Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!.

Directions and perspectives of emotional intelligence in organizations

Prof. dr. $ihaela %oco &ni'ersity of Bucharest

Rezumat In ulti(ii 20 de ani cercetarile ri'ind Inteligenta E(otionala )IE* au crescut e+ onential, fiind reali,ate de oa(eni de stiinta si e+ erti din cele (ai diferite do(enii de acti'itate si din intreaga lu(e. Studiile asu ra IE au fost orientate s re trei directii i( ortante- 1* Ela.orarea unor (odele conce tuale si teoriile aferente/ 2* 0onstruirea si 'alidarea unor instru(ente/teste de in'estigare si e'aluare a IE si, 1* %eali,area si 'alidarea unor rogra(e de sti(ulare si de,'oltare a IE in do(eniile organi,ational, educational, (edical, (ilitar si (ulte altele. Peter Salo'ey, unul dintre arintii inteligentei e(otionale, In'ited S ea2er la al III-lea 0ongres International des re Inteligenta E(otionala )Se te(.rie, 2011*, a su.liniat ca una dintre cele (ai 'aloroase directii de cercetare ale IE se refera la a licatiile si utili,area acesteia la locul de (unca. Studiul de fata cu ride trei (ari arti - 1* Istoricul conce tului de IE si a.ordarile conte( orane ale acesteia/ 2* %e,ultatele unor cercetari de a( loare ri'ind utilitatea si eficienta IE in organi,atii )Studii de ca,*/ 1* Progra(e de sti(ulare si de,'oltare ale IE in diferite do(enii de acti'itate )financiar-.ancar, educational, (edical, (ediu de afaceri...*. Cuvinte cheie- 3cce tiuni clasice si (oderne ale IE, Studii de ca, ri'ind IE, Progra(e de de,'oltare ale IE. Abstract In the ast 20 years research on E(otional Intelligence )EI* has increased e+ onentially, .eing (ade .y scientists and e+ erts fro( 'arious fields of acti'ity 4orld4ide. EI research studies 4ere oriented to4ards three (ain directions- 1* 5he de'elo (ent of conce tual (odels and related theories, 2* 0onstruction and 'alidation of tools / testing in'estigation and e'aluation of EI and, 1* 5he de'elo (ent and 'alidation

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. of sti(ulation and de'elo (ent rogra(s of EI in the areas of organi,ational, educational, (edical, (ilitary, and (ore. Peter Salo'ey, one of the arents of e(otional intelligence, In'ited S ea2er at the 1rd International 0ongress on E(otional Intelligence )Se te(.er, 2011*, ointed out that one of the (ost 'alua.le research directions of EI refers to its a lications and its use at the 4or2 lace. 5he current study includes three (ain arts- 1* 6istory of the conce t of EI and its conte( orary a roaches, 2* 5he results of e+tensi'e research on the usefulness and efficiency of EI in organi,ations )case studies*, 1* sti(ulation and de'elo (ent rogra(s in EI7s different fields ).an2ing, educational, (edical, .usiness en'iron(ent...*. Key words- classical and (odern (eanings of EI7s, 0ase studies on EI, the EI7s de'elo (ent rogra(s. 1. Short historical considerations In defining intelligence, (ost sychologists focused (ainly on cogniti'e as ects such as (e(ory and ro.le( sol'ing. So(e researchers ha'e recogni,ed early the i( ortance of non-cogniti'e as ects. 8or instance, Da'id 9echsler defined intelligence as :the total or glo.al ca acity of the indi'idual to act intentionally to4ards achie'ing an o.;ecti'e, rational thin2ing, and to relate effecti'ely 4ith its en'iron(ent.:)1#<0*. Since 1#<0 he referred to the :non-intellectual: ele(ents, as 4ell as intellectual ones, re resenting in his acce tance e(otional factors, ersonal and social. In addition, 9echsler felt that non-intellectual s2ills are essential to redict the ca acity to succeed in life. 6e a reciated- :5he (ain =uestion is 4hether non-intellectual factors, na(ely affecti'e and conati'e a.ilities, are ad(issi.le as factors of general intelligence. $y state(ent 4as that such factors are not only ad(issi.le, .ut necessary. I tried to sho4 that in addition to intellectual factors also e+ist factors, defined as non-intellectual, 4hich deter(ine intelligent .eha'ior> )1#<0, .<<<-<<"*. In the e'ent that the a.o'e o.ser'ations are correct, it follo4s that 4e can not e+ ect to (easure intelligence as long as our tests 4ill not also include so(e

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. (easure(ents of nonintellectual factors. 6e 4asn7t the only researcher 4ho o.ser'ed that non-cogniti'e as ects are i( ortant in ada tation and can redict success. %o.ert 5horndi2e, for e+a( le, 4rote a.out :social intelligence: in the 710s. &nfortunately, the 4or2 of these ioneers had no resonance or 4as o'erloo2ed until 1#!1, 4hen 6o4ard ?ardner .egan to 4rite a.out :$ulti le Intelligences:. 6e .elie'ed that :intra ersonal: and :inter ersonal: intelligence are as i( ortant as the ty e of intelligence (easured .y I@ tests and related (easures. By the early 7#0s, considered as a (ilestone in the launch of studies on e(otional intelligence, there ha'e .een other atte( ts at defining the role of noncogniti'e factors that hel eo le to succeed .oth in life and 4or2.

