A QUALITATIVE STUDY: PERCEPTIONS OF EMOTIONAL INTELLIGENCE BY PARTICIPANTS IN A CAREER DEVELOPMENT PROGRAM IN DEKALB COUNTY, GA Doctoral Dissertation Research Submitted to the Graduate Faculty of Argosy University, Phoenix Campus Graduate School of Business and Management In Partial Fulfillment of the Requirements for the Degree of’ Doctor of Business Administration By Quintella Trene Childs November 2016
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A QUALITATIVE STUDY: PERCEPTIONS OF EMOTIONAL INTELLIGENCE
BY PARTICIPANTS IN A CAREER DEVELOPMENT PROGRAM
IN DEKALB COUNTY, GA
Doctoral Dissertation Research
Submitted to the Graduate Faculty of
Argosy University, Phoenix Campus
Graduate School of Business and Management
In Partial Fulfillment
of the Requirements for the Degree of’
Doctor of Business Administration
By
Quintella Trene Childs
November 2016
ii
A QUALITATIVE STUDY: PERCEPTIONS OF EMOTIONAL INTELLIGENCE
Background of the Problem ................................................................................................ 1
Problem Statement .............................................................................................................. 3
Purpose of the Study ........................................................................................................... 4 Rationale ............................................................................................................................. 6
Research Questions ............................................................................................................. 6
Significance of this Study ................................................................................................... 7
Definition of Terms............................................................................................................. 8
Limitations and Assumptions ............................................................................................. 9 Delimitations of this Study ............................................................................................... 10
Remainder of the Study Structure ..................................................................................... 11
CHAPTER TWO: LITERATURE REVIEW .................................................................. 12
Defining Emotional Intelligence ....................................................................................... 12 Historical Stages of Career Development Programs ................................................. 14
Historical Overview of EI Development ................................................................... 15
Controversies Surrounding the Interpretation of EI .................................................. 18
Background of Relevant EI Theories ........................................................................ 21
Low Income Individuals ................................................................................................... 24 Career Development Programs ......................................................................................... 25
Career Development Professionals ................................................................................... 26
The Interest and Gap that Exist in Career Development Programs ........................... 28
Career Development Programs Plans, Development Professionals and Thoughts ... 29 Program Effectiveness and Structure ........................................................................ 34
Best Practice Theory for Closing the Success Gap ................................................... 36
Evaluating EI in Career Development Programs ...................................................... 37
EI Use in Businesses and Academia.......................................................................... 37
Why EI Matters in Career Development Programs ................................................... 40 Significance of the Study .................................................................................................. 41
Demographic of Participants............................................................................................. 59
Research Findings ............................................................................................................. 60
Analysis of Interview Questions................................................................................ 61
Question Number 1 (Node 1: EI Definition) ............................................................. 62 Question Number 2 (Node B: EI Exposure in Career Development Program)......... 62
Question Number 3 (Node C: EI Need for Development) ........................................ 63
Question Number 4 (Node D: Influence EI has on Ability) ...................................... 64
Question Number 5 (Node E: Influence EI has on Performance) ............................. 65
Question Number 6 (Node F: Influence EI has on Relationships) ............................ 65 Question Number 7 (Node G: Differing Perspectives) ............................................. 67
Principle Research and Supporting Interview Questions .......................................... 68
CHAPTER FIVE: DISCUSSION, IMPLICATIONS AND RECOMMENDATION...... 69
circumstances of whether or not these emotions are used (Goleman, 2005).
The general understanding among the participants is that EI involves knowing
how to react and/or perform in any personal situation. The overall results of the Nvivo
10 analysis is that no participant identified their EI knowledge from a career development
perspective. Consequently, this affords individuals the opportunity to develop their
understanding of EI in a career development program as they prepare to reenter the
workforce. Participant two stated, “I don't know much about emotional intelligence....
trials that you go through to help you develop or just go through life in a better way. It
just depends on what you go through in life” and participant four stated, “I feel that it
means when you are not emotional capable of making positive thinking decision
making.”
Question Number 2 (Node B: EI Exposure in Career Development Program)
Participants’ responses to question two varied. Regarding each of the questions,
question two seemed to be the most difficult to understand, as participants seemed to be
irresolute before replying to the question. Eight of the participants delayed their response
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briefly before disclosing whether or not they have been exposed to EI as they perceive it
and prepare to reenter the workforce.
The answers varied. Eleven of the 20 respondents were believed to have not been
exclusively exposed to EI in a career development program, with the amplitude of the
exposure being neutral. Simultaneously, three of the 20 participants believed that
exposure to EI, as they perceive it, was derived from career developers facilitating
conversations related to EI through the use of personal perspectives and peer discussions
in a career development program. Consequently, three participants expressed that they
have EI exposure sometimes and should be presented more often, while three participants
exclusively indicated that they are not sure of EI exposure in career development
program. The overall analysis of the Nvivo 10 show that all 20 participants are not
exposed to EI in a career development program. Participant one stated “I have not been
exposed to many things at all. So I know that I couldn’t give a discription we talked
about it in orientation that we would have classes to become aware of our emotions on EI.
But far as.. you know besides yourself telling me about it.... I really don't know” and
participant four stated that “No. If so, if I were, I think that they should offer more help
and assistance with us returning to the workforce.”
Question Number 3 (Node C: EI Need for Development)
Question Three concentrated on understanding participants’ perceptions of
whether EI components are used to motivate behavior in a career development training
program. The overall consensus of all 20 participants is that EI is used for self-
development. Two participants believed that it is a need, while another expressed that it
can be used to develop communication skills. One other participant expressed that it can
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develop self-awareness, while another expressed that emotional management can be
learned. Successively, all 20 participants believed that EI can be learned, specifically
through career development and training programs. Participant Three affirmed, “I feel
like EI can get you to where you need to be and if you don’t have EI how are you
supposed to succeed” and participant five stated that “Yes, I think that they can.
Because, um, their training us to go out to look for a job and in that since they should also
be teaching us to um have a good attitude and to control our emotions.”
Question Number 4 (Node D: Influence EI has on Ability)
Question Four concentrated on understanding the participants’ thoughts and
experiences with using EI as it relates to impact on their self-esteem, morale, and
motivation. Fifteen out of the 20 participants retained positive, impartial points of view
concerning EI’s influence on their self-esteem, morale, and motivation within the career
development program. Two of the 20 participants believed that they have no EI
influences on their self-esteem, morale, and motivation within the career development
program and needs to be taught, while three participants were uncertain concerning the
impact of EI’s influence in program. Overall, the Nvivo 10 results show that all 20
participants did not identify EI influence from a career development perspective.
Simultaneously, participant seven stated, “I don't think we have like a curriculum where
we do this on a daily basis for it to really help,” and participant 12 stated that “If I am
taught you know whatever the necessary tools that I need to understand then I believe I
will be more successful in the work environment.”
