Volume 2 – 2013

32 The International Journal for Transformative Emotional Intelligence Buckley, W. (1968). Society as a complex Goleman, D. (2011). Leadership: The power of adaptive system. In W. Buckley emotional intelligence. Northampton, MA: (Ed.), Society - A complex adaptive system: More Than Sound LLC. Essays in social theory (pp. 77-123). Amsterdam, Netherlands: Gordon and Hammett, R., Nelson, D., & Low, G. Breach Publishers. (2011). Personal excellence map interpretation and intervention Burrell, G., & Morgan, G. (1979). Sociological guide. (Technical). Kingsville, TX: EI paradigms and organisational analysis. Learning Systems, Inc. Portsmouth, NH: Heinemann Educational Books. Hammett, R. D. (2007). Personal excellence: The development and validation of a new Coffey, A., & Atkinson, P. (1996). Making measure of emotional intelligence. (Ed.D., sense of qualitative data: Complementary Texas A&M University - research strategies. Thousand Oaks, CA: Kingsville). ProQuest Dissertations and SAGE Publications, Inc. Theses, Retrieved from http:// search.proquest.com.proxygw.wrlc.org/ Creswell, J. (2007). Qualitative inquiry and docview/304717649?accountid=11243. research design. Thousand Oaks: SAGE (304717649). Publications, Inc. Heron, J. (2009). Life cycles and learning Davis, M. S. (1971). That's interesting! cycles. In K. Illeris (Ed.), Contemporary Towards a phenomenology of sociology and theories of learning (pp. 129-146). London: a sociology of phenomenology. Philosophy Routledge. of the Social Sciences, 1, 309-344. Illeris, K. (2007). How we learn. London: Day, D.V., & Halpin, S.M. (2001). Leadership Routledge. development: A review of industry best practices. (Technical No. 1111). Alexandria, Illeris, K. (Ed.). (2009). Contemporary theories VA: U.S. Army Research Institute for the of learning. London: Routledge. Behavioral and Social Sciences. Illeris, K. (2011). The fundamentals of Department of Defense. (2008). Civilian leader workplace learning. London: Routledge. competency assessment survey results. (Assessment results). Washington, Kolb, D. A. (1984). Experiential learning: DC: Department of Defense. Experience as the source of learning and development. Upper Saddle River, NJ: Department of Defense. (2009). Civilian leader Prentice Hall. competency assessment survey results. (Assessment results). Washington, Kuhn, T. S. (1962). The structure of scientific DC: Department of Defense. revolutions. Chicago, IL: The University of Chicago Press. Dewey, J. (1916). Democracy and education: An introduction to the philosophy of Lave, J., & Wenger, E. (1991). Situated education. New York: MacMillan Company. learning: Legitimate peripheral participation. New York: Cambridge Dewey, J. (1938). Experience & education. University Press. New York: Touchstone. Marquardt, M. J. (2011). Optimizing the power Dirkx, J. M. (2008). The meaning and role of of action learning (2nd ed.). Mountain View, emotions in adult learning. New Directions CA: Davis-Black Publishing. for Adult and Continuing Education, 120, 7-18. Maxwell, J. A. (2005). Qualitative research design: An interactive approach. Thousand Geertz, C. (1973). The interpretation of Oaks, CA: SAGE Publications, Inc. cultures. New York, NY: Basic Books. Merriam, S. B., Caffarella, R. S., & Goleman, D. (1995). Emotional intelligence. Baumgartner, L. M. (2007). Learning in New York: Bantam Books. adulthood: A comprehensive guide (3rd ed.). San Francisco: Jossey-Bass. Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.

Developing Emotional Intelligence In Leaders 33 Miles, M.B., & Huberman, A.M. Van de Ven, A. H. (2007). Engaged scholarship: (1994). Qualitative data analysis: An A guide for organizational and social expanded sourcebook (2nd ed.). Thousand research. Oxford: Oxford University Press. Oaks: SAGE Publications, Inc. Yeo, R. K., & Gold, J. (2012). The Moustakas, C. (1994). Phenomenological inseparability of action and learning: research methods. SAGE Research Methods Unravelling Revans' action learning theory Online. doi: 10.4135/9781412995658 for human resource development (HRD). Human Resource Development Nafukho, F. M. (2009). Emotional intelligence International, 14(5), 511-526. and performance: Need for additional empirical evidence. Advances in Yukl, G. (2010). Leadership in Developing Human Resources, 11(6), organizations (7th ed.). Upper Saddle River: 671-689. Prentice Hall. Nelson, D., Low, G., & Vela, R. Yukl, G. (2012). Effective leadership behavior: (2004). Emotional skills assessment process What we know and what questions need interpretation and intervention more attention. Academy of Management guide. (Technical). Kingsville, TX: Texas Perspectives, 26(4), 66-85. A&M University. Author Note Nelson, D. B., & Low, G. R. (2011). Emotional intelligence: Achieving academic and career Dr. Rude is the Chief Learning Officer excellence (2nd ed.). Boston: Prentice Hall. for a Federal government agency, and is Learning Director for Organizational Office of Personnel Management (2012). Sciences and Culture, Inc. He received Presidential Rank Award guidance. his Doctor of Education in Human and Retrieved from: http://www.opm.gov/ses/ Organizational Learning from The performance/presrankawards/ George Washington University in 2013. 2012PRAGuidance.pdf) His research interests are emotional intelligence, leader development, Peshkin, A. (1988). In search of subjectivity. organizational culture, and performance one's own. Educational Researcher, 17(7), management. pp. 17-21. Retrieved from http:// www.jstor.org.proxygw.wrlc.org/stable/ Correspondence regarding this article 1174381 should be forwarded to [email protected] or Rude, D. A. (2013). Leadership and emotional [email protected] intelligence: A phenomenological study on developmental experiences of effective federal government leaders. The George Washington University). ProQuest Dissertations and Theses, , 298. Retrieved from http://search.proquest.com/docview/ 1346226922?accountid=11243. (1346226922). Saldana, J. (2009). The coding manual for qualitative researchers. Thousand Oaks: SAGE Publications, Inc. Schmitt, R. (1967). Phenomenology. In P. Edwards (Ed.), The encyclopedia of philosophy, 6 (pp. 135-151). New York: Macmillan & Free Press. Schwandt, D. R. (2005). When managers become philosophers: Integrating learning with sensemaking. Academy of Management Learning & Education, 4(2), 176-192.

34 The International Journal for Transformative Emotional Intelligence

Taking The LEAP 35 4 Taking The LEAP: Integrating EI to Positively Affect College Culture Fred Hills, Andrew Cano, and Paul Illich 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’s 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. Introduction college’s culture and to help develop the skills needed to adapt to both academic and life Over the past decade, colleges and challenges. This article provides the historical universities have come under increasing scrutiny background of LEAP, a description of the project in relation to retention and completion rates itself, a review of the results from the project’s (Cook & Pullaro, 2010; Walters, 2012). Two-year first year, and the next steps in the project. institutions have received particular attention because of their low persistence rates compared to Background four-year institutions (Duncan & Ball, 2011; McIntosh & Rouse, 2009; Schneider & Yin, The LEAP project was developed as a part of 2012). Governing bodies, accrediting agencies, the McLennan Community College’s and legislators, are demanding verifiable reaffirmation of accreditation process in 2011. improvements in student success (Kuh, 2010; One of the requirements of the Southern Dennis, 2013). Association of Colleges and Schools and Commission on Colleges (SACS/COC) Colleges have responded to these pressures reaffirmation process is the development of a via the implementation of various student success five-year Quality Enhancement Plan (QEP). strategies. Many colleges have implemented early alert and intervention programs (Chappell, 2010). The first step in the development of LEAP Colleges have also implemented various was a comprehensive review of the College’s instructional and support technologies including outcome data. Results from the Community lecture/capture capability, course management College Survey of Student Engagement (CCSSE), portals, online tutoring services, and other which was administered in 2011, revealed that technologies (Siedlecki, Williams, & Nicholson, MCC scored at the 12th percentile on the 1999; Gregg, 2009; Garrison & Akyol, 2009). CCSSE’s Student Effort benchmark. This Many success initiatives involve the expansion of benchmark includes questions related to existing support services or the creation of new completing assignments and the use of academic services. These initiatives are generally designed support services such as tutoring and computer or to enhance the learning environment. skills labs. MCC students scored at the 73rd Alternatively, the present report describes a percentile on the Support for Leaners benchmark, success initiative designed to improve retention which includes questions related to use of and and learning by increasing student adaptability to satisfaction with student support services. The the learning environment. The focus of this CCSSE results also revealed that MCC students initiative is not the learning environment itself but scored at the 58th percentile on the Academic the student’s ability to adapt to it. Challenge benchmark, which involves questions related to the perceived complexity of The Learning Environment Adaptability coursework. Taken together, these results Project (LEAP), which was implemented during suggested that there was a mismatch between the the fall 2012 semester at McLennan Community student effort and an academically challenging College (MCC), seeks to improve student environment. That is, students perceived the adaptability to academic challenges by enhancing learning environment to be challenging but were a student’s Emotional Intelligence (EI) skills. also revealing that they were putting relatively LEAP is designed to fully integrate EI into the

The International Journal for Transformative Emotional Intelligence 36 low effort into the learning process. To gain a Review2of2the2Literature better understanding of the possible consequences of this mismatch, the College examined additional Predictors*of*Academic*Success student outcome data. This review revealed the following: Over the past several decades, a great deal of research has focused on various predictors of • MCC had the lowest course completion rate academic success among college students. among the fifty Texas community college Traditional measures such as high school districts despite being ranked in the top ten on performance and achievement on standardized persistence measures, including graduation and tests have been shown to account for a limited transfer to four-year institutions. amount of variation in overall academic achievement (Tinto, 1993; Berger & Milem, • MCC’s percentage of first-time-in-college 1999; Ransdell, 2001). Research on academic (FTIC) students requiring remedial coursework success expanded its scope to a wide array of was above the state wide average in all three predictors such as employment status, gender, development subject areas: Math, Reading, emotional and social factors, course load, and and Writing. Further examination revealed that others (Lichtman, 1989; Pritchard & Wilson, more than 40% of graduates in half of MCC’s 2003). Tinto (1975, 1987, 1993) put forth one of high school “feeder” districts required the most influential models of academic success, remediation in at least one subject area and which argues that students must integrate both that 45% of all local-area high school academically and socially in order to make a graduates attending MCC in the Fall 2010 successful transition from high school to college. semester enrolled in at least one developmental Bean (1980) developed another model for course. academic attrition that focused on several psychological predictors, including students’ • FTIC students at MCC were more likely to intentions. drop at least one course than non-FTIC students. These findings were significant Emotional* Intelligence* and* Academic* because MCC retention data over a period of Success ten years revealed that students who dropped at least one course were much less likely to Emotional intelligence (EI) is a concept persist, as their retention rates were typically at popularized by Goleman (1995). Several different least 10% or more below the overall Fall-to- EI models have been developed over the past two Spring retention rates decades based on different ways of conceptualizing emotion. The Mayer and Salovey • According to 2005-2009 U.S. Census Bureau model views EI as a type of intelligence that can estimates, the city of Waco’s 28.8% poverty be measured via an ability-based assessment rate is over one-and-a-half times higher than instrument (Mayer, Salovey, & Caruso, 2001), the the state of Texas’s 16.8% poverty rate. Given Goleman model views EI as a set of competencies these impoverished backgrounds, studies such and skills essential to leadership performance as Payne (2005) suggest that students such as (Goleman, 1995), and the Bar-On model those enrolling in MCC need the ability to set understands EI as based on one’s ability to goals, develop relationships with professors, understand, relate, adapt, and cope with both his and learn coping strategies to deal with life or her own and others’ emotions (Bar-On, 1997). crises and educational challenges, all of which are necessary to succeed at the college level. Recent research has placed considerable attention on the role of EI in academic Based on these findings, the College achievement. Several studies suggest that concluded that the QEP needed to focus on improved EI skills led to greater academic student skills needed to adapt to the dynamic and achievement (Swart, 1996, Schutte, et al., 1998). academic challenges of a college environment. Parker, Summerfeldt, Hogan, and Majeski (2004) By doing so, the QEP would in turn address examined the role of EI in the transition from improving course completion and overall student high school to college among over 372 full-time success rates in their post-secondary pursuits. entering college students. This study examined differences in performance on the Bar-On Emotional Quotient Inventory (EQ-i) between students with grade point averages (GPAs) above 79% to students with GPAs below 60%.

Taking The LEAP 37 Intrapersonal, adaptability, and stress correlated with academic achievement management skills were found to be strong (Stottlemyre, 2002; Nelson & Nelson, 2003; Low predictors of first-year GPAs. In a related study, & Nelson, 2004; and Potter, 2005). Parker, Hogan, Eastabrook, Oke, and Wood (2006) showed that students who persisted to their LEAP is Born second year in college had significantly higher scores on several EI competencies including Based on the findings from the institutional interpersonal, intrapersonal, adaptability, and data and the review of the literature, the College stress management. Berenson, Boyles, and decided to focus its QEP on improving course Weaver (2008 ) assessed the role of EI, completion and learning via infusion and personality, and resilience in the academic reinforcement of the ESAP EI skills. The QEP achievement of online students and their multiple was titled “The Learning Environment regression analysis revealed that EI was the Adaptability Project (LEAP)” to reflect the strongest predictor of academic achievement as initiative’s intent to provide students with the EI measured by GPA. Other studies suggest that EI skills that will help students persist and succeed may play a moderating role with cognitive ability. in dynamic and challenging environments. Petrides, Frederickson, and Furnham (2004) Nelson and Low visited the campus in 2010 to postulated that students with lower IQ train several faculty on their ESAP model, and experienced+ beneEit+ from+ EI+ skills+ to+ a+ greater+ implemented their ESAP assessment on a sample extent+ than+ those+ with+ high+ IQs.+ + In+ addition,+ of 100 students. The results are shown in Figure their+ structural+ equation+ modelling+ approach+ 1 (next page) where the dashed line represents revealed++that+ +EI++was++predictive++of+++academic+ MCC students and the solid line represents the performance for students with lower IQ scores but results from a sample of high achieving students not among students with high IQ scores. This can provided by Nelson and Low. MCC students were be attributed to the greater stress experienced by well below the high achieving students on the students with lower IQ scores as a result of facing Drive Strength, Time Management, and greater academic challenges, thus requiring Commitment Ethic. These three EI skills have greater application of EI skills. been shown to be correlated with completion and learning (Nelson & Low, 2010). These findings demonstrate a growing body of evidence supporting the conclusion that EI Project Components skills are critical to academic achievement. Furthermore, the research also suggests that LEAP was designed to increase ESAP EI strong EI skills may be particularly important for skills through an initial application and underprepared students. Thus, the review of the continuous reinforcement via the following two literature supports the use of EI as a predictor of strategies: academic success. EI-Based College Success Course. This first Nelson and Low EI Model strategy involved the creation of EI-based college success courses required for all first- Nelson and Low (2011) developed the time-in-college students. Two sets of Learning Emotional Skills Assessment Process (ESAP) Frameworks courses were developed to meet model based on thirty years of experience in this requirement. The first, PSYC/EDUC 1100, higher education working directly with students is a one-credit course aimed at developing and faculty. This model incorporates ideas and habits conducive to success in college. Topics concepts from several different EI models and include time management, financial theories as well as personality and psychosocial management, wellness, study skills, research development theories and concepts. The ESAP skills, and the understanding of EI. The relies on the use of the following five sequential second, PSYC/EDUC 1200, is a two-credit steps: Explore, identify, understand, learn, and course for all students requiring remedial needs apply. The self-report instruments created to in two or more subject areas. This course is assess current ability on each of thirteen EI skills based on the ESAP model utilizing the Nelson have been shown to be both reliable and valid and Low (2011) textbook. It builds on the (Low & Nelson, 2004; Cox & Nelson, 2008). lessons learned in PSYC/EDUC 1100 and Furthermore, multiple studies have utilized these focuses on enhancing students’ EI skills. instruments to show that the ESAP skills are

The International Journal for Transformative Emotional Intelligence 38 Figure 1. Preliminary baseline of 100 MCC students’ ESAP profile, 2010. EI is fully integrated into both of the new faculty teaching the Learning Frameworks courses, which are taught by either Psychology or courses and staff involved directly in the Education faculty (the specific course taken is implementation of LEAP initiatives, this cohort determined by a student’s program requirements). is also required to take the ESAP test and Students are required to take the ESAP EI attend a training session in the Fall semester. assessment both at the beginning and end of each The cohort will then develop activities and EI course to measure the effect of the course on a modules for their courses throughout the fall student’s skills. and implement them in their Gateway classes in the Spring. The group will share their Embedding EI Skills in Gateway Courses. The findings with all the faculty in a professional second strategy integrates EI skill modules into development session in April of each year. 13 courses identified as having relatively high The first cohort met for a two-day training percentage of First-Time-In-College (FTIC) session with Drs. Darwin Nelson and Gary students. Faculty teaching these “gateway Low held November 1-2, 2012, at the MCC courses” embed activities promoting the campus. The majority of this cohort was also application of the ESAP skill set. able to attend the 10th Annual Institute for Consequently, these courses reinforce the EI Emotional Intelligence held February 28-March skills developed in the college-success courses. 1, 2013 in San Antonio, after which they A cohort of 10 faculty will be selected each reported and discussed their experience of the year over the next five year program from institute. faculty teaching gateway courses to pilot the embedding of EI into their courses. The intent of the gateway course strategy is to Compensated with an additional stipend, these restructure the courses so that they promote the faculty agree to develop and integrate EI-based use of various EI skills. Table 1 includes several activities into their courses and share their examples of embedded EI activities developed by experiences with their colleagues. Along with the first cohort of participating faculty.

