Background of The Study
Background of The Study
Background of The Study
Introduction
organization and leaders are aware about its value. The aim is to make the managers
efficient with the ever-growing list of skills. According to the theoretical study, the
aim of coaching leaders leads to more employee development with more efficiency.
According to the empirical studies, the randomized and controlled design can evaluate
procrastination and ensures the procedure of goal attainment. Mikkelsen, (2013) states
coach and the students engage in activities to attain the pre-set goal. The aim of the
facilitators is to coach the persons to reach the goal with self-directed learning
knowledge for the sake of the growth and development of the organization. The
employee’s innate skills in spite of providing new knowledge to the employee. This is
the main significant difference between the two key concepts namely training and
facilitate the activities for the suitable job and requirement of the task. Contrarily, a
As per Turner’s (2019) statement, the relation between a coach and the pupils
is equivalent to the leader and the employee. Both the coach and the leader perform
interaction with the aim of achievement of the desired goals. However, it cannot be
denied that there is a minimal amount of difference between the job role of a leader
and a coach. In the leader and employee relationship, the leader is a superior person
by the organizational position. The leader leads the employees to achieve the
organizational goals. On the other hand, in the coaching relationship, the coach helps
The research aims to discuss about the relationship of creative coaching and
analyzed to serve the purpose of the research work. The main objectives of this
coaching.
Research questions
Research Analysis
The quality of teaching is one of the most essential factors which contributes
to the success of a student. The growing body of research highlights coaching
as an important and useful way to support educators' growth. While coaching
has increasingly become more prevalent in the districts and the schools of
numerous countries, the impact of coaching over the professional
development of educators and the growth of the student is still a debatable
topic (Fox et al., 2011). While early intervention can be considered as the key
to preventing academic failures, general educators have the responsibility for
the provision of primary instructions for the students. This role of the educator
includes the support service of coaching to the educators so that they can
deliver accurate instructional units to the students. It is also to note that
research studies specifically indicate the quality induction program of the
educators that includes coaching and mentoring for improving the practice of
teaching as well as reducing attrition of the teaching profession (Neuman &
Wright, 2010). This paper wants to explore the importance of coaching for
educators, together with the identification of the role of the educator in the
entire educational setting. The research study will also conduct a review of
the question on how coaching is helpful and useful for educators and the
students. The researcher of this study will conduct the research by reviewing
few essential journal articles on the effectiveness of the coaching process by
authors who have done research on the topic of the prevalence of coaching
and approaches in the educational setting
4
Theoretical support
The professional development that is grounded within the adult learning
theory is conceptualized frequently as the progression, which varies while
5
observation towards the practice and useful reflection and feedback for the
educators. According to the majority of the research studies, the process of
coaching is significant in the educational setting, specifically in early
childhood education, since it effectively improves the educators' practice of
being more focused and target-oriented regarding their literacy and language
in the classroom. Coaching has also been reported to contribute to behavioral
challenges and enable more in-depth insight into the effects of coaching in
early childhood education context. Some of the examples of how coaching
models promote significant influence over the teachers include educators'
usage towards descriptive praise and a limited list of interactional tactics
meant to support children with communication delays. Moreno et al., (2019),
highlighted teaching pyramid model as one of the effective approaches in
coaching that addresses the social and emotional development together with
behavior challenges that encompass a direct map within the techniques of
coaching in the role of educators and enable them to adopt the essential and
useful behavior that is required to be implemented with measurable
outcomes.
Cornelius, Rosenberg & Sandmel (2019) in the research study regard coaching
as a quality induction program, which improves the practice of the educators in the
field of teaching while reducing attrition from the teaching profession. The research
study also highlighted the reports which stated that school-based mentoring
programs provide support to improve the practice of instructional coaching that
results in the achievement of student outcomes. This signifies a positive relationship
between mentoring and coaching practices in the school setting.
