate Use Of Measuresmentioning

confidence: 99%

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The Measurement of Emotional Intelligence: A Critical Review of the Literature and Recommendations for Researchers and Practitioners

et al. 2019

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Emotional Intelligence (EI) emerged in the 1990s as an ability based construct analogous to general Intelligence. However, over the past 3 decades two further, conceptually distinct forms of EI have emerged (often termed “trait EI” and “mixed model EI”) along with a large number of psychometric tools designed to measure these forms. Currently more than 30 different widely-used measures of EI have been developed. Although there is some clarity within the EI field regarding the types of EI and their respective measures, those external to the field are faced with a seemingly complex EI literature, overlapping terminology, and multiple published measures. In this paper we seek to provide guidance to researchers and practitioners seeking to utilize EI in their work. We first provide an overview of the different conceptualizations of EI. We then provide a set of recommendations for practitioners and researchers regarding the most appropriate measures of EI for a range of different purposes. We provide guidance both on how to select and use different measures of EI. We conclude with a comprehensive review of the major measures of EI in terms of factor structure, reliability, and validity.

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Section: Early Research On Emotional Intelligencementioning

confidence: 99%

Section: Recommendations Regarding the Appropriate Use Of Measuresmentioning

confidence: 99%

Section: Recommendations Regarding the Appropriate Use Of Measuresmentioning

confidence: 99%

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The Measurement of Emotional Intelligence: A Critical Review of the Literature and Recommendations for Researchers and Practitioners

et al. 2019

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“…Many researchers classify soft skills as non-cognitive skills. Here we underline EI (Emotional Intelligence) by D. Goleman [36], critical thinking or problem solving. Soft skills include both social, interpersonal skills and meta-competences, i.e.…”

Section: Resultsmentioning

confidence: 99%

Supporting the Development of Digitally Competent VET Teachers in Serbia and Russia

et al. 2020

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Introduction. In the modern educational space, an intensive digital transformation is currently taking place, which imposes new requirements for teacher competencies. This determines the relevance of setting goals and solving problems in order to develop up-to-date models for improving the qualifications of teachers of vocational education and training (VET). The paper discusses the current state of the development of digital competencies of teachers and teachers of Serbia and Russia in line with the European Digital Competence Framework (DigComp) and the European Digital Competence Framework for Educators (DigСompЕdu). The paper includes an analysis of the peculiarities of vocational education and training systems, as well as the directions of further training of teachers, conducted by participants in the international project “Professional Development of Vocation Education Teachers with European Practices (Pro-VET)”. In order to better understand national contexts, the content of the reports of the participating countries of the project was analysed in the context of the EU policy and strategy for the development of digital competency of VET teachers. In this article, the authors focus on exploring digital competencies required of VET teachers within the European Digital Competence Framework for Educators (DigСompЕdu) to identify digital competencies and development needs of Serbian and Russian VET teachers when working in online learning environments. The aims of the research are the following: 1) to compare the educational needs of Russian and Serbian VET teachers in the development of their digital pedagogical competencies; 2) to identify the theoretical and practical base for VET teachers’ digitally competent development programme design in the context of online learning according to the best European practices in the field of VET. Methodology and research methods. The development of the model was based on learning theories, didactics and practical approaches to soft skills development in online learning environments. The research has been conducted by the means of document analysis, theoretical analysis and synthesis methods, comparative method, modelling method and expert estimation method. Results and scientific novelty. Key aspects of VET teacher training systems in Russia and Serbia are compared and needs in development of digital pedagogical skills of Russian and Serbian VET teachers are identified. A developed model of VET teachers’ digitally competent development programme design in the context of online learning according to best European practices in this fields is represented by two components: structural and functional. The structural component of VET teachers’ digitally competent development model contains: learning theories and didactics, adult learning theories, soft skills development approaches in online learning, learning outcomes development approaches. The functional component of the model contains: national and European educational policy, strategies in the field of digitalisation of education and the development of digital competencies of teachers, European Union policies related to online learning; pedagogical, psychological and didactical design parameters of the content of advanced training programmes in the context of e-learning. Practical significance. The demonstrated model is being tested in the framework of the implementation of the international Pro-VET project supported by ERASMUS+. Methodological approaches, procedure and tools of VET teachers’ digitally competent development are being developed and tested. The application of digitally competent development programmes ensures the transparency of training and allows for the correlation of national and international training programmes as well as the development of academic and professional mobility of VET teachers. The process of designing such educational training programmes in online environment for VET teachers has begun at some universities in Russia and Serbia (participants of the project). The developed online training programmes can be used as a basis to design more quality online courses beyond the Pro-VET project in the sphere of professional development for VET teachers.

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“…The assessment tool is the Emotional and Social Competency Inventory—University Edition (ESCI-U), which consists of 70 items 2 (five per competency) measuring the frequency of behaviors associated with the competencies (Boyatzis and Goleman, 2007). Each item starts with How often do you/does the target… and is followed by a behavioral description such as …understand another person’s feelings?…”

Section: Methodsmentioning

confidence: 99%

Multisource Assessment for Development Purposes: Revisiting the Methodology of Data Analysis

et al. 2019

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Multisource assessment (MSA) is based on the belief that assessments are valid inferences about an individual’s behavior. When used for performance management purposes, convergence of views among raters is important, and therefore testing factor invariance across raters is critical. However, when MSA is used for development purposes, raters usually come from a greater number of contexts, a fact that requires a different data analysis approach. We revisit the MSA data analysis methodology when MSA is used for development, with the aim of improving its effectiveness. First, we argue that having raters from different contexts is an integral element of the assessment, with the trait–context dyad being the actual latent variable. This leads to the specification of an Aggregate (instead of the usual Latent) multidimensional factor model. Second, since data analysis usually aggregates scores for each rater group into a single mean that is then compared with the self-rating score, we propose that the test for factor invariance must also include scalar invariance, a pre-requisite for mean comparison. To illustrate this methodology we conducted a 360° survey on a sample of over 1100 MBA students enrolled in a leadership development course. Finally, by means of the study we show how the survey can be customized to each rater group to make the MSA process more effective.

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Emotional and Social Intelligence Competencies for Project Management

Cited by 57 publications

References 1 publication

The Measurement of Emotional Intelligence: A Critical Review of the Literature and Recommendations for Researchers and Practitioners

The Measurement of Emotional Intelligence: A Critical Review of the Literature and Recommendations for Researchers and Practitioners

Supporting the Development of Digitally Competent VET Teachers in Serbia and Russia

Multisource Assessment for Development Purposes: Revisiting the Methodology of Data Analysis

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