Taking The LEAP 39 Table 1. Examples of EI embedded activities in Spring 2013 gateway classes Course Name/ EI Skill Description of How to How to Assess Number Module Implement MUSI 1306 Time An extra credit module Module added to A test assessing the Music Appreciation Management using material from the the course content student’s under- EI text and some modules. standing of the EI original material. principles as a function of effective time management. SPCH 1318 Assertion Have students under- Lecture, reading Each student Interpersonal stand and demonstrate articles, student demonstrated Communication the difference in handouts, competence by in- Aggressive, Assertive, homework, in-class class role plays and and Nonassertive activities. essay exams. communication styles. PSYCH 2301 Time Have students Required students Require qualitative General Management understand the to fill out calendar assessment from Psychology limitations on their time three weeks before students on how in relation to test each test with all the exercise preparation. the activities they benefitted their test were planning preparation and performance. Building* Assessment* Mechanism* and* 2. Improve course completion rates among Baseline* Data.* For LEAP to be successful, the new students. For all entering students, program calls for a robust assessment process. LEAP seeks to increase successful course This mechanism will maximize accessibility completion by 2 percent a year for a total of and use of data in order to make data-informed 10 percent by the end of Year 5. Improve adjustments throughout the implementation critical thinking skills among students in phase. The LEAP Analyst is directly EI-embedded courses. By the end of LEAP, responsible for the development of this process critical thinking skills among students including the establishment of the baseline participating in LEAP initiatives should be data. The LEAP Database Specialist assists the higher than that of the Spring 2010 baseline. LEAP Analyst through technical support and This will be measured through a comparison management of MCC databases. Both of these of correct answers on three critical thinking positions will be described in more detail under sections of the Collegiate Assessment of “Project Structure.” Academic Proficiency (CAAP) test among FTIC cohorts participating in one or more Project2Goals LEAP initiatives to the Spring 2010 baseline. LEAP has the following nine goals which will 3. Improve student engagement in the form the basis of the assessment process: learning process. By the end of LEAP, the student effort benchmark in the CCSSE will 1. Improve EI and other adaptability skills be increased by 20 percent over the Spring among new students. Based on an analysis 2011 baseline and the remaining four of the ESAP baseline data collected from benchmarks will be increased by 10 percent. MCC students in 2010, LEAP seeks to increase ESAP skills by 20 percent over the 4. Improve distance learning course baseline assessment taken at the beginning of completion rates. LEAP seeks to increase each Learning Frameworks course. For the successful distance learning course three skills most correlated with retention completion by 3 percent per year for a total (time management, commitment ethic, and of 15 percent by Year 5. drive strength) the goal is an increase of 25 percent over the baseline. 5. Improve MCC’s statewide ranking in course completion rate. LEAP seeks to

The International Journal for Transformative Emotional Intelligence 40 increase MCC’s ranking in course at least two subject areas. One section of EDUC completion among Texas community 1200 was offered though enrollment in the course colleges from 50 (out of 50) to 25 by Year 5. was low. The PSYC 1300 course was also offered, as many students having enrolled in prior 6. Improve student rating of satisfaction with academic years still required it for their programs. educational experience at MCC. By Year 5, The ESAP EI assessment was integrated into all LEAP seeks to increase the percentage of three of these courses, with students required to students that rate their overall educational take the test at the beginning and end of the experience as “Excellent” in the CCSSE by courses. The LEAP Analyst was hired during the ten percentage points over the Spring 2011 Fall and began his duties in October 2012. baseline. Further implementation took place in the 7. Improve Fall-to-Spring retention rates Spring 2013 semester. With the PSYC 1300 among new students. For all entering Learning Frameworks course phased out, the students, LEAP seeks to increase Fall-to- number of PSYC/EDUC 1100 and 1200 sections Spring retention rates by 5 percent. was increased, with all FTIC students now required to register for the 1100 course. ESAP 8. Improve GPAs among new students. For data from the Fall began to be processed and all entering students, LEAP seeks to increase analysed by the LEAP Analyst in conjunction the average GPA by 0.5 by Year 5. There will with IT staff as the LEAP Database Specialist also be observations of GPA among-at risk position was hired in April 2013. students who choose to accept a nomination to visit with a Success Coach and those who Results2to2date do not. These observations will be formally assessed beginning in Year 2. + The+ assessment+ of+the+ initial+ data+ revealed+ that+ change+ is+ occurring+ through+ the+ Project2Structure integration+ of+ the+ ESAP+ model+ into+ the+ Learning+ Frameworks+ courses.+ During+ the+ fall+ The LEAP organizational chart utilizes a 2 0 1 2+ s e m e s t e r ,+ p r e+ a n d+ p o s t+ E S A P+ matrix management approach. The Dean of Arts assessments+ were+ collected+ from+ students+ and Sciences functions as the LEAP Director, enrolled+ in+ the+ PSYC/EDUC+ 1100+ course.+ reporting to the Vice President of Instruction, Figure+ 2+depicts+the+ EI+ proEiles+associated+with+ Vice President of Research, Planning and the+ pre+ (dashed+ line)+ and+ post+ (solid+ line)+ Information Technology, and the Vice President assessments.++ of Student Success. The LEAP Analyst reports directly to the LEAP Director and runs the day-to- + It+ appears+ that+ post+ assessment+ scores+ day activities of the LEAP Office. The LEAP shifted+to+ the+ right+ for+ most+ of+the+ 10+EI+skills,+ Analyst’s duties include training, assessment, and suggesting+ improvement+ in+ these+ skills.+ The+ program management. The LEAP Database post+ assessment+scores+for+ 2+of+ the+ 3+ problem+ Specialist provides technical support on LEAP- areas,+ deference,+ and+ change+ orientation,+ related applications under the supervision of the shifted+ to+ the+ left,+ suggesting+ improvement+ in+ Coordinator of Administrative Systems in the these+ areas.+ Table+ 2+ includes+ averages,+ Information Technology (IT) department. standard+ error+ of+ the+ means,+ conEidence+ i n t e r v a l s ,+ t+ v a l u e s ,+ a n d+ s i g n i E i c a n c e+ The LEAP Advisory Committee is comprised probabilities+for+each+EI+skill.+ of faculty and staff. The Committee advises the LEAP Director on general issues, assists in the + Paired+ samples+ tXtests+ revealed+ that+ there+ review of applications for faculty development was+ signiEicant+ improvement+ for+ all+ of+ the+ EI+ support, encourages faculty support and skills+ with+ the+ exception+ of+ assertion,+ participation, and provides feedback, support, and aggression,+ commitment+ ethic,+ and+ change+ recommendations on the implementation process. orientation.+ A+ repeated+ measures+ MANOVA+ also+ conEirmed+ that+ the+ overall+ difference+ Implementation between+ pre+ and+ post+ assessment+ results+ was+ signiEicant+ for+ the+ 10+ EI+ skills+ and+ the+ 3+ The implementation of LEAP began in the problem+areas,+ps)<).001.) Fall 2012 semester. Multiple sections of the PSYC/EDUC 1100 Learning Frameworks courses + Figure+ 3+includes+the+ pre+ (dashed+line)+ and+ were offered, although registration was only post+ (solid+line)+ EI+assessment+ results+ from+the+ required for students with developmental needs in

Taking The LEAP 41 PSYC/EDUC+ 1300+course.+These+students+were+ to+ the+ one+ hour+ PSYC/EDUC+ 1100+ course.+ A+ exposed+ to+ three+ hours+ of+ the+ college+ success+ repeated+ measures+ MANOVA+ conEirmed+ that+ course+ per+week+ compared+to+ one+ hour+ for+the+ there+ was+a+ main+effect+of+ time+of+ testing,+ p) <) . students+ enrolled+ in+ the+ PSYC/EDUC+ 1100+ 001.+ + However,+ the+ main+ effect+ of+ course+ was+ course.+ not+ signiEicant,+ p) >.05.+The+interaction+ between+ course+ and+time+ of+testing+ approached+ but+ did+ + Table+ 3+ includes+ averages,+ standard+ error+ not+reach+signiEicance,+p)>).05. of+ the+ means,+ conEidence+ intervals,+ t+ values,+ and+ signiEicance+ probabilities+ for+ each+ EI+ skill+ + F o r+ a l l+ t h r e e+ p r o b l e m+ a r e a s ,+ t h e+ among+students+enrolled+in+PSYC/EDUC+1300. improvement+ from+pre+ to+ post+ assessment+ was+ greater+ for+ PSYC/EDUC+ 1300+ compared+ to+ + Paired+ samples+ tXtest+ conEirmed+that+ there+ PSYC/EDUC+ 1100.+ A+ repeated+ measures+ was+ signiEicant+ improvement+ for+ all+ EI+ skills+ MANOVA+ conEirmed+ that+ there+ was+ a+ main+ with+ the+ exception+of+ change+ orientation,+ ps) <. effect+ of+ course+ and+ time+ of+ testing,+ ps+ <.05.+ 05.+ A+ repeated+ measures+ MANOVA+ also+ However,+ the+ interaction+ between+ course+ and+ conEirmed+ that+ the+ overall+ difference+ between+ time+ of+ testing+ approached+ but+ failed+to+ reach+ pre+ and+ post+ assessment+ results+ was+ signiEicance,+p)>).05.+ signiEicant+ for+ the+ 10+ EI+ skills+ and+ the+ 3+ problem+areas,+ ps)<) .01.) To+ examine+ differences+ + Though+ the+ data+ are+ preliminary,+ these+ in+ pre+ and+ post+ assessment+ changes+ between+ results+ are+ promising+ as+ MCC+ continues+ with+ PSYC/EDUC+ 1100+ and+ PSYC/EDUC,+ pre+ and+ the+ implementation+ of+ LEAP+ into+ its+ second+ post+ scores+were+ converted+ to+ percent+ change+ year.+ The+ above+ results+conEirmed+that+ the+Eirst+ scores.+ For+ all+10+ EI+ skills,+ the+ percent+ change+ LEAP+strategy+is+improving+EI+skills. scores+ were+ larger+for+students+ enrolled+ in+the+ three+ hour+ PSYC/EDUC+1300+ course+ compared+ Table 2 .PSYC/EDUC 1100 pre- and post-test results Figure 2. PSYC/EDUC 1100 pre- and post-test results.

The International Journal for Transformative Emotional Intelligence 42 Figure 3. PSYC/EDUC 1300 pre- and post-test results.

Taking The LEAP 43 Table 3 .PSYC/EDUC 1300 pre- and post-test results Results+ associated+ with+ the+ gateway+ courses+ left+ MCC+ to+ pursue+ another+ professional+ have+ yet+ to+ be+ collected.+ Over+ the+ next+ couple+ opportunity.+ The+ position+ remained+ vacant+ of+ years+the+ College+ will+seek+ to+ determine+ the+ until+ September+ 2012.+ As+ previously+ degree+ to+ which+ improvements+ in+ EI+ skills+ mentioned,+ the+ LEAP+ Analyst+ position+ was+ not+ within+ the+ current+ academic+ setting+ results+ in+ Eilled+ until+ October+ 2012+ and+ the+ LEAP+ increases+in+course+completion+and+learning Database+Specialist+ position+was+not+Eilled+until+ April+2013.+++ Challenges2To2Date + Finally,+ the+ biggest+ challenge+ encountered+ during+ the+ Eirst+ year+ of+ LEAP+ was+ the+ + LEAP+ faced+ several+ challenges+ during+ its+ realization+ that+the+ successful+integration+of+ EI+ into+ all+aspects+ of+ the+ institutional+ culture+ is+ a+ Eirst+ year+ of+ implementation.+ Implementation+ long+ term+ commitment+ and+ will+ entail+ of+ LEAP+ required+ a+ signiEicant+ culture+ change+ coordinating+ activities+ and+ maintaining+ all+ of+ at+MCC,+which+was+addressed+by+ implementing+ the+ College+ and+ the+ community+ informed+ and+ engaged+in+ this+ process.+ + The+ positive+ start+ to+ changes+ one+ step+ at+ a+ time.+ This+ began+ with+ the+project+provides+optimism+for+its+success.+ developing+support+ from+faculty+ and+staff.+This+ has+ required+ extensive+ training+ over+ the+ past+ Next2Steps year+ and+ frequent+ communication+ of+the+ LEAP+ + At+ the+ time+ of+this+writing,+ Year+ 1+of+ LEAP+ goals+ and+ the+ project’s+status+ in+reaching+ those+ is+ drawing+ to+ a+ close+ and+all+ stakeholders+ are+ goals.+ The+ LEAP+ Director+ developed+ a+ simple+ eagerly+ awaiting+the+data+generated+during+ the+ Spring+ 2013+ semester.+ Given+ the+ dynamic+ “LEAP+Dashboard”+ that+ is+regularly+ updated+by+ nature+ of+ the+ project,+ this+ data+ will+ provide+ the+ LEAP+ Analyst+ and+ disseminated+ to+ invaluable+ information+ that+ will+ guide+ the+ administration,+ faculty,+ and+ staff+ at+ internal+ meetings+and+presentations.+ + Personnel+ issues+ provided+ another+ challenge+ during+ LEAP’s+ implementation.+ The+ Vice+ President+ of+ Student+ Success+ who+ was+ heavily+ involved+ in+ the+ development+ of+ LEAP+

The International Journal for Transformative Emotional Intelligence 44 adaptions+ that+ will+surely+ have+ to+ be+ made+ to+ by+ improving+ the+ student’s+ ability+ to+ adapt+ to+ the+project.+ challenging+ environments.+ If+ successful,+ the+ The+ LEAP+ team+ is+considering+ a+ number+ of+ impacts+ would+ be+ expected+ to+ go+ beyond+ the+ adjustments+ to+ the+ program+ based+ on+ classroom+ and+ into+ both+ the+ workforce+ experience+ gained+ and+ data+ analysis+ from+ the+ Eirst+ year.+ +One+ area+ to+ study+ is+ the+ timing+ and+ environment+and+personal+life+settings. sequencing+of+ the+ learning+framework+ courses.+ References The+courses+are+ now+offered+in+8Xweek+ and+ 16X week+ formats.+ + Furthermore,+ students+ Bean,+J.+P.+(1980).+Dropouts+and+turnover:+ requiring+ both+ the+ 1100+ and+ 1200+ courses+ The+synthesis+and+test+of+a+causal+model+ of+student+attrition.+Research)in)Higher) have+options+ of+taking+ them+in+backXtoXback+ in+ Education,)55,+485X540. the+ same+ semester+ or+ as+ full+ semester+ long+ Berger,+J.+B.+&+Milem,+J.+F.+(1999).+The+role+of+ courses.++The+team+will+be+ studying+ the+ impact,+ student+involvement+and+perceptions+of+ if+ any,+ these+ formats+ have+ on+ student+ EI+ skill+ integration+in+a+causal+model+of+student+ acquisition. persistence.+Research)in)Higher)Education,) 40(6),+641X664. The+ College+ will+ also+ continue+ collecting+ data+ from+ CCSSE+ and+ SENSE+ to+ measure+ the+ Berenson,+R.,+Boyles,+G.,+&+Weaver,+A.+(2008).+ impact+ EI+ skills+ are+ having+ in+ the+ classroom+ Emotional+intelligence+as+a+predictor+for+ success+in+online+learning.+International) both+ for+ the+ students+ and+ the+ faculty.+ + The+ Review)of)Research)in)Open)and)Distance) LEAP+ team+ will+also+ use+ student+ focus+ groups+ Learning,)9(2),+1X17. and+ surveys+ in+ the+ coming+ year+ to+ gauge+ Center+for+Community+College+Student+ students+ perceptions+ of+ the+ changes+ brought+ Engagement.+(2009).+Benchmarking+&+ about+ by+ the+ EI+ skills+ in+ their+ college+ benchmarks:+Effective+practice+with+ experience.++ entering+students.++The+University+of+ Texas+at+Austin,+Community+College+ Finally,+ new+ emphasis+will+be+ placed+ on+ the+ Leadership+Program.+Retrieved+from+ professional+ development+ of+ faculty+ and+ staff+ http://www.ccsse.org/sense/resources/ on+ modelling+ EI+ skills+ both+ in+ the+ classroom+ publications/ SENSE_Benchmarking_and_Benchmarks_3 and+across+the+ campus.+ +The+ initial+ EI+ training+ X29X10.pdf+. to+ date+ has+ been+ well+ received+ by+ faculty+ and+ staff+,+however,+ it+will+be+ important+to+ keep+the+ Chappell,+C.+(2010,+August+17).+Early+alert+ systems+send+students+warnings,+advice.+ EI+ focus+in+ the+ forefront+ to+ bring+ about+ lasting+ Community)College)Times.+Retrieved+from+ impact+on+the+college+culture. http:// www.communitycollegetimes.com/ Summary Pages/CampusXIssues/EarlyXalertX systemsXsendXstudentsXwarningsX + MCC+ has+ started+ with+ a+ process+ of+ advice.aspx transforming+ its+ campus+ culture+ through+ the+ Cook,+B.,+&+Pullaro,+N.+(2010,+September).+ integration+ of+ EI+ into+ its+ institutional+ culture.+ College+graduation+rates:+Behind+the+ While+ much+training+ and+development+remains+ numbers+(Rep.).+Retrieved+http:// for+ individual+ aspects+ of+ LEAP,+ it+ is+ www.acenet.edu/newsXroom/ Documents/CollegeXGraduationXRatesX encouraging+ to+ note+ that+ the+ campus+ as+ a+ BehindXtheXNumbers.pdf whole+ has+ bought+ into+ the+ process.+ The+ data+ and+ experience+ gathered+ during+ this+Eirst+ year+ Dennis,+R.+(2013,+June+29).+Funding+for+ Colleges+to+be+based+on+student+academic,+ will+ help+ the+ process+ further+ evolve+ as+ its+ career+success.+Waco)TribuneGHerald.+ components+ are+ adapted+to+ meet+ the+ needs+ of+ Retrieved+from+http:// the+ institution+ and+ its+ students.+ LEAP+ will+ www.wacotrib.com/news/ higher_education/fundingXforXcollegesX provide+ an+opportunity+ to+ assess+the+ degree+ to+ toXbeXbasedXonXstudentXacademicX which+ a+ comprehensive+ student+ success+ initiative+ can+improve+ completion+and+learning+