2. Short contemporary considerations on EI In 1##0, 4hen D. Salo'ey and A.D. $ayer introduced the ter( e(otional intelligence they 2ne4 re'ious 4or2 on non-cogniti'e as ects of intelligence. 5hey descri.ed e(otional intelligence as :a for( of social intelligence that in'ol'es the a.ility to (onitor their o4n feelings and e(otions as 4ell as others, to discri(inate .et4een the( and use this infor(ation to guide one7s thin2ing and action.: P.Salo'ey and A.D.$ayer also initiated a research rogra( designed to de'elo 'alid (easure(ent of e(otional intelligence. In the early 1##0s Daniel ?ole(an ;ournalist for the Be4 Cor2 5i(es science ro.le(s, 4as interested in research in the field of .rain and .eha'ior. 6e studied sychology at 6ar'ard, 4here he 4or2ed 4ith Da'id $c0lelland, 4ho 4as art of a grou of researchers concerned 4ith the lo4 degree the traditional cogniti'e intelligence tests redict success in life. I@ itself is not a 'ery good redictor of erfor(ance at 4or2- 6unter esti(ated that I@ counts a.out 2"D and Stern.erg esti(ated that 10D could .e a (ore realistic esti(ate. 5he results of a longitudinal research, conducted o'er a eriod of <0 years, on a sa( le of <"0 .oys 4ho gre4 u in So((er'ille, $assachusetts, 4ith different education le'els, different I@ sho4ed that they ha'e erfor(ed at 4or2 or in their lifeti(e due to s2ills ac=uired in childhood, such as ca acity to (anage frustration,

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. control e(otions and relating 4ith other eo le. 3 longitudinal study 4as conducted on a sa( le of !0 graduates of doctoral rogra(s in the 1#"0s at &0 Ber2eley )ha'e .een used- ersonality in'entories, intelligence tests, se(i-clinical inter'ie4s*. 8orty years later, 4hen they 4ere a.out se'enty years, 4ere again analy,ed- esti(ates 4ere (ade on their success .ased on resu(es, e'aluations .y e+ erts in their fields, etc. . It turned out that social and e(otional a.ilities 4ere four ti(es (ore i( ortant than I@ in deter(ining rofessional success and restige. 6o4e'er, it 4ould .e a.surd to suggest that cogniti'e a.ilities are irrele'ant for success in 4or2, life and i( licit in scientific acti'ity. 3 erson needs a relati'ely high I@ to .e ad(itted to a scientific rogra(, such as the PhD. Doctoral school erfor(ance ha'e less to do 4ith I@ differences and (ore ha'e to deal 4ith social and e(otional factors. 5his a lies in other occu ations and rofessions. Should also ha'e to 2ee in (ind that non-cogniti'e and cogniti'e s2ills are 'ery lin2ed. In fact, there is research that suggests that e(otional and social s2ills hel i( ro'e cogniti'e function. ?ole(an D. in his research has analy,ed a 'ariety of data that highlighted the i( ortance of social and e(otional s2ills in ersonal success. So(e of this research ca(e fro( ersonality and social sychology, and others in the field of neuro sychology. 9e therefore .elie'e that e(otional intelligence is a ne4 field of research in certain as ects, e(otional intelligence is not really ne4. In fact, is .ased on a long history of research and theories in social sychology and ersonality. But ?ole(an ne'er clai(ed other4ise. In fact, one of its (ain oints 4hich he argued 4as that the a.ilities associated 4ith e(otional intelligence ha'e .een studied .y sychologists for (any years and there is an i( ressi'e .ody of research in continuous de'elo (ent, 4hich suggests that these s2ills are i( ortant for success in (any areas of life. In addition, gi'en the ace of 4orld gro4th and continuous organi,ational change, there is gro4ing de(and for resources increasing the cogniti'e, e(otional and hysical as ects of a erson, that of an e( loyee, and this s ecial set of s2ills 4ill .eco(e (ore i( ortant. 3nd this is good ne4s for organi,ational sychologists, .ecause they are the .est suited to hel clients use e(otional intelligence in order to i( ro'e .oth roducti'ity and sychological 4ell.eing at 4or2.