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Question Number 5 (Node E: Influence EI has on Performance)
This question was presented to explore whether or not participants’ experiences
with EI competencies involved developing their ability to perform their personal and
professional objectives on a daily basis. Eleven of the 20 participants conveyed
uncertainty of EI’s developmental influence on their performance ability, while six
participants expressed a different meaning of EI experiences as they perceived it through
personal influence. Three participants believed that EI influence is not used to develop
performance before reentering the workforce. The overall consensus of the Nvivo 10
results show that none of the participants identified EI components used as a professional
contextual instruct for developing participants performance in a career development
program. Participant five stated,
Um...I mean even though the things isn't being taught here as far as EI. I mean, I personally have been to college and been graduated high school myself so um, I
have a lot of knowledge of um how to um use my EI for myself. So um, I
basically just try to keep a good attitude whenever I am looking for a job. I try not
to get disturb when I get turned down I try not to get distrub Just continue looking
and keep a good attitude.
Participant 13 stated that “it has not help me at all right now because I do not know too
much about it” and participant eight stated that “It hasn't. Um, I havn’t been hear that
long and they really don't speak much of EI. They just throw up a topic and discuss it
until they let you go home.”
Question Number 6 (Node F: Influence EI has on Relationships)
The purpose of question six was to explore the participants’ understanding of EI’s
status in the career development program and whether or not EI is used to develop,
create, or devalue personal and workforce relationships within the career development
environment. Thirteen out of the 20 participants indirectly expressed EI component of
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self-awareness using imprecise knowledge and by the means of propulsion that links
influence on “relationships. Five of the 20 participants indirectly expressed EI
component of social skills as an imprecise knowledge of development through observing
others. One of the 20 participants indirectly expressed EI component of empathy as an
imprecise knowledge of organizational relationship influence while one other participant
indirectly expressed self-regulation as an imprecise influence on organizational
relationships. The overall Nvivo 10 consensus 20 of the 20 participants did not identify
EI construct as an influence on organizational performance and was induced in reference
to personal perspectives directed by others peoples’ thoughts, beliefs, and experience of
emotions.
Participant seven stated that “Yea, like being here it helps me to; because all of the
different people and the different personalities sitting in this classroom everyday, be able
to control my own emotions and to be able to respond um in a positive way rather its
somebody negative or rather they are giving a compliment either or. Like I have to learn
how to respond in a positive way and I think this class helps because of the different
personalities and the different questions that we are all going through or like the different
positions that some of the ladies are in just could help other people. Like you never know
your sitatuation may be the same as somebody elses and maybe slighly the same and it
helps you to be able to advance. Like ok maybe I’ll try a different route instead of doing
what she did because it got her where she's at” and participant 19 stated, “Um,... it has
exposed my career... it exposed me by being um being there and seeing people that
already went through it that already know what EI is. I learn from people and I take
knowledge from people that already knows it too.”
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Question Number 7 (Node G: Differing Perspectives)
The seventh and final question inquired about the participants’ perceptions of
whether their perception of the description of the EI concept is the same or different from
their career developer’s. All but eight of the participants were in agreement. Seven of
the 20 participants, all of whom were low-income individuals, expressed that a career
developer’s perception of EI description is different than their own while one of the 20
participants expressed uncertainty of the similarities or difference of career program
developers’ description of EI. The final consensus was that career developers may
perceive and understand EI differently because they may not understand what EI involves
in a workplace environment and/or because of using personal experiences to relate to
participants. For the most part, the participants believed that EI is new to them and
clearly not a common term among career developers and participants. Participant 13
affirmed, “If she knew about it, she probably would explain it to me. She has not really
explained the description of how EI is for her so I can't really explain it.” Participant 18
affirmed that “Um, I feel like she gave us a definition of EI. I feel like that’s what it is
too. Like the ability to be able to control your emotions. I feel like the same way she
does’ and participant 19 stated that “Um, I feel like it’s different from my description
because, like I saying again, it's kind of new to me. So I am getting an understanding and
I didn’t know you have to be EI to proceed in life like that because I always thought like
you have to have like, you just do like. Like you said with applications you do the
application and do the assessment. But the whole time the assessment was dealing with
EI. So, that is basically new to me and come to find out I learned a lot from that.”
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Principle Research and Supporting Interview Questions
The duration of this study details data that were documented in the findings as
they supported the study’s comprehensiveness. The research questions were
concentrated on communicating the lived career development experiences of participants’
responses to EI and their perceptions of including EI in the career development program
curricula. The exploration of the study and analysis of data concluded and identified the
following result for the five research questions and/or themes.
Many participants are not aware of how and what the term “EI” constitutes in the
career development program. Their knowledge was demonstrated through what they
believed EI to be situated upon, namely collective discernment of personal knowledge,
personal feelings, others peoples’ personal experiences, and emotional control (personal
beliefs). Albeit that each of these characteristics compose, adjoin, and ground the
underpinning theory of EI in the career development program, they are perceived as the
root of influence in approaching personal, reflective development situations, rather than
professional career development situations. For that reason, these findings suggested that
the phenomenon or topic offers ground for further study.
The following particular trends emerged - participants revealed a lack of EI
training, training lacked curriculum of EI construct, and EI awareness is new and not
taught in the career development program. The general consensus is that EI development
is not used to influence the personal, professional, social, and emotional performance of
life and workplace functions, as well as their organizational relationships, which may
have had a positive effect if suitable awareness development and training of EI were
provided to participants of a career development program.
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CHAPTER FIVE: DISCUSSION, IMPLICATIONS AND RECOMMENDATION
Summary
The research aimed to provide awareness of the lived experiences and perceptions
of participants’ exposure to EI in the career development program. This research study
contributed to the extant body of knowledge by uncovering the underpinnings regarding
EI, as they are assumed and described by low-income participants and by discussing the
facts indicating that EI is not learned through career development training or career
development guidance. Collectively, the participants’ definition and description of the
term EI were situated on individual acumen and generally accepted knowledge.
Characteristically, EI is unperceived by low-income participants because it is not justified
as fundamentally beneficial in the career development program or at their level. The
respondents identified that EI discipline in the career development program is not
practiced; however, no one merely benefits from EI training (participants or career
instructional developers). One respondent stated:
I would have to say we are exposed to EI not because of our teacher um but
because ...everybody doesn't deal with everybody the same way and everybody’s
EI are not all in the same position so therefor it can be a challenge in this class
you know because everybody does have their own opinon about everything whether it’s what we are eating or anything so I think with that that is how we are
mainly exposed in this program.
Repeatedly, the participants described that career development program training
involves discussing what is not known to be EI topics from personal perspectives. In
addition, the participants believed that they would advance valuable skill sets from
obtaining EI training and that, by doing so, they would develop their EI knowledge base,
which would lead to improving their personal, professional, and career performance
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before reentering the workforce. The EI components instructed professionally in the
career development program used for developing participants’ were not identified.
Discussions and Implications
In this study, a total of 20 low-income participants were interviewed for the
purpose of discovering whether they had or have experienced EI skills development in a
career development program before the reintroduction into the workforce. In addition,
low-income participants’ perceptions of the phenomena were explored. A thorough
scrutiny of their understanding and ability to respond mentally was performed and noted.