Taking The LEAP 45 career/article_21cd42c4Xfae1X58e0X researchXbased+assessment+and+ a617Xbd8ff90f2936.html intervention+model.+In+J.+Cassidy,+A.+ Martinez,+&+C.+Swift+(Eds.),+Supporting) Duncan,+M.+*+Ball,+C.+(2011).+Giving+Voice:+ Student)Success+(4,+237X247).+Corpus+ Advocating+for+the+Community+College.+ Christie,+TX:+Texas+A&M+UniversityX New)Directions)for)Community)Colleges,) Corpus+Christi. 156,+61X72. Nelson,+D.+&+Nelson,+K.+(2003).+Emotional+ Garrison,+D.+R.,+&+Akyol,+Z.+(2009).+Role+of+ intelligence+skills:+Significant+factors+in+ Instructional+Technology+in+the+ freshman+achievement+and+retention.++ Transformation+of+Higher+Education.+ (ERIC+Document+Reproduction+Service+ Journal)Of)Computing)In)Higher)Education,) No.+CG032375). 21(1),+19X30. Parker,+J.+D.+A.,+Summerfeldt,+L.+J.,+Hogan,+M.+ Goleman,+D.+(1995).+Emotional)intelligence:) J.,+Majeski,+S.+A.+(2004),+Emotional+ Why)it)can)matter)more)than)IQ.+New+ intelligence+and+academic+success:+ York:+Bantam. Examining+the+transition+from+high+ school+to+university.+Personality)and) Gregg,+C.+(2009).+The+Growth+of+Instructional+ Individual)Differences,)36,+163X172. Technologies+at+South+Texas+College.+ College)&)University)Media)Review,)15(1),+ Parker,+J.+D.+A.,+Hogan,+M.+J.,+Eastabrook,+J.+M.,+ 9X15. Oke,+A.,+&+Wood,+L.M.+(2006),+Emotional+ intelligence+and+student+retention:+ Kuh,+G.+D.+(2010).+Student)success)in)college:) Predicting+the+successful+transition+from+ Creating)conditions)that)matter.+San+ high+school+to+university.+Personality)and) Francisco,+CA:+JosseyXBass. Individual)Differences,)41,+1329X1336. Lichtman,+C.+M.+(1989).+Differences+between+ Payne,+R.+K.+(2005).+A)framework)for) black+and+white+students+in+attrition+ understanding)poverty.)Highlands,+TX:+ patterns+from+an+urban+commuter+ aha!+Process,+Inc. university.+Journal)of)College)Student) Development,)30,+4X10. Petrides,+K.+V.,+Frederickson,+N.,+&+Furnham,+ A.+(2004).+The+role+of+trait+emotional+ Low,+G.R.+&+Nelson,+D.+B.+(2004).+Emotional+ intelligence+in+academic+performance+and+ intelligence:+Effectively+bridging+the+gap+ deviant+behavior+at+school.+Personality) from+high+school+to+college.+Texas)Study,) and)Individual)Differences,)36,+277X293. magazine)for)Secondary)Education,)13(2),+ 7X10. Potter,+G.+The+impact+of+an+emotional+ intelligence+intervention+program+on+ Low,+G.+R.+&+Nelson,+D.+B.+(2005).+Emotional+ freshman+at+a+South+Texas+higher+ intelligence:+The+role+of+transformative+ education+institution.+Unpublished+ learning+in+academic+excellence.+Texas) doctoral+dissertation,+Texas+A&M+ Study,)magazine)for)Secondary)Education,) UniversityXKingsville. 14(2),+41X44. Pritchard,+M.E.+&+Wilson,+G.+(2003).+Using+ Mayer,+J.+D.,+Salovey,+P.,+Caruso,+D.+R.,+&+ emotional+and+social+factors+to+predict+ Sitaranous,+G.+(2001).+Emotional) student+success.+Journal)of)College) intelligence)as)a)standard)intelligence.) Student)Development,)44,+18X27. Emotion,)1,+232X242. Ransdell,+S.+(2001),+Predicting+college+ McIntosh,+M.+F.,+&+Rouse,+C.+E.+(2009,+ success:+the+importance+of+ability+and+ February).+The+other+college:+Retention+ nonXcognitive+variables.+International) and+completion+rates+among+twoXyear+ Journal)of)Educational)Research,)35:+ college+students+(Rep.).Retrieved+http:// 357X364. www.americanprogress.org/issues/ 2009/02/pdf/two_year_colleges.pdf Schneider,+M.+&+Yin,+M.+(2012).+Completion+ matters:+The+high+cost+of+low+community+ Nelson,+D.+B.,+&+Low,+G.+R.+(2011).+Emotional) college+graduation+rates.+American) intelligence:)Achieving)academic)and) Enterprise)Institute)for)Public)Policy) career)excellence)(2nd)ed.).+Upper+Saddle+ Research,)2,+1X10. River,+NJ:+Pearson+Education. Nelson,+D.+B.+&+Low,+G.+R.+(2006).+Emotional+ intelligence+and+college+success:+A+

The International Journal for Transformative Emotional Intelligence 46 Schutte,+N.S.,+Malouff,+J.+M.,+Hall,+L.+E.,+ Author Note Haggerty,+D.+J.,+Cooper,+J.+T.,+Golden,+C.+J.,+ Correspondence regarding this article et+al.+(1998).+Development+and+validation+ should be sent to any of the following: of+a+measure+of+emotional+intelligence.+ Personality)and)Individual)Differences,)25,+ Fred+Hills.+PhD 167X177. Dean,+Arts+&+Sciences McLennan+Community+College Siedlecki,+B.,+Williams,+V.,+&+Nicholson,+A.+ [email protected] (1999).+Perspectives+on+the+ Implementation+of+Instructional+ Andrew+Cano,+MSHE Technologies+into+University+ LEAP+Analyst Environments:+Faculty,+Administrator,+ Student. McLennan+Community+College [email protected]+ Stottlemyer,+B.+G.+(2002).+An+examination+of+ emotional+intelligence:+Its+relationship+to+ Paul+Illich,+PhD achievement+and+the+implications+for+ Vice+President,+Research,+Planning,+and+ education.+Dissertation+Abstracts+ International+63(2),+572.+(UMI+No.+ Information+Technology 3043592). McLennan+Community+College Swart,+A.+(1996).+The+relationship+between+ [email protected] wellXbeing+and+academic+performance.+ Unpublished+master’s+thesis,+University+ of+Pretoria,+South+Africa. Tinto,+V.+(1975).+Dropout+from+higher+ education:+A+theoretical+synthesis+of+ recent+research.+Review)of)Educational) Research,)45(1),+89X125. Tinto,+V.+(1987).+Leaving)college.+Chicago:+ University+of+Chicago+Press. Tinto,+V.+(1993).+Leaving)college:)Rethinking) the)causes)and)cures)of)student)attrition.+ Chicago,+IL:+University+of+Chicago+Press. Walters,+G.+(2012).+It’s+not+so+easy:+The+ completion+agenda.+Liberal)Education,)98,+ 34X39.+ Wilson,+W.,+&+Arendale,+D.+(2011).+Peer+ educators+in+learning+assistance+ programs:+Best+practices+for+new+ programs.+New)Directions)for)Student) Services,+41X53.+doi:+10+1002/ss.383.

Transformative Emotional Intelligence 47 5 Transformative Emotional Intelligence in Transforming Education Terry Miller This article provides an overview of a faculty member's involvement and experience in teaching many College Success courses and providing (with colleagues) EI workshops with area schools and with other divisions on campus. The current article is related to and builds upon the article titled \"The Transformative Model of Emotional Intelligence: Improving Student Access and Success\" (Low and Hammett, The International Journal of Transformative Emotional Intelligence, 1, 23-40). Abstract The recent history of South Texas College (STC), as a dynamic and rapidly growing community college system, describes a region and a culture that was receptive to the application of transformative emotional intelligence. STC is comprised of five campuses geographically spread across two counties and three communities. The relatively short period of time during which this transformation occurred is, in the opinion of the author, quite remarkable. The College Success Department of STC proved to be the vehicle which initiated the process of involving not only the students, but the Staff and Administration in the acceptance and utilization of emotional intelligence and has led to the transformation of the college as an EI-centric model institution. Background and History and success. Using institutional research, two short online versions were created and A chance encounter between College developed which facilitated the administration Success instructors Terry Miller and Jorge of the ESAP for students and faculty. As a Botello and Drs. Gary Low and Darwin Nelson result of these steps, STC was creating a at a teaching excellence consortium on South database showing the applications and impact Padre Island in November 2006 proved to be of EI on student success. the spark. Creating interest and excitement at the prospect of involving others at STC, a plan Members of the Department of College emerged for using and adapting teaching Success attended annual meetings of the strategies reflecting the principles of emotional Institute for Emotional Intelligence. Over the intelligence. past several years, faculty have presented a picture of their teaching and learning Subsequently, the dialogue and applications with students and the impact of processing of information exchanges between emotional intelligence on STC as an institution Drs. Low and Nelson established a collegial of higher education. Due to the efforts and bond that was strengthened through numerous dedication to student success with EI by EI Certification workshops involving faculty, faculty, three members of the College Success staff, and administration. In addition to the EI faculty were the recipients of the Personal certifications, there were a number of Excellence Award. Gardner “Spud” Reynolds, presentations, meetings, and discussions around recently retired chair of College Success at the importance of EI to healthy and successful STC, Terry Miller and Jorge Botello, Assistant outcomes with students, faculty, staff, and Professors of College Success, received administrators. Personal Excellence Awards in February 2011 at the Emotional Intelligence Training & An important step was accomplished in Research Institute (EITRI) ninth annual the awarding of a MADISSAR Grant (an conference. The awards were in recognition of internal STC award) which provided the their roles in helping to bring about the opportunity for FTIC Hispanic students establishment of STC as a transformative EI attending STC to take the Emotional Skills institution. Assessment Process (ESAP) instrument. The ESAP is a positive assessment of essential EI skills and skill sets to aid in self-awareness and ultimately leading to increased student learning

The International Journal for Transformative Emotional Intelligence 48 Student and Faculty Response to the ESAP • Self Esteem - the learned ability, belief, and skill to view self as positive, competent, and While it is difficult to measure and successful in achieving personal goals. quantify the full impact of taking the ESAP, discussing EI principles and skills in class and • Stress Management - the learned ability and homework by FTIC students of Hispanic origin, skill to choose and exercise healthy self- students and faculty responded positively and control and self-management in response to favorably. It is noteworthy to acknowledge the stressful events. qualitative responses submitted by those who gave unsolicited commentary on the importance • Time Management - the learned ability and of the ESAP to them individually. Interestingly skill to organize tasks into a personally and noteworthy, many faculty provided stories productive time schedule and use time and positive impact in using the ESAP with effectively for task completion (self students in their college success classes. management). A questionnaire was designed to retrieve • Drive Strength - the learned ability and skill to from the student perspective a picture of how effectively direct personal energy and they could use the ESAP results to bring about motivation to achieve personal, career, and life self-improvement. The graph of the ESAP goals. results gave each student a profile of their Among the potential problem areas most emotional skill strengths and, if noted, weaknesses as skill areas to develop, often cited were Aggression and Change strengthen, and enhance. This simple process Orientation. The ESAP Learning Model of taking the ESAP and providing a profile of defines these potential problem areas as: results proved to be, for the vast majority of students, the first experience at such a self- • Aggression - a measure of the degree to which awareness tool that could be used to alter their an individual employs a personal decision making ability. communication style or pattern that violates, overpowers, dominates, or discredits another Faculty also completed a similarly person’s rights, thoughts, feelings, or designed questionnaire to retrieve from the behaviors. Aggression deals with the faculty perspective a picture of EI results from destructive emotion of anger. both student and faculty viewpoints. The findings from the questionnaires revealed • Change Orientation - a measure of the degree similar results, impact, and trends. The vast to which an individual is satisfied and the majority of faculty responses were positive in magnitude of change needed or desired for reporting student perspectives and their own developing personal and professional experiences of using the ESAP with students. effectiveness. Change Orientation includes the degree to which a person is motivated and While final data gathered from the online ready for change. ESAP is not completely analyzed, preliminary data indicate a higher success rate in Professional Development, Research, and progressing through the curriculum and a Emotional Intelligence at STC higher graduation percentage level for those taking the ESAP through the College Success From November 2006 until the present, course. In addition, overwhelmingly the the process of emotional intelligence training written evaluation by the students of the has been provided across a wide spectrum of importance of emotional intelligence was faculty, staff, and administration. In addition, validated almost without exception. STC instructors Gardner “Spud” Reynolds, Terry Miller, and Jorge Botello have conducted Among the measures most often included EI training to most of the public school districts in the positive responses of students were the in Hidalgo and Starr Counties, areas served by ESAP skills of Self Esteem, Stress STC. Management, Time Management, and Drive Strength. The ESAP Learning Model defines Programs and training provided to these EI skills as: administrative service divisions were well received by managers and staff. Evaluations were very positive, and participants indicated that the training helped in the areas that follow: • Understand the Emotional Intelligence Assessment Program (ESAP)

• Understand how the ESAP was used with Transformative Emotional Intelligence 49 students Author Note • Understand how EI can be used in class • Feelings about the overall quality of the Terry Miller is Assistant Professor, Education/College Success, Department presentation in South Texas College. Correspondence Additionally, the written comments regarding this article should be forwarded to Terry Miller at received reflected very positive responses and [email protected] feelings about the EI presentation. As presenters, we felt affirmed and acknowledged in sharing the ESAP experience with colleagues. Another indication of the value of emotional intelligence is the research conducted by counselors, faculty, and administrators. There have been at least four doctoral dissertations completed using EI assessments by STC faculty. The ESAP was used in three of the dissertations, and the Personal Excellence Map (PEM) was used in another. Summary It is very evident based on six years working with emotional intelligence with students, faculty, staff, and administrators that STC has benefitted from the use and impact of EI. Presentations by Reynolds, Miller, and Botello at numerous College Academic Support Program (CASP), EI Conferences, and National Association of Developmental Education (NADE) meetings bear witness to the recognition that the claim that South Texas College is indeed a model institution of Transformative Emotional Intelligence.

The International Journal for Transformative Emotional Intelligence 50

Empathy and Counselor Self-Efficacy 51 6 A Pilot Study of Empathy and Counselor Self-Efficacy Among Graduate Students in a Predominantly Hispanic Counseling Psychology Program Mónica E. Muñoz, George Potter, and Mary R. Chavez 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. Introduction As mastery of counseling skills increases, trainees develop more confidence in their skills The term Emotional Intelligence suggests a and, in turn, more effectiveness as counselors. general capacity that is innate and includes According to Larson and Daniels, those with emotional competences which can be developed strong CSE beliefs are more likely to persevere to achieve optimal performance (Goleman, in the face of difficult counselor tasks. If there 1998). A first formal theory by Salovey and is a strong relationship between dimensions of Mayer (1990) presented Emotional Intelligence emotional intelligence and counseling self- as a set of abilities that contribute to accurate efficacy, counseling psychology graduate appraisal, expression, and regulation of students could benefit greatly from training to emotions in oneself and others, as well as the develop key emotional intelligence skills use of emotions as motivation toward related to confidence in their professional achievement. Researchers find that Emotional counseling performance. Intelligence is a factor in one’s emotional well- being (Taylor, Parker & Bagby, 1999) and a The relationship between Emotional significant predictor of success in one’s Intelligence and counseling self-efficacy may academic and work performance (Parker, be further illuminated by examining empathy. Summerfeldt, Hogan, & Majeski, 2004). While it has been well documented that empathy is necessary for a successful Recent research findings suggest that counselor-client relationship (Clark, 2010; overall Emotional Intelligence may be Rogers, 1957), and that expert counselors list important in identifying those oriented towards empathy among the top five personal a career in counseling (Martin, Easton, Wilson, characteristics of effective counselors (Pope & Takemoto, & Sullivan, 2004). Additionally, Kline, 1999), the relationship between empathy emotional intelligence has been found to be and counseling self-efficacy has not been related to counseling self-efficacy (Martin, et investigated sufficiently. Counselor training al., 2004). Counseling self-efficacy (CSE) is models tend to emphasize the acquisition of one’s subjective assessment about his or her intuitive skills that include empathy (e.g., capabilities to counsel, and it is positively Smaby, Maddux, Torres-Rivera & Zimmick, related to counselor training level (Larson & 1999), or at least the ability to act empathic, Daniels, 1998). According to Larson et al even without the actual experience of empathy (1992), counseling self-efficacy can be (Greason & Cashwell, 2009). The increased understood in terms of five dimensions: training-related feeling of being empathic may confidence in executing microskills, attending enhance beliefs of counselor self-efficacy. to process, dealing with difficult client behaviors, behaving in a culturally competent Empathy and Emotional Intelligence, way, and being aware of one’s own values. however, have long been linked. Davis’s (1983) multidimensional view of empathy includes the affective component of empathic concern and