Van Ostrand, Seylar & Luke (2020) stated the relationship between
coaching and educators, highlighting the educators satisfaction with
meaningful and engaging professional learning experiences that support job
satisfaction, reflection, and collaboration. According to the majority of the
studies highlighted in the research study, the national coaching survey found
out the factor and the process of coaching to be one of the most valuable and
influential forms of professional development for educators. Educators,
adopting coaching practices have also been reported to experience a positive
impact on their teaching practices. Coaching is majorly considered significant,
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which leads to positive outcomes like ok job satisfaction and retention among
educators.
With the rapid change in the educational environment, the majority of the
Nations have adopted technology as a powerful learning tool. Van Ostrand,
Seylar & Luke (2020) state the importance of coaching for the practical
techniques used in the educational setting where educators are deleted with
their work, the provision of supporting the learning of the educators as well as
swelling support to the students with the use of technology for learning.
Coaching has been proven to provide numerous opportunities for educators
to devote more time to supporting the teaching practices by using technology
to enable effective student learning procedures and increase students'
engagement in the learning process.
Coaching, as per Van Ostrand, Seylar & Luke (2020), has been majorly
discussed to be useful for professional learning in the educational context for
the educator. This is because the characteristics and the fundamental factors
of coaching enable in building skills and support where an educator's
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Gap in literature
This work has reviewed some of the most essential journal articles within the
context of and its importance for the educators in the educational setting by
highlighting the effectiveness of coaching on the specific areas of education
and the role of educators in the process.
However, the literature gap is that this research study did not review an in-
depth analysis of how helpful coaching is, from both the educators and
learner’s point of view. More detailed research is required in this context.
study Cornelius, Rosenberg & Sandmel (2019) states that the provision of
high-quality mentoring to the educators in that teaching practices reduces
attrition rates. This contributes to a positive and successful outcome among
coaches and educators. The result of the studies of Van Ostrand and Seylar
& Luke (2020) suggested that the majority of the educators denote coaching
as a valuable tool that helps them develop a strong base in professional
development. Coaching has been considered as one of the useful
professional development experiences for educators to provide meaningful
support in the educational setting. According to the result gathered in
Crawford et al. (2017), educators' most effective coaching practices are data-
driven coaching. This coaching practice enables educators to receive
industrialized coaching techniques within the classroom or via remote
feedback linked with recordings of the instruction of the teacher. Instructional
coaching is one of the methods which is gaining popularity in the current era.
Research studies explained and argued over several coaching strategies and
categories, which contributed to the question regarding the effective specific
coaching strategies for the improvement of teaching practice and
effectiveness over the educators and the learners (Mohan, 2018). While the
majority of the studies focus over the importance of coaching for the
educators in the early childhood curriculum and kindergarten teaching school
models, further research is required to analyze the specific coaching process
as well as to identify the key drivers of the change which characterizes
effective partnership of a coach and educator. To summarise, the findings of
the study analyses and identify coaching as an important tool within the
educational scenario for the educators to fulfill their general role and
responsibility of professional development and enabling a positive
environment for the success and achievement of the students in the
classroom. With the increased challenges faced by educators in the school
for meeting the students' diverse requirements, coaching is the most essential
method and technique that the educators should adopt to implement
effectively in the classroom for a positive effect in their professional field.
Conclusion
Professional development models, in line with the practice of coaching, need
to be developed for evaluating measurable changes within the practice of
teaching. This research study summarised that coaching is essential for the
educators role and has majorly proven to be beneficial in their personal
10
References
CUREE (2005), Principles of Mentoring and Coaching, Coventry: CUREE
publications.
Mentoring, Coaching
Improve Performance
Creative Coaching :-
Creative coaching is a form of coaching that helps people develop their creative skills and
work through any barriers holding them back.
Creativity is defined as “the ability to think and act in ways that are new and novel. In
our minds there are two kinds of creativity: innovation and invention.” In the context
of coaching, the word “Creativity” can be seen as an umbrella which covers the
following: openness, imagination, flexibility, invention and innovation.