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. . !he importance of emotional intelligence in organizations " Case studies. 5he results of the selection rocess for the &.S. 3ir 8orce recruits sho4ed that (ost high erfor(ing recruits o.tained high scores for asserti'eness s2ills, e( athy, ha iness and e(otional a4areness. &.S. 3ir 8orce has also reali,ed that .y using EI in the selection of recruits increased their a.ility to redict success. I((ediate gain 4as a sa'ing of 1 (illion dollars annually. 5hese gains ha'e resulted fro( the fact that the ?o'ern(ent 3ccounting Effice has ro'ided a re ort to 0ongress that led to the re=uest and reco((endation of the Secretary of Defense that all ar(ed forces to ado t this rocedure for recruit(ent and selection )0herniss, 1###, as cited. %ichard 6andley and %eu'en Bar-En*. In a (ultinational consulting fir( e+ erienced artners 4ere e'aluated in ter(s of e(otional intelligence co( etencies. Partners 4ho scored a.o'e a'erage at least # out of the 20 e(otional co( etencies achie'ed F 1.2 (illion (ore rofit than other artners - a 11#D incre(ental gain )Boyat,is, 1###*. 3 study effectuated on 100 to (anagers of 1" co( anies 4orld4ide ro'ed to .e si+ co( etencies that distinguish the .est fro( the a'erage, res ecti'ely influence, tea( leadershi , organi,ational a4areness, self-estee(, desire for achie'e(ent and leadershi )S encer, G$, Ar., 1##H*. In G7Ereal 0o( any sales agents selected on the .asis of e(otional co( etence recorded higher sales than the sales agents selected on the .asis of old selection rocedure. 3nnually, the sales agents selected on the .asis of e(otional co( etence sold F #1,1H0 (ore than the others, increasing re'enue .y F 2,""!,1I0. 3lso, sales ersons selected .ased on e(otional co( etence ha'e registered a fluctuation 4ith I1D lo4er than those selected in a traditional (anner )S encer J S encer, 1##1, S encer, $c0lelland, J Kelner, 1##H*. In a national insurance co( any, insurance agents 4ho had lo4 le'els of e(otional s2ills such as confidence, initiati'e, and e( athy sold insurance olicies 4orth F "<,000 a'erage. 5hose 4ho had high le'els of e(otional co( etence in at least " of the ! 2ey e(otional co( etences sold an a'erage of F 11<,000 )6ay $cBer %esearch and Inno'ation ?rou , 1##H*.

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. In a large .e'erage co( any, using standard (ethods to hire di'ision directors, "0D left the co( any in a eriod of 2 years, ri(arily .ecause of lo4 erfor(ance. 9hen they started selecting .ased on e(otional co( etencies such as initiati'e, confidence and leadershi , only ID in 2 years left. $oreo'er, the directors selected .ased on e(otional co( etencies ha'e achie'ed erfor(ances situated in the first third considering salary .onuses for the erfor(ance of the di'isions they led )!HD 4ere in the first third*. $oreo'er, directors 4ho 4ere selected .ased on these s2ills ha'e e+ceeded sales goals .y 1"D to 20D. 5hose 4ho had not a high degree of e(otional co( etence registered 20D less than the targets )$c0lelland, 1###*. %esearch conducted .y the 0enter for 0reati'e Geadershi found that the first causes for the decline of e+ecuti'es in'ol'e deficits of e(otional intelligence. 5he three 4ho re'ail are- difficulty in handling change, ina.ility to 4or2 4ell in tea(s and oor inter ersonal relationshi s. 3fter su er'isors in a (anufacturing lant conducted training on e(otional co( etencies such as acti'ely listening to e( loyees, to hel in sol'ing their o4n ro.le(s, do4nti(e 4as reduced .y "0D, for(al co( laints 4ere reduced fro( an a'erage of 1" to 1 er year and the lant e+ceeded roducti'ity goals .y F 2"0,000 )Pesuric J Byha(, 1##I*. Gi2e4ise, in another (anufacturing lant 4here su er'isors recei'ed a si(ilar training, roduction has increased .y 1HD. 5his increase in roduction 4as not recorded in the grou of su er'isors 4ho 4ere not trained in the e(otional co( etencies )Porras J 3nderson, 1#!1*. Ene of the foundations of e(otional intelligence -correct self-e'aluation4as associated 4ith su erior erfor(ance a(ong se'eral hundred (anagers fro( 12 different organi,ations )Boyat,is, 1#!2*. 3nother e(otional co( etence, a.ility to (anage stress, 4as correlated 4ith successful of the head of chain store retail. 5he (ost successful store chiefs 4ere those 4ho 2ne4 ho4 to (anage their stress. Success 4as .ased on net rofits, sales er s=uare foot, sales er e( loyee and er in'est(ent / in'entory )Gusch J Ser 2euci, 1##0*. E ti(is( is another e(otional co( etence that leads to increased roducti'ity. Be4 sales eo le fro( $ed Gife 4ho o.tained high scores on tests of :learned o ti(is(: sold 1HD (ore life insurance in the first t4o years than the essi(ists )Selig(an, 1##0*.

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. 3t a national furniture retailer, the sales agents selected .ased on e(otional co( etencies ha'e half the =uitting rate recorded in first year of acti'ity )6ay / $cBer %esearch and Inno'ation ?rou , 1##H*. 3 study conducted .y the Egon Lehnder International 0o( any, on "1" senior e+ecuti'es, sho4ed that the ones 4ho had high e(otional co( etence are (ore li2ely to succeed than those 4ho had high scores on I@ or rele'ant re'ious e+ erience. In other 4ords, e(otional intelligence 4as a .etter redictor of success than other rele'ant e+ erience or high I@ coefficient. 5his study included e+ecuti'es in Gatin 3(erica, ?er(any, Aa an, and the results 4ere al(ost identical in all three cultures )0herniss, 1###*. #. Directions and perspectives of EI in organizations " development programs 5he s read and gro4ing interest on e(otional intelligence and its i( ortance in organi,ations )?ole(an, 1##"* led to the de'elo (ent of rogra(s designed toM to educate eo le a.out the rele'ance of e(otional intelligence at 4or2 M assess the strengths and 4ea2nesses M to ro'ide a fra(e4or2 for de'elo ing and i( ro'ing the a.ility to interact 4ith others using e(otional intelligence )Boyat,is, 1###* In the follo4ing 4e try to .ring so(e e'idence on the effecti'eness of e(otional intelligence rogra(s and ut into account the current efforts in this area. #.1 $rogram to o%tain and increase motivation &'chievement (otivation !raining) 5his training rogra( 4as de'elo ed .y $c0lelland and a lied on nu(erous occasions. Se'eral studies ha'e .een conducted to docu(ent its e'aluation effecti'eness. 5raining (ethods used include reading, discussion, sti(ulating, case studies and de'elo (ent of an action lan to .e ut into ractice in a ersonal fra(e4or2. E'aluations sho4ed that artici ants in the rogra( de(onstrated significant rate of ro(otion 4ithin their co( any, co( ared to the control grou . In

