Assessing Emotional Intelligence in the Workplace

There are many different positions in an organization that require different knowledge, skills and abilities. Supervisory and management positions encompass more than just technical knowledge, skill and expertise in their given area, but being leaders over others. This is of interest to organizations in having leaders who are able to motivate, understand and get their teams to work together. Many organizations are looking to improve their performance and productivity through finding and placing the right people in leadership positions. How the concept of emotional intelligence and its evolution has come to the forefront in assisting companies about leadership performance and decisions will be discussed along with the debate among†¦show more content†¦Cognitive ability can be measured through intelligence quotient tests and the results of these tests change little over a course of a person’s lifetime (Colfax, Rivera, Perez, 2010). Emotional intelligence can be us ed for developmental and intervention in an organization (Daus Askanasy, 2003). There are others who do not agree with certain approaches to emotional intelligence. In the paper entitled â€Å"Will the Real Emotional Intelligence Please Stand Up? On Deconstructing the Emotional Intelligence Debate, the authors do not agree with the mixed model approach presented by Bar-on and Goleman for emotional intelligence as they believe the non-cognitive abilities are a way of restating and expanding upon personality traits, it does not meet psychometric standards and there are no clear measurement rubrics. The researchers also state that this approach relies on self assessments and perceptions of personality characteristics and competencies than on a person’s actual emotional ability (Daus Askanasy, 2003). Analysis of Three Emotional Intelligence Assessments The popularity of emotional intelligence in the workplace has many organizations using assessments to help them select for leadership positions. One assessment that can be chosen is the Mayer-Salovey-Caruso Emotional Intelligence Test Version 2.0 (MSCEIT) which links a person’s emotions with their thinking. This measures a person’s knowledge about emotions.Show MoreRelatedAfter Taking The Values In Action (Via) Inventory Of Strengths,1285 Words   |  6 PagesAlthough I am not surprised that my top character strength is honesty, it was interesting to learn my other top strengths. Taking the Emotional Intelligence (EQ) and Leadership Self-Assessment introduced me to my social and self-intelligence. Using the KAB model, I was able to identify knowledge, attitude and behavior strengths for both self and social intelligence. The Values in Action Inventory of Strengths was designed to classify one’s character strengths and assess the strengths identifiedRead MoreHow Emotions And Moods Of A Six Month Deployment803 Words   |  4 Pagestheory (AET) and emotional intelligence (EI). Background Emotions are intense feelings and reactions to events or people, whereas moods are a longer lasting and less intense without a contextual stimulus (Robbins Judge, 2009, p. 251). People may be aware of their own emotions; however, moods can arise without triggering awareness (Kaplan, Cortina, Ruark, LaPort, Nicolades, 2014, p. 564). As a human resource leader at a previous organization, some of my duties involved assessing, addressingRead MoreEmotional Intelligence ( Eq )1651 Words   |  7 Pagessuccess is an innate goal of all individuals in their employment. Much success in the workplace can be contributed to one’s emotional intelligence (EQ) or their understanding of emotions in themselves and co-workers which can use to form positive collegial relationships (Cherniss Exetin, 2006). The book Emotional Intelligence 2.0 by Bradberry and Greaves (2009), effectively explains what Emotional Intelligence and provides useful strategies to improve one’s EQ. However, while the book has a foundationRead MoreA Plan for Positive Influence on Team Behavior1147 Words   |  5 Pagesobjective. When values are not congruent within a team, the team wil l benefit from assessing individual attitudes and values, and develop a plan to help facilitate constructive influence. Upon developing a plan to improve employee performance, it is important to assess the work environment’s ability to provide sufficient tools, materials, supplies, and equipment (Robbins Judge, 2007). As previously mentioned, assessing an individual’s attitude and values will help foster positive behavior. Six assessmentRead MoreThe United Kingdom Should Remain A Member Of The European Union1586 Words   |  7 Pagesremain a member of the European Union or if they should leave. And to also discuss the decision making process used in analysing the assignment. Decision making is the process of making choices by setting goals, gathering information, and assessing alternative occupations. Diagram of decision making you realize that a decision must be made. You then go through an internal process of trying to define clearly the nature of the decision you must make. The real trick in this step is to know whatRead MoreThe Understanding Of An Individual Culture Background1334 Words   |  6 Pages We know that culture intelligence is related to cross-culture competence. The understanding of an individual culture background. 