The impact of learning goals on emotional, social, and cognitive intelligence competency development

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this research is to empirically examine the efficacy of setting multiple goals targeting complex competencies with a variety of time horizons pursued across a number of years. Most research conducted in the areas of goal setting examines an individual's ability to achieve a single goal targeting a simple skill or behavioral change within a short time period. Design/methodology/approach -In this longitudinal study competency development is assessed over time periods ranging from nine months to four and half years and examined using both self-reported change and behavior change demonstrated through critical incident interviews. Findings -Progress over the study reveals that establishing learning goals is particularly important to the development of competencies. Subjects developed significantly more on competencies for which they set goals than on other competencies. They also demonstrated greater competency development when goals were remembered. Research limitations/implications -Subjects were studied during a specific life change eventcompletion of an MBA program. Their particular education environment was designed to support and encourage change. It undoubtedly contributed to their development during the study. Results therefore may not generalize to broader populations. However, the results reveal clear implications for management education in both academic and corporate education settings. Practical implications -This study highlights important elements in the development process that when included enhance competency development and provide insight into the mechanisms underlying intentional change theory. Originality/value -The research evaluates the complexity and difficulty involved in competency development. It provides empirical evidence to support goal setting and intentional change theories.Setting goals has become such an implicit aspect of management and organizational functioning people just assume it works. The concept is that by setting a goal, we move our efforts and decisions toward it more efficiently and effectively. It gives our functioning purpose and focus.The origins of goal-setting theory Goal setting research has evolved from two...

The development of emotional intelligence, self‐efficacy, and locus of control in Master of Business Administration students

“…Thus, an improved LoC‐I may help cultivate a mastery of academic content (Kirkpatrick, Stant, Downes, & Gaither, ). These findings reflect a positive psychological impact of the MBA educational program, consistent with the previously reported research showing improvements in EI (Boyatzis, ) and interpersonal skills (Kretovics, ; Leonard, ). The psychology program is focused on theory and research competency rather than interpersonal competencies.…”

“…However, this latter study involved different groups of entering and exiting MBA students who were combined and assessed at the same time, rather than longitudinal gain scores. A longitudinal study using the same measure found significant improvements in helping, leadership and relationship skills (Leonard, 2008 to explore whether these psychological competencies influence academic achievement.…”

Using Leadership Competencies as a Framework for Career Readiness

“…20–21): A course on Leadership Assessment and Development (LEAD) using Intentional Change Theory (ICT) as the basis for design (Boyatzis & Saatcioglu, ; Goleman, Boyatzis, & McKee, ). Course design focused on developing the “whole person” and also four benchmarks, including completion of (a) a personal vision, (b) a personal balance sheet (identifying personal strengths, areas for improvement), (c) coaching sessions with a leadership coach, and (d) a learning agenda (creating a personal plan for leadership development; Boyatzis et al., ; Leonard, ). An explicit shift to a philosophy of experiential learning and applied pedagogy (Kolb, ; Kolb & Kolb, ; Lingham, ). A focus on specific competencies in selected courses while addressing course materials (e.g., a marketing course that assessed students on their presentation skills). Required participation in field projects (i.e., group work and peer collaboration on projects in real life companies, organizations, and workplaces). Opportunities to participate in voluntary activities such as marketing clubs. …”

“…Intentional Change Theory (ICT) as the basis for design (Boyatzis & Saatcioglu, 2008;Goleman, Boyatzis, & McKee, 2002). Course design focused on developing the "whole person" and also four benchmarks, including completion of (a) a personal vision, (b) a personal balance sheet (identifying personal strengths, areas for improvement), (c) coaching sessions with a leadership coach, and (d) a learning agenda (creating a personal plan for leadership development; Boyatzis et al, 2010;Leonard, 2007). 2.…”

Desenvolvimento De Competências E a Trajetória Do Controller

“…A partir de um estudo empírico, Leonard (2008) revela que o estabelecimento de metas de aprendizagem é particularmente importante para o desenvolvimento de competências, pois estas foram mais desenvolvidas em indivíduos que fixaram esses objetivos. Para chegar nessa conclusão, o autor fez um estudo que variou de nove meses a quatro anos e meio, com alunos de um programa de MBA.…”