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. another study e'aluating such a rogra( that targeted a s(all grou of entre reneurs has ro'en to .e effecti'e in influencing .usiness erfor(ance. %esults of an analysis of the .enefit er cost of this rogra( s onsored .y the go'ern(ent sho4ed that the increase in re'enues due to rising rofita.ility of the .usinesses .rought the targeted rofita.ility. 5he cost / .enefit after t4o years 4ere " to 1 )$iron, 1#H#*. 5his rogra( had the ri(ary goal of o.taining co( etence and (oti'ation increasing. It 4as de'elo ed .y sychologist Da'id $c0lelland fro( 6ar'ard and colleagues at the 6ay $cBer. It 4as used in different settings 4ith artici ants of 'arious 2inds, including cor orate e+ecuti'es, entre reneurs, .usiness(en fro( (inority and 4o(en, .usiness students in rogra(s, olice officers and social 4or2ers. It 4as used in se'eral countries, .eing first used in 1#I1 for Indian .usiness(en. 5he training rogra( 4as deli'ered in different 4ays, fro( one 4ee2 to duration of a se(ester for students, in'ol'ing H0 hours or (ore di'ided in " days. 5he designers of this rogra( ha'e conce tuali,ed that in'ol'ing se'en oints of in ut, of sti(ulation res ecti'ely. 5he first the 4ay is of o.taining (oti'ation to learn. 5he second is that artici ants understand their o4n characteristics and o.;ecti'es. 5he third is to hel indi'iduals to o.tain ractice actions to achie'e(ents in .usiness and other ga(es. 3 fourth in ut for artici ants is to correlate the .eha'iors of o.taining achie'e(ents 4ith their conduct, their self-i(age and goals. 5he fifth goal of the rogra( is de'elo ing for those in'ol'ed their o4n ersonal lan of action. 8inally, the rogra( gi'es artici ants feed.ac2 regarding rogress to4ard achie'ing and acco( lishing goals. 3s (entioned earlier, (ore research has .een (ade to4ard e'aluating this rogra( and the results ro'ed to .e generally ositi'e. #.2 !he program of support *ranting of support &+!he Caregiver Support $rogram+ " CS$) 3i(s to increase social su o.;ecti'esM 5o teach e( loyees a.out su ort otential of syste(s in (o.ili,ing su ort and s2ills de'elo (ent a'aila.le to others at 4or2/ ort and artici ation in decisions related to staff 4or2ing in social ser'ices. 5his rogra( is s ecifically designed to (eet t4o

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. M 5o teach e( loyees a.out artici atory a roaches to ro.le( sol'ing and to de'elo s2ills in i( le(enting these a roaches in tea( (eetings at 4or2. 5his rogra( is structured according to social learning theory, 4hich e( hasi,es (odeling and racticing ne4 .eha'iors. 5he content of this training includes ro'iding su su ort to artici ants in understanding the e+istence of already in lace ort ort net4or2s, to strengthen these net4or2s, to e+ lore 4ays in 4hich social su

fro( others and (ay hel to sol'e ro.le(s and reduce stress at 4or2, as 4ell as (a ing their strengths and 4ea2nesses in their o4n social net4or2 at 4or2. Partici ants learn to refine their inter ersonal a.ilities associated 4ith social e+change of su ort 4ith others, to clarify their dou.t, to offer constructi'e feed.ac2 and to as2 the hel of others )6eaney, 03, Price, %6, J %afferty, A., 1##"*. 5his rogra( 4as designed .y the staff at the $ichigan Pre'ention %esearch 0enter, .eing i( le(ented e+tensi'ely in $ichigan. 3n i( ortant as ect of this rogra( is that staff and (anagers are trained together. Ene (e(.er of staff and one (anager fro( each agency artici ated in 0SP sessions, ai(ed to train other staff then .ased on ne4 s2ills and conce ts they ha'e learned. 0SP 5he rogra( in'ol'ed si+ training sessions. Each session lasted .et4een < and " hours, .eing conducted .y t4o trainers. 5he results of this rogra( the e'aluation sho4ed that artici ants registered high le'els of su ort su er'ised, high le'els achie'ed in e'aluation and feed.ac2 and ha'e related (ore 4ith their eers. 5o date ha'e artici ated in o'er 2,000 social 4or2ers and the rogra( continues. #. ,ecruitment and selection %ased on competence &sing co( etency-.ased recruit(ent rocedures in the selection of e( loyees 4ith high erfor(ance has .eco(e standard ractice in (any organi,ations. 3n e+a( le rogra( is co( etency-.ased selection used .y G7Ereal for hiring sales eo le. Beha'ioral e'ent inter'ie4 )Beha'ioral E'ent Inter'ie4-EIB* de'elo ed .y 6ay $c.er 4as custo(ary in identifying 2ey co( etencies critical to success in sales, (ost is of e(otional and social nature. Sales eo le selected .y this rocedure ha'e sold significantly (ore than those selected .y the co( any7s re'ious rocedure. 3nnually, the sales agents selected on the .asis of ha'e co( etence sold F #1,1H0 (ore than the control grou , 4hile net inco(e increased .y F 2,""!,1I0 )S encer J S encer, 1##1*.