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Given the above definitions, it might be argued that sometimes when we talk about
“creativity” in coaching, we are talking about more than just one concept. For
example, if one thinks of a coaching conversation as something more than just a
concept, but rather a specific thing, then the notions of being innovative or inventive
becomes more relevant. This would include the tools a coach might use. However, if
we are referring to coaching skills and less concrete concepts, then perhaps other
aspects of creativity, such as imagination and flexibility, are highlighted.
The problem with the word creativity is that it has become associated with an almost
elitist mystique, artists and scientists are deemed to be creative – either because of the
artist’s talent to express their ideas in unusual and imaginative ways or the scientist’s
ability to look at concepts and formulae in unusual ways. Creativity has been
understood to go hand in hand with talent (which in itself has limits, talent needs to be
accompanied by other factors, such as resilience and the ability to make one’s own
luck). It certainly involves the ability to “think outside the box” and to look at things
from a different perspective which is one of the fundamental principles behind
effective coaching conversations.
Openness
In order to enable coaches and their learners to think “outside the box” there must be
an openness and willingness to explore concepts and ideas. Trust and rapport building
provide fertile ground for a solution focused, facilitative approach adopted by
effective coaches that encourages creative thinking.
Imagination
in the process of engaging in reflective practice, by setting rhetorical questions (those
starting, “if you could………what would…..?), by helping to develop “preferred
future” scenarios and by displaying empathy (which itself demands a degree of
imagination) and encouraging “blue sky” thinking, the coach demonstrates an
imaginative approach.
Flexibility
Recognising when a particular tool can be used or adapted to suit an individual
requires flexibility of approach which is linked to openness, in that in order to be
flexible, one needs also remain open to possibilities, possibilities that may not seem
obvious at first. This flexibility is directly intertwined with creativity since it seems to
be that the opposite – a closed mindset – at the very least inhibits, and more probably
stifles genuine creativity.
Invention
This aspect of creativity in coaching might manifest itself in a variety of ways.
Perhaps the coach is able to come up with a method or a tool which is completely new
and different, they may also “invent” a novel approach for the learnerto consider. It is
said that “necessity is the mother of invention” and perhaps this has a place in a
coaching conversation, for instance, when there appears to be a stumbling block to
progress and the coach must figure out a way to help the learner move forward.
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Innovation
To be truly innovative, one must be able to recognise and take advantage of,
alternative ways to present a concept, manage a tool or initiate a “lightbulb” moment.
The GROW model lends itself very well to opportunities for innovation. For example,
when dealing with a person who is predominantly a kinaesthetic learner, creating a
“physical” and tangible timeline (a “chain” of A4 paper, or a line made of ribbon) can
be seen as innovative in that it is presenting a concept in an alternative way.
There is an element of risk when thinking about creativity in coaching, in that, one
must not become a slave to it, being creative for the sake of it, is meaningless and it
must always be a means rather than an end. Ultimately, creativity has many guises,
some less obvious or “showy” than others; the important thing to remember is that
whatever way one chooses to use it, the benefits for the learner must be the driver, not
the ego of the coach.
The reality of the average worker is not improving, and the way people feel about
their workplace relationships is a key contributor to the problem. Leaders at all
levels struggle with issues of interpersonal interaction and employee
engagement, many of which are likely tied to inadequate leadership training and
support. Changes in the workforce further complicate the demands of leadership,
challenging the effectiveness of the most widely accepted leadership theories.
Fortunately, there is growing evidence that indicates what employees and
leaders need to thrive, which includes a better understanding of the role of
emotion.
While it is impossible to link these problems to any single cause, the behaviors
modeled by leaders in the workplace are clearly a contributing factor. This is often the
context within which we hear about the importance of Emotional Intelligence in
professional settings, recently identified as a core leadership requirement in Crack the
C-Suite Code by former Cisco Global Executive Talent VP, Dr. Cassandra Frangos.
Leveraging the role of emotions in workplace performance does not require alignment
with any particular theory or school of thought in order to be solution oriented. We
only need to acknowledge that employee and leader performance is influenced by
emotions, and make that the starting point for interventions.