The researcher’s focus was to disclose how individuals define the term EI, their
experience with applying EI, and how their experience with applying EI directly or
indirectly influenced their development of ability, performance, and organizational
relationships within the career development program. The researcher asked each low-
income participant the same seven corresponding questions and each question produced
different responses; therefore, the interviews concluded following saturation with the
20th career development program participant. The researcher directed semi-structured
and face-to-face interviews. Through the use of these forms, the researcher recognized
nonverbal indications and listened to verbalizations. Throughout the interviews, all the
participants appeared to be relaxed in manner. There were eight occurrences where the
low-income participants requested a question to be reiterated. Furthermore, there were
27 instances where the researcher was required to paraphrase a question. Eight out of the
20 participants had experienced participating in a career development program more than
one time within three years.
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Moreover, the interview questions inquired into career development program
participants’ feelings, ideas, and thoughts that were associated to whether EI comprised
any practical effect on their personal, professional, and business relationships in the
career development program. Significances of career development program participants’
lived experiences were positioned on positive, negative, and impartial viewpoints. In
general, all interviews were administered in an uncomplicated and thought stimulating
manner. As disclosed in Chapter One, no literature relative to the lived experiences of
low-income participants’ and EI was known in advance of the aforementioned
phenomenon studied.
While equating this research to current studies on the phenomenon, core findings
epitomized similarities and proposed that a broad preponderance of individuals can adapt
to emotional and social learning development processes that reveal the ability to display
resiliency in stressful situations (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger,
2011). Additionally, studies indicate that an estimated 30-50% of an individual’s ability
to obtain work-life successes is based on his/her ability to effectively use EI when dealing
with others (Goleman, 1998).
As a whole, this study confirmed that fundamental and prevailing sources which
proved the competence of EI to be a collection of gained knowledge by study,
instructions, or experience, specifying context and composition of encouraging
individuals to develop and improve understanding and support the account of committing
to learning and attaining goals (Emmerling & Goleman, 2003), which is significant to the
value and interdependence placed on organizational relationships in the workforce.
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In addition, the findings convey the participants’ understanding and perceptions in
a straightforward manner. All 20 interviews were administered face-to-face and career
development program participants’ facial expressions and body dialect when answering
the questions broadcasted a sense of interest regarding the phenomena of EI. In addition,
all 20 interviews impersonated a clearheaded personal temperament; such composure
identified credibility in their responses.
Nonetheless, when evaluating the data collected from interviews using the NVivo
10 application software, the themes identified informed career development programs of
the significance of EI at the low-income participant level. This enables career
development programs not only to acquire knowledge of business and academic
institutions that incorporate the context and composition of EI into their organizational
settings, but assures that EI competencies can be exercised as an influential link that
advocates for participants in advancing their personal lives and careers (Creswell, 2003).
Responses were favorable that showed EI awareness can affect perceptions of
participants to be motivated to learn how EI can affect their behaviors; such components
afford participants the opportunity to become self-sufficient, productive, and motivated
(Smith, Ciarrochi, & Heaven, 2008) before reentering the workforce.
This study showed the unfavorable condition that reduces the chances of success
or effectiveness, as well as the lack of EI in a DeKalb County, Georgia career
development program. For that reason, merging EI curriculum, training, and coaching
could extend organizations the opportunity to employ highly competent and strong-
performing individuals. As recognized by the respondents themselves: “I feel like EI can
get you to where you need to be and if you don’t have EI how are you supposed to
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succeed” (Participant Three). Simultaneously, participant five assented and conceived
that, “yes, I think that they can. Because they’re training us to go out to look for a job
and in that since they should also be teaching us to have a good attitude and to control our
emotions.” As a result, it is necessary that the perceptions of participants are taken under
advisement, included without question, and implemented as a construct of training that is
achievable for the demographic bracket. The section below indicates the analysis
supporting the implications transcribed from career development program participants’
results.
The research show that Pope (2000) made it known that improving career
development programs and developing the low-income people’s intelligence remains a
challenge for the federal, state, and local level policy-makers in the 21st century.
Because the research problem shows that EI research was shifted to examining EI and all-
encompassing traits and characteristics of transitioning information (Caruso & Salovey,
2004), the implication is that the existing gap in current theories reveal the opportunity
for career development program participants to practically learn from the bottom up to
use the interchanging and transitioning of information that business executives use (e.g.,
the practical use of emotional intelligence instructional knowledge; intelligence or the
science of using emotional intelligence). The structure of communication that business
executives administer within an organization is known to be conducted from top to
bottom. The implication is that decades of the structure of leaders’ communication
efforts developed difficulty for labor workers to communicate emotions effectively in
personal and professional lives and obtain valuable employment. To support
implications, Bradberry and Grevers’ (2005) work revealed that persons who run
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organizations have been provided the opportunity to define, epitomize, and illustrate how
the effect of EI supports them in communicating, improving and managing their own EI
skills. Goleman’s (1995) work revealed that labor workers were avoided giving the EI
construct. This research showed eight occurrences where the low-income participants
requested a question to be reiterated. Furthermore, there were 27 instances where the
researcher was required to paraphrase a question.
In Chapter Two, each emotional intelligence theories of research paradigms
indicated that using emotions to effectively communicate is a required skill for personal
and business relations. Perrella’s (1999) literature showed that the service industry
involved the ability to use communication skills effectively, to diversify operations, and
to use departmental coordination techniques to successfully build relationships. Bar-On’s
(1998) literature showed the desire to develop a measurement tool to understand social
intelligence and EI’s influences on individuals using their intelligence of emotions to
adapt in society. His paradigm included the awareness of individuals’ abilities to identify
and connect with others, maintain emotional responsiveness and composure, adapt to
other people, and use solutions to clear up personal and private communication problems.
Salovey and Mayer’s (1990) paradigm reintroduced the transformation of the social
intelligence concept, a noteworthy accumulation of research that proposed stimulating
information. The development of evidence indicated that the theory constituted a cluster
of distinguishing qualities and skills that did not consider the processes of learning or
measurements of standard personality (Emmerling & Goleman, 2003).
In an academic setting, EI has been known to prioritize the transitioning of
students’ thoughts and enable students to effectively communicate and use emotions to
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manage anxiety-provoking circumstances. Implementing that strategy to close the skill
and training gap in career development programs, low-income participants will require
direct application from the population of development professionals or mentors in career
development programs. Acosta et al. (1982) asserted that the talented, highly
emotionally intelligent, and highly skilled challenge gap of individuals encompasses most
low-income participants because they are underserved and characteristics of EI are
geared toward advancing non-minorities, middle class, and upper class people. This
implies that the confusion that inspired an agreement between Emmerling and Goleman
(2003) was to know the gap that existed between what is known about the concept of EI
and what needs to be known about the concept of EI. The chaos encircling this scheme
developed the need for researchers to identify the quality of this accusation by
discovering whether EI met intelligence standards, whether it was measurable, and
whether it was valid and teachable.