The International Journal for Transformative Emotional Intelligence 52 the cognitive component of perspective taking, Scores are generally reported in a profile for and these dimensions have correlated well with each participant, using T scores that fall into different measures of Emotional Intelligence three categories (develop, strengthen or (Miville, Carlozzi, Gushue, Schara & Ueda, enhance) for emotional intelligence skills and 2006; Extremera & Fernández-Berrocal, 2004). into three categories (low, normal or high) for Additionally, many conceptions of Emotional problem area indicators. Intelligence include descriptions of empathy as a key related skill. For instance, the Emotional Factor analyses have revealed five factors Skills Assessment Process (ESAP; Nelson & (Nelson & Low, 2003): Low, 1999; 2003) includes an Empathy scale, as empathy is considered an important Interpersonal skills. Assertion (18 items, Emotional Intelligence skill under their range: 0-36) is one’s ability to communicate in Leadership skills factor. a straightforward style that conveys both cognitive and emotional messages. Assertive If empathy and counselor self-efficacy are people respect the sender of a message, and responsive to formal training, then both of they deal constructively with difficult or these could benefit from training in Emotional emotional situations. Intelligence skills. It is important, then, to understand the relationship between these three Leadership skills. Comfort (12 items, range: constructs, early during a counseling 0-24) deals with the ability to read and impact psychology graduate training program, so that others with verbal and non-verbal messages in progress can be noted. The purpose of the a positive way. The ability to develop trust and current research, therefore, was to examine the rapport is an integral part of this skill. Comfort relationship between Emotional Intelligence, enables a person to be relaxed self-confident dimensions of empathy and counselor self- and be one’s true self. Empathy (12 items, efficacy in a first-year cohort of (Hispanic) range: 0-24) is the facility to demonstrate care counseling psychology graduate students. The for others through congruent verbal and ESAP was deemed appropriate for this study, as nonverbal actions. Empathy is the it reflects thirteen specific Emotional communication to another that his/her thoughts, Intelligence skills to be analyzed, and it feelings, and ideas matter. Empathy is closely assesses areas where intervention strategies are associated to effective listening skills and necessary. conveying to another that he/she is understood. Decision Making (12 items, range: 0-24) is the Method ability to create, conceptually develop, and implement plans for successful problem Participants solving. Leadership (12 items, range: 0-24) can be defined as the ability to persuade and Ten first year graduate students (8 females, 2 develop the abilities of others. males) enrolled in the Master of Arts in Counseling Psychology (MACP) program at Self-management skills. Drive Strength (25 Texas A&M International University (TAMIU) items, range: 0-50) is one’s ability to volunteered to participate in this study in accomplish goals and activities resulting in exchange for extra credit in an introductory self-fulfillment and attainment of purpose. This counseling psychology graduate course. Most skill includes the understanding and motivation participants were Hispanic (90%), with an behind the principles of setting goals, average age of 24.3 years. objectives, and activities. Time Management (12 items, range: 0-24) is the ability to focus Measures and organize available time appropriately. Pro- activity instead of reactivity is an appropriate Emotional intelligence understanding of this concept. Commitment Ethic (12 items, range: 0-24) is one’s aptitude To assess emotional intelligence, the Emotional to finish needed tasks, complete assignments, Skills Assessment Process (ESAP; Nelson & and accomplish one’s projects. Low, 1999; 2003) was used. It consists of 213 items which assess ten emotional skill Intrapersonal skills. Stress Management (25 dimensions, along with three problem area items, range: 0-50) is the ability to control and indicators. Responses to each item are made deal effectively with fear or anxiety in relation using a 3 points scale (2 = most descriptive, 1 = to others and to situations. Self Esteem (25 sometimes descriptive, 0 = not descriptive).

Empathy and Counselor Self-Efficacy 53 items, range: 0-50) is the ability to view one’s After signing a consent form, participants were self as positive, competent, and successful. assigned to a personal computer station, on Self-esteem is closely associated with liking the which all questionnaires, including a self and being able to accept one’s limits and demographics questionnaire, were faults. administered. The ESAP was presented through the instrument publisher’s online site, while the Problem area indicators. Aggression (18 items, other measures were presented using MediaLab range: 0-36) involves the emotion of anger and research software. ESAP responses were a communication style that may be scored by the publishers, while all other overpowering enough to negatively affect responses were scored by the researchers. relationships. Deference (18 items, range: 0-36) results in ineffective communications, Results often ambiguous, weak and misdirected, that negatively affect relationships. Deference is Descriptives often involved with poor active listening skills and lack of empathy. Change Orientation (12 Means and standard deviations for all scales are items, range: 0-24) is the degree to which an reported in Table 1. Cronbach’s alphas individual is or is not satisfied with current calculated for the two IRI subscales and for the situations and the magnitude of change CSES proved consistent with those found in necessary or desired to develop personal and past research. For PT, Cronbach’s α = .78, professional effectiveness. while for EC, Cronbach’s α = .82. Cronbach’s α for the CSES was .81. Empathy Correlational Analyses Empathy was measured using the Interpersonal Reactivity Index (IRI; Davis, 1983), which For the complete correlation matrix, see Table consists of 28 items equally distributed across 2. ESAP assertion (r = .78, p < .01), ESAP four subscales representing four dimensions of decision making (r = .78, p < .01), and ESAP empathy: Empathic Concern (EC), Perspective self-esteem (r = .73, p < .05) were significantly Taking (PT), Personal Distress (PD) and related to counselor self-efficacy. Fantasy (FS). Responses range from 1 = does not describe me well to 5 = describes me very ESAP empathy (r = .76, p < .05) and ESAP well. Items 3, 4, 7, 12, 13, 14, 15, 18, and 19 drive strength (r = .93, p < .01) were are reverse scored. Only items on the EC and significantly related to IRI empathic concern. the PT subscales (14 items total) were used in ESAP comfort was significantly related to IRI the current study, as these tend to be the most perspective taking (r = .72, p < .05). reliable and most often used subscales (Davis, 1994). The EC subscale (Cronbach’s α = .73) IRI empathic concern and perspective assesses the tendency to experience feelings of taking were not significantly related to sympathy and compassion for others, while the counselor self-efficacy. PT subscale (Cronbach’s α = .62) measures the degree to which an individual spontaneously Discussion takes the point of view of others in everyday life. While empathy was not significantly related to self-efficacy, the empathic concern and Counselor self-efficacy perspective taking scales showed some significant relationships with some ESAP The Counselor Self-Efficacy Scale (CSES, dimensions. The significant positive correlation Melchert, Hays, Wiljanen, & Kolocek, 1996) between IRI empathic concern (EC) and ESAP consists of 20 items that assess self-perceptions Empathy is not surprising, since the operational of counseling-related skills such as knowledge definition of empathy put forward by Nelson of therapy principles, the ability to assess and Low and that put forward by Davis are very psychological states of clients and the ability to similar. The relationship between IRI empathic facilitate development of clients. Responses are concern and ESAP drive strength, however, is made on a 5 point Likert-type scale (1 = not easily interpreted. Further investigation is disagree strongly to 5 = agree strongly). necessary to determine how empathic concern Previously reported Cronbach’s α = .91. is related to the goal-related behavior associated with Drive Strength. Procedure IRI perspective taking (PT) is positively related to ESAP Comfort, a skill associated

The International Journal for Transformative Emotional Intelligence 54 with the ability to “read” others’ thinking and Clark, A.J. (2010). Empathy: An integral feeling states. This is in line with perspective model in the counseling process. Journal of taking as a tendency to carry out cognitive Counseling & Development, 88, 348-356. processing in the interest of understanding doi: 10.1002/j.1556-6678.2010.tb00032.x another. This cognitive exercise generally involves putting oneself in another’s shoes, and Davis, M. (1983). Measuring individual imagining how he or she views the world. differences in empathy: Evidence for a Reading others and eventually understanding multidimensional approach. Journal of others are crucial skills for professional Personality and Social Psychology, 44, counselors, and skills emotional intelligence 113-126. doi: 10.1037/0022-3514.44.1.113 training may enhance. Davis, M. (1994). Empathy: A social The ESAP emotional intelligence skills psychological approach. Madison, WI: associated with effective communication Brown & Benchmark Publishers. (Assertion), problem-solving (Decision- Making) and feelings of competency (Self- Extremera, N., & Fernández-Berrocal, P. Esteem) proved to be the most strongly (2004). The role of student’s emotional associated with counselor self-efficacy. These intelligence: Empirical evidence. Revista results are in line with most of what Larson et Electrónica de Investigación Educativa, 6. al (1992) describe as the five dimensions of Retrieved December 14, 2011, from http:// perceived self-efficacy as a counselor. redie,ens.uabc.mx/vol6no2/contents- extremera.html Past research with counselor performance measures has revealed similar relationships. In Flowers, J.V., & Goldman, R.D. (1976). Flowers and Goldman (1976), ten weeks of Assertion training for mental health assertion training resulted in improved paraprofessionals. Journal of Counseling counseling performance in the form of clearer Psychology, 23, 147-150. doi: communication with a client. Berven and 10.1037//0022-0167.23.2.147 Scofield (1980) reported that counseling students exhibited performance at the level of Goleman, D. (1998). Working with emotional that of experienced counselors following intelligence. New York: Bantam Books. clinical problem solving training. Additionally, clients who initially reported low self-esteem Greason, P.B., & Cashwell, C.S. (2009). showed improvement after working with Mindfulness and counseling self-efficacy. counselors who reported high self-esteem The mediating role of attention and (Wiggins & Giles, 1984). empathy. Counselor Education and Supervision, 49, 2-19. doi: 10.1002/j. The findings from the current study show 1556-6978.2009.tb00083.x strong relationships between key emotional intelligence skills and counselor self-efficacy Larson, L. M., & Daniels, J.A. (1998). Review and those from past research, show similar of the counseling self-efficacy literature. relationships with counselor performance. The Counseling Psychologist, 26, 179-218. Counseling psychology programs may consider doi: 10.1177/0011000098262001 designing training programs to include emotional intelligence skills interventions, with Larson, L. M., Suzuki, L. A., Gillespie, K. N., a strong emphasis on these particular skills. Potenza, M. T., Bechtel, M. A., & Toulouse, This may serve to increase students’ confidence A. L. (1992). Development and validation in their counseling skills and, eventually, to of the Counseling Self-Estimate Inventory. improve their professional performance. Journal of Counseling Psychology, 39, 105-120. doi: 10.1037/0022-0167.39.1.105 References Martin, W.E., Easton, C., Wilson, S., Takemoto, Berven, N.L., & Scofield, M.E. (1980). M., & Sullivan, S. (2004) Salience of Evaluation of clinical problem-solving emotional intelligence as a core through standardized case management characteristic of being a counselor. simulations. Journal of Counseling Counselor Education & Supervision, 44, Psychology, 27, 199-208. doi: 17-44. doi: 10.1002/j. 10.1037//0022-0167.27.2.199 1556-6978.2004.tb01857.x Melchert, T.P., Hays, V.L., Wiljanen, L.M., & Kolocek, A.K. (1996). Testing models of counselor development with a measure of

Empathy and Counselor Self-Efficacy 55 counseling self-efficacy. Journal of Wiggins, J.D., & Giles, T.A. (1984). The Counseling & Development, 74, 640-644. relationship between counselors’ and doi: 10.1002/j.1556-6676.1996.tb02304.x students’ self-esteem as related to counseling outcomes. School Counselor, 32, Miville, M.L., Carlozzi, A.F., Gushue, G.V., 18-22. Schara, S. L., & Ueda, M. (2006). Mental health counselor qualities for a diverse Author Note clientele: Linking empathy, universal- Correspondence regarding this article diverse orientation, and emotional should be sent to any of the following: intelligence. Journal or Mental Health Counseling, 28, 151-165. George Potter, Ed.D. 5201 University Blvd, Nelson, D., & Low, G. (1999). Exploring and developing emotional intelligence skills. KL 426D, Kingsville, TX: EI Learning Systems. Laredo, TX 78041 [email protected]. Nelson, D., & Low, G. (2003). Emotional intelligence: Achieving academic and career excellence. UpperSaddle River, NJ: Prentice-Hall. Parker, J.D.A., Summerfeldt, L.J., Hogan, M.J., & Majeski, S. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36, 163-172. doi: 10.1016/ S0191-8869(03)00076-X Pope, V.T., & Kline, W.B. (1999). The personal characteristics of effective counselors: What 10 experts think. Psychological Reports, 84, 1339-1344. doi: 10.2466/ PR0.84.3.1339 Rogers, C.R. (1957). The necessary and sufficient conditions for therapeutic personality change. Journal of Consulting Psychology, 21, 95-103. doi: 10.1037/ h0045357 Salovey, P., & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211. doi:10.2190/ DUGG-P24E-52WK-6CDG Smaby, M.H., Maddux, C.D., Torres-Rivera, D., & Zimmick, R. (1999). A study of the effects of a skills-based versus a conventional group counseling training program. Journal of Specialist in Group Work, 24, 152-163. doi: 10.1080/01933929908411427 Taylor, G.J., Parker, J.D.A., Bagby, R. M. (1999). Emotional intelligence and the emotional brain: Points of convergence and implications for psychoanalysis. Journal of American Academy of Psychoanalysis, 27, 339-354.

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Improving Learning Environments 57 7 Improving Learning Environments for Students Beverly Gammill When Galveston College committed to embedding emotional intelligence 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 emotional intelligence 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 Quality Enhancement Plan. Introduction and Overview Excellence by Dr. Gary R. Low and Dr. Darwin B. Nelson was furnished to students in college A Quality Enhancement Plan dictates that level English and speech classes. Two years an institution or an individual discover and later, the target group was identified, and free understand the concepts which may enhance the texts were distributed to English 1301 students, learning environment. Juvenal professed that who were participants in a first and second the motto “Know thyself” descended from assessment using the Emotional Skills heaven. Perhaps self-knowledge and self- Assessment Process (ESAP). Funded by grant awareness are the most important pave stones money from Achieving the Dream, the to success. Many companies strive to be distribution of copies of the Low and Nelson known as learning institutions; some book spurred different activities in each English individuals struggle to teach themselves to 1301 course. Some students reported sharing learn. To examine the reasons or concepts the book with their children. Some instructors means commitment and examination of core focused on real life situations and student beliefs. reflections about how emotional intelligence concepts impacted their responses. The QEP “Keys to Student Success” developed at Galveston College during Students participating in reading/writing 2004-2005 detailed a graphic plan of the practices soon realized that writing is a commitment and the plan for success. This reflective activity. Thus, emotional intelligence plan recognizes the interventions and the and applying the emotional learning system is impacted communities . At the very top of the naturally connected to writing. The writing illustration is the intention to increase the level process of prewriting, drafting, revising, of emotional intelligence in students, and editing, and publishing is a comparable image across from that is one of the expected to the emotional learning system described by outcome, evidentiary accountability to all Low and Nelson. The steps of the emotional stakeholders. learning system are exploring, identifying, understanding, learning, applying and Thus, one can see that the intervention modeling. Table 1 illustrates these connections. emotional intelligence is important to Galveston College, an Achieving the Dream When a student is asked to prepare an Leader College and a Title V Hispanic Serving argumentative paper, he/she must explore Institution. The positive strategy to enhance attitudes, be aware of his/her skill level, student success and to provide students with understand the skill required, and with active skills for lifelong learning was addressed under imagination develop and construct his/her the leadership of Dr. Elva Concha LeBlanc, and written explanation. Most of the writing the QEP (2005) was published and instructors worked with students to understand implemented. Currently, Dr. Myles Shelton, that self-awareness leads to successful goal President of Galveston College, has been setting and achievement. supportive in continuing the EI initiatives for student and college success at Galveston Not only have the EI concepts impacted College. the English classes, but members of some support services shared the book and discussed Originally, the book Emotional how EI can improve both work and learning Intelligence: Achieving Academic and Career environments. Library staff and Student

The International Journal for Transformative Emotional Intelligence 58 Success staff have practiced EI skills. Based the work environment. Finally, the Learning on experience of using EI in hiring, embedding Framework course also includes principles and EI tends to improve both workplace skills and skills of emotional intelligence. Table 1 Integrating the reflective writing process and ELS Systematic Emotional Learning System (ELS) Corresponding Step Learning Foci Writing Process 1 Explore (ESAP instrument) Prewriting 2 Identify (EI profile of ESAP skills) Drafting 3 Understand (EI skills and their impact) Revising 4 Learn/Develop key skills Editing 5 Apply/Model EI skills and behaviors Publishing Emotional intelligence discussions and intervention meant that students would be study provide support for developmental exposed to the emotional skills outlined by students, who are introduced to the skills in Low and Nelson in Emotional Intelligence: reading, writing, and math. Sandra Johnson, a Achieving Academic and Career Excellence math instructor, wrote a practicum for the (2003, 2011) in numerous classes. However, in Kellogg Institute about emotional intelligence the fall semester 2005, the intervention was in the math environment. She has conducted placed exclusively in English 1301, and a point sessions with developmental faculty to explore English faculty member began to coordinate the best practices in using EI for teaching and embedding of emotional intelligence in all learning. Students in reading and writing English 1301 classes. classes take learning environment surveys as well as a form of the Emotional Skills The English faculty shared ideas on Assessment Process (ESAP). The assessments embedding the thirteen emotional skills, are completed after students are introduced to discussed the scheduling of the online ESAP EI skills briefly, and the students then take the for students at the beginning and end of each survey knowing that discussions will follow semester, and implemented the use of the text and the process will be followed again at the for all English 1301 students. Students were end of the course. introduced to EI skills using their ESAP profiles. Sample ESAP profiles may be Integrating EI into the Curriculum and reviewed elsewhere in this journal (see, for College Programs example, pages 36, 41, & 42). The embedding of emotional intelligence By focusing on the gateway course, in all English and Speech courses began in faculty agreed that implementation could be 2004, but since that first initial effort, the enhanced and measured with better placement of the intervention strategy has understanding of college personnel and become concentrated in all English 1301 students. Student Services began offering classes (Composition I). Initially, this Student Success Seminars for all students, and

