Volume 2 (2013)

The International Journal of Transformative Emotional Intelligence (TIJTEI), V. 2, 2013.

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Contents

Editors’ Notes (p. vii)

Letter from Dr. Arthur Linskey (p. viii)

Foreword (p. xi)

Note: Please review the journal’s front matter to see Editors’ Notes, Dr. Linskey’s Letter, and Foreword (open access).

  1. Emotional Choices: Path­way to Intrinsic Motivation

    Ashis Sen, Head of Train­ing and Bal­anced Score­card, Hin­dus­tan Petro­leum Cor­po­ra­tion, LTD
    San­jay Khandagle, COO, Dasoff Petro­leum Servies, LCC
    A story told from the per­spec­tive of inter­nal coaches who used emo­tional intel­li­gence (EI) to lead a coach­ing ini­tia­tive to cre­ate a cul­ture of suc­cess in a for­tune 500 cor­po­ra­tion as it was chal­lenged to tran­si­tion from a sub­si­dized to a pri­va­tized petro­leum refiner and retailer in India. The authors were coaches who were deeply involved in the design and deliv­ery of the EI-centric train­ing in India. Sen and Khandagle attended EITRI’s 2007 EI cer­ti­fi­ca­tion work­shop and con­fer­ence in Kingsville, Texas.  Upon return­ing to their home coun­try they devel­oped an EI group and con­fer­ence pat­terned after the annual EI conferences convened by EITRI.
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  2. Quantifying Emotional Intelligence: Validating the Relationship Skills Map (RSM)

    Judith E. Cox, Ed.D.
    The arti­cle iden­ti­fies and describes the rela­tion­ship between EI skills as mea­sured by the RSM and estab­lished mea­sures of expe­ri­en­tial intel­li­gence (CTI/Epstein), per­son­al­ity vari­ables (NEO) and dyadic adjust­ment and rela­tion­ship sat­is­fac­tion (DAS). The find­ings of the study sup­port the ini­tial val­i­da­tion of the RSMand pro­vide impor­tant con­sid­er­a­tions for the pos­i­tive assess­ment of healthy rela­tion­ship skills.
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  3. Developing Emotional Intelligence in Leaders: A Qualitative Research Approach

    David A. Rude, Ph.D., The George Wash­ing­ton University
    Research is pre­sented that explored the expe­ri­ences of effec­tive U.S. Fed­eral gov­ern­ment lead­ers in devel­op­ing their emo­tional intel­li­gence.  The con­tri­bu­tion to this jour­nal is explor­ing how emo­tional intel­li­gence is devel­oped within adults using a qual­i­ta­tive, phe­nom­e­no­log­i­cal research ori­en­ta­tion.  Specif­i­cally, this study con­tributes towards a greater under­stand­ing of the evolv­ing rela­tion­ship between EI, adult learn­ing, and lead­er­ship; and the vital­ity of qual­i­ta­tive research.  Rec­om­men­da­tions for theory and impli­ca­tions for future research and prac­tice are explored.
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  4. Taking the LEAP: Integrating EI into a Community College’s Institutional Culture

    Fred Hills, Ph.D., Dean, Arts & Sciences, McLennan Com­mu­nity College
    Andrew Cano, MSHELEAP Coordinator, McLennan Com­mu­nity College
    Paul Illich, Ph.D., Vice Pres­i­dent, Research, Plan­ning, and Infor­ma­tion Technology, McLennan Com­mu­nity College
    McLen­nan Com­mu­nity Col­lege (MCC) has embarked on a cam­pus wide ini­tia­tive to help incom­ing stu­dents adapt to the rig­ors of the col­lege envi­ron­ment by address­ing their emo­tional intel­li­gence skills.  Draw­ing from the Nel­son and Low Emo­tional Intel­li­gence (EI) model, the college’s five year plan pro­motes EI skills in its entry level col­lege suc­cess courses and rein­forces these skills by restruc­tur­ing its gate­way col­lege level courses to ensure stu­dents have fre­quent oppor­tu­ni­ties to uti­lize EI skills through­out the semes­ter. Through this process, MCC is trans­form­ing its cul­ture around EI.
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  5. Transformative Emo­tional Intel­li­gence in Higher Edu­ca­tion: Trans­form­ing Higher Edu­ca­tion One Stu­dent at a Time