In his book, Multiple Intelligences: The Theory in Practice, Gardner (1993)
elaborated on his theory by discussing two specific intelligences that were of concern to
readers involved in the discussion of social intelligence - interpersonal abilities and
intrapersonal capabilities (p. 9). The interpersonal abilities defined people’s
understanding of others, their motivations, their business conduct, and their interactions
with others on the job. The intrapersonal capabilities defined people’s capacity to
accurately demonstrate abilities effectively in society (p. 9). Gardner’s (2006) paradigm
revealed that it is less likely that the issues regarding how intelligence is viewed revolve
around technological testing, but rather with the ways that intelligence is commonly
perceived. Because of that, he suggested that intelligence should be viewed according to
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“human intellect” in order to effectively improve methods of evaluating and instructing it
(p. 4). In addition, Gardner (2006) debated literary critics to scrutinize intelligence as a
mixture of approaches.
In this study, the researcher was the data collection instrument. Therefore, as the
data collection instrument, the researcher’s role consisted of several key aspects,
including constituting rapport with her respondents, focusing on context, providing
(2005) indicated that this method enabled the researcher to avail herself as an initiation.
This depended entirely on the researcher to proceed using a strict process transitioning
information of collecting and analyzing data, which was important when obtaining
detailed and conscientious information with regards to EI arising out of participants. This
method of information transitioning could be viewed as an example of Gardner’s mixture
of approaches for closing the existing training and knowledge gap. With the proper
training or development of transitioning emotional communications skills, low-income
participants of a career development program are afforded the opportunity to adapt to the
new way of thinking and practically demonstrate the same process of communication as
those of managers and leaders of a business as well as researchers. This showed a
trendsetting discourse given due to the consideration of individuals (Salovey & Mayer,
1990), provided the greatest current influential declaration of EI thinking that was
intended to explain facts that may inspired a confusion of innovative ideas without their
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keen interest in mind (Goleman, 2001), and disclosed the issues regarding how
intelligence is commonly perceived (Gardener, 2006).
In addition, eight out of the 20 low-income participants had experienced
participating in a career development program more than one time within three years.
This information implies that career development programs’ driven desires to replace
dislocated workers back into a workforce and meet or exceed the organizations’ tax credit
quota to continue receiving payments from local government agencies are led by
servicing the business’ needs instead of its participants. According to Pittas (1994), there
is a need to revise strategies for redeveloping career development programs because
individuals may not encompass empowerment as an unlimited societal purpose. This
approach does not make reference to entrepreneurship development, as entrepreneurship
development’s aim is to transform individuals to deal effectively with something or adapt
to society (Pittas, 1994). Entrepreneurship development is viewed as non-reflective and a
dejection of any unfavorable discussion. In contrast, empowerment acknowledges that
individuals have the ability to become a person who is capable of producing an effect on
or cause for change in society, and to advance with similar people headed in a similar
direction. Pittas’ (1994) literature revealed that this way of direction has the potential to
restore an individual’s dignity and renew their sense of inner worth. In other words,
individuals that participate in career development programs should be provided the
opportunity to take off a poverty-stricken persona and be emotionally empowered to
transition into a whole new person once more.
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Recommendations
In businesses and academic institutions, leaders and managers are given EI
management training on site. Undergraduates or graduates are provided with context of
construct and coaching mechanisms within an academic setting to help develop their
knowledge base, social/emotional skills, and abilities for the purpose of business
outcomes. For the most part, the overall EI training focuses on improving business
administration outcomes of goods or services provided to customers, decision-making
skills of management, and the ability of management to produce effective results (Clarke,
2006; Meier et al., 2006). Managers and leaders, specifically, are appointed to delegate
job responsibilities and make certain that workers properly conduct organizational
procedures and guidelines. Managers and leaders unintentionally neglect to offer EI
guidance to their subordinates because they solely practice what is considered appropriate
and established in their system of rules governing business development.
Such practices and training in the industry and organization varies. Overall,
organizations use EI training to maintain ethical business procedures, comply with laws
and regulations, and administer exceptional customer support services for the purpose of
retaining employees and provoking new business within their industry. However, the
data and literature that focuses on examining managers and leaders as they related to
attitudes, organizational performance, and relationships, is vast and largely irrelevant in
regards to EI for low-income participants in the career development program.
Generally, managers and leaders are afforded training that underlines EI, which is
suited to offer individuals with the talent to (a) be attentive of emotions as they occur, (b)
recognize emotions of others, and (c) control emotional indications and data (Robbins &
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Judge, 2008). For this reason, why not incorporate equivalent training for all participants
of a career development program? Integrating EI in a career development training
program would be of benefit to participants and all organizations in all industries.
Additionally, understanding that EI takes part in interchanging and transitioning
information is a pertinent role of dissecting perception communicated and how an
individual displays conduct and interacts with other (Goleman, 1995; Zeidner, Roberts, &
Matthews, 2002). If given the EI construct, low-income participants will improve their
ability of interchanging and transitioning information effectively and motivation on
performance in the career development program, which will, in turn, influence healthier
relationships in the workplace.
In addition, the significance of incorporating EI education in the career
development program affords low-income participants with the benefit of procuring a
new and distinct assortment of skills that will support developing both their personal and
professional conduct. Recommendations for categories in which the training of EI
components should be considered at the low-income participants’ level are (a) self-
awareness, (b) self-regulation, (c) motivation, (d) empathy, (e) social awareness, and (f)
interchanging and transitioning of intrapersonal skills.
By providing EI context from an emotional awareness level of interchanging and
transitions intrapersonal skills, low-income participants are given the opportunity to
precisely perceive the emotions of both the self and others. Additionally, it allows
participants to link the self-control of their emotions to various dealings of organizational
situations. Furthermore, EI induces individual achievement of confidence and elevated
morale. Once an individual acknowledges the significance of purpose and value, they are
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deemed satisfied and more content. Weisinger’s (1998) literature revealed that content
individuals are more likely to construct better relationships by improving three significant
interpersonal abilities - (a) meeting one another’s needs, (b) interconnecting with one
another, and (c) reciprocating one another’s perceptions, ideas, and thoughts. These
abilities are fundamental to building a solid, constructive relationship by striving to meet
the needs of others. However, EI is a pertinent competency and the actual state is a skill
which is, to a great extent, affiliated with how an individual communicates, behaves,
reacts, and interacts with others.
These sub-topics which ground the phenomenon can be taught and discussed in a
straightforward manner using course work training and support per direct interaction of
leaders to individuals at full length of time required for development of business
positions or character execution (Goleman, 1995).
In addition, the research underpinning this phenomenon should be directed.
Research which focuses on participant course development curriculums is underscored
solely on participants’ EI training. Various training, in the same manner as instructional
context course work training in the career development program, enables participants to
frequent a coordinated curriculum of self-directed interchangeable online curriculum,
which would afford participants the opportunity to comprehend EI in measurable steps
used for further evaluation.