It probably isn’t a stretch to say that most leaders are not adequately equipped to
support the new demands emerging from the workforce. For example, introverts make
up 30–50 percent of the workforce, but many organizations maintain workplace
environments that introverts find counterproductive. It is also estimated that as many
as 20 percent of adults will develop PTSD at some point in their lives, and 18 percent
suffer from anxiety disorders. This data raises the question of whether current and
future generations of leaders are adequately prepared to provide for the emotional
needs of employees.
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We also continue to hear about “issues” with the millennial workforce, the
significance of which is well-articulated in a story about cultural changes at
PwC that describes the unwillingness of younger, key employees to give up
quality of life in exchange for continued employment. This forced the
organization to change on a fundamental level, and illustrates the point that
leaders must be prepared to adapt to the needs of workers now more than ever.
Fortunately, studies identifying the negative effects of inadequate leadership
often also shed light on possible solutions. For example, the previously
mentioned Karolinska study showed that employees with inspirational
managers reported less short-term sick leave. In addition, workers whose
managers hold regular meetings are three times more likely to be engaged.
Employees have also reported a desire for daily contact with their boss, and for
their superiors to take an interest in their personal lives. Finally, a Gallup report
states that “clarity of expectations is perhaps the most basic of employee needs
and is vital to performance,” which further adds to the argument for leader EI
training aimed at increased engagement, since some research reports
that engaged employees outperform disengaged employees by 202%.
is that the way people treat one another has a direct impact on workplace
performance. From that perspective, workplace EI development should focus on
creating environments where employees and leaders are fluent in a common
language and theoretical framework for better understanding one another’s
need.
Components of EI important for leaders
Emotional intelligence (EI) refers to individual’s ability to perceive, utilize,
understand, and manage their emotions (Mayer & Salovey, 1997). Not
surprisingly, EI has been identified as critical for effective leadership. EI was
found to be twice as important as IQ or technical skills for leader performance in
several large companies (Goleman, 1998). According to Goleman (1998), there
are five components of EI important for leaders: (a) self-awareness, (b) self-
regulation, (c) motivation, (d) empathy, and (e) social skill
Self-Awareness:
The first component needed to be an emotionally intelligent coach is self-awareness.
Self-awareness is the ability to understand your own moods and emotions, both in
terms of their affect on you, and their affect on your athletes. Highly self-aware
coaches are confident, have a realistic view of their abilities, and aren’t afraid to admit
their mistakes. So how could self-awareness have helped the coach (and the athlete) in
the above example? A self-aware coach would realize going into the season that he
has a tendency to react harshly when athletes come to him with injuries, and could
create a system for reporting and handling injuries that would minimize his
aggravation. One strategy to increase self-awareness is to keep a daily journal of your
thoughts and feelings at practices and competitions. After every practice and game,
take 5-10 minutes to note situations that triggered both facilitative and debilitative
thoughts, feelings, and behaviors. Be honest with yourself. In time, you will be able to
develop a personal profile of your emotions in various practice and game situations.
This profile will be useful as you focus on the second component of EI, the art of
regulating your emotions.
Self-Regulation:
Once you become adept at self-awareness, the next step toward becoming an EI coach
is learning to regulate your emotions. Self-regulation refers to your ability to control
or redirect disruptive impulses and moods. A coach who has strong self-regulation
skills leads with integrity, is open to change, and promotes a trustworthy environment.
Modeling calmness and rational thinking in the face of adversity sets an example for
your athletes to do the same. The coach in the above example clearly lacked the
ability to regulate his emotions. Had he been in control of his emotions, he likely
would have modeled much different behaviors in response to setbacks and bad news,
and allowed athletes like Tony to feel more comfortable in bringing their injuries to
the forefront. For example, Instead of accusing athletes of faking injury, or of being
soft, he would carefully consider each case. For a given athlete who reports an injury,
the self-regulating coach might ask herself, what is this athlete’s physical history?