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. #.# Emotional competence training program &Emotional Competence !raining $rogram) It is designed for (anagers and 4as de'elo ed at 3(erican E+ ress 8inancial 3d'isors since 1##2. 3 (a;or o.;ecti'e of this to the rogra( is to hel (anagers .eco(e :e(otional coaches: to direct su.ordinates. 5he training rogra( is designed to sensiti,e (anagers on assessing the role of e(otions in the 4or2 lace and de'elo a greater a4areness of their e(otional reactions and those of su.ordinates. 5hey also learned ho4 to co((unicate to su.ordinates in 4ays that hel the( (anage their e(otions (ore effecti'ely. In addition, the rogra( includes training in se'eral areas of co( etence in e(otional intelligence, na(ely self-a4areness, self-regulation, e( athy and social s2ills. 3n e'aluation study of this to the rogra( conducted .y the co( any suggests that artici ation in this rogra( has hel ed increase sales re'enue. 0onsultants 4hose (anagers artici ated in this training 4ere co( ared 4ith an e=ual nu(.er of consultants 4hose (anagers 4ere not trained. Sales figures sho4ed that su.ordinates 4hose (anagers 4ere trained 4ere a.le to gro4 the .usiness .y 1!.1D co( ared 4ith 1I.2D of su.ordinates 4hose (anagers did not artici ate in the rogra( )EI 0onsortiu(, cited. S(ith*. #.- E.ecutive Coaching Indi'idual 0oaching Progra( for efficiency in Personnel Decisions International )PDI* is an indi'iduali,ed rogra( for to (anagers and (iddle (anagers. 5he artici ant 4ent through a one day session to4ard e'aluating, diagnosis and feed.ac2, follo4ed .y a coaching hase, 4hich in'ol'es a.out a day of training er (onth for si+ (onths. 5he artici ant 4ill recei'e "0 hours of intensi'e counseling. S ecific .eha'ioral o.;ecti'es are de'elo ed for each indi'idual. 5hese o.;ecti'es are defined in ter(s of .eha'ior e+ ected 4ithin the ;o.. E.;ecti'es are uni=ue to each erson, .ased on the needs and the results o.tained in the assess(ent and diagnosis, integrated in the organi,ational descri tion ro'ided .y the artici ant. Scores are collected fro( for each the artici ant .eha'ior, fro( the coach and fro( artici ant7s su er'isor rior to coaching. 5hese scores are co( ared 4ith scores o.tained i((ediately after training and o'er si+ (onths after co( letion of the coaching rogra(

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. )Peterson, 1##1*. E'aluation results indicated all three scores ro'e of desira.le for o ti(i,ation coaching .eha'iors. 8urther(ore, these i( ro'e(ents 4ere (aintained o'er ti(e. 5he study included (ore than 2,"00 to (anagers and (iddle (anagers )Peterson, 1##I*. E+ecuti'e coaching has .eco(e a (ethod of great o ularity in ro(oting e(otional intelligence in organi,ations. Ene of the rogra(s for 4hich 4ere conducted rigorous 'alidations is de'elo ed .y Peterson, &rano'i4it, and 6ic2s, 1##I*. It includes (ore than <,000 eo le. De ending on the indi'idual, coaching can ha'e as their o.;ecti'e any of the s2ills associated 4ith e(otional intelligence, .ut ty ically refers to self-a4areness, self (anage(ent and social s2ills. #./ !raining program in human relations 5his rogra( 4as designed to e'aluate the effects on hu(an relations of training focused on (anagerial efficiency. It includes #0 (inutes er session, consisting of three hases, na(ely- first hase .elongs to discussions on leaders, leadershi , leadershi styles and follo4ers and the styles of leadershi . 5he second hase is the largest dedicated to the e+ercises of e+ eriential learning co( onent, such as self-scoring on scales, (anagerial se aration e+ercises, analysis / reasoning, listening and inter'ie4ing e+ercises. 5he third hase is .ased on (oti'ational theories. $easure(ents 4ere (ade re and ost training self-consciousness, sensiti'ity to others7 needs and styles of leadershi . 3lso, .eha'ioral scores 4ere collected fro( su er'isors and su.ordinates. 5he e'aluation 4as erfor(ed after #0 days and 1! (onths, res ecti'ely, after the co( letion of the rogra(. 5his training has ro'en effecti'e in changing attitudes and .eha'iors, and these changes 4ere correlated 4ith increased (anagerial efficiency. $anagers 4ho ha'e attended these courses and ha'e i( ro'ed self-conscious, 4ere (ore sensiti'e to the needs of others and 4ere concerned a.out the de'elo (ent of (utual trust 4ith their su.ordinates. Su.ordinates felt that relationshi s and co((unication 4ith their (anagers has .een o ti(i,ed. #.0 (anagement interactions. Since ?oldstein and Sorcher7s research a eared, .eha'ioral (odeling has .een used in educating and training su er'isory staff in (any different en'iron(ents. &nderlying (ethod is Bandura7s social learning theory, 4hich suggests that eo le learn through o.ser'ation and then through i(itating (odels. Ene e+a( le of this a roach is