Because EI models only consider the ability to identify, assess, and control one’s
own emotions, the emotions of others, those of groups (Goleman, 1995), and the
characteristics of transitioning information (Caruso & Salovey, 2004), it may not be
possible to directly model the effect of EI without the intrapersonal facilitation of self-
81
image intelligence (SII). I refer to and introduce this concept as the capacity of
individuals to comprehend how interpersonal communications emotionally provoke their
own intrapersonal abilities and regulate emotional information to retain identity. This
involves recognizing and accessing how perception is communicated to provoke
emotional response and shape perception. Self-image intelligence is the ability to
recognize and wait out emotional response to the emotional pressure applied during
interpersonal communications that indirectly or directly manipulates individuals’
decisions or actions to conform to or affiliate self with others’ perception before
affirmation. This is brought to the forefront because of the emerging theme of
participants’ mocking others’ abilities and attributes for the purpose of using other
people’s thoughts, actions, ideas, and feelings as their own or to identify their own.
The model that I sourced the concept of self-image intelligence is named
C.L.A.R.I.T.Y (Clarify how perceptions of Language persuades Affiliation through
Recognition of emotions provoked using Intelligibility to measure Thoughts before
Yesability).
The concepts of self-image intelligence encapsulate seven elements.
Clarity, the first component of the self-image intelligence theory: Using self-image
intelligence means that one intentionally seeks to clarify communicated perceptions while
directly conscious of identifying how to not affiliate self with the various quality of
perceptions communicated before emotional response. One understands that responding
or reacting promptly to the impulse of provoked emotions without precisely accessing
perception communicated weakens control of identity, confidence and decision making
ability. If one effectively understands what is communicated, one can respond with the
82
confidence needed to make their own decision. It is an opportunity to improve
intrapersonal skills, which are of emotional management skills demanded of leadership in
the workforce. According to Emmerling & Goleman (2003) this theory aims at
understanding individuals’ perceived emotions, recognizing emotions of others, making
use of emotions, and controlling emotions that foretell and support individual growth.
Language, the second component of Childs’ Self Image Intelligence theory:
Through actively listening to and accessing how language of perception is conveyed or
expressed, one directly knows that their decision of outcome is not intentionally
compromised. Before active listening, one has disciplined self to accept and understand
that the perception of language conveyed by others is not to be claimed as one’s own
perception. By maintaining decision making authority and actively refraining from
initiating hasty decisional outcomes, leaders can quickly foster effective emotional
information transitioning and creative problem solving. Cherniss et al.’s (2006) literature
affirmed that these EI theories include a wide range of intelligence that encompasses the
awareness of and management of one’s own emotions, while simultaneously
acknowledging and managing others’ emotions as well.
Affiliation, the third component of Self Image Intelligence Theory: The ability to
intentionally seek to know whether or not the language of perception communicated
manipulates one to associate self and abandon identity. This ability examines
methodically whether or not communicated perceptions informed, persuaded, or
entertained provoked emotional response. Proficiency determining how one connects
self with other peoples’ thoughts, ideas, feelings, interests of perception independently
and quickly improves leaders’ intrapersonal and decision making abilities. This
83
information defends how Humphrey (2002) gave credence to emotions playing an
important part in how behavior, decision-making abilities, and individual tendencies
affect how an individual interacts with other people.
Recognition, the fourth component of Self Image Intelligence Theory: This ability
intentionally seeks to know and use ability to recognize, comprehend, and determine how
the language of perception communicated provoke emotional response. If, at this
moment, one rejects the recognition of identifying how communicated perceptions
provoked emotional response, the authority of leadership perception and ability to make
decisions effectively becomes irrelevant. In general, this component of self-image
intelligence demands that one recognizes and considers whose perception of decision will
determine response or outcome according to the situation; not give authority to others’ to
validate perception of decision in any situation. This information affirms the literature
that Holian’s (2006) reported regarding the ability to precisely judge and identify with the
influence of emotions is critical to recognizing the necessary information that is required
to effectively prioritize decision-making skills.
Intelligibility, the fifth component of Self Image Intelligence Theory: This ability
intentionally seeks to reflect on and measure the decision of emotional response to
perceptions communicated. This thought thinking expression clarifies the quality of
effectively comprehending and communicating one’s own perception of provoked
emotional response and others’. The decision to use one’s own or others’ perception of
emotional response is determined. If, at that moment, one does not precisely access
understandability of one’s own thinking and decision of emotional response to perception
communicated by others, leadership attributes, such as the ability to successfully think for
84
self (intrapersonal skills) or rationally make own decisions is compromised and useless.
This information confirms Salovey and Mayer (1990) claim that EI is vital to realistically
making decisions with a sound mind.
Thoughts, the sixth component of Self Image Intelligence Theory: This ability
intentionally seeks to think and process feelings, opinions, impressions, and intentions of
decision based on language of perception communicated and directly know that one’s
own thoughts, emotions, and decisions formed emotional responses. This thinking
process predefines that one controlled and used their own emotional response and
maintain identity.
Mayer et al. (2004) conveyed that the definition of EI consists of the competency
to discern emotions and use those emotions to advance understanding, which includes
precisely noticing emotions, connecting with emotions, and developing emotions in order
to facilitate the effectiveness of thinking, to make sense of emotions and emotional
learning, and to consciously manage emotions in order to advance emotional and mental
development.
Yesability, the seventh and final component of Childs’s self-image intelligence
theory, which links effective decision making and leadership characteristics. This ability
intentionally seeks clarity of perception communicated and is confident about using one’s
own decision making authority to influence one’s own emotional response of
understanding before affirming others’ perception communicated. Consequently, the need
for individuals to use others’ thoughts, feelings, ideas, perceptions, or lived experiences
to identify their self-image is useless. Clarity is obtained by evaluating language of
communicated perceptions before affirmations. If one immediately affiliates self with
85
and affirms other’s perception communicated the identity or self-image is affected,
concealed, or suppressed by the identity of others’ languages of perception
communicated. This situation prevents leaders from developing. Boyatzis et al. (2000)
defined EI as one’s ability to notice when an individual displayed the understanding that
comprised a clearer perception of their personality, take on responsibility for one’s own
behavior, manage how one’s ability responded to change, and socialize and communicate
appropriately with others at the right time and place to produce intended outcomes under
any given circumstances.
The self-image intelligence theory is worthy of acquiring EI theoretical
identification because it facilitates the use of mental competence processes of learning,
interchanging and transitioning personal, business, and career information standards, is
definitively connected to the term used to express intelligence and emotion (Mayer et al.,
2004) and it candidly considers the significant groundwork, opposed to the nature or
attributes to be worthy of acquiring the identification of EI (Caruso & Salovey, 2004).
The significance is to accommodate individuals with the precise contextual construct to
directly practice being conscious of how to use emotions to manage the events, objects,
thoughts, and emotions that identified affecting decisions and perceptions required for
understanding the language of communicated perceptions, it restores dignity and inner
self worth. The researcher’s paradigm included a practical contextual construct of
awareness enabling individuals’ abilities to identify and understand perception of others,
maintain emotional responsiveness and composure (identity), adapt to other people
perception, and clarify understanding for solutions to clear up personal and private
perceptions communicated. Caudon (1999) purported that decision-making abilities and
86
management of those abilities reflect the result of one’s EI level. Based on that collective
evidence, the supportive statements designated at the end of each self-image intelligence
component could influence one to believe that the self-image intelligence closes the gap
that existed among the theories discussed. The self-image intelligence theory practically
closes the gap that exists. Emmerling and Goleman (2003) asserted that a gap existed
between what is known about the concept of EI and what needs to be known about the
concept of EI. What needs to be known about the EI concept is the practical theory of
self-image intelligence (intrapersonal information transitioning), individuals practically
clarifying language of communicated perceptions through comprehension of how not to
affiliate self with others’ language of perception communicated for the purpose of
identifying self with others thoughts, experiences, emotions, ideas, objects and retaining
one’s own identity.
