Emotional Intelligence and Its Critical Role in Developing Human Resources

Nafukho, Fredrick Muyia; Muyia, Machuma Helen

doi:10.1002/9781118839881.ch36

Cited by 10 publications

(12 citation statements)

References 16 publications

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“…A review of the current literature reveals that a successful human resources policy should include EI in personnel selection and training (Nafukho and Muyia, 2014;Pant and Yadav, 2016;Pool, 2017;Mattingly and Kraiger, 2019). Further, successful organizations implement such policies to improve their workforce's EI and so improve their job performance and satisfaction (Pant and Yadav, 2016;Drigas and Papoutsi, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Preschool teachers' emotional resilience is likewise important for not only their own personal and professional well-being but also their pupils' well-being and development (Molina et al, 2019). In addition, EI appears to be a priority for employers in personnel selection and training (Nafukho and Muyia, 2014), including educational organizations. Penrose et al (2007) state that EI is essential in helping preschool teachers toward self-efficacy, self-control, and empathy to effectively motivate their pupils and communicate with parents.…”

Section: Introductionmentioning

confidence: 99%

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The Moderating Effect of Age on Preschool Teachers Trait Emotional Intelligence in Greece and Implications for Preschool Human Resources Management

Anastasiou

2020

International Journal of Education and Practice

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Preschool teachers play a significant role in nurturing the social and emotional development of young children. Moreover, their own social and emotional skills can influence how they instruct their pupils in emotional intelligence (EI). This study aimed to examine the individual dimensions of trait emotional intelligence (TEI) for preschool teachers working in Ioannina, the capital city of Epirus in northwestern Greece, using the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). The mean EI score of the participants was 4.98(±0.57), with a small number having EI scores either below 4 (1.61%) or above 6 (1.76%), while the majority had a mean EI score between 4-5 (49.18%) and 5-6 (47.54%). Although no effect of age or experience on overall EI was found, age was negatively correlated with emotionality on the one hand and positively with sociability on the other. This trend toward a moderate increase in sociability as teachers grow older may reflect their different backgrounds and experiences. Educational administrators should direct resources toward safeguarding and enhancing the preschool teachers' EI at all stages of their careers. Contribution/Originality:This study establishes the effect of age on certain aspects of preschool teachers' emotional intelligence in Greece. The results can be used for future developments and human resources management, particularly for monitoring, safeguarding, and enhancing preschool teachers' EI at all stages of their careers.The concept of emotional intelligence was preceded by the concept of social intelligence: -the ability to understand and manage men and women, boys and girls-to act wisely in human relations‖ (Thorndike, 1920, p.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Moderating Effect of Age on Preschool Teachers Trait Emotional Intelligence in Greece and Implications for Preschool Human Resources Management

Anastasiou

2020

International Journal of Education and Practice

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“…The development of human resources through defined HRD programmes becomes the main support for an organisation to work for their sustainability. Employees are the most worthy entity for an organisation, as they have an infinite capacity to learn, grow and improve (Nafukho and Muyia, 2014).…”

Section: Neglecting Human Resource Development In Obormentioning

confidence: 99%

Neglecting human resource development in OBOR, a case of the China–Pakistan economic corridor (CPEC)

Ahmed

Arshad

Mahmood

et al. 2017

JCEFTS

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Purpose The purpose of this paper is to obtain greater insights into the implications for human resource development (HRD) in times of economic development, with a focus on China–Pakistan economic corridor (CPEC). In recent times of economic development, a number of economic corridors have emerged globally as tools of regional cooperation and development. In the context of Pakistan, there is a lack of appropriate attention to the field of HRD, which has suffered neglect through the decades (Abbasi and Burdey, 2008; Asrar-ul-Haq, 2015). With this conception, the present economic interventions merit a well-constructed and proper HRD policy for Pakistan. This study will provide HRD insights for policymakers, researchers, entrepreneurs and business executives. Design/methodology/approach The research approach of this study is purely based on literature review and on secondary data. Findings Based on the facts and literature reviews, this study concluded that One belt, One Road in general and CPEC in particular as an economic corridor can bring sustainable and long-lasting impact on the economy only if HRD is given proper attention. Originality/value To the best knowledge of the researchers, this is the first study that highlighted the HRD issue in CPEC.

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“…Such findings suggest that emotional intelligence (Goleman, 1998, Nafukho & Muyia, 2014 is an important factor in the prevention and treatment of toxicity. The proactive approach by Me16 displays a developed emotional intelligence, a useful attribute in mentoring (Cherniss, 2007).…”

Section: Emotional Intelligencementioning

confidence: 99%

How an Evolution View of Workplace Mentoring Relationships Helps Avoid Negative Experiences: The Developmental Relationship Mentoring Model in Action

Washington

Cox

2016

Mentoring & Tutoring: Partnership in Learning

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In this paper, we explore how the use of a specific mentoring model focusing on the evolution of the relationship between mentor and mentee, may influence the incidence of failure. In our research we employed a case study methodology to examine a regional public services mentoring scheme in the UK where a developmental relationship mentoring model had been developed and used to guide practice. Findings indicated toxicity and negative outcomes may be positively influenced by mentor motivation and emotional intelligence, and can be avoided when there is awareness of how relationships develop and evolve. For example, the use of contracting in the early stages can limit the mismatched expectations that provoke disappointment, but equally mentor actions at other stages play key roles in reducing potential failure. Our study has implications for the enhancement of mentor training and scheme coordination as well as contributing to the understanding of negative mentoring relationships.

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Emotional Intelligence and Its Critical Role in Developing Human Resources

Cited by 10 publications

References 16 publications

The Moderating Effect of Age on Preschool Teachers Trait Emotional Intelligence in Greece and Implications for Preschool Human Resources Management

The Moderating Effect of Age on Preschool Teachers Trait Emotional Intelligence in Greece and Implications for Preschool Human Resources Management

Neglecting human resource development in OBOR, a case of the China–Pakistan economic corridor (CPEC)

How an Evolution View of Workplace Mentoring Relationships Helps Avoid Negative Experiences: The Developmental Relationship Mentoring Model in Action

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