Improving Learning Environments 59 these regularly scheduled seminars focus on world. Attaching meaning to classroom emotional intelligence skills. The Student experiences demands that students recognize Success Planner given to all enrolling students and understand emotions in order to form displays a section on the important EI college successful relationships with instructors and success skills. Thus, there are supportive peers. measures and services outside of the English classes. Suzanne Liff, an instructor at Nassau Community College writes, “In general, by Emotional intelligence was highlighted as providing for structured, meaningful, and an integral part of the QEP Plan and the stimulating dialogue, we facilitate social skill Achieving the Dream grant. The desired development and enhance the ability of our impact of the seminars and planner was to help students to function enjoyably and productively students acquire successful college behaviors in a social environment” (2003). Instructors at and to aid students in their relationships in Galveston College realize that the writing class college, work, and at home. Dual credit environment must engage students to English 1301 classes at Ball High School were communicate without fear on a college level. introduced to the emotional intelligence Embedding emotional intelligence provides the assessment by the Emotional Intelligence students with self awareness skills that translate Coordinator in fall 2007, and the dual credit into successful college behaviors. students participated in the self assessment ESAP online, as well as the students in English EI Assignments and Learning Activities 1301 at Hamshire-Fannet High School. How does a writing instructor use the Galveston College offered a learning thirteen emotional skills to facilitate college community for developmental students in level writing? Reading/Writing 0301 that same fall, and those students received a handout on emotional At Galveston College, assignments vary intelligence included in a Learning Community with each instructor. Each English 1301 Binder. The syllabi for Reading 0301-0302 and student is given the emotional intelligence English 0301-0302 emphasize expected college assessment created by Low and Nelson. This behaviors, and the faculty was coached on assessment provides a positive self assessment embedding the skills in these courses. The of EI skills. The assessment serves as a College Version of the ESAP is administered springboard for engaging activities selected by and used in the learning community class and the instructor. Each instructor determines how selected cohorts in regular developmental to embed the information, and except for the reading and writing classes. This self- first and second online ESAP assessment taken assessment is an ESAP hard copy which by each English 1301 student, only one addresses the key EI skill areas of Assertion, emotional skills activity is required in every Drive Strength, Time Management, class. Commitment Ethic, Stress Management, and a Change Orientation scale. As mentioned Emotional Intelligence may be addressed earlier, the English 1301 students take the through journaling, definition/classification entire version of the complete ESAP. activities, peer group discussions, quizzes, power point, role playing, reader/response The writing course proved a good fit for essays, check lists, research papers, work emotional intelligence. People use writing to sheets, workbook activities, etc. A few relate relationships and realities found in examples of instructors selecting activities to reading and writing to form their views of the fit their teaching approach are included. environments they encounter. Writing is a process that encourages self-awareness. One instructor assigns students to a group which must write and perform a skit which Prewriting, drafting, revising, editing, and demonstrates several emotional skills addressed publishing comprise a process that enables in the ESAP. Another instructor asks that students to organize their “stories” in writing students complete a time chart that illustrates assignments and collaborative experiences in how the student spends his/her hours during a the composition class which stress critical typical day. An I-Search paper is a self thinking. Composition activities help students reflective research project in which the student reflect on their emotions and realities of the explores a topic of interest. A part of this learning project requires that the student keep a

The International Journal for Transformative Emotional Intelligence 60 log of research methods and make an the intervention with particular interest. evaluation of the meaningful experiences in Students keep a record of the self assessments, writing on this topic of interest. and often these emotional skills are the subject of discussion with instructors and peers. Another research project requires that the student select one of four emotions (Anger, After the first year of the QEP, the Office Fear, Sadness, Happiness) to explore of Institutional Effectiveness noted that there personally, to research the emotion, to select a was a significant relationship between students piece of art that demonstrates the emotion and a scoring high on the aggression part of the musical piece that demonstrates emotion, and ESAP and student retention. High aggression finally, to organize all the information into one scores predicted poor retention. In that same documented paper. Some instructors use this time period, on the second ESAP assessment, project for a final assessment. English 1301 students “enhanced” their leadership skills significantly. In fall 2006, self An example of a student’s research is his esteem and change orientation were linked to exploration of anger in terms of road rage. the probability of retention. Significant Students become engaged in this project over a changes for assertion, decision making, and self specified period of time. Quite often after an esteem were noted. assigned reading, students react to the reading in peer groups and then conduct a class In the learning community class, gender discussion on the emotions the group identified and individual differences were noted and in the reading. In a similar assignment, the discussed using the six EI skill areas in the student reflects about an emotion in a reader/ College Version assessment, and six females response essay based on an assigned reading. scored in the same area on the second In other words, the students practice applying assessment. These student examples provided the concepts explained in the text. engaging and insightful discussions to teach and learn college success skills with emotional Students in Reading/Writing 0301 and intelligence. 0302 are given the textbook and a handout which relates the six emotional skills addressed Retention rates in the developmental in the College Version ESAP. Students in these reading/writing areas are better than the rates developmental classes compose their from past semesters. The Learning Community definitions of the six emotional skills and share Reading/Writing 0301 class had a better examples. Once students in the learning passing rate than the regular classes in fall community are comfortable with the definitions 2007. Eighty-nine percent of those learning of the skills, the instructor asks that the community students passed, while only 70% of students to consider relationships in the class students in the regular reading/writing classes throughout the semester. At the end of the passed. In the spring of 2008, 88% of the semester, the students are asked to evaluate learning community enrolled for nine or more relationship skills of their peers. They then hours. This is a positive outcome. select two students who have demonstrated advancement in the six emotional skills, and the Student Comments and Responses two students are recognized for their enhanced emotional skills. Engaging activities are The following comments have been designed to aid these students in forming entered as qualitative data from English 1301 successful college behaviors, and these students: activities are integrated with the reading and writing assignments. “I have learned to see things in a different perspective using the indicated tools regarding Because emotional intelligence is a self and stress management. Peer group targeted intervention in the Achieving the activities help me understand another person’s Dream grant, data are collected and ideas and focus.” disaggregated on a regular basis. Both quantitative and qualitative data are discussed “This textbook may be meant to help with the Achieving the Dream coaches, Title V students be more successful, but I have found evaluators, and faculty. Since the that it will benefit the reader in every aspect of developmental reading/writing programs have life, not just school. Even if you think you been redesigned, those faculty members view have it all together, I still think you might find

Improving Learning Environments 61 something in this book that will help you the campus. They became comfortable with improve yourself even more.” instructors and peers, and they used the resources on campus. They made connections. “I learned that I already have been using some of my emotional skills, but now I can Concluding Statement confirm those skills and build on my self esteem.” In English 1301, students have been helped in identifying the EI skills they find in “I shared the information with my the readings. They learned to “see their daughter, and then I read the book with her, successes”. The online ESAP worked well for too.” the students, and they really look at the self assessment. They view this assessment as a The following comments are from written positive activity. Many learn to form comments by Learning Community Reading/ supportive relationships in the writing class, Writing 0303 students; and the relationship skills carry over to other classes. Even though the emotional skills are “I feel I am very assertive, and since I not “layered” or continued in other classes, the have been going to college, I have opened up a students are reading and using the text, lot.” engaging in class discussions, and setting meaningful goals that translate into other “You really have to balance different environments. tasks, and you need to make different time sheets.” (Time Management) Emotional intelligence discussions have “I have learned that I can succeed, and I been an integral part of Galveston College’s can be a college student.” successful rise in course completion and the There are several other observations witnessed by the author in the learning community and pass rate percentages in writing, reading, and the English 1301 classes. Most of the students in the learning community scored high on the math. The focus for developmental courses is assertive skill section of the College Version ESAP first assessment. To show the students responsible student behavior. The significance about some of these six emotional skills, I organized a volleyball game in the gym for the of EI is that these are the skills that enhance learning community. responsible student behavior. Galveston The students were informed that they would have to write about the activity after the College is better because it has a plan, a major two games. One young Afro-American male who had not deemed himself assertive component of which is emotional intelligence. displayed his leadership and organizational skills in the course of the two games. In a References response paper about the volleyball game, his peers noted his ability to relate to his team Liff,+ S.+ (2003).+ Social+ and+ Emotional+ Intelligence:+ members and his organizational skills. After a Applications+ for+ Developmental+ Education.+ student presentation day, a parent said to me, Journal+ of+ Developmental+ Education+ 26+ (3),+ “My daughter has been told that she can’t from 28X34. the first grade on. She now is confident that she can succeed, and she is happy with her Nelson,+ D.+ &+ Low,+ G.+ (2003,+ 2011).+ Emotional+ accomplishments and her leadership skills.” Intelligence:+ + Achieving+ Academic+and+ Career+ Excellence.+ + Upper+ Saddle+ River,+ NJ:+ + Pearson+ After the first few classes and discussions Education,+Inc. about emotional intelligence, the learning community students became committed to Author Note performing the tasks at hand, and they conducted interactive peer group activities Correspondence regarding this article consistently. They used their emotional skills should be sent to vocabulary in discussion groups regarding their learning experiences. They set real goals. Beverly Gammill Most importantly, the did not “disappear” from Galveston College [email protected]

The International Journal for Transformative Emotional Intelligence 62

Emotional Intelligence and Job Satisfaction 63 8 Emotional Intelligence and Job Satisfaction Related to Gender and Experience PK Tulsi and Parminder Walia 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 (F=. 26) and job satisfaction (F=.88), experience had significant effect on emotional intelligence (F=5.13) and job satisfaction (F=8.96). Interactional effect of gender and experience on emotional intelligence (F=.76) and job satisfaction (F=1.59) was found to be insignificant. College teachers with higher level of emotional intelligence showed higher level of job satisfaction than the teachers with lower levels of emotional intelligence. Introduction In teaching- learning situation too, where there is human interaction throughout, Human resources are the most important emotional intelligence plays important role. resource in any organization. The utilization, The better the understanding of students’ efficiency and effectiveness of technology, emotions and greater understanding and control processes and structures all depend on people of one’s own emotion, the better rapport will be with in the organization. In this era of there between teacher and students and learning globalization, teamwork and collaboration will be facilitated. Likewise, if students can among people is of utmost importance and understand and regulate their emotions, strive leaders who can manage subordinates by towards attainment of their goals and develop understanding their feelings and their own can social skills, academic performance will be get desired results. In this context, emotional enhanced. Teaching involves human beings. intelligence has become important. Emotions are an inseparable part of everyday life. Strong negative emotions are disruptive, Emotional intelligence contributes more interferes with individual’s ability to work than the intelligence to the success at effectively. Yate (1997) has listed various jobs workplace. Goleman (1998) states, “When IQ on the basis of emotional intelligence required test scores are correlated with how well people for performing the job successfully and perform in their careers the highest estimate of satisfactorily. For those jobs that require high how much difference IQ accounts for is about interaction with people, like jobs of 25 percent. A careful analysis, though, psychiatrist, human services worker, social suggests a more accurate figure may be no worker, teacher and so on must be filled by higher than 10 percent and perhaps as low as 4 persons having high level of emotional percent” (Sternberg, 1997). There are still intelligence (Prasad, 2006). significant correlations, even at the low end of the estimates, and there is no doubt that IQ will T remain a significant predictor of work “success”, especially in predicting which job, A teacher brings an emotional side to profession, or career path a person can follow. workplace everyday. The emotional well-being IQ has been found to be a better predictor of of the teacher is vital for job success and work and academic performance than EI. achievement in life. This is supported by Pool However, when it comes to the question of (1997) and Ediger (1997). Pool (1997) stated whether a person will become a “star that emotional well being is a predictor of performer” (in the top ten percent, however success in academic achievement and job such performance is appropriately assessed) success among others. Ediger (1997) stated within that role, or be an outstanding leader, IQ that the emotions, feelings and values are vital may be a less powerful predictor than for persons’ well being and achievement in life. emotional intelligence (Goleman 1998 and 2001). Emotional Intelligence: Concept and Dimensions The concept of emotional intelligence as a science may date back to the 1920’s.

The International Journal for Transformative Emotional Intelligence 64 Intelligence refers to the cognitive abilities of phenomenon (Prasad, 2006). It is non-cognitive the organism. Thorndike (1920) defined social and non-physical capacity of the organism. intelligence as the ability to perceive one’s own Emotional Intelligence is not genetically fixed. and other’s internal states, motives and It seems to be largely learnt. It continues to behaviors, and to act towards them optimally develop as one goes through life and learn from on the basis of that information. Gardner’s one’s experience. It is nurturable (Goleman, (1983) conceptualization of intrapersonal and 1998). People who have developed skills interpersonal intelligence and Steiner’s (1984) related to emotional intelligence understand work on emotional literacy were the building and express their own emotions, recognize blocks of what Salovey and Mayer (1990) emotions in others, regulate ,effect and use termed as emotional intelligence. According to moods and emotions to motivate adaptive them, “Emotional intelligence is a subset of behaviours. social intelligence that involves the ability to monitor one’s own and others emotions to Goleman (1995) identified five discriminate among them and to use this dimensions of Emotional Intelligence and information to guide one’s thinking and categorized them under personal and social actions” (p. ??). It focuses on processes that competencies: involve emotional information. Personal competencies Emotional Intelligence, according to Bar- On (1996) reflects our ability to deal 1. Self Awareness: Knowing one’s internal successfully with other people and others states, preferences, resources and intuitions. feelings. According to Goleman (1998), Emotional Intelligence refers to the capacity for 2. Self Regulation: Managing one’s internal recognizing one’s own feelings and those of states, impulses and resources. other for motivating ourselves and for managing well emotions in ourselves and in 3. Motivation: Emotional tendencies that guide our relationships. He further explained or facilitate reaching goals. “Emotional Intelligence means managing feelings so that they are expressed 4. Social Competencies appropriately and affectively enabling people to work together smoothly towards their common 5. Empathy: Awareness of others feelings, goals”. needs and concerns. Singh (2003 ) states that it is the ability 6. Social skills: Adeptness at inducing of an individual to appropriately and desirable responses in others. successfully respond to vast variety of emotional stimuli, being elicited from the inner Goleman further identified twenty five self and environment. Emotional intelligence competencies under the broad five dimensions consists of three psychological dimensions such of emotional intelligence. Individuals can be as emotional competency, emotional maturity trained in these competencies and their and emotional sensitivity, which motivate an emotional intelligence can be enhanced. individual to manage and lead others as well as empathize with them. Emotional intelligence has been studied in relation to gender. Sjoberg and Litterin Mayer, Salovey and Caruso (2004) (2003) found that female group excelled the defined emotional intelligence as the ability to: male in terms of emotional intelligence. In a (a) accurately identify emotions, (b) use study to investigate the relationship between emotions to help you think, (c) understand what emotional intelligence and leadership causes emotions and (d) manage to stay open to effectiveness, Adeyemo (2008) investigated the these emotions in order to capture the wisdom relationship between demographic variables of our feelings. and emotional intelligence of 215 workers of Nigeria. Significant correlations were found Emotional Intelligence thus involves the between emotional intelligence and gender. manipulation of emotions and emotional Females and experienced workers had higher content. It is measured in terms of emotional emotional intelligence scores. In a study of Quotient (EQ). EQ emerges from the mind emotional intelligence and management status of a person. Thus it is a psychological development implications in the Lebanese context, Jamali, Sidani and Abu-Zaki (2008) found differences between males and females on different emotional intelligence