The recommendations discussed is the applicable direction for approaching
emotional intelligence developing of career development program participants. The self-
image intelligence term and the C.L.A.R.I.T.Y. model defined as a theoretical concept
and a social phenomenon provides a framework for future intrapersonal communications
skills studies. Also, the model provides other directions for measuring participants’
intrapersonal communications experiences and actions performed in response to such
career development program training.
87
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This research proposes to include the following of semi-structured questions
1. What is your definition of the term, “EI?” How would you describe it?
2. Based on the term you used to define and describe EI, do you think you are
exposed to EI in this career development program? If so, how would you give
description to your exposure of it?
3. Do you believe that EI involves learning how to manage self and others
emotional behavior that can be learned through career development training?
Why? Please be specific.
4. How would you describe the influence of EI on your self-esteem, ethics and
motivation as you prepare to reenter the workforce?
5. Describe how EI has developed you to meet career development program goals,
job search, and personal objectives before reentering the workforce?
6. Describe how EI has influenced your career development program relationships
before reentering the workforce?
7. Describe how you believe that a career developer in this career development
program would give description to the concept, “EI?” How different do you
believe the career developer’s description is from yours?
8. In the last three years, how many times have you participated in a career
development program?
99
1- 1 time
2- 2 times
3- 3 times 4- 4 times
5- 5 or more times
9. What is your age?
1- 18-24
2- 25-44
3- 45-64
4- 65 years or older
5- Undecided/Refuse to decide
10. What is your highest education level?
1- GED
2- High school graduate 3- Some College
4- Associate degree or Bachelor’s degree
5- Master degree or higher
11. What is you gender? 1. Male
2. Female
12. What is your highest job level in your field?
1. Entry Level 2. Mid-Level
3. Senior-Level
4. Manager- First Level
5. Manager-Mid-Level
6. Manager-Senior Level
The following question is optional.
13. What is your ethnicity/race? 1- White
2- African American/Black
3- Asian
4- Indian
5- Other
Thank you for your time and cooperation.
100
APPENDIX B
Participant Demographics
101
APPENDIX B
Participant Demographics
Table 1
Participants Demographics
Participant Gender Age Bracket
1 Female 18-24
2 Female 18-24
3 Female 25-44
4 Female 25-44
5 Female 25-44
6 Female 18-24
7 Female 18-24
8 Female 25-44
9 Female 18-24
10 Female 25-44
11 Female 25-44
12 Female 25-44
13 Female 25-44
14 Female 25-44
102
15 Female 25-44
16 Female 18-24
17 Female 25-44
18 Female 18-24
19 Female 25-44
20 Female 25-44
103
APPENDIX C
Interview Question Number 1
104
APPENDIX C
Interview Question Number 1
Interview Question Number 1 (Node A: EI Definition).
What is your definition of the term, “EI?” How would you describe it? The purpose
of question 1 was to learn how the participants defined the term and to confirm their
knowledge, perception and experience of the term.
Participant Number 1 was a female within the age bracket of 18-24. She stated,
I think my definition of emotional intelligene would be that....you know you are
not suppose to use it in a sentence but its intelligence of your emotions. How
keen are you on your emotions? How do you know how you react in a certain
situation with your emotions?
Participant Number 2 was a female within the age bracket of 18-24. She stated, “I don't
know much about emotinal intelligence....trials that you go through to help you develop
or just go through life in a better way. its just depend on what you go through life.”
Participant Number 3 was a female within the age bracket of 25-44. She answered, “I
don't know.”
Participant Number 4 was a female within the age bracket of 25-44. She answered, “I
feel that it means when you are not emotional capable of making positive thinking
decision making.”
Participant Number 5 was a female within the age bracket of 25-44. She answered,
Um....I would think my definition of the term EI is having the knowledge of when
how to use your emotions and how to use your emotions in a certain environment.
I would describe EI as um as the feelings of being happy, sad or angry.
Participant Number 6 was a female within the age bracket of 18-24. She answered, “Um,
really mine is just ahh, what you think about...how intelligent you think you are, to me so
...hmmm I don’t know how to word it. I don’t know.”
105
Participant Number 7 was a female within the age bracket of 18-24. She stated,
My definitions of EI would have to be mostly controlling your emotions and being able to express your emotions. ...I would say I'm pretty aware of my EI. I
know that um you know like when I get mad and everything, I know that there is
another way to handle it beside yelling or cursing or fussing or fighting. But my
first instinct is to react negatively even though I know that I'm not supposed to.
Um but I quess controlling it is kind of a problem.
Participant Number 8 was a female within the age bracket of 25-44. She responded,
Just being aware of your emotions and knowing more about yourself emtionally
and how it affects you physically. Just being in certain situations watching how others act physically and emotionally... body movement, you know, face gestures
and things like that.
Participant Number 9 was a female within the age bracket of 18-24. She said, “Being self
awear of your emotions what make you angry; what makes you sad. Ahh, really just what
control your emotions.”
Participant Number 10 was a female within the age bracket of 25-44. She stated, “EI, um
I describe it as being able to control your discisions... you know being confident you
know with whatever your decison is.”
Participant Number 11 was a female within the age bracket of 25-44. She answered, “I'll
say EI is basically based off your behavior whereever you are at and what your
environment and who is there to provoke you or not.”
Participant Number 12 was a female within the age bracket of 25-44. She said,
Well my definition of the term EI is, I guess trying to see, actually I don't know the actual definition. But I'm thinking its trying to determine something close to
like your IQ and I will describe it as um the way you act and the way you perform
emotionally.
Participant Number 13 was a female within the age bracket of 25-44. She said, “EI is ah
being able to handle stress at a conflict time. Just like I said being able to handle your
emotions at a conflict time.”
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Participant Number 14 was a female within the age bracket of 25-44. She responded,
“Um, I think when you, um, know how to do things and, um, when you know how to do
multiple things or if you, um, have the ability to do different other things like different
things.”
Participant Number 15 was a female within the age bracket of 25-44. She said,
Well EI means, well to me means um trying not to show your emotions and um...
well I will describe it as being well if your in a situtation with um one another
instead of expecting your emotions all the time go about being intelligent and showing that you can walk away from whatever the situation maybe.
Participant Number 16 was a female within the age bracket of 18-24. She said, “My
Definition of EI would be how you carry yourself in any situation or how well or bad you
may carrry yourself in any situation. I don't know.”
Participant Number 17 was a female within the age bracket of 25-44. She said, “Um, I
have never heard of it before. But from the two words I'm assuming it means knowing
your emotions, being in control of your emotions. Being able to handling any situation
without letting someone else control you.”
Participant Number 18 was a female within the age bracket of 18-24. She responded,
“EI I would say how smart you are with your emotions. Being able to contain yourself in
the best and worse situation.”