    Ter­rance Miller, South Texas College
    An arti­cle chron­i­cling a grass-roots ini­tia­tive to teach the emo­tional intel­li­gence skill of self-esteem to stu­dents at South Texas Col­lege and its growth into an wider ini­tia­tive that was felt at many different levels through­out the insti­tu­tion. Together with Mr. Gard­ner (Spud) Reynolds, Mr. Miller and Mr. Boetllo were recip­i­ents of EITRI’s Per­sonal Excel­lence Award and received this recog­ni­tion dur­ing the 2011, Eighth Annual Insti­tute for Emo­tional Intel­li­gence in San Anto­nio, Tx.
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  6. A Pilot Study of Empa­thy and Coun­selor Self-Efficacy Among Grad­u­ate Stu­dents in a Pre­dom­i­nantly His­panic Coun­sling Psy­chol­ogy Program

    Mónica E. Muñoz, Ph.D., Texas A&M Inter­na­tional University
    George Pot­ter, Ed.D., Texas A&M Inter­na­tional University
    Mary R. Chavez, M.D., M.A., Texas A&M Inter­na­tional University
    Emo­tional intel­li­gence (EI) mod­els sug­gest that emo­tional com­pe­ten­cies can be devel­oped to achieve opti­mal per­for­mance in var­i­ous areas.  The con­struct has been linked to suc­cess­ful aca­d­e­mic and career per­for­mance. One pro­fes­sion that may ben­e­fit from tar­geted train­ing in emo­tional intel­li­gence skills is coun­sel­ing psy­chol­ogy. The cur­rent study exam­ined the rela­tion­ships between emo­tional intel­li­gence skills, per­ceived coun­selor self-efficacy, and dis­po­si­tional empa­thy dimen­sions in a first year cohort of coun­sel­ing psy­chol­ogy grad­u­ate stu­dents. Iden­ti­fy­ing those emo­tional skills most strongly related to feel­ings of coun­sel­ing self-efficacy may help in design­ing tar­geted train­ing for future programs.
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  7. Improving Learning Environments for Students

    Bev­erly Gammill
    When Galve­ston Col­lege (GC) com­mit­ted to embed­ding emo­tional intel­li­gence (EI) in the learn­ing envi­ron­ment in 2005, the focus for improv­ing stu­dent suc­cess was con­cen­trated at col­lege level classes. How­ever, through­out the past few years, col­lege lead­er­ship, fac­ulty, and staff have imple­mented EI con­cepts in cam­pus activ­i­ties, in com­mit­tee work, and in pro­fes­sional devel­op­ment activ­i­ties. The ini­tial plan for imple­men­ta­tion has changed, but emo­tional intel­li­gence has main­tained a sig­nif­i­cant role as evi­denced by the GC’s Qual­ity Enhance­ment Plan (QEP).
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  8. Emotional Intelligence and Job Satisfaction Related to Gender and Experience

    PK Tulsi, Ph.D., National Insti­tute of Tech­ni­cal Teach­ers’ Train­ing and Research, Chandigarth, India
    Par­min­der Walia, MS., Sri Guru Gob­ind Singh Col­lege, Chandi­garth, India
    The objec­tives of the research included the eval­u­a­tion of the main and inter­ac­tional effect of gen­der and expe­ri­ence on emo­tional intel­li­gence and job sat­is­fac­tion of 218 ran­domly selected col­lege teach­ers of Chandi­garh.  Results showed that there was no sig­nif­i­cant effect of gen­der on emo­tional intelligence and job sat­is­fac­tion, while expe­ri­ence had sig­nif­i­cant effect on emo­tional intel­li­gence and job sat­is­fac­tion. The inter­ac­tional effect of gen­der and expe­ri­ence on emo­tional intel­li­gence and job sat­is­fac­tion was found to be insignif­i­cant. Col­lege teach­ers with higher levels of emo­tional intel­li­gence showed higher levels of job sat­is­fac­tion than the teach­ers with lower lev­els of emo­tional intelligence.
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  9. Personal Excellence and Emotional Intelligence: Creating and Validating the Personal Excellence Map (PEM)

    Richard D. Hammett
    This quantitative study was conducted for the purpose of examining the psychometric properties of  the 150 item Personal Excellence Inventory (PEI) (Nelson & Low, 2004). Another purpose was to It to extend and improve the assessment of transformational emotional intelligence (EI) for professional adults by exploring the EI-centric a priori model of personal excellence with professional adult populations. The study resulted in a new five-point Likert scale measure, Personal Excellence Map (PEM; Nelson, Low, & Hammett, 2008). Many aspects of satisfaction with career were significantly related to personal excellence, but level of education and level of income were not related.
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