Emotional Intelligence and Job Satisfaction 65 competencies with males scoring higher on self an evaluation of its characteristics. It is the result of employees’ perception of how well regulation and self motivation and females their jobs provide those things that are viewed as important. It involves cognitive, affective scoring higher on self awareness, empathy and and evaluative reactions or attitudes. There are three generally accepted dimensions of job social skills. Singh (2005) found significant satisfaction (a) job satisfaction is an emotional response to a job situation. As such it cannot be differences in emotional intelligence of male seen; it can only be inferred , (b) job satisfaction is often determined by how well and female managers . Female managers were outcomes meet or exceed expectations and (c) job satisfaction represents several related found to be high on emotional intelligence as attitudes (Luthans, 2005). compared to males. Females showing higher Gender differences in job satisfaction has been studied and a number of studies found no emotional intelligence than males can be gender differences in job satisfaction (Pugliesei, 1995; Sweeny, 2000; Petty and attributed to cultural differences, the way the Brewer, 2005; Dantzer and Kubin, 2008 and Rehman, 2008). Kim (2005) also stated that children are reared in dealing with their findings of various studies have been contradictory. However, most of the researchers emotions(Goleman, 1995). However, reported no significant differences between the sexes in relation to job satisfaction. Bansibihari and Pathan (2004), Sonu (2005), A number of studies (Hafen, 1971; Singh (2007) and Morris (2008) found no Bowling, 1974; Olson, 1975; Chen, 1977; Amirtash, 1983; Balwinder Kaur, 1986; Singh, significant differences in emotional 1995; Herrera and Lim, 2009 and Kumar and Giri, 2009) findings showed that that the intelligence of males and females. overall job satisfaction increases with experience. Only a few studies could be found studying the relationship of experience with Emotional intelligence and Job Satisfaction emotional intelligence. Singh (2005) and Adeyemo (2008) found positive significant Both emotional intelligence and job satisfaction correlation between experience and emotional are important and have been found to be intelligence In a study of college teachers of significantly related in a number of studies in Kerala, Morris (2008) found significant effect diverse settings (Sy et al., 2006; Adeyemo, of experience on emotional resilience, 2007; Carmeli, 2007; Iordanoglou, 2007; interpersonal sensitivity, influence and Guleryuz et al., 2009 and Sener et al., 2009). conscientiousness as well as overall emotional Wong et al. (2007) found a significant intelligence. More experienced teachers were correlation between emotional intelligence and found to be more emotionally intelligent. job satisfaction in case of high emotional labour job but insignificant correlation between Job Satisfaction the two in case of low emotional labour jobs. Petrides and Furnham (2006) found that high Job satisfaction is the mental feeling of traits EI was related to lower levels of stress favourableness which an individual has about and higher levels of perceived control, his or her job. It describes how content an satisfaction and commitment. However, in a individual is with his or her job. There are a study to compare psychological acceptance and large number of definitions to explain the Emotional Intelligence in terms of their ability concept of job satisfaction (Hoppock, 1935; to predict various well being outcomes (i.e. Blum, 1956; Vroom,1964; Locke, 1969; Smith general mental health, physical well being and et al. ,1969; Strauss, 1974; Page & Thomas, job satisfaction), Donaldso-feilder and Bond 1979; and Katzell, 1980). McCormick and Ilgen (2004) found that emotional intelligence did not (1985) stated that job satisfaction is a specific significantly predict any of the well being subset of attitude. It is attitudes towards the job. Hoy and Miskel (1991) stated that job satisfaction is a present and past-oriented affective state of like and dislike that results when the educator evaluates his or her work role. Kossen (1991) considered job satisfaction as the “atmosphere created by the attitude of the members of an organization.” In nutshell, job satisfaction refers to individual’s satisfaction with or attitude towards nature of work, working conditions, relations with coworkers, nature of supervision, salary and perks, promotion etc. Job satisfaction can be defined as a positive feeling about one’s job resulting from

The International Journal for Transformative Emotional Intelligence 66 outcomes, after accounting for acceptance and males and 165 were females. The working job control. experience of the teachers ranged between 1 year and 34 years. 122 teachers had less than Wong and Law (2002) in an exploratory study ten years of teaching experience, 50 teachers on the effects of the leader and follower had teaching experience between ten to twenty emotional intelligence on performance and years and the remaining 46 teachers had more attitude found that EI of followers effects job than twenty years of experience. performance and job satisfaction. Cha et al. (2009) also found significant effect of Instrumentation emotional intelligence on job satisfaction. Staff members in the high emotional intelligence Emotional Intelligence Scale (Hyde, group had higher mean scores on the job Pethe and Dhar, 2002) was used to assess the satisfaction than those in the low emotional emotional intelligence of college teachers. The intelligence group. A study by Hosseinian et al. scale consists of 34 items measuring ten (2008) however, showed that training did not factors, namely self awareness (SA), empathy increase employees job satisfaction or did not (EMP), self-motivation (SMOT), emotional improve manager’s evaluation. stability (ESTA), managing relations (MREL), integrity (INT), self-development (SDEV), Hypothesis of the Study value orientation (VO), commitment (COM) and altruistic behaviour (ALT). A five-point The study was advanced on the scale strongly agree, agree, uncertain, disagree hypothesis, (a) there will be no significant and strongly disagree has been used for effect of gender on dimensions of and overall responses. The split-half reliability of the scale emotional intelligence of college teachers ; (b) is .88 and validity worked out from coefficient there will be significant effect of experience on of the reliability is .93. dimensions of and overall emotional intelligence of college teachers; (c) there will Job Satisfaction Scale (Singh and be no significant interactional effect of gender Sharma, 1986) consisting of 30 statements and experience on dimensions of and overall related to factors inherent in the job: Job emotional intelligence of college teachers; (d) Concrete (JC) and Job Abstract (JA) and there will be no significant effect of gender on factors residing outside the job: Psycho- dimensions of and overall job satisfaction of Social(PSYCHO);Economic(ECO) and college teachers (e) there will be significant Community/National Growth(CNG) was used effect of experience on dimensions of and to measure the job satisfaction of college overall job satisfaction of college. teachers; (f) teachers. The scale has both positive and there will be significant interactional effect of negative items. For positive statements, a gender and experience on dimensions of and weight of 4, 3, 2, 1 and 0 is given to strongly overall job satisfaction of college teachers and agree, agree, uncertain, disagree and strongly (g) college teachers with higher levels of disagree respectively. For negative items the emotional intelligence will be more satisfied scoring is reversed. The scale was standardized with their jobs. on a sample of 300 professions comprising of engineers, advocates, doctors and college Design teachers. The test-retest reliability is .98. The scale was correlated with Muthayya’s Job Descriptive (survey) research design was Satisfaction questionnaire. The validity used for undertaking the study as the purpose coefficient was found to be .74. The correlation was to study the main and interactional effect between measures of job satisfaction from this of gender and experience on the emotional scale and employees rating on a 3-point scale intelligence and job satisfaction of college was found to be .81. The scale has been teachers and compare the job satisfaction of intensively used in Indian setting and thus was college teachers with varied levels of emotional used for the study. intelligence. Results Sample Table 1 and Table 2 show the F-ratios for The sample for the study consisted of the main effect of gender and experience, as randomly selected 218 teachers from colleges well as their interaction effect on emotional of Chandigarh. Out of 218 teachers, 53 were intelligence and its dimensions and job satisfaction. Wherever F-ratios were found to

Emotional Intelligence and Job Satisfaction 67 be significant, t-ratios were calculated. The emotional intelligence and job satisfaction of mean score and standard deviations for college teachers are given in Table 3 and 4. Table 1 F-ratios for the Main and Interaction Effects of Gender and Experience on Emotional Intelligence and its Dimensions Dimension Source Sum of df Mean Square F Sig. Squares SA Gender 1 10.97 3.34 .07 10.97 2 12.08 3.68* .03 Exp 24.17 2 .09 .023 .97 212 3.28 Gender x Exp .19 1 3.36 .64 .42 696.27 2 28.36 5.41** .01 Error 2 4.03 .47 3.36 212 5.24 .77 EMP Gender 56.72 1 1.97 .56 8.06 2 19.96 .34 .03 Exp 1110.74 2 1.97 3.47* .71 1.97 212 5.76 Gender x Exp 39.93 1 .06 .34 .90 3.94 2 10.53 .07 Error 1220.23 2 .24 .02 .94 212 3.84 2.7 SMOT Gender .06 1 1.37 .06 .49 21.07 2 10.81 .02 Exp 2 1.63 .48 .56 .47 212 2.83 3.82* Gender x Exp 813.97 1 .19 .74 2 3.52 .58 .13 Error 1.37 2 5.19 .06 21.62 212 1.74 .11 ESTA Gender 3.25 1 .02 2.03 .89 599.85 2 1.15 2.99 .33 Exp 2 .21 .82 .19 212 1.03 .02 Gender x Exp 7.05 1 2.65 1.11 .13 10.38 2 4.51 .20 .02 Error 367.94 2 1.21 .36 .02 212 1.67 2.27 MREL Gender 2.29 1 1.78 3.87* .18 .42 2 3.80 1.04 .02 Exp 218.79 2 2.44 .08 2.65 212 .96 1.85 Gender x Exp 9.03 1 2.07 3.94* .19 2.42 2 1.74 2.53 .23 Error 247.09 2 3.43 .06 1.78 212 1.17 1.77 INT Gender 7.59 1 36.64 1.49 .61 4.88 2 711.59 2.93 .01 Exp 204.03 2 105.72 .47 2.07 212 138.67 .26 Gender x Exp 3.49 5.13** 6.85 Error 247.82 .76 36.64 SDEV Gender 1423.18 211.45 Exp 29397.84 Gender x Exp Error VO Gender Exp Gender x Exp Error COM Gender Exp Gender x Exp Error ALT Gender Exp Gender x Exp Error EI Total Gender Exp Gender x Exp Error * Significant at .05 level * * Significant at .01 level

The International Journal for Transformative Emotional Intelligence 68 Table 2 F-ratios for the Main and Interactional Effect of Gender and experience on Job Satisfaction and its Dimensions Dimension Source Sum of df Mean Square F Sig. JC Gender Squares 1.00 29.63 3.10 .08 29.63 Exp 39.01 2.00 19.51 2.04 .13 Gender x Exp 40.74 2.00 20.37 2.13 .12 Error 2027.32 212.00 9.56 JA 8.35 1.00 8.35 0.62 .43 Gender Exp 71.43 2.00 35.71 2.67 .07 Gender x Exp 8.20 2.00 4.10 0.31 .74 PSYCHO Error 2836.09 212.00 13.38 Gender 3.37 1.00 3.37 0.18 .67 Exp 205.20 2.00 102.60 5.53** .01 Gender x Exp 73.70 2.00 36.85 1.99 .14 ECO Error 3930.34 212.00 18.54 Gender 12.02 1.00 12.02 1.41 .24 Exp 491.91 2.00 245.96 28.91** .00 Gender x Exp 11.50 2.00 5.75 0.68 .51 CNG Error 1803.56 212.00 8.51 Gender 34.14 1.00 34.14 4.73* .03 Exp 42.47 2.00 21.23 2.94 .06 Gender x Exp 11.82 2.00 5.91 0.82 .44 JS TOTAL Error 1530.74 212.00 7.22 Gender 157.33 1.00 157.33 0.88 .35 Exp 3194.37 2.00 1597.18 8.96** .00 Gender x Exp 566.84 2.00 283.42 1.59 .21 37791.05 212.00 178.26 Error * Significant at .05 level * * Significant at .01 level

Emotional Intelligence and Job Satisfaction 69 Table 3 Mean Score and Standard Deviation for Emotional Intelligence and Job Satisfaction of Male and Female College Teacher Dimension Male (n = 53) Female (n = 165) Mean SD Mean SD SA 16.51 1.74 16.92 1.86 EMP 19.60 2.53 19.88 2.26 SMOT 24.32 2.36 24.56 2.44 ESTA 16.26 2.10 16.11 1.93 MREL 16.09 1.40 16.31 1.78 INT 12.23 1.54 12.47 1.26 SDEV 8.21 1.23 8.17 0.94 VO 8.53 1.12 8.31 1.08 COM 8.49 1.10 8.79 0.96 ALT 7.96 1.06 7.87 1.10 EI Total 138.21 12.24 139.38 11.87 JC 14.51 3.49 15.82 3.28 JA 14.47 3.72 14.99 3.65 Psycho 17.77 4.99 18.45 4.17 Eco 7.70 3.49 6.93 3.28 CNG 14.09 3.04 15.25 2.58 JS Total 68.55 15.55 71.44 13.19

The International Journal for Transformative Emotional Intelligence 70 Table 4 Mean Score and Standard Deviation for Emotional Intelligence and Job Satisfaction of Male and Female College Teacher Dimension < 10 Years (n = 122) 10-20 Years (n = 50) > 20 Years (n = 46) Mean SD Mean SD Mean SD SA 16.57 1.88 17.38 1.64 16.89 1.83 EMP 19.48 2.33 20.58 2.37 19.89 2.09 SMOT 24.15 2.41 25.10 2.57 24.78 2.11 ESTA 15.92 1.90 16.72 2.09 16.13 1.92 MREL 16.03 1.67 16.70 1.84 16.37 1.53 INT 12.35 1.35 12.62 1.47 12.33 1.10 SDEV 8.10 0.91 8.38 1.21 8.17 1.02 VO 8.20 1.07 8.58 1.05 8.57 1.15 COM 8.58 1.04 8.84 0.98 8.93 0.88 ALT 7.85 1.13 7.94 1.11 7.93 0.95 EI Total 137.22 11.73 142.84 12.59 140.00 10.90 JC 15.35 3.03 15.48 3.84 15.91 2.62 JA 14.42 3.65 15.62 3.74 15.22 3.54 Psycho 17.62 4.40 19.24 4.56 19.00 3.86 Eco 5.65 3.08 9.04 2.87 8.93 2.44 CNG 14.68 2.82 15.22 2.35 15.46 2.88 JS Total 67.72 13.65 74.60 14.37 74.52 11.79 The main effect of gender on emotional dimensions of and overall emotional intelligence intelligence of college teachers and its dimensions of college teachers’, therefore was not rejected. was found to be insignificant. The first null hypothesis, ‘There is no significant effect on The main effect of gender on job satisfaction of college teachers was also found to be insignificant except for the dimension of

Emotional Intelligence and Job Satisfaction 71 community/national growth (F=4.73). It was job satisfaction (t=2.96, p=.01) than teachers found that significant differences exist between with less than ten years of experience. In the male and female college teachers with respect addition, teachers with more than twenty years to their satisfaction with contribution of their jobs of experience expressed significantly higher to improving quality of life (t=2.71,p=.01). satisfaction with economic factors (salary, Hypothesis IV ‘There will be no significant effect allowances etc.) (t=6.50, p=.01) and overall job of gender on dimensions of and overall job satisfaction (t=2.98, p=.01) than the teachers satisfaction of college teachers’, was not rejected with less than ten years of experience Thus the except for the dimension of community/national Hypothesis V stands partially accepted. growth. The interactional effect of gender and The main effect of experience on emotional experience on emotional intelligence and its intelligence was found to be significant for six out dimensions, and overall job satisfaction and its of ten dimensions of emotional intelligence, dimensions were found to be insignificant. namely, self awareness (F=3.68, p=.05), empathy Hypothesis III stands accepted and hypothesis (F=5.41, p=.01), self motivation (F=3.47, p=.05), VI stands rejected. managing relations (F=3.82, p=.05), value orientation (F=3.87, p=.05), commitment F-ratio was calculated to find out the differences (F=3.94, p.=.05), and overall emotional in the job satisfaction of teachers with high, intelligence (F=5.13, p=.01). This shows that average and low emotional intelligence. For significant differences exist among the college categorization on Emotional Intelligence, top teachers with less than ten years of experience, 27% and bottom 27% of teachers on emotional ten to twenty years of experience and more than intelligence formed the high and low group, twenty years of experience on these dimensions respectively, and the remaining college teachers of emotional intelligence and overall emotional were grouped into average group. Significant intelligence. Significant differences were differences were observed in the job satisfaction observed between teachers with less than ten level of college teachers with high, average and years of experience and teachers with ten to low levels of emotional intelligence (F =5.87, p=. twenty years of experience in favour of teachers 01). College teachers with high emotional with ten to twenty years of experience, on the five intelligence showed significantly higher level of dimensions of emotional intelligence namely, self job satisfaction than teachers with average awareness (t=2.68, p=.01), empathy (t=2.81, p=. emotional intelligence (t=2.19, p=.05, Table 5) 01), self motivation (t=2.31, p=.05), managing and teachers with low emotional intelligence (t = relations (t=2.31, p=.05), value orientation 4.09, p =.01). Thus, the hypothesis VII stands (t=2.15, p=.05), and overall emotional accepted. intelligence (t=2.79, p=.01). Further, teachers with more than twenty years experience showed Discussion significantly higher commitment than the teachers with less than ten years of experience ( t=2.04, Gender differences were not observed in p=.05). Thus, the Hypothesis II stands partially emotional intelligence of college teachers. These accepted. findings are supported by the findings of other studies by Singh (2007), Sonu (2005) and The main effect of a experience on Bansibihari and Pathan (2004). However, the satisfaction with psycho-social factor (F=5.53, trend of mean scores indicates that female college p=.01) and economics (F=28.91, p=.01) were teachers were slightly more aware of their own found to be significant indicating that there emotions, better understood emotions of others, exist significant differences among college self motivated, better in managing relation with teachers with varied levels of experience (ten, others, higher on integrity and more committed to ten to twenty years and more than twenty years) their work and thus, slightly higher on overall on these two dimensions of job satisfaction. emotional intelligence. On the rest of the four Significant differences were found in the dimensions, namely, emotional stability, self overall job satisfaction (F=8.96, p=.01) of development, value orientation and altruistic teachers with varied levels of experience. behaviour, male college teachers scored slightly Teachers with teaching experience between ten higher than the female teachers. Inquiries into the to twenty years showed higher levels of effect of gender on emotional intelligence have satisfaction with psycho-social factors (t=2.16, been limited (Condren et al., 2006). Males p=.05), economics (t=6.69, p=.01) and overall scoring higher on the four dimensions may be attributed to the upbringing in the Indian context

The International Journal for Transformative Emotional Intelligence 72 Table 5 Significance of Difference Among Mean Scores on Job Satisfaction of Teachers with Varied Levels of Emotional Intelligence Dimensi Hi EI Avg. EI Low EI Group t-ratio Sig. on (n=59) (n=100) (n=59) Mean SD Mean SD Mean SD Differences High & 2.19* 0.05 Average JS Total 75.6 12.9 12.87 69.63 15.04 67.62 High & Low 4.09* 0.01 * Average & 1.01 Low * Significant at .05 level * * Significant at .01 level in which males are not encouraged to express Teachers with ten to twenty years of their emotions or mix their emotions with the self experience were found to be significantly higher or to remain dependent on others for resolving on self awareness, empathy, self motivation, their conflicts. On the other hand, females, from managing relations and overall emotional the very childhood are made more sensitive to intelligence than the teachers with less than ten their own emotions and that of others, encouraged years of experience. These differences may be on to be friendly to others and to remain committed. account of greater maturity as a result of greater Goleman (1995) and Sánchez-Núñez et. al. (2008) experience. With experience, one is able to also attributed the differences to contrasts in the understand oneself and others - students and way in which boys and girls are taught to deal colleagues and is able to manage one’s relations with emotions, as children. Likewise, both male better and is able to take stand in case of ethical and female college teachers were found to be issues. The college teachers with more than equally satisfied with their jobs except for one of twenty years of experience showing higher the dimensions, namely, community/national commitment than the teachers with less than ten growth. Female college teachers expressed years of experiences is primarily due to the fact greater satisfaction with the job’s contribution to that teachers with more than twenty years of improving quality of life of individuals and experience, in most of the cases, are heading their economic and national development of the departments and need to remain committed to country. The simple reason may be that teaching achieve the objectives of their departments and profession provides ample opportunities for institutions and there is high degree of human resource development and is a profession involvement in policy formulation and decision most preferred by females. making. They also maintain honesty and integrity to set exemplary behaviour for others. Teachers A number of studies (Dantzer and Kubin, with less than ten years of experience, on the 2008; Petty and Brewer, 2005; Pugliesei, 1995; other hand, are exploring various opportunities Sweeny, 2000 and Rahman, 2008) found no and are more inclined towards their career gender differences in job satisfaction. Kim development and, thus, not as committed to the (2005) stated that findings of various studies have jobs as the teachers with twenty years of been contradictory. However, most of the experience. The findings of the study are in tune researchers reported no significant differences with the findings of earlier studies by Adeyemo between the sexes in relation to job satisfaction.