Participant Number 19 was a female within the age bracket of 25-44. She stated,
Um, my definition of EI is, like when your around people. Like how you carry
yourself when you are around people like explaining yourself to people when they
ask you questions. How to um, answer your questions back right. Its like, its an
important thing to me because that how you can get good jobs and that's how
black people get to show themselve with um EI in order to get their own life and haveing their own business and everything.
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Participant Number 20 was a female within the age bracket of 25-44. She said, “My
definition would be how to, how your emotions effects things that happens in life,
basically.”
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APPENDIX D
Interview Question Number 2
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APPENDIX D
Interview Question Number 2
Interview Question Number 2 (Node B: EI Exposure).
Based on the term you used to define and describe EI, do you think you are exposed
to EI in this career development program? If so, how would you give description to your
exposure of it? With the exception of Question Number 2, which asked if the participant
thought he or she was exposed to EI, the remaining questions were open-ended.
Participant Number 1:
I have not been exposed to many things at all. So I know that I could'nt give a
discription we talked about it in orientation that we would have classes to become aware of our emotions on EI. But far as.. you know besides yourself telling me
about it.... I really don't know.
Participant Number 2:
I would say sometimes...not a lot...but yea. Exposure, yes my teacher is great. As
far as her explaining what she has been through in life and helping through her
emotions she is much of a good example and that what's helping me right now to
get to my EI.
Participant Number 3: “I would say no.”
Participant Number 4: “No. If so, if I were, I think that they should offer more help and
assistance with us returning to the workforce.”
Participant Number 5: “Are you meaning expose me or are they teaching us the skills that
we need? I say, um...I mean no.”
Participant Number 6:
Um no. Not much. Um we go over...we go over um you know our emotions and
um I quesss its kind of like our EI. It just getting to know our feelings and um... I don’t know how to word it. Um just getting to know our feelings more. Um... but
like more aware I guess more aware of our feelings and emotions. so um with the
awareness its bringing like our intelligence out. So that's about it.
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Participant Number 7: “I would have to say we are exposed to EI not because of our
teacher..... but because every has their own opinon.”
Participant Number 8:
No, not really. I mean we don’t get much here. They just maybe throw an
emotionally intelligence you know subject out and then you just got to give answers. But really they don’t do nothing but just sit you down. I think they
should have more.
Participant Number 9: “Um, not, I don’t think so. I wouldn’t because I have not
experienced nothing yet.”
Participant Number 10: “Yes, because I am around a lot of people. Just dealing with
people you got to have um EI.”
Participant Number 11:
Um, I say yes and I say no because it depends on how is your nature and who is
around you, if you allow someone to provoke you and you act on it, it’s on you. If you just keep to yourself and go about your day you will be fine.
Participant Number 12:
Yes I think that I am exposed to it in this program because they do several test um and you know different little project trying to determine how you would be on the
workplace. You know try to... they do survey’s and test asking us how would we
perform on a job, like that.
Participant Number 13: “I have not been exposed to it here, in this program.”
Participant Number 14:
I guess it’s all like teaching me how to um...go out in the work area knowing what I need to know in the work are so I can receive um a better career, more pay and
just get a better job.
Participant Number 15: “Um no not as of yet. I have not been exposed to it.”
Participant Number 16:
I mean this is my first week in this program so in this facility well, in, do you
want me to speak on the last facility? Um well yes, I think it was exposed to EI a
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lot because some of the directors they were very opinionated and I had to learn
how to absorb it and not feel targeted or get emotional about what they were
saying or try to defend myself when I know a situation went the right way and they are trying to tell you what they feel you did in that type of way.
Participant Number 17: “Um they don't really teach how to handle emotions... they just
pretty much ask you what your skill set is...so far from what I have experienced.”
Participant Number 18: “Um no, no. No not really.”
Participant Number 19:
Um I, I think um, half of it I think I am and a little I think I'm not. Because it’s
kind of a little new to me so I have to get the feeling of being emotional
intelligent towards people because I never had that, this my first time having this
experience. So once I get use to that experience I think I would be a good
candidate for it.
Participant Number 20: “Not really as much. It’s not as much as it should, but no.”
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APPENDIX E
Interview Question Number 3
113
APPENDIX E
Interview Question Number 3
Interview Question Number 3: (Node C: EI Development).
Do you believe that EI involves learning how to manage self and others emotional
behavior that can be learned through career development training? Why? Please be
specific. Question Number 3 concentrated on understanding participants’ perception of
whether or not EI component of managing self and other behavior can be developed
through a career development training program.
Participant Number 1:
I do. Because where I have worked before I have noticed that they just don't
throw you into managment. You have to build yourself. You have to learn exactly
how to become a manager...so when I told you I don't know its because I am
immature in some ways. Its because I know I let my emotions get the best of me. I
know that I want to be friends with everybody. I know that certain siutations I would think personal instead of business. So you would have to be trained. You
would have to have somebody more skilled in that area in order to develop
yourself. Because if you did'nt you would have to have great self-awareness.
Participant Number 2:
Yes. Um, they said it can be learned. When you see examples it helps you want to
become...of course be yourself but become more like the other person that do
have good EI. So I would say yes. So see example; follow. Just self not others
emotions.
Participant Number 3: “I feel like EI can get you to where you need to be and if you don’t
have EI how are you supposed to succeed.”
Participant Number 4:
Yes. You can learn a lot from another. But one person might withheld and when
returning to the workforce you might find something you lack in the other person. So I think that everybody play a part when returning to the workforce when
pertaining to EI.
Participant Number 5:
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Yes, I think that they can. Because um their training us to go out to look for a job
and in that since they should also be teaching us to um have a good attitude and to
control our emotions.
Participant Number 6:
Yes. Um I think its a good thing because you need to be able to know yourself.
Some people don't really know themselves to well. So um getting to know yourself and getting to know what your good at and um the challenges you have
as a person, it helps you out so your able to help others out also.
Participant Number 7: “Yes. Um because like I said some people responds differently to
everything...well different situations.”
Participant Number 8: “Yes. Because if you learn how to you know manage your
emotions and others aroud you you want get mad so easily you want react to other
emotions so easily you probably help them.”
Participant Number 9: “Yes. Ahh, because it will have you more aware of yourself and
you know you will be able to..you will know how to deal with folks that comes across
your path, so.”
Participant Number 10: “Yes. I do. Because in life you got to be able to control your EI
throughout life in the workforce. Like you know just dealing with people in genera life.”
Participant Number 11:
I'll say yes, because you have to learn to work with everyone else and the
environment and if everybody is mad and have a stank attitude you will not be
able to do any type of production because its just going to be how their attitude is
and how the environment is.
Participant Number 12:
Yes. Because a lot of people don't know that the way that you act emotionally
determines your success in your employment and I believe that if they can teach them that, you know, people understanding themselves first. Then they will be
able to understand what is required of the employer and how they you know how
much they will accept and how much they will not accept they will know
themselves.
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Participant Number 13: “Yes. Just to be able to learn how to handle myself a little bit and
not stressing out over little problems.”