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Also, more specifically, if I have someone call and request a specific issue be resolved and I assist them in a timely fashion, then they are content andRead MoreEssay on Emotional Intelligence in Leadership1548 Words   |  7 Pages The premise of emotional intelligence in leadership is that emotional intelligence should be the premise of leadership. Before tasks, followers, goals and styles can be defined or critiqued, the leader’s emotional intelligence must first be assessed (Goleman, Boyatzis McKee, 2002, pg 5). Emotional intelligence then becomes the predictor of how effectively the leader will be able to lead in any given situation, set of tasks or followers. In this paper, the author will compare this premiseRead MoreEmotional Intelligence Reflection Paper1558 Words   |  7 PagesReflect on Your Emotional Intelligence This paper is aimed at evaluating my own emotional intelligence while subsequent parts of the paper will discuss how this emotional intelligence affects other aspects of human life like business, religion and politics. In this part of the paper, I will reflect on and demonstrate the skills and the knowledge needed to enable one to accurately see and understand the emotional strengths, weaknesses and nuances of other workers at the workplace. The parameters forRead MoreLeaders And Managers Role Of An Organization1136 Words   |  5 Pagesstrengths. Whetten Cameron (2007) stated that managerial self awareness is the ability of an individual in terms of assessing their own skills and behaviour at a workplace. Thus, successful leaders should have proper understanding of their own skills, emotions, behaviours and that they should know about some other aspects of self awareness. These include personal values, emotional intelligence, attitude towards change and learning styles. Goleman et al (2001) states that self awareness is a familiar

General Aviation Safety Security Practices - 1321 Words

General Aviation Safety and Security Practices Capt. ELhadi Y. Nour AM 645 March /20/2010 SUMMARY Over the past 40 years, safety in the general aviation arena has greatly improved. The reasons are many and include improved aircraft reliability, pilot training enhancements, and better weather reporting capabilities. One often overlooked contributor to this safety record is the contribution made on the ground by general aviation airport operators, as well as those fixed base operators (FBOs) who service general aviation aircraft. In addition, often included as an aspect of aviation safety but different in both its planning and response, is airport security. Since 2001, airport security has been the primary†¦show more content†¦In the initial uncertainty of the post-9/11 aviation security world many different aviation groups worked to develop security guidelines for general aviation airports. This was done in an effort to be proactive and give the airport community a baseline from which to establish its own set of operating practices. These guidelines ranged in comp lexity from the Aircraft Owners and Pilots Association’s (AOPA) Airport Watch Program, to Security Planning for General Aviation Airports (2004) developed by the Florida Airports Council, to the Terrorism Protective Measures Resource Guide (2005) assembled by the state of Colorado’s Office of Preparedness and Security, and ultimately the TSA’s Security Guidelines for General Aviation Airports (2004). There appears to be operational and procedural overlap in all of these documents; however, each offers a unique viewpoint developed from their own perspectives. CONCLUSIONS AND SUGGESTED RESEARCH Airports, fixed base operators (FBOs), and other entities at general aviation airports approach safety and security seriously. The general aviation community has adapted to the safety needs of its users over the years and reduced accident/ incident statistics are a direct result of this action. On the security side of the equation the industry has been quick to adopt the new reality of increased security at airports without the need for regulation. All of this isShow MoreRelatedEssay ICAO - The International Civil Aviation Organisation 1129 Words   |  5 Pagesin the air handle each and every one of these flights in the same way and the organisation responsible for setting these complex standards and procedures is the International Civil Aviation Organisation, which is a part of the United Nations Organisation. The ICAO is working on, among other things, improving the safety of the African air transport sector and implementing a new navigation standard worldwide in an attempt to ac hieve its aims. 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Absorbent Mind Theory free essay sample

This paper will explore Dr. Maria Montessori’s Absorbent Mind Theory, the implementation of The Absorbent Mind Theory in Montessori practices; The Absorbent Mind Theory’s relation to Wallace J. Kahn’s ABC Model and to my own personal philosophy statement, in regards to the education of young children. The Absorbent Mind Theory states that the minds of young children, ages birth to six-years-old, are comparable to sponges, in that they ‘soak up’ information and knowledge. (Morris, 2002) However, the absorbent mind has two different phases, the first of which takes place from birth to age three. This stage of the absorbent mind is acquiring his or her basic abilities, for example; speaking, walking, and potty training. This stage of the absorbent mind is referred to as ‘the period of unconscious creation’ or the ‘unconscious absorbent mind. ’ (Shortridge, 2001) This portion of The Absorbent Mind Theory is particularly apparent when comparing an adult trying to learn a second language to a toddler learning his or her first language. A child acquires their first language without direction or conscious