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. that of the Progra((e of $odeling Interactions, de'elo ed and deli'ered .y De'elo (ent Di(ensions International )DDI*. Interactions $anage(ent is a rogra( designed to i( ro'e leadershi s2ills in areas such as roducti'ity, conflict (anage(ent, erfor(ance o ti(i,ation, delegation and o'erco(ing resistance to change .y ro'iding ositi'e role (odels of .eha'ior a lied in the 4or2 en'iron(ent. Partici ants learn and ractice a.ilities that are de(onstrated .y 'ideota ed (odels. E'er 1 (illion (anagers ha'e .een trained in the rogra( of (anage(ent interactions and ractical s2ills in different .ranches of industry, na(elyPu.lic 3d(inistration, .an2s, insurance, (anufacturing, (edical, etc.. 5oday there are different 'ersions of this rogra( 4ho 4ere e'aluated and ro'ed effecti'e in ro(oting social and e(otional s2ills. De'elo (ent Di(ensions International )DDI* deals 4ith (odeling interactions and includes fi'e nodal ele(ents- 1* E'er'ie4 of the content and s2ills to .e learned identifying and the resentation of factual content a.out each su.;ect, 2* Presentation of ositi'e 'ideo (aterial - artici ants o.ser'e the de(onstrated a.ilities, 1* 5he ractical e+ercising of the s2ills .y each artici ant/ <* 8eed.ac2 - artici ants recei'e feed.ac2 on the correct degree of use of these s2ills and "* 3 lication at 4or2 the artici ants 4ill discuss ho4 to a ly these s2ills in the 4or2 lace )Pesuric, 1##I*. #.1 2eader2a% Since 1##1, 0enter for 0reati'e Geadershi launched a rogra( called GeaderGa., 4hich is destined to assist indi'iduals in .eco(ing effecti'e leaders. 5his rogra( e( hasi,es the de'elo (ent of e(otional co( etencies, such as self-a4areness, leadershi , as o.;ecti'e as ossi.le self-assess(ent, initiati'e and inno'ation, the desire to achie'e, catalyst for change and co( etencies of tea( 4or2 )Coung J Di+on, 1##I*. GeaderGa. is a leadershi rogra( dedicated to to and (iddle (anagers. 5his rogra( is i( le(ented o'er a eriod of si+ (onths. Partici ants are encouraged to i( le(ent an action lan de'elo ed during initial training sessions. 3 second eriod of training e( hasi,es on ho4 to change and i( ro'e the initial action lans. 5he results of this assess(ent is .ased on data collected fro( artici ants and their 4or2 colleagues that

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. attests to i( ro'e areas of self-a4areness, social a4areness, self and social s2ills of the artici ant after co( letion of the rogra(. #.3 Self"management program for o%taining attendance at wor4. 5his rogra( has .een used effecti'ely in different grou s of 4or2ers fro( di'erse .ac2grounds. In one study, e( loyees )electricians, car enters, ainters* 4ere trained one hour a 4ee2 for ! 4ee2s in grou sessions. During these sessions they 4ere taught ho4 to- deter(ine their close and future o.;ecti'es regarding their 4or2, to 4rite a .eha'ioral contract 4ith hi(self in the self-ad(inistration of unish(ents and re4ards, 5o (onitor in their resent 4or2 lace, to (anage their re4ards, to thin2 a.out otential ro.le(s that (ay arise in i( le(enting their lan and co(e u 4ith otential solutions. 5his rogra( de(onstrated the effecti'eness of its o4n and attendance at 4or2 has increased. $anage(ent training rogra( in itself 4as originally de'elo ed and used .y clinician sychologists. 5he re(ise fro( 4hich it started 4as that indi'iduals 4ho need to change can achie'e success (ore easily if they can control the rocess of change. Better than to ha'e a sychologist 4ho uses .eha'ioral rinci les to (a2e the change, you learn the rinci les that hel .eneficiaries to use the( on their o4n. 9hen eo le ha'e control o'er their rogra( of change, they feel (ore effecti'e, so the change can .e lasting, in co( arison if they feel that others control the change. Self-(anage(ent rogra(s can ha'e i( act on a large nu(.er of e(otional co( etencies, includingrealistic self-assess(ent, self-confidence, self-control, conscientiousness and safety and the desire to achie'e. #.15 678S $rogram 5he (ain o.;ecti'e of the AEBS rogra( is to de'elo a series of a.ilities that lead to an efficient search of ;o.s and to une( loyed eo le to .uild confidence. Short ter( goal is to strengthen the a.ility to resist de(orali,ation to une( loyed eo le and to erse'ere in the face of .arriers and o.stacles encountered. 5his rogra( see2s to hel the artici ants to (aintain high le'els of (oti'ation, .e (ore confident and effecti'e in trying to find ;o.s and (anage the inter'ie4 and frustration associated 4ith searching for ;o.s. 5he rogra( contri.utes to the de'elo (ent of (ore social co( etences and e(otional, .y 4hich- self-a4areness, the correct self assess(ent, self-confidence,

