Сетевая модель взаимодействия кафедры вуза и компаний-партнеров для развития эмоционального интеллекта у студентов – будущих HR-менеджеров
The article discusses the development of emotional intelligence of HR- managers. Experience of organization of network interaction of the Department of Organizational Psychology of "Higher School of Economics" in Nizhny Novgorod and HR’s as a way of development of emotional intelligence in students studying at specialization "Human resource management" is presented. The need for cooperation in order to develop emotional intelligence of students on the basis of network interaction is due to the relevance of practical vocational training, combining the resources of partners, expanding their capabilities. The directions, tasks, forms of network interaction, necessary resources, as well as roles implemented by partners are presented. The article draws attention to the importance of creating conditions for interdisciplinary communication in the process of training, "leaving" the main and secondary forms of training for the development of emotional intelligence, the development of a generalizing independent course "Emotional intelligence in business".
Emotional intelligence is regarded as one of the most important professional competencies of managers and specialists in human resources services. The efficiency of the whole company depends on the extent to which an HR manager is able to identify his or her emotions, the emotions of clients and employees, and also the way he or she uses them to make decisions. The developed emotional intelligence of the HR manager is the basis for attracting new partners, building long-term partnerships, strengthening the favorable social and psychological climate within the company. The article presents the results of the study of emotional intelligence of students studying Human Resources Management at the Higher School of Economics and the "network" model of its development in the learning process. The study involved 78 students: 56 people (71.79% of the total sample) were undergraduate students and 22 people (28.21% of the total sample) were master level students. Undergraduate students did not have any professional experience; experience of students of the Master's degree program was from 1 to 5 years in the field of human resources management (18% of masters had 3-5 years of experience, professional experience of 82% of masters was less than 1 year). To measure the level of emotional intelligence we used the Test of emotional intelligence, developed by E.A.Sergienko and E. A. Hlevnaya on the basis of the theoretical model of emotional intelligence as the ability of Mayer J.D., Salovey P. and Caruso D.R., MSCEIT Questionnaire. According to the results, the average values of general emotional intelligence and the main scales of emotional intelligence are at the level of competence. The highest rate is observed on the scale of the Emotion Management (M=102.46). Lower indicators characterize the scale of the Use of emotions (M=95,61). 64.10% of the respondents are characterized by an average level of the development of the ability to understand and rule emotions; 56.41% of students have a high level of development of the ability to perceive, identify their emotions and emotions of others; 38.46% have a low level of development of the ability to use emotions to solve problems. The growth of indicators of emotional intelligence from Bachelor to Master in all branches of emotional intelligence is noted. A "network model" of the organization of educational disciplines and additional resources for developing the emotional intelligence of future HR managers is proposed.
The article introduces the results of an efficiency assessment of the educational program for the emotional abilities development in school. The set of technologies was developed and incorporated in the humanities lessons. The technologies are aimed to extend students’ emotional vocabulary, to improve emotional comprehension and description skills. Pretest and posttest assessment measured general and emotional intelligence, creativity and emotional creativity, sociometry. The sample included 305 students from the 8th to the 10th grade (161 in the experimental group and 144 in the control group). The results showed no general effect of the program on the emotional abilities’ improvement. Experimental exposure led to only one significant shift in performance from pretest to posttest (Emotional consequences test). The study showed that the developed technologies have a limited applicability — they enhance only the verbal fluency in generating ideas about the emotional situations.