What can we do to get her on the road to recovery? What support people will be
needed? If the coach does suspect that the athlete is embellishing the injury, rather
than lose his temper, he might consider the reasons that the athlete feels the need to
lie, get the opinion of other coaches on the staff, and set a meeting with the athletes to
15
discuss any conflicts she might have. There are several ways to become a better self-
regulator, but one strategy is thought replacement. First, create a list of 3-5 scenarios
that cause you to ‘fly off the handle’ as a coach (e.g., an athlete is consistently late to
practice). Second, write the negative thoughts that you usually have in response to
each scenario (e.g., “What a slacker! Sonya’s just not dedicated, and doesn’t care
about this team!”). Finally, replace your negative thoughts with positive thoughts and
solutions (e.g., “Sonya’s been late a lot recently. I’ll pull her aside after practice to
find out what’s going on. Maybe together we can figure out how to make sure she
gets here on time.”).
Motivation:
At first glance, you might question the need to work on your motivation. After all,
many coaches are driven to win, and be recognized as one of the best in their sport.
But in this case, I am referring to a different kind of motivation. Coaches who enjoy
long and successful careers have a passion for coaching that extends beyond social
status and records. These coaches love the excitement of competition, and the
fulfillment that comes from aiding in the personal and performance development of
their athletes. In other words, successful coaches are motivated to coach for the sake
of coaching. Perhaps the reason that Tony’s coach was such a “hot head,” was
because coaching had become more about the wins, and less about actually coaching.
If the coach’s main source of motivation was indeed records and status, it is easy to
understand how bad news (such as an injury) could trigger negative thoughts,
emotions, and behaviors. The coach that is motivated to promote the well-being of his
athletes will be less likely to engage in name-calling in response to an injury or a poor
performance, and more likely to focus on how to help his athletes perform to the best
of their ability. To tap into the facilitative kind of motivation, take come time to re-
visit the reasons you went into coaching. What was it that made you want to be a
coach? Look at pictures, or watch home videos that remind you of your initial drive to
be a coach. Chances are wins and status weren’t the main reasons.
Empathy:
Once you have mastered the personal components of EI discussed above, you are
ready to work on improving your interpersonal EI. The first interpersonal EI skill is
empathy. Not to be confused with sympathy, which refers to a general feeling of
concern for others, empathy goes beyond concern to literally sharing the feelings of
others. Coaches who have the ability to empathize are able to build strong
relationships with their athletes, and have athletes who are more satisfied with their
sport experience. The coach in the above example seemed to lack empathy with his
athletes. The empathetic coach whose athlete came to him with a possible injury
would remember what it was like to be an athlete with an injury, and would thus have
some insight into how to most effectively deal with Tony. One strategy that will allow
you to better empathize with your team is to schedule one-on-one meetings with each
of your athletes. Find out what concerns they have about the team, what would make
their experience better. Listen to your athletes, and attempt to empathize with their
concerns. Then, integrate their suggestions with your observations to make
improvements to the team environment. By showing your athletes that their feelings
matter, and that you can relate to their concerns, you will influence them to want to
give their best for the team.
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Social Skill:
The culmination of the four previously discussed components of EI (i.e., self-
awareness, self-regulation, motivation, and empathy), is social skill. Coaches who are
socially skilled are proficient in managing relationships, and have a knack for
persuasion. The coach in the above example chose to base relationships with his
athletes on fear, which caused Tony to feel less than comfortable in being completely
honest about his health. The socially skilled coach would have used his powers of EI
to build a strong relationship with Tony, such that he would be unlikely to withhold
information from him. To build your social skill as a coach, attempt to get to know
your athletes in ways that go beyond sport. Be interested in how things are going for
your athletes at school, and with their personal life. Get to know all of your athletes
by scheduling social gatherings at your home, or a team retreat to the mountains.
Making sociability a priority will improve your relationship between you and your
athletes, increase team cohesion, and promote team satisfaction.