Participant Number 14:
Yes. Um, actually it helps me personally. Like to be to myself or if I have a
questions or if I don't like somebody or if somebody does not like me don't respond just keep it moving just focus on what I need to learn and just move on.
Participant Number 15:
Yes, because um you have to be able to control yourself before trying to help others because you never know what the next person is goin through. So, you
have to show your intelligence in whatever the situation maybe for the nesxt
person.
Participant Number 16:
Yes I do. I feel like in career development or in this program period you are going
to meet different people with different personalities with different opinions. Some
people may be a little bit more aggressive than other, a little bit more opinionated
than others but you have to; I have to learn how to take carry myself and be able to take whatever somebody said and not turn it into a negative. You know
sometimes it can be a positive situation because that is something that I may have
not known about myself but I wouldn't get defensive about it. You know I will
keep it in and Ok you know I would be like ok thank you. You know, I'm
guessing that that is something I didn’t know about myself and I am glad you were able to tell me, you know.
Participant Number 17:
Yes, it should be. I think emotions play a big part in how far you go in our career. A lot of people get up set about certain things. A lot of people take things
personally that is really are not personal. So yes, it should be.
Participant Number 18:
Yes. Um I feel like...it is something you learn because at one point I would not
have considered listening to what the definition was or whatever it mentt and now
I kind of feel like I am kind of emotionally intelligent. I just don’t call it that I just
call it like being able to endure a lot.
Participant Number 19: “Yes, I do believe that. Because that's how we can own our own
businesses and how we can proceed in life how we can get things that we want.”
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Participant Number 20: “Yes. Um, I believe it would helps us move further or get further
in life. Like with a better understanding of it.”
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APPENDIX F
Interview Question Number 4
118
APPENDIX F
Interview Question Number 4
Interview Question Number 4: (Node D: EI Influence on Emotions in a Career
Development Program).
How would you describe the influence of EI on your self-esteem, ethics and motivation as
you prepare to reenter the workforce? Question Number 4 focused on understanding
participants’ perception and experience with EI and its impact on their self-esteem, ethics
and motivation in a career development program.
Participant Number 1:
I would... and the most-craziest thing is the way I lost my job. It was basically
because I didn't think before I spoke. Because I was under so much stress and I
didn't care...I would have to reprogram myself completely and analyze things and
actually think something through besides acting off of the emotions that I’m
feeling at the moment. So I would have to basically change my whole way of being.
Participant Number 2: “I would say...I mean I'm really not sure how to answer that. I'm
so sorry. That is a good question that I probably do need to work on.”
Participant Number 3: “I'm a people pleaser. I'm going to tell you that now and I don’t
know how to get out of that. I let people run over me.”
Participant Number 4: “Not so much in here maybe if I was to step out and try another
non-profit organization to help me then it will probably will be higher, but here I will say
low moderate.”
Participant Number 5:
Now, no I mean that's like question two., it's not. Not right now not in the class we are in. As saild before it's not being utilzed right now so I can't um. Um I
mean it's not being, it's not an influence to me right now so I can't utilize it.
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Participant Number 6: “Um...I believe it is. I think its just more awareness of it. It needs
to be done...taught.”
Participant Number 7:
Um yes. I would have to say yes because sometime I guess with when different
speaker....they influence you on different emotions on how your felt about something... they make you think about certain things. Whereas I don't think we
have like a curriculum where we do this on a daily basis for it to really help.
Participant Number 8: “From much of what I heard, they don't really teach you much.
They mention it but its not like a subject which I think it should be.”
Participant Number 9: “Uh, how would I describe. I’m not sure.”
Participant Number 10: “That one got me stuck. Um, um stuck on that one.”
Participant Number 11: “Um, I don't know.”
Participant Number 12:
Well actually in my situation, I will be interested in EI. Because I am trying to
figure out why I cannot sustain employment because it’s a lot of things, you
know, that I feel that I have done incorrectly in the employer’s eyes but I thought
was correct in my eyes. And if I am taught you know whatever the necessary tools
that I need to understand then I believe I will be more successful in the work environment.
Participant Number 13: “I know I may not know too much about EI. This is the first time
that I actually just would have heard about it. So, I am trying to learn more about it.”
Participant Number 14: “It actually help, um I mean like my stress level. I just don't let
nothing bother me.”
Participant Number 15: “How would I decribe it? I would decribe it as being excellent.
um, yeah.”
Participant Number 16:
My self-esteem is very high. I am not self-conscious or I don't be easily, um, for
someone to tell me about myself or something I get offended. Um, I have a lot of
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self-esteem. Um. And I think it will be a bonus when I go out into the workforce;
again reenter the workforce. I feel like um that is one thing that would keep me
motivated. Also, with me having children that something I can pass on to my children and I can be a strong influence in their life.
Participant Number 17: “Um I think if you are emotionally intelligent um your self-
esteem should be fairly high because no one can get you out of your element if you are in
control of your emotions.”
Participant Number 18:
I think that like how I am right I feel like I mean there is a lot more to go because
um I still bring my emotions to work. Sometime you know I still... I cannot just
go through the day without putting all my emotions into everything. Because I am
really an emotional person. I think the more emotionally intelligent I get the
higher my self-esteem will go.
Participant Number 19: “Um, my influence is being like, having a person that shows me
and being around a person that knows and that I can learn from and grow from it.”
Participant Number 20: “I mean it plays a big part in it, but um. I can't really describe it
thought.”
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APPENDIX G
Interview Question Number 5
122
APPENDIX G
Interview Question Number 5
Interview Question Number 5: (Node E: EI and Personal Development).
Describe how EI has developed you to meet career development program goals, job
search and personal objectives before reentering the workforce? Question Number 5 was
established to explore participants’ experience with EI and how it has or has developed
their ability to meet daily program and personal objectives.
Participant Number 1:
So far all I can state is personal objective. Because I have not been in the program
that long…only in orientation. What I have learned from orientation and personally from being out of work, not having income and depending on others. I
learned that you have to depend on self, first. I have had enough time to sit back
look and analyze and replay the situation of me losing my job over and over and
over again in my head... analyzing things that I could have said better or I could
have done better or I could have not done at all. So, I would have to focus on a better outcome; focus on a different emotion; focus on trying to be a better me.
Because I notice at the end of the day everything falls on me anyway.
Participant Number 2:
I'm really not very much good with EI. But um, I just go over basically what I
been through in life. So I just take what I have been through in life and learned
from other people, basically. Um, I have been down before so I try not to get back
down or have the negativity surround me. So learning that and what I been
through I just keep it positive for the next opportunity.
Participant Number 3: “I feel like it hasn’t because I have not had a job since 2014.”
Participant Number 4:
To want to become self-sufficient, number one. Yes, because of what the program
offering us is...I think is a metaphor. They give you these rule and
regulations…oh you can't miss more than two excused absents but at the end of
the day we all are still people who have outside personal life that you have to handle besides coming here. Oh you know... for one thing I think its lack of time
management.
Participant Number 5:
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Um...I mean even though the things isn't being taught here as far as EI. I mean, I
personally have been to college and been graduated high school myself so um, I
have a lot of knowledge