Abstract. The International Child Development Programme (ICDP) is an effective practice of working with parents to improve their quality of interaction with children. ICDP is based on the idea that children can best be helped through the education and development of adults raising children. Such practices contribute to the well-being of children. As a result of education parents the basic principles of good interaction, which include showing love for the child, following the initiative of the child, praise and non-verbal communication with him/her; ability to concentrate the child 's attention on surrounding objects and phenomena, to give meaning to this, to expand the importance of the acquired knowledge, as well as to regulate the child 's behavior in a positive way, by gradually explaining the boundaries of the allowed - parents form a positive image of themselves as a teacher, confidence in themselves, their forces appear, which is projected on the situation of children. The child also has self-confidence, faith in success and readiness to overcome obstacles, a sense of security and trust in the world around him, which is the traditional psychological signs of emotional well-being. In addition, the program focuses on the development of emotional intelligence of parents. In the course of training under the ICDP program it is possible to develop the basic abilities of emotional intelligence of parents: identification of emotions, use of emotions, understanding of emotions and management of emotions for effective activity. Parents expand their emotional dictionary; learn to understand the causes of their emotional states and those of their children; understand what the prolonged presence of children in an emotional state can lead to; become able to effectively use or manage the current emotional state if the situation so requires. The developed emotional intelligence of parents contributes to the formation of emotional well-being of their children.
The article is an overview of modern studies of brain organization
and genetic correlates of emotional intelligence. Emotional intelligence is
becoming the subject of more and more attentive study of psychologists
due to the fact that it influences the mental development of humans, plays
an important role in many professions, and its impairment is a marker of
some disorders. Nevertheless, the brain organization and genetic correlates
of emotional intelligence have not been studied enough – first studies
appeared only in the early 2000s. A review of the literature on the enceph-
alographic showed that in rest, people with higher emotional intelligence
show greater excitation of the left anterior regions of the brain. When per-
ceiving affective stimuli, participants with high emotional intelligence show
stronger synchronization of some EEG rhythms. Brain mapping technique
made it possible to identify the areas of the brain involved in activities
related to emotional intelligence. In regard to genetic correlates of emotional
intelligence, some genes of neurotransmitter systems have been associated
to this trait: the catechol-O-methyltransferase gene COMT, the dopamine
DRD2 receptor gene, the serotonin receptor gene HTR2A, and the BDNF
brain neurotrophic factor gene.
This paper discusses the process of cognitization of society, i.e. increasing the role of knowledge and human capital in modern society and economy. However, in addition to knowledge and cognitive process, emotional intelligence and communication skills (Soft Skills), the presence of which gives an advantage in the labor market, are of essential importance. Thus, «cognitive inequality» is formed.
Purpose. The aim of the study is to determine the role of emotional intelligence in the performance of an HR manager. Research design. At the first stage of the research the level of emotional intelligence formation is defined in the group of HR managers working in Nizhny Novgorod business companies (N =161) using the test of emotional intelligence, developed by E. A. Sergienko and E. A. Khlevnaya. At the second stage the views of HR managers (N = 49) on the role of emotional intelligence in their performance are revealed by using the questionnaire. Results. Diagnosis of emotional intelligence reveals that the average level of emotional intelligence formation is typical for the HR managers. Meanwhile, subjects with high and low levels are also distributed around the middle level. The average level of emotional intelligence and the lack of correlation with professional experience and career growth suggest that in modern conditions the influence of emotional intelligence on the efficiency of HR managers has decreased. The probable reasons for this are the automation and computerization of workflows that have reduced the share and importance of direct HR contacts with employees of the organization. According to the survey results, HR managers highly appreciate the role of emotional intelligence in professional activities. At the same time, they are not fully aware of the difference between emotional intelligence and other types of intellectual abilities and the role of its individual structural elements. According to HR managers, emotional intelligence is necessary while solving a wide range of professional tasks, most of which are related to the performance of traditional functional duties: recruitment, training and motivation of personnel. Comparison of the results of diagnosis of emotional intelligence formation and the assessment of its role in professional activity reveals a “gap” between them. There are two possible explanations: 1) the high assessment by HR managers of the role of emotional intelligence relies on traditional ideas about the content and means of performing this activity and does not fully reflect the changes occurring in it; 2) the average level of emotional intelligence formation is the result of its lack of development by using training programs. The value of the results. Can be used in professional counseling, in the selection and training of HR.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.