Emotional Intelligence and Job Satisfaction 73 (2008),Singh (2005) and Morris (2008) who also Amirtash,+A.+M.+(1983).+Determinants+of++Job+ found that more experienced teachers tend to be Satisfaction+among+Selected+Male+High+School+ more emotionally intelligent. Educators+in+the+City+of+Tehran,+Iran.+ Dissertation++Abstract+International,+43(9),+Pp. A number of studies (Hafen, 1971; Bowling, 2924XA. 1974; Olson, 1975; Chen, 1977; Amirtash, 1983; Balwinder Kaur, 1986; Singh, 1995; Kumar and Balvinder+Kaur+(1986).+Job+Satisfaction+of+Home+ Giri, 2009 and Herrera and Lim, 2009) lend Science+Teachers,+Its+Relationship+with+ support to the finding of the present study that Personal,+Professional+and+Organizational+ with experience, the overall job satisfaction Characteristics.++Unpublished+Thesis,+Ph.D.+ increases. More experienced college teachers Education,+Punjab+University,++Chandigarh. tend to be more satisfied with their place of posting, working conditions, cooperation, Bansibihari+and+Pathan,+Y.+(2004).+Emotional+ democratic functioning, social circle, salary and Intelligence+of+Secondary+Teachers++Edutracks. perks etc. as they develop strong affiliations with their institutions and the people working within. BarXOn,+R.+(1996),+The+Emotional+Quotient+ However, these findings are in contradiction to Inventory+(EQXI):+A+Test+of+Emotional+ the findings of other studies such as Klecker and Intelligence,+MultiXHealth+Systems,+Toronto. Loadman (1997); Singh (1985); Gupta (1980) and Morris (2008). Blum,+M.L.+(1956),++Industrial+Psychology+and+its+ Social+Foundations+(Ed.).++New+YorkX+Harper. The findings of the study that college teachers with high emotional intelligence show higher Bowling,+S.R.+(1974).+Leadership+Behaviour+of++ levels of job satisfaction is in accordance with the Chief+Student+Personnel+Administrators+and+ earlier findings of the studies by Guleryuz et al. its+Relationship+to+Morale+and+Job+Satisfaction.+ (2009), Sener et al. (2009), Carmeli (2003), Sy et Dissertation++Abstracts+International,+34:8,+Pp+ al. (2006), Petrides and Furnhamn (2006), 4772AX4773A. Iordeanoglou (2007), Adeyemo (2007) who found significant positive correlation between emotional Carmeli,+A.+(2003).+The+Relationship+between+ intelligence and job satisfaction. Wong and Law Emotional+Intelligence++and+Work+Attitudes,+ (2002), and Cha et al (2009) found significant Behaviour+and+Outcomes.++An+Examination++ effect of emotional intelligence on the job among+Senior+Managers.++Journal+Of+ satisfaction. Kafetsios and Zampetakis (2008) Managerial+Psychology,+18+(8),+788X813. found that emotional intelligence was significant predictor of job satisfaction. Cha,+J.M.,+++Kim,+S.H.+&+Cichy,+R.+F.++(2009+++).+Job+ Satisfaction,+Organizational+Commitment,+and+ Teaching profession involves continuous Contextual+Performance:+Examining+Effects+of+ human interaction between the teachers and Work+Status+and+Emotional+Intelligence+ students and among teachers. Therefore, the among+Private+Club+Staff+Members.+Hospitality+ higher the ability to mange one’s own emotions &+Tourism+Management+++International+Chrie+ and understand the emotions of others, the higher ConferenceXRefereed+Track.+University+Of+ is the ability to manage relationships and in turn Massachusetts+Amherst+. higher is the satisfaction with the job. Chen,+W.S.+(1977).+The+Job+Satisfaction+of+School+ References Teachers+in+the+Republic+of+China+as+related+to+ Personal+and+Organizational+Characteristics.+ Adeyemo,+D.A.+(2007).+Emotional++Intelligence+and+ Dissertation+Abstracts+International,+38:6,+Pp+ 3167XA. the+Relationship+between+Job+Satisfaction+and+ Condren,+T.,+Martin,+B.+N,+&+Hutchinson,+S.+(2006).+ Organizational+Commitment+of+Employee+in+ What+Does+Emotional+Intelligence+and+Gender+ have+to+do+with+Leadership+Effectiveness….Or+ Public+Parastatals+in+Oyo+State,+Nigeria.++++ Does+It?+++++++++++++++++++++++++++++Advancing+Women+In+ Leadership+Online+Journal,+Volume+21.+http:// Pakistan+Journal+of+Social+Sciences,+4+(2),+ www.Advancingwomen.Com/Awl/ Summer2006/ 324X330. Condren_Martin_Hutchinson.Html Adeyemo,+D.+A.+(2008).+Demographic+ Dantzker,+M.L.+&+Kubin,+B.+(1998).+Job+Satisfaction:++ The+Gender+Perspective+among+Police+OfEicers.+ Characteristics+and+Emotional++Intelligence+ among+Workers+in+Some+Selected+ Organizations+in+Oyo+State,+Nigeria.++Vision+X The+Journal+of+Business+Perspective,+12(1).

The International Journal for Transformative Emotional Intelligence 74 American+Journal+Of+Criminal+Justice,+23(1),+ Hoy,+W.K.+&+Miskel,+C.G.+(1991),+Educational+ 19X31. Administration.++Theory+Research+and+ DonaldsoXFeilder,+E.+J.,++&+Bond,+F.+W.+(2004).+The+ Practice,+New+York:+Mcgraw+Hill+Inc. Relative++Importance+of+Psychological+ Acceptance+and+Emotional+Intelligence+to+ Hyde,A.,+Pethe,S.+&Dhar,+U.(2002).Manual+For+ Workplace+WellXBeing.+British+Journal+of+ Emotional+Intelligence+Scale.+Lucknow:+Vedant+ Guidance+and+Counselling,+32(2),+187X203. Publications.: Ediger,+M.,+(1997).+Affective+Objectives+in++the+ Science+Curriculum.+Montgomery+AI:+Aubuin+ Iordanoglou,+D.+(2007).+The+Teacher+as+Leader:+ University+at+Montgomery+School+of+Education+ The+Relationship+Between+Emotional+ ERIC+Document+Reproduction+Service. Intelligence,+Leadership+Effectiveness,+ Gardner,+H.+(1983),+Frames+of+Mind:+The+Theory+ Commitment+and+Satisfaction.+Journal+of+ of+Multiple+Intelligences,+Basic+Books,+New+ Leadership+Studies,+1(3),+57X66. York,NY. Goleman,+D.+(1995).+Emotional+Intelligence.+New+ Jamali,+D.,+Sidani,+Y.,+&+AbuXZaki,+D.+(2008).+ York:+Bantam+Books. Emotional+Intelligence+and+Management+ Goleman,+D.+(1998).+Working+with+Emotional+ Development+Implications:+Insights+from+The+ Intelligence.+New+York:+Bantam+Books Lebanese+Context.+Journal+of+Management+ Goleman,+D.+(2001).+“An+EIXBased+Theory+of+ Development+,+27(3),+348X360. Performance”,+In+Cherniss,+C.+And+Goleman,+D.+ (Eds),+The+Emotionally+Intelligent+Workplace:+ Kafetsios,+K.,+&+Zampetakis,+L.+A.+(2008).+ How+to+Select+for,+Measure+and+Improve+ Emotional+Intelligence+And+Job+Satisfaction:++ Emotional+Intelligence+in+Individuals,+Groups,+ Testing+The+Mediatory+Role+of++Positive+and+ and+Organizations,+JosseyXBass,+San+Francisco,+ Negative+Affect+at+Work.+Personality+and+ CA,+pp.+27X44. Individual+Differences,+44(3),+710X720. Güleryüz,G.,+S.+Güney,S.,+E.+Aydın,E.M.,&+Aşan+,Ö.+ (2008).The+Mediating+Effect+of+Job+Satisfaction+ Katzell,+R.+A.+(1980).+Work+Attitudes,+Motivation,+ between+Emotional+Intelligence+and+ and+Performance.+Professional+Psychology+, Organisational+Commitment+of+Nurses:+A+ 11(3),+409X420. Questionnaire+Survey.+International+Journal+of+ Nursing+Studies,+45(11),+1625X1635. Kim,S.(2005).Gender+Differences+in+the+Job+ Gupta,+S.P.+(1980).+A+Study+of+Job+Satisfaction+at+ Satisfaction+of+Public+Employees+:+A+Study+of+ Three+Levels+of+Teaching.+Unpublished+Thesis+ Seoul+Metropolitan+Government,+Korea.+Sex+ Phd+Education,+Merrut+University. Roles+++,+52+(9/10),+667X681. Hafen,+B.Q+(1971).+Job+Satisfaction+among+Health+ Educators.+Dissertation+Abstracts+ Klecker,+B.+&+Lloadman,+W.E.+(1977).Exploring+ International,+31:8,+pp+3776X3777A. Teacher+Job+Satisfaction+across+Years+of+ Herrera,+R.,+&+Lim,+J.Y.+(2003).+Job+Satisfaction+ Teaching+Experience.+Paper+Presented+at+the+ among+Athletic+Trainers+in+NCAA+Division+Iaa+ Annual+Meeting+of+the+MidX+Western+ Institutions.+The+Sport+Journal,+6.+http:// Educational+Research+Association,+Chicago,+ www.Thesportjournal.Org/Article/JobX Illinois. SatisfactionXAmongXAthleticXTrainersXNcaaX DivisionXIaaXInstitutions Kossen,+S.+(1991),+Supervision+.St.+Paul:+West+ Hoppock,+R.+(1935),+Job+Satisfaction.+New+York:+ Publishing+Co. Harper+And+Row. Hosseinian,+S.,+Yazdi,+S.+M.,+Zahraie,+S.+and+FathiX Kumar,+P.+B.+&+Giri,+V.N.+(2009).+Effect+of+Age+and+ Ashtiani,+A.+(2008).+Emotional+Intelligence+and+ Experience+on+Job+Satisfaction+and+ Job+Satisfaction.+Journal+Of+Applied+Sciences+ Organizational+Commitment.+The+ICFAI+ 8(5),+903X906. University+Journal+of+Organizational+Behavior,+ 8(1),+28X36.+Available+At+SSRN:+Http:// Ssrn.Com/Abstract=1326768 Locke,+E.A.+(1969).+What+Is+Job+Satisfaction?+ Organizational+Behaviour+and+Human+ Performance,+4,+316 Luthens+F.+(2005).+Organizational+Behaviour.++ McGrawXHill+International+Edition. Mayer,+J.D.+,Salovey,+P.+&+Caruso,+D.R.+(2004).+ Emotional+Intelligence:+Theory,+Findings+and+

Emotional Intelligence and Job Satisfaction 75 Implications.++Psychological+Inquiry,+15,+(3),+ Sener+E,+Demirel,+O.,+&+Sarlak+K.(2009).+The+Effect+ 197X215. Of+The+Emotional+Intelligence+On+Job+ Mccormick,+E.J.+&+Ilgen,+D.+(1985).Industrial+and+ Satisfaction.+Studies+in+Health+Technology+and+ Organizational+Psychology+London:+Allen+And+ Informatics,+146,+710X711. Unwin+. Morris,+Emilia+(2008).+Emotional+Intelligence+and+ Singh+(2005).Emotional+Intelligence+at+Work:+A+ Job+Satisfaction+of+Polytechnic+Teachers+of+ Professional+Guide.+++Third+Edition,+++2006.+ Kerala.+NITTTR:+Unpublished+M.+Tech.+ New+Delhi:+Sage+Publications. Engineering++Education+Thesis Olson,+H.L.T.+(1975).+The+Relationship+between+ Singh,+A.+&+Sharma,+T.R.+(1986).+Manual+for+Job+ Needs+Reinforces+Correspondence+and+Job+ Satisfaction+Scale.+Agra:+National+Psychological+ Satisfaction+of+Minnesota+Secondary+Schools+of+ Corporation. Education+Teacher+CoXordinators+.+ Dissertation+Abstracts+International.+35:12,+Pp+ Singh,+A.+(1985).+Correlates+of+Job+Satisfaction+ 7599A. among+Different+Professionals.++Unpublished+ Page,+G.T.,+Thomas,+J.B.+&+Marshall,+A.R.+(1979).+ Thesis.+Ph.D.+Education.+Panjab+University,+ International+Dictionary+of+Education,+London:+ Chandigarh. Kogan+Page+Limited. Petrides,+K.+V.++And+Furnham,+A.+(2000).+Gender+ Singh,+A.+(1995).+A+Study+of+Job+Satisfaction+of+ Differences+in+Measured+and+SelfXEstimated+ Polytechnic+Teachers+in+relation+to+Personal+ Trait+Emotional+Intelligence,+Sex+Roles+,+ and+Organizational+Variables+Unpublished++ 42(5X6),+449X461. M.Ed+Thesis,+Thapar+University,+Patiala. Petty,+G.+C.,+Brewer,+E.+W.,+&+Brown,+B.+(2005).+Job+ Satisfaction+among+Employees+of+a+Youth+ Singh,+D.+(2003),+Emotional+Intelligence+at+Work:+ Development+Organization.+Child+&+Youth+Care+ A+Professional+Guide.+New+Delhi:+Response+ Forum,+34(1),+57X73. Book,+A+Division+of+Sage+Publications. Pool,+C.R.+(1997).+Up+With+Emotional+Health.+ Educational+Leadership,54(8),+12X14. Singh,+S.K.+(2007).+Emotional+Intelligence+and+ Prasad,+L.M.+(2006).+Organizational+Behaviour.+ Organizational+Leadership:+A+Gender+Study+in+ New+Delhi:+Sultan+Chand+&+Sons+Educational+ Indian+Context.++International+Journal+of+Indian+ Publishers. Culture+and+Business+Management,+1,+(1X2),+ Pugliesi,+K.+(1995).+Work+and+WellXBeing,++Gender+ 48X63. Differences+in+the+Psychological+Consequences+ of+Employment.+Journal+of+Health+and+Social+ Sjöberg,+L+&+Littorin,+P.++(2003).+Emotional+ Behaviour,+36,+57X71. Intelligence,+Personality+and+Sales+ Rahman,+Halim,+Allam+&+Meky+(2008)+Low+Job+ Performance.+Center+for+Risk+Research+ Satisfaction+among+Physicians+in+Egypt.+TSK+ Stockholm+School+of+Economics+SSE/EFI+ Koruyucu+Hekimlik+Bülteni,+7+(2),+91X96.+ Working+Paper+Series+In+Business+ www.korhek.org+91. Administration+No+2003:8. Salovey,+P.++&+Mayer,++J.D.+(1990).+Emotional+ Intelligence.+Imagination+++Cognition+and+ Smith,+P.C.,+Kendall,+L.M.,+&+Hulin,+C.L.+(1969).+The+ Personality,+9,+185X211. Measurement+of+Satisfaction+In+Work+and+ SánchezXNúñez,+M.T.,+Fernandez–Berrocal,+P.,+ Retirement.+Chicago:+Rand+Mc+Nally. Montanes,J.,&+Latorre,J.+M.+(2008+).+Does+ Emotional+Intelligence+Depend+on+Gender?+ Sonu+(2005),+Emotional+Intelligence+as+related+to+ The+Socialization+of+Emotional+Competencies+ Adjustment+of+B.Ed.+Students.+Unpublished+ in+Men+and+Women++and+its+Implications.+ M.Ed.+Dissertation.+D.A.V.+College+of+Education,+ Electronic+Journal+of+Research+in+Educational+ Abohar. Psychology,+6(2),+455X474. Steiner,+C.+(1984).+Emotional+Literacy.+Traditional+ Analysis+Journal,+14,162X73. Sternberg,+R.J.(1997).The+Concept+of+Intelligence+ and+Its+Role+in+Lifelong+Learning+and+Success.+ American+Psychologist,+52,+1030X1037. Strauss,+G.+(1974).+Job+Satisfaction,+Motivation,+ and+Job+Redesign.+In+G.+Strauss,+R.+Miles.,+C.,+ Snow,+&+A.+Tannenbaum+(Eds.),+Organizational+ Behavior:+Research+and+Issues.+Belmont,+CA:+ Washington.