Pros
Cons -
and design. The focus of the book is on determining the artistic elements that can
enhance the practices related to coaching. The exercises are related to the
incorporation of art within the coaching practices and the effectiveness of art in
19
determining the shifts that are more meaningful in consideration of more profound
perspectives that are provided in coaching are important for developing better
coaching strategies. Personal growth, development, and essential fulfillment can only
be achieved through the development of better artistic tendencies. These can further
be incorporated within the conversations that people can have with each other. It is
within the coaching programs. The author notes that when art is used as a coaching
medium, it helps to enhance the personal awareness levels and understanding of the
The impact of the coaching method is one of the principal themes of this book.
enhance creativity within individuals. The coaching type that is mentioned in work is
important as it helps to find how important art is for enhancing the process of
values that are connected with coaching. With regards to the development of positive
considered to be necessary. Since the coaching method is due to utilizing art towards
improving the creative prospects of the clients, it can help in the creation of better
20
relationship processes. Positive rapport, trust, and commitment are also evaluated in
work in accordance with their significance in a given work setting. However, these
elements have been explored more subtly through the work. It has been made possible
through necessarily considering the artistic perspectives of coaching. The book finds
out that art can be used to improve the outcome of coaching practices. This is related
to the underlying aspects of art therapy and neuroscience. In essence, this is also
Since art is conceived very effectively by women, the female participants can
connect much better with the coaching method. The artistic tendencies of females are
different than men to a certain extent. Women are much more inclined towards
understanding the underlying aspects of art. This helps them to develop better creative
progress when the coaching is implemented. Hence, artistic values must be improved
grow, learn, and develop their abilities through the implementation of this form of
coaching processes.
Motivational factors
leadership. Although the book does not directly refer to the importance of personal
stories, it implies that these stories are important nonetheless. These stories help to
leadership. The author focuses on having coaching oriented conversations with people
that can enrich their learning processes. These conversations are to be based on art
21
and creativity. By the book, art can be used to give newer meanings to the stories that
subject that is evaluated in work through art and creativity. The leadership elements
have been connected with neurological science that proves the importance of art in
gaining better results from coaching. The leadership elements can be effectively
enhanced through the application of executive coaching. The intrinsic motivations for
leadership are already connected with the psychological aspects that are inclined
towards leadership. The book suggests that a personal story is important for
the case of personal stories. These stories help people to gain a better knowledge of
the processes that are important in developing personal leadership capabilities. The
focus of the book is on achieving the same through the development of art-infused
coaching techniques. The chapter on art and the hemispheres of the brain and art
therapy and coaching elaborate the essence of stories in gaining better knowledge of
oneself. Personal stories not only act as motivations to achieve specific goals, but at
the same time, they determine the values and life lessons that people can gain from
them. Hence, the book also focuses on the importance of personal stories. According
to the book, personal stories need to be presented through art. Art can help to create a
Emotional intelligence
The book suggests that emotional intelligence can be well developed through
better emotional intelligence and creativity among the people that are involved in
leadership processes. An important factor that has been used in work is the
gender-neutral leadership prospects. Art can also be used to determine the gender-
neutral factors that can help to make leadership effective for people of all genders.
per the book, gender-neutral notions of leadership must be developed within the
participants that engage with the coaching process. Art is a factor that can also be
understood well with experience. Regarding the same, people with more experience
can perceive art in better ways because the implied underlying meaning of art can be
professional and can be personal as well. In essence, experiences help to shape the
feelings of the genders. The artistic coaching process helps to develop a better
improved through the effective implementation of the art based coaching process.
Both gender neutrality and experience play key role in the holistic development of
Introduction
The use of Emotional Intelligence, EI, and its various theories at schools and in
organizations have increased remarkably over the last few decades. This is because
different personalities correlated to different EI levels show different performance
ability levels with distinct behavioral patterns.
In defining EI, the measures should be more inclined towards the mental
performance, with an assessment showing positive correlation compared to other
intelligence measures, and increasing with age and experience (Caruso, Mayer, &
23
Salovey, 1999). An alternative theory states that the behaviors should be observable,
directly linked to the human brain system, influence in life, and job output with distinct
personality traits and assessment meeting the basic measurement criteria (Boyatzis
& Sala, 2004).
