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We welcome you back to another issue of EI Update,
the
E-Newsletter of the Consortium for Research on
Emotional
Intelligence in Organizations. News of promising,
published EI research or comments about the
newsletter may
be sent to fatos@eden.rutgers.edu.
| Research Digest - |
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Iordanoglou, D. (2007). The teacher as leader: The relationship between emotional intelligence, leadership effectiveness, commitment and satisfaction. Journal of Leadership Studies, 1(3), 57-66.
This study examined the relationship between EI, leadership, job commitment and satisfaction among 332 primary education teachers in Greece. Results - using structural equation modeling - showed that EI, especially the intrapersonal and interpersonal dimensions of the short version of the EQ-i, has a positive effect on leadership effectiveness and is also strongly related to teachers' commitment and satisfaction, as determined by self-report measures. The findings suggest that besides cognitive abilities, the selection criteria in education should also include emotional competencies to ensure adequate performance of educators.
Williams, H. W. (2008). Characteristics that distinguish outstanding urban principals: Emotional intelligence, social intelligence and environmental adaptation. Journal of Management Development, 27(1), 36-54.
The focus of this study was to identify emotional and social competencies listed in the ECI and related contextual characteristics that distinguish outstanding urban principals based on data from behavioral event interviews (BEI) using a double coding method. The design utilized a criterion group of 20 principals from a large Midwestern school district (12 outstanding and 8 typical performers) drawn from a population size of 120 urban school principals. A multiple source nomination process, which included peer nominations, supervisor nominations and teacher ratings over two years, was used to identify the criterion sample. Results revealed that outstanding principals demonstrate a broader repertoire of competencies related to emotional and social intelligence. In addition, the study found that outstanding principals interact with a broader range of key constituents (e.g., parental, district and community leaders). The major implication of this study is the potential benefit of a competency based approach to help urban school districts create systems to better recruit, select and prepare principal candidates and provide more effective professional development for current principals.
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| Announcements |
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Social Intelligence and Advances in Management
The joint conference of the 1st annual International Conference on Social Intelligence (ICSI) & 15th annual International Conference on Advances in Management (ICAM) will be held at Boston on July 16-19, 2008. The purpose of the conference is to encourage scholars to share their theory, research, and experience on multiple intelligences in order to provide effective responses to leadership challenges of the 21st century. Read more
The International Conference on EI - ICEI
ICEI aims to further the understanding of EI and human performance. Join business leaders and EI experts from various communities as they gather in Chicago this June for ICEI 2008. Click here for more information.
Second International Congress on Emotional Intelligence
This event will be held in Cancun, Mexico, June 6-8, 2008. Click here for more information (in Spanish).
Sixth International Conference on Emotions and Organizational Life 'EMONET VI'
The Sixth Conference on Emotions and Organizational Life ('Emonet VI') will be held in Fontainebleau, France, July 17-19, 2008. The purpose of the conference is to showcase leading-edge research into the role of emotion in organizational settings. Click here for more information. |
| Books of EI |
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 Emmerling, R. J., Shanwal, V. K., & Mandal, M. K. (Eds.) (2008). Emotional intelligence: Theoretical and cultural perspectives. Nova Science Publishers.
This book is designed to meet the growing need among researchers, graduate students, and professionals to look into the existing theoretical models as well as developing theories related to emotional intelligence. The primary aim of the book is to help readers get a view of current conceptualizations of emotional intelligence, while providing an opportunity to see how emotional intelligence has been interpreted and applied throughout the world. Psychological processes are expected to vary according to cultural meaning and practices. Recent studies indicate that emotional intelligence influences behavior in a wide range of domains including school, community, and the workplace. At the individual level, it has been said to relate to academic achievement, work performance, our ability to communicate effectively, solve everyday problems, build meaningful interpersonal relationships, and even our ability to make moral decisions. Given that emotional intelligence has the potential to increase our understanding of how individuals behave and adapt to their social environment, it is an important topic for study. - from publisher's description
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| Practice and Research Reports |
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Guidelines for Best Practice by Goleman, D., Cherniss, C., Emmerling, R., Cowan, K., & Adler, M. CREIO.
These guidelines are based on an exhaustive review of the research literature in training and development, counseling and psychotherapy, and behavior change. The guidelines are additive and synergistic; to be effective, social and emotional learning experiences need not adhere to all of these guidelines, but the chances for success increase with each one that is followed.
Doing the Work of Change (continued from the March issue newsletter)
- Foster a positive relationship between the trainers and learners: Trainers who are warm, genuine, and empathic are best able to engage the learners in the change process. Select trainers who have these qualities, and make sure that they use them when working with the learners.
- Make change self-directed: Learning is more effective when people direct their own learning program, tailoring it to their unique needs and circumstances. In addition to allowing people to set their own learning goals, let them continue to be in charge of their learning throughout the program, and tailor the training approach to the individual's learning style.
- Set clear goals: People need to be clear about what the competence is, how to acquire it, and how to show it on the job. Spell out the specific behaviors and skills that make up the target competence. Make sure that the goals are clear, specific, and optimally challenging.
- Break goals into manageable steps: Change is more likely to occur if the change process is divided into manageable steps. Encourage both trainers and trainees to avoid being overly ambitious.
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| Organizational Mission and Membership |
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The mission of the EI Consortium is to aid the advancement of research and practice related to emotional intelligence in organizations. The EI Consortium is currently made up of 59 members from around the world who are individuals involved in applied research in the field of EI including 5 organizational members, most of whom have been part of the Consortium for many years. We would be delighted to have more organizations join us. Organizational members partner with the Consortium for the purpose of applied research related to EI in the workplace. The EI Consortium sponsors a website, which has recently been revised and updated, where researchers and practitioners can download full-text research reports and access references.
Learn more about the benefits of membership...
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