The International Journal for Transformative Emotional Intelligence 76 Sweeney,+A.+(2000).+Job+Satisfaction+among++ Author Note Employee+Assistance+Program+Professionals+in+ the+United+States.+Unpublished+Doctoral++ Professor PK Tulsi is working in National Dissertation,+Virginia+Tech,+Blacksburg,+VA. Institute of Technical Teachers' Training and Research since 1986. Her major activities Sy,+T.,+Tram,+S.,+&+O'Hara,+L.+(2006).+Relation++of+ include training of technical teachers in the Employee+and+Manager+Emotional+Intelligence+ area of educational technology and to+Job+Satisfaction+and+Performance.+Journal+of+ management, curriculum development, Vocational+Behavior,+68(3),+461X473. instructional material development, and research and development. Thorndike,+E.+L.+(1920).+Intelligence++and+Its+Uses.+ Harper’s+++Magazine,+140,+227X235. Walia Parminder is Assistant Professor in Commerce and has worked in Sri Guru Vroom,+U.H.+(1964).+Work+and+Motivation,+New+ Gobind Signh college since 1996. Teaching York:+John+Wiley. Commercial and Income Tax Law in the undergraduate program, as Honours Financial Wong,+C.S.+&+Law,+K.+S.+(2002).The+Effects+of+ Management and graduate Research Leader+and+Follower+Emotional+Intelligence+on+ Methodology. Performance+and+Attitude:+An+Exploratory+ Study.+Leadership+Quarterly.+13(3),+243X274. Correspondence regarding this article may be forwarded to Parminder at Wong,+C,+Wong,+P.+M.,+&+Law,+K.+S.++(2007).+ [email protected] Evidence+on+the+Practical+Utility+of+Wong's+ Emotional+Intelligence+Scale+in+Hong+Kong++ and+Mainland+China.+Asia+PaciEic+Journal+of+ Management,+24,+43X60. Yate,+M.+(1997).+Career+Smarts,+Job+with+a+Future.++ New+York:+Ballantine.

Personal Excellence and Emotional Intelligence 77 9 Personal Excellence and Emotional Intelligence: Creating and Validating the Personal Excellence Map Richard Hammett, Walden University This study was conducted for the purpose of examining the psychometric properties of an a priori measure of emotional intelligence, the 150 item Personal Excellence Inventory (PEI). It was also intended to extend and improve the assessment of transformational emotional intelligence (EI) for professional adults by exploring the a priori model of personal excellence with adult populations. The study resulted in a new five-point Likert scale measure, Personal Excellence Map (PEM). Introduction and mental health, academic achievement, personal satisfaction, and career Many have suggested that emotional excellence” (2003, p. xvii). The education model intelligence can be more significant than of emotional intelligence (Nelson & Low, 2003) academic intelligence because of the former’s offers a research-derived, learner-centered dependence on experience for development approach for helping education professionals (Epstein, 1998; Goleman, 1995; Gosch, 2004; increase institutional effectiveness by developing Lynn, 2005; Nelson & Low, 2003). A significant emotional intelligence and self-efficacy in advantage of deliberate strategies to develop the students. affective domain, therefore, may lie in the experiential nature of emotional learning. Cox With a growing body of evidence that and Nelson (2006) related, “Most students have suggests the benefits of developing individual and realized that information studied in textbooks or organizational EI, it seems logical to ask why heard in lectures is qualitatively different from more leaders do not infuse EI within their school what they have learned from experience” (p. 5). or workplace training curricula and procedures. The experiential quality of the lesson, that which Some leaders and students seem averse to the emotionally engages and gives the lesson construct of emotional intelligence, preferring personal relevance and meaning for the student, instead to attribute such skills and abilities to holds greater potential for increasing student other domains, such as general intelligence success than concentrating on academic (Locke, 2005), or just “common sense.” disciplines or cognitive development alone Individuals who underestimate the importance of (Greenberg et al., 2003; Nelson, 2006; Schlechty, emotional intelligence, therefore, might be more 2002). inclined to incorporate the emotional learning system (ELS) model if EI theory were reframed. Nearly thirty years of education research into Although not yet highlighted by research, Nelson emotional intelligence has shown that EI skills and Low (2003, 2011) offered an extension and “contribute to academic achievement, retention, possible reframing of EI theory in their construct career effectiveness and personal well- of personal excellence. As suggested in the being” (Low & Nelson, 2005, p.2). If one closing chapter of their book Emotional believes that an important mandate of education is Intelligence: Achieving Academic and Career the life success of students, then it follows that Excellence (Nelson & Low, 2011), as one works another important reason for embedding to develop more effective emotional intelligence emotional intelligence within curricula is the skills using the emotional learning system, the enhancement of life success that results from the ultimate goal is self-renewal and personal effective integration of the cognitive and affective excellence. domains (Low & Nelson). The ELS is a five step systematic process for Operationally, emotional intelligence is the degree integrating the emotional and cognitive systems of appropriate, effective behavior in emotional in order to think more constructively and behave situations that results from constructive thought more wisely. The ELS is presented in Figure 1. processes through the integration of the two To implement the ELS, one must recognise when (cognitive and affective) mental domains feelings are high, and work toward the initial step (Epstein, 1998; Nelson & Low, 2003). in developing emotional intelligence, self- According to Nelson and Low, “Improving exploration. emotional intelligence is a key factor in physical

The International Journal for Transformative Emotional Intelligence 78 ! Figure 1. The Emotional Learning System. Adopted from Nelson and Low’s Emotional Intelligence: Achieving Academic and Career Excellence (2011). Reprinted with Permission. The process of using the ELS seems rather The education model of emotional intuitive and indeed, many have documented the intelligence uses positive self-report instruments importance of including the ELS for integrating designed to identify cognitive, affective, and EI into their curricula and programs (e.g., see behavioural characteristics of current functioning. Gammill on p. 59 of this journal for integrating One such instrument designed by Nelson and the ELS in the writing process). The ELS is Low has been the Emotional Skills Assessment simple, yet elegant and important for the ways Process (ESAP) (1998). As most frequently that it integrates the emotional (unconscious, administered, the ESAP is a 213-item, self-report experiential) and the cognitive (conscious, instrument developed for and used primarily with thinking) systems. To the extent that the two first-year college students (Nelson, Low, & Vela, systems are integrated to achieve goal-directed 2003). Teachers, mentors, trainers, counsellors behaviour, one could say that emotional and other professionals use ESAP scores to intelligence is being modelled (Hammett, 2007). facilitate cooperative, constructive relationships that pursue the emotional skills development of

Personal Excellence and Emotional Intelligence 79 learners from within the ELS framework. The the research was the advancement of the ELS process encourages a guided, helping educationally derived theory of EI, commonly relationship focused on the learner’s affective referred to now as transformative EI. strengths and opportunities for improvement identified through the ESAP experience. Relevant Literature Problem/Rationale The review of literature focused on excellence, personal excellence, and humanistic In addition to the ESAP and ELS, Nelson and approaches to psychology that seemed to support Low offered a theory of personal excellence Nelson and Low’s conceptualisations of derived from extensive research and based on emotional intelligence and healthy being. their education model of emotional intelligence. A bibliography of research to dateIn their book, Excellence and Personal Excellence the authors provide the Personal Excellence Inventory (PEI) as the culminating exercise to There has been very little written on the topic invite deeper understanding and additional of excellence as a psychological construct and learning about one’s achievement based on much less on any personalised, subjective form of affective acumen. The PEI is based upon a it. The issue is similar to that described by theoretical process for developing personal Abraham Maslow when he wrote of the absence excellence, a process conceptualized as five of scholarship regarding cognitive distinct but interactive systems. Based on the a psychopathology in 1954. “Cognitive priori theory of personal excellence, the five psychopathology,” Maslow wrote, “ . . . does not scales comprising the construct include (a) cry for help. As a consequence we find nothing on Relationships, (b) Purpose, (c) Vision, (d) the subject in the writings of the great inventors Change, and (e) Commitment. Each principle of psychotherapy and psychodynamics” (1954, p. resides in a particular system and each system is 93). The construct of personal excellence lacks reinforced by specific behavioral patterns and EI similar voice in the literature. skills. Although used as a culminating exercise in their book, the 150-item PEI had not been John Gardner (1961, 1981) provides notable examined psychometrically, as had the ESAP exceptions in his volumes on excellence. On the (Bailey & Chi, 2006; Cox & Nelson, 2006; subject of excellence Gardner (1961) wrote, Stottlemyer, 2002; Vela, 2003), and provided the “There are many varieties of excellence. This is impetus for this research and article. one of those absurdly obvious truths of which we must continually remind ourselves” (p. 128). Purpose of the Study Accepting that there are multiple kinds of excellence, and allowing that personal excellence Daniel (1996) provided guidance for the is one particular form, one might ask, “What rationale, purpose, and methods of educational distinguishes personal excellence and other forms research. According to Daniel, “The actual of the construct?” Gardner believed that people objective of educational research is the possessed varying degrees of ability to self- advancement of theory. Although the evaluate based on internally held standards or advancement of theory can lead to the solution of values. As implied in the quotation below, some practical problems, educational research should individuals have greater ability than others to not be primarily driven by the desire to resolve redirect in positive and constructive ways. specific difficulties” (1996, p. 1). The purpose of Gardner wrote, the research was to construct, norm, and validate a new measure of emotional intelligence based on There is a way of measuring excellence that the personal excellence inventory. The resulting involves comparison between people–some new instrument was called the Personal are musical geniuses and some are not; and Excellence Map (PEM). By focusing on there is another that involves comparison professional adults, the new instrument is between myself at my best and myself at my intended to target populations that have not been worst. It is the latter comparison which previously addressed using the education model enables me to assert that I am being true to the of emotional learning, the ELS. A practical goal best that is in me–or forces me to confess that of the research, therefore, was to extend Nelson I am not. (1961, p. 128) and Low’s positive model of emotional intelligence to adult learners for managing life It is in the latter comparison that Gardner transitions and change. The overarching goal of addresses a form of personal excellence in a vein similar to that proposed by Nelson and Low.

The International Journal for Transformative Emotional Intelligence 80 These contemporary authors advocate a curriculum. The Illinois State Board of Education systematic, cognitive process of self-discovery led the way by adopting ten statewide learning and renewal that involves the emotional system to standards for social-emotional learning in early achieve more constructive thinking and wiser, elementary through late high school education evermore appropriate behavior. The cognitive (Illinois State Board of Education, 2004). More structure, the ELS, provides a disciplined recently Dr. Rumaldo Juarez (2006), president of approach for pursuing one’s best self in a manner Texas A&M University-Kingsville, called for similar to that advocated by Gardner in the expanding the EI content into more undergraduate following quotation: and graduate courses throughout higher education. Finally, current examples of What we must reach for is a conception of integrating transformative emotional intelligence perpetual self-discovery, perpetual reshaping in the curriculum for the meaningful development to realize one’s best self, to be the person one of learners are provided elsewhere in this volume could be. This is a conception which far (Hills, Cano, & Illich, pp. 35-46; Miller, pp. exceeds formal education in scope. It includes 47-50, & Gammill, pp. 57-62 ). not only the intellect but the emotions, character and personality. It involves not only An Emotional Intelligence Framework for the surface, but deeper layers of thought and Personal Excellence action. (1961, p. 136) Nelson and Low’s theory of personal Education, when thoughtfully conceived and excellence as the continual development of one’s implemented, is well suited for shaping perpetual best self is based on thirty years of study and and deep self-discovery. Examples date back to research regarding how human cognition and 1919 when Alfred Adler first brought his theory emotion impact individual growth and of individual psychology to pedagogy by opening performance (Nelson, Low, & Vela, 2003). The the Child Guidance Center of Vienna and personal excellence theory and education model lecturing at the Pedagogical Institute (The Alfred of emotional intelligence from which it grew Adler Institute of New York, 2005). Following provide a synthesis of many schools of thought Adler, the work of B.F. Skinner and other post- and practice within psychology which are all psychodynamic psychologists helped to highlight concerned with the mind, emotion, and behavior behaviorism as a leading theory to explain how (Low & Nelson, 2006). From Abraham Maslow’s education and learning, particularly that of (1954, 1999) emphasis on pain avoidance and operant conditioning, was integral to the pleasure seeking, as well as his theory of self- development of emotion, character, and actualization, we find a guide for thinking about personality (Lefton & Brannon, 2006). Following human motivation. Closely related and equally the development and influences of behaviorism, informative is Carl Rogers’ (1980) self-theory and the humanistic, cognitive, and positive emphasis on interpersonal relationships for approaches to psychology have evolved and psychological healing. Albert Bandura (2001) continue to inform our understanding of human provides the social-cognitive theory of learning development, health, and happiness. and development. From Everett Shostrom (1966) comes the first attempt to measure self- Research and practice continue to confirm actualization in the Personal Orientation Daniel Goleman’s assertion that “schools are left Inventory (POI), as well as a model for as the one place communities can turn to for actualizing therapy that evolved from the correctives to children’s deficiencies in emotional instrument (Shostrom & Montgomery, 2001). A and social competence” (1995, p. 279). Recent theory of multiple intelligences is provided by research suggests that developing deeper layers of Howard Gardner (1983, 1993, 1999, 2006). From thought and action associated with emotional Robert Sternberg (1985, 2003) comes intelligence training is connected with higher implications for skills training and learning styles academic achievement (Antosh, 2006; Lam & based on multiple kinds of intelligence. From Kirby, 2002; Smith, 2004; Stottlemyer, 2002; Robert Ornstein (1997) comes the cogent Vela, 2003; Williams, 2004). Reflecting the presentation of evidence from cognitive growing evidence that supports the infusion of neuroscience that demonstrates the existence of emotional intelligence in formal education two minds: a rational-sequential mind and an settings, states are now beginning to adopt emotional one. From Seymour Epstein (1998, statewide education standards based on the need 2001) comes the emphasis on cognitive- to develop the whole person through the

Personal Excellence and Emotional Intelligence 81 experiential self-theory and the importance of sense that they are necessary to avoid illness constructive thinking for emotional intelligence. and psychopathology. (p. xii-xiii) Lefton and Brannon (2006) described the field Maslow helped set the stage for positive of psychology as “the science of behavior and models like emotional intelligence and personal mental processes” (p. 5). Although the excellence with his prediction of a “generalized, relationship between thoughts and behavior may species-wide, psychological health” (1954, p. seem like common sense, the authors provided 339). Based on the education model of emotional clarification by explaining, “Psychology differs intelligence (Nelson & Low, 2003), a positive from common sense precisely because it is a theory of personal excellence is well situated for science” (Lefton & Brannon, 2006, p. 5). During helping people pursue their inherent or its short 120-year history, the field of psychology constitutional Maslowan needs. An EI-centric has already experienced distinct and significant model of the essential nature of the self- evolutions in major schools of thought. Lefton actualizing person, a theorized model of personal and Brannon’s review of major psychology excellence, was provided in the systems and theories includes the psychodynamic approaches principles that define personal excellence (Nelson of Freud (1856-1939), Adler (1870-1937), and & Low, 2003, 2011). From their education model Jung (1875-1961); the behavioral approach of of emotional intelligence, Nelson and Low (2003) Skinner (1904-1990); the trait and type provided that: approaches of Allport (1897-1967), Cattell (1905-1998) and Eysenck (1916-1997); the Excellence is viewed as an intentional humanist approaches of Maslow (1908-1970) and confluent learning process of creating Rogers (1902-1987); the cognitive approaches of opportunities through positive change and Kelley (1905-1967), Rotter (1916-2014), and commitment to personal quality standards. Bandura (1925-); and the positive approach best Developing intentional habits that you use represented currently by Seligman (1942-). every day [based on previous learning about the contributions of the emotional mind] Prior to World War II, the field of enables you to achieve academic, career, and psychology had taken on three distinct missions personal excellence. (p. 153) (Seligman & Csikszentmihalyi, 2000). The missions were and remain (a) to cure mental Beginning with his work as a illness; (b) to help make people stronger, more neuropsychologist in the early 1970s, Howard productive, and make life more fulfilling; and (c) Gardner became interested in research that to encourage high talent and to actualize high demonstrated the disassociation of intellective human potential (Seligman & Csikszentmihalyi). capacity in patients who had sustained brain As provided in the following quotation, the injury (Gardner, 1999). He soon began to humanistic approach was instrumental in the disaggregate intelligences by observing that “ . . . development of a philosophy to integrate the either patients exist who have this intelligence three missions of psychology. Maslow (1970) spared despite other damaged faculties, or there wrote: are patients in whom this faculty has been impaired while others have been spared” (p. 36). Growth, self-actualization, the striving toward Based on his qualifying criteria of intelligence, health, the quest for identity and autonomy, Gardner identified eight distinct intelligences the yearning for excellence (and other ways of including (a) musical intelligence, (b) bodily- phrasing the striving “upward”) must by now kinesthetic intelligence, (c) logical-mathematical, be accepted beyond question as a widespread (d) linguistic intelligence, (e) spatial intelligence, and perhaps universal human tendency. The (f) interpersonal intelligence, and (g) instinctoid nature of basic needs constitute for intrapersonal intelligence, and (h) naturalistic me the foundation of a system of intrinsic intelligence (Gardner, 2006). The author’s human values, human goods that validate identification and definitions of interpersonal and themselves, that are intrinsically good and intrapersonal intelligence undergirds current desirable and that need no further justification. theories of emotional intelligence and particularly This is a hierarchy of values which are to be that developed by Nelson and Low (2003). found in the very essence of human nature “Interpersonal intelligence,” according to itself. These are not only wanted and desired Gardner, “denotes a person’s capacity to by all human beings, but also needed in the understand the intentions, motivations, and desires of other people and, consequently, to work