Content validity
An assessment research process can be undertaken to verify various theories. The
research follows the typical process; involving data collection and assessment to
support or nullify the theories based on the responses, feelings, and attitudes of the
correspondents on various life issues. Self-assessment provides the best mechanism
to get unbiased, personal, and perceptive responses from which it is easy to predict
their personality traits.
Competency codes
Competencies are codes against the performance outputs, say organization workers,
and top government agency officials to determine their EI personality behaviors. One
primary assessment theory is the use of the "Emotional and Social Competency
Inventory (ESCI)"; it shows inter-personal relations with one’s job, interaction with
others, and management of their emotions. In this context, EI consists of self-
awareness and self-management. Social Intelligence, SI, consists of social
awareness and relationship management clusters.
Behavioral Integrity
Two assessment criteria for the ESCI have been developed; one for working adults
and one for both graduate and undergraduate students. Studies have shown a
predictable statistical pattern when used by working professionals. This model,
referred to as the 360º behavioral measure, has been widely used to assess the
behaviors and work-related performance with the EI of people working in different
sectors with different success rates..
In one assessment of the EI, using leadership effectiveness and measured against
Utrecht Work Engagement Survey, the model theory in the use of EI fits well,
providing validity index of both the divergent and convergent factors. Miller (Babu,
2016)showed that EI has a relationship significance, but not effective leadership. For
a significant difference in EI behavioral measures and assessment techniques, the EI
alternative provides a more authentic relationship with a reliable and consistent work-
life outcomes relationship compared to other self-assessment techniques.
EI is expressed through relationships with self and others. Studies indicate a close
relationship between the degrees of perception of vision of the relationship with
teams and the individual's behavioral EI. For instance, the degree of a leader’s vision
is partly affected by his/her behavioral EI and perceived relationship effectiveness
with subordinates (Cherniss, 2010).
The measures of behavioral EI levels provide feedback and guidance mechanism for
improving personal traits and relationships with others. In tertiary learning institutions,
improvement in behaviors is measured and seen as a factor of behavioral EI. Multi-
level EI theory
24
Measurement challenges
The major challenge is that it is time-insensitive – data collection and analysis for
qualitative use. It is also challenging to maintain a reliable set of data collectors and
analysers, creating a methodological challenge. The use of 360º techniques is also a
very rigorous exercise involving several variability factors. There is a likelihood of
distortion, leading to inflated effects. People from the European nations also exhibit
different outcomes for the same study as those from other countries; this
inconsistency brings the validity of the measurement theory into question. The
sources used to assess human behavioral patterns are also so diverse, and are
different from person and place, either at work or home. The striking difference is
also displayed along the gender line, with males showing more consistency to the
same patterns compared to females (Boyatzis, Rochford, & Cavanagh, 2017).
Clusters of EI
Clusters can either be empirical or theoretical. The EI behavioral may include self-
awareness, self-management, social awareness, and relationship management. It
should be noted that an empirical cluster does not strictly follow the pattern of a
theoretical prediction. Two dominant clusters exist, each having a 50% competency
compatibility with an empirical cluster as predicted by a theoretical cluster.
Conclusion
Any behavioral level is a different form and type of EI. The behavioral levels are
assessed using an individual’s job, and personal life outputs to measure the level of
EI as indicated by the personality. While the quality of the relationships an individual
has is an indicator of EI, it is not conclusive entirely due to other factors associated
with how humans relate, some of which show no relations with a person’s
intelligence. Different measures have different inputs and techniques, leading to
different results; no specific assessment technique is conclusive.
References
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Cochrane, H., & Newton, T. (2017). Supervision and Coaching: Growth and Learning
Fernandez, K. T. G., & Lina, S. G. A. (2019). Draw Me Your Thoughts: The Use of
Psychology, 89(2), 249-277.
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