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. ada ta.ility, self-control, e( athy, organi,ational a4areness, influence, co((unication and relationshi .uilding. 5he results of an e'aluation of this rogra( sho4ed that artici ants found 4or2 .efore those in the control grou . 3 ost- rogra( research underta2en has sho4n .eneficial effects on (onthly earnings e( loy(ent le'el and changing ;o.s. Ene (onth after the inter'ention, artici ants earned on a'erage 4ith F 1H! er (onth (ore than the control grou . 3fter four (onths this ad'antage of gains increased to F 22H er (onth and a half year after it increased .y F 21# er (onth. AEBS rogra( 4as de'elo ed .y a grou of sychologists in colla.oration 4ith the 0enter for Pre'ention and %esearch $ichigan, the &ni'ersity of $ichigan )the center 4as in'ol'ed .ecause another ur ose of the rogra(, na(ely the re'ention of de ression and other sychological ro.le(s associated 4ith une( loy(ent*. If initially the rogra( 4as i( le(ented in $ichigan, then it 4as ado ted in other states in the &nited States and other countries. #.11 Interpersonal effectiveness training program for medicine students 3d'anced (edical technologies, together 4ith changes in ho4 health care is deli'ered, had .oth .enefits ele(ents and disad'antages. Ene of the dra4.ac2s has .een the continuously gro4ing dissatisfaction of ho4 the (edical staff .eha'es 4ith atients. 5he (ain o.;ecti'e of this rogra( is to teach students to use inter ersonal s2ills, increase the le'el of co((unication and e( athy 4ith atients. $any (edical schools 4orld4ide ha'e no4 in their curriculu( co( onent arts of this rogra(. 3 'ersion of this training consists of 10 sessions of #0 (inutes, t4ice a 4ee2 for fi'e 4ee2s. Each session is structured on a s ecific to ic, e.g. diagnosis of a serious illness, fa(ily counseling and chronic disease. 3ssess(ent results ha'e ortrayed that the rogra( i( ro'es e( athy and co((unication s2ills of artici ants co( ared 4ith control grou . 3ssess(ent results ha'e also ortrayed that students 4ho ha'e follo4ed this rogra( ha'e de(onstrated a significant and lasting gro4th of su 1##!*. ort .eha'ior, co( ared 4ith control grou 4hich sho4ed a decrease in this .eha'ior )%oter et all,

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. #.12 !raining program in interpersonal conflict management for $olice Since the 7I0s, social researchers ha'e .egun to raise =uestions a.out ho4 (uch are olice officers in'ol'ed in inter ersonal conflicts. %esearch has indicated that (any of the in;uries that occur are caused .y their inter'ention in inter ersonal conflicts .et4een indi'iduals 4ho 2no4 each other. 3lso, changes in (any co((unities ha'e re'ented olice-co((unity relations and (any eo le thin2 there is a lac2 of inter ersonal co( etencies in conflict (anage(ent .y the olice. 5hese trends ha'e led to increase interest in teaching the olice to resol'e inter ersonal conflicts (ore effecti'ely. Initially, these efforts ha'e (et considera.le o osition fro( the traditional de art(ents of (ilitary culture. 6o4e'er, in the rocess ha'e .een acce ted and today you hardly find a city olice de art(ent that has not used such training. $any olice agencies ha'e i( le(ented rogra(s designed to i( ro'e the a.ility of guards to (anage inter ersonal and social conflicts. So(e of the ioneers of this rogra( 4ere those in Be4 Cor2 0ity 6ousing 3uthority. 5raining rocedures for this grou included grou discussions, case studies of real life inter ersonal conflicts, role laying, reading, all of these the artici ants to i( ro'e a.ility to (anage inter ersonal conflicts .y ro'iding learning e+ eriences that re=uired acti'e in'ol'e(ent for each artici ant. -. Conclusions 0urrently there are (any rogra(s to increase the le'el of e(otional intelligence rofessional for (ost areas. 0onsidering the (aterials ro'ided suggesting ho4 teachers can culti'ate e(otional intelligence in students, there 4as increased interest in the last decade to de'elo curricula designed to focus on these s2ills )$ayer J 0o.., Salo'ey J Sluyter, 1##H*. 8or e+a( le, in a curriculu( to de'elo e(otional intelligence in ele(entary school students, Schilling )1##I* reco((ended ele(ents of self-a4areness, (anage(ent / (anaging e(otions, decision (a2ing, stress (anage(ent, ersonal res onsi.ility, e( athy, co((unication, grou dyna(ics and conflict resolution. It is o.'ious that e(otional intelligence is an i( ortant factor in de'elo ing a 4hole range of socio-e(otional a.ilities. 3s a result, (any school inter'ention rogra(s designed to ro(ote e(otional

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. intelligence are classified in a (ore general 4ay, na(ely Social and E(otional Gearning rogra(s )Social and E(otional Gearning - SEG* )0ohen, 1###, Elias et al., 1##H *. In the &.S. there are o'er 100 curricula ai(ing to study the social and e(otional learning. 5here are inter'ention rogra(s for de'elo ing e(otional intelligence at 4or2 )0aruso, $ayer, J Salo'ey, in ress/ 0herniss J ?ole(an, 1##!, ?ole(an, 1##!*. 6o4e'er, these rogra(s are at an early stage of de'elo (ent co( ared to those ro osed in education for students. 3 ro(ising a roach to of e(otional intelligence at 4or2 )in organi,ation* is designed in the 9eatherhead $B3 rogra( at 0ase 9estern %eser'e &ni'ersity, 4here training on social and e(otional co( etencies are incor orated into the curriculu( for future .usiness leaders )Boyat,is, 0o4en , J Kol., 1##"*. 3lthough not e+ licitly focused on their o4n, $B3 students ha'e the o ortunity to (eet e+ eriences designed to foster initiati'e, fle+i.ility, desire for achie'e(ent, e( athy, confidence, ersuasion, net4or2ing, self and grou (anage(ent. 0o((unication and e(otional s2ills are also incor orated ra idly in educating doctors )Kra(er, Ber, J $oores, 1#!#*, as 4ell as in life s2ills de'elo (ent )9illia(s J %edford, 1##H*, thus .eco(ing the 2ey co( etences in ersonal, inter ersonal and rofessional de'elo ing. 3t the 5hird International 0ongress of E(otional Intelligence )!-# Se te(.er, 2011, 0roatia* the role and lace of e(otional intelligence at 4or2 has constituted one of the (ain research directions resented, grou ed into the follo4ing sections- EI at the 4or2 lace, in educational and acade(ic setting, EI and ersonality =ualities, EI, health and 4ell-.eing. /. Selective ,eference Boyat,is, %.E. )1###*. From a presentation to the Linkage Conference on Emotional Intelligence, Chicago, IL, September 27,1999. 0herniss,0.J?ole(an,D. )Eds., in ress*, Emotional competence in organizations. 8eist,?.A.JBarron,8. )1##I, Aune*. Emotional intelligence an aca emic intelligence!in career an life s"ccess..3nnual 0on'ention of the 3P3, San 8rancisco, 03. ?ardner,6.)1#!1*.Frames of min . Banta( Boo2s. Be4 Cor2. ?ole(an,D.)1##!*. #orking $ith emotional intelligence.Banta( Boo2s. Be4 Cor2.

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. Ko(an,E.S.J9olff,S.B.)200!*. Emotional intelligence competencies in the team an team lea er!% m"lti&le'el e(amination of the impact of emotional intelligence on team performance.20 )1*, ""-H". $aier,A.D.,Salo'ey,P.J0aruso,D.%.)200<*. Emotional intelligence!theor) fin ings, an implications. Psychological In=uriry, 1", 1#H-21". .Psychological Science # )-)9 111-11#. $iron,DJ$c0lelland, D.0.)1#H#*, *he impact of achie'ement moti'ation training on small b"ssinesses.0alifornia $anage(ent %e'ie4, 21)#*, 11-2!. Peterson,D.B.,&rano4it,,S.9.,and 6ic2s,$.D.)1##I*. +anagement coaching at $ork!c"rrent practices in fort"ne 2,- companies.. Pa er resented at the 3nnual 0onference of the 3P3, 5oronto. %oco,$. )2001,200<*. Creati'itate si inteligenta emotionala.. Poliro(. Iasi. %oco,$.)2011*. 1*Emotional intelligence&one factor of creati'it).2./rofessional s"ccess an emotional intelligence. Pa ers resented at III International 0ongress on E(otional Intelligence, !,# and 10 Se te(.er 2011, 0roatia. Salo'ey,P.J$ayer,A.D.)1##0*.Emotional intelligence.Imagination.I(agination,0ognition and Personality. # ) ), 1!"-211. Salo'ey,P.)2011*.Emotional intelligence!$here are $e no$0. Pa er resented at III International 0ongress on E(otional Intelligence, !,#,and 10 Se te(.er 2011, 0roatia. Stern.erg,P.)1##I*. S"ccessf"l intelligence. Si(on JSchuster. Be4 yor2. 5horndi2e,%.G.JStein,S.)1#1H*.%n e'al"ation of the attempts to meas"re social intelligence.Psychological Bulletin,1<, 2H"-2!<. 9echsler,D.)1#<0*. 1onintellecti'e factors in general intelligence. Psychological Bulletin, 0, <<<-<<". 444. e-;ournal-issues and recent de'elo (ents in e(otional intelligence 'cademic and professional profile of the author Prof. Dr. $ihaela %oco initiated and de'elo intelligence. ed nu(erous scientific research in the fields of creati'ity sychology, sychology of religion, and e(otional

Studia Doctoralia Psychology and Sciences of Education. Bucuresti. Vol. I/no.1-2/2012, . !"-#!. 5he research 4as conducted at national and international lane )&S3, Belgiu(, 8rance, etc.*, .eing e+ loited .y ela.orating a total of fi'e indi'idual .oo2s )one of the( recei'ed the ri,e >Barnutiu Si(on> .y the %o(anian 3cade(y, another ri,e Edit. Poliro(* 2" cha ters in .oo2s, national and international collections, "" articles in restigious ;ournals )2" in foreign languages*, H1 national scientific a ers and <1 international, <H research re orts )1# international* for contracts and research grants. She initiated the introduction of uni'ersity courses- 1* 5the Psychology of 0reati'ity, 2* E'aluation and Sti(ulation of Ergani,ational 0reati'ity )(aster*, 1* Psychology of %eligion, <* E(otional Intelligence at the &ni'ersity of Bucharest. Prof. $ihaela %oco coordinated the de'elo (ent of nu(erous licenses, (aster7s dissertations and doctoral theses.