effort, generally beginning to form syllables by six-months, first words by one-year of age and sentences by age three. According to Montessori (1967), once the first stage of the absorbent mind was successfully implemented, the second stage; referred to as the ‘period of conscious work’ or the ‘conscious absorbent mind’ began. This is the age when the child begins to act on the things his or her mind has absorbed. (Hendron, 2011) The main task during this stage is freedom and independence. The child wants independence, often children in this second stage will say, â€Å"LET ME DO IT! † Many key points of Montessori’s Absorbent Mind Theory are being confirmed through brain research being conducted today. (Morris, 2002) Although Montessori’s Absorbent Mind Theory is of her own findings, including several years of observing children with exceptionalities, she was originally influenced by the works of several theorists, including Jean Marc Gaspard Itard, Edouard Seguin, Friedrich Frobel, and Johann Heinrich Pestalozzi. (Kramer, 1988) (Montessori, 1967) These theorists particularly influenced Montessori’s views on the importance of sensory exploration. Montessori Schools implement six principles, Independence, Observation, Following the Child, Correcting the Child, Prepared Environment and Absorbent Mind. These are the goals and beliefs that Dr. Montessori thought were the key elements to successfully educating children. (Kramer, 1988) The first principle is independence, which Montessori schools provide by allowing children the opportunities to perform tasks such as dressing, feeding, assisting in cleaning and so on. It is generally known that when children are able to do things for themselves they have higher self-confidence and esteem, which are essential for life. The second principle, observation, is essential in early childhood education. Observation provides teachers with clues that tell them what the child needs are. The third principle, Following the Child, basically means to let the children lead. If a child wants to climb, the teacher may provide a safe structure to climb on. This ties in directly with observation. The fourth principle, correcting the child, refers to appropriate methods to correct children’s mistakes. For example, if a child mispronounces a word, repeat the word correctly, without telling them that they mispronounced it. Montessori believed that correcting children in a negative manner may result in them being fearful of trying because they may make a mistake. Prepared environment basically means that the environment be accessible for children, since they are directing their own learning. Finally, absorbent mind is implemented into the Montessori Method of teaching. This explains why teachers are encouraged to use model behavior when working with young children. Children’s young minds are absorbing everything, and this includes behaviors modelled by adults and other children. As I am an early childhood education student, I am often exploring different methods and techniques to foster children’s learning and development. Maria Montessori believed that children have the innate desire to learn about the world around them. (Kramer, 1988) After several years of observing children and their journey to fulfill that innate desire, Montessori concluded that children learn best through experience. (Lillard and Else-Quest, 2006) As part of my own (future) personal teaching philosophy, I am an advocate for learning through experiences, rather than through book work or teacher dictation. In line with Montessori methods of teaching, I am also an advocate for treating and teaching children as individuals who have different interests, learning styles, and personalities; rather than assuming that all children enjoy the same activities and have the same interests. Montessori’s Absorbent Mind Theory and Kahn’s ABC Model are related in many ways. The most notable being that Kahn’s processes of assimilation and accommodation relate to ‘the period of unconscious creation’ or the ‘unconscious absorbent mind. ’ As I previously stated, a child that is in ‘the period of unconscious creation’ or the ‘unconscious absorbent mind’ only knows the world through the senses. Children in this stage are assimilating the things they absorb into their schemata. As Kahn (1999) states in Chapter 8, cognitive development and learning require continuous assimilation, and period accommodation. Montessori’s Absorbent Mind Theory states that children in the first stage are absorbing the information, which they will sort out in the second stage. This relates to the assimilation and periodic accommodation of information later on, because when children are between the ages of birth and three years old they do not have to cognitive ability to make periodic accommodations. Once a child reaches the second stage, referred to as the ‘period of conscious work’ or the ‘conscious absorbent mind’, they are expanding their exploration of the world and building on the schemata they have already begun to construct during the first stage. Kahn refers to this process as accommodation. In conclusion, although Maria Montessori’s Absorbent Mind Theory was high criticized during it’s time; today it is being implemented all over the world in Montessori Schools. Neuroscientists are now able to see how the brain develops, which has led to emphasis being placed on experiences in early childhood, the importance of children’s environments and their sensory experiences. (Morris, 2002) We should be feeding our children’s absorbent minds with positive, enriching experiences and opportunities.