Consortium for Research on Emotional Intelligence in Organizations www.eiconsortium.org Self Directed Learning 1 Unleashing the Power of Self-Directed Learning Richard E. Boyatzis, PhD May 28, 2001 To be published in Ron Sims (ed.) (2002) Changing the Way We Manage Change: The Consultants Speak. NY: Quorum Books. Correspondence should be addressed to Richard E. Boyatzis, Department of Organizational Behavior, Weatherhead School of Management, Case Western Reserve University, 10900
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fairly consistently in different situations. Knowing differences in personality traits can help predict more accurately how people will tend to act in different situations. Behavior: Leadership behaviors are a function of intelligence, personality traits, emotional intelligence values, attitudes, interests, knowledge, and experience. Leader behavior reflects an interaction between personality traits and various situational factors. Over time, leaders learn and discern the most appropriate and effective
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knowledge, skill, abilities, characteristics, traits, and behavior. This type of testing is a way to introduce an individual’s personality, and a tool to help organizations select the appropriate employee. The ability test, personality test, and emotional intelligence test are just a few of the many tests available. A good test is one that is reliable and valid. A reliable test will work the same each time it is administered, and a valid test measures what it intends to measure. Although ethical issues
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abilities; intellectual abilities (or intelligence), which involve the capacity to perform various cognitive tasks and physical abilities, which refer to the capacity to perform various physical actions. Intellectual abilities or Intelligence * Cognitive intelligence – able to understand complex ideas, adapt effectively to the environment, learn from experience, engage in various forms of reasoning and overcome obstacles by careful thought. * Practical intelligence – adeptness at solving the practical
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commitment Emotional intelligence Emotional labour Organizational citizenship behaviour Task performance Moderation a b s t r a c t This study examines how emotional intelligence and occupational commitment have a moderating effect on the relationship between emotional labour and its potential outcomes. Two acting strategies reflect emotional labour, namely surface and deep acting, with burnout and performance as the prospective outcomes. Burnout is operationalized into emotional exhaustion
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responsibilities of the leadership roleThe first part of this task is to evaluate own ability to use two or more leadership styles, in different situations and with different people, in order to fulfil the leadership role, and to use theories of emotional intelligence to review and make judgements on the effect of emotions on own and others’ performance | Evaluate own ability to use a range of leadership styles, in different situations and with
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remains an extremely important influence on development—emotional, cognitive, physical and social. Physical development is a function of genetic and environmental influences, as well as interaction. It needs to be noted that some theorists assert the idea that the age of onset of puberty has changed to an earlier age. As these changes occur, an implication for practice is evaluating the timing of educational programs related to social-emotional development. These interventions need to focus on self-protection
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self-confidence, decisiveness and a persuasive style. Of the various leadership competencies listed in the text (personality, self-confidence, drive, integrity, leadership motivation, knowledge of the business, cognitive and practical intelligence and emotional intelligence), Lars appeared to have most of them. However, McShane1 (pg. 352-355)points out that competency perspective have limitations and practical implication. The competency perspective assumes that all effective leaders have the same personal
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plan and set up my classroom for the necessary developmentally appropriate stages called milestones which includes the following: * Physical/motor skills & fine motor skills development * Cognitive/languages skills development * Social/emotional skills development * Communications skills
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Cognitive Learning Theories 7 Social Learning Theories 7 Constructivist Theories 8 Experiential Learning 9 Adult Learning, or Andragogy 9 Multiple Intelligences 10 Situated Learning Theory and Communities of Practice 10 FACTORS AFFECTING LEARNING 12 Neurological development and functioning 12 Emotional and Social Factors 13 Generic Skills 14 The ICT Revolution 15 CONCLUSION 16 Bibliography 17 Selected Resources 17 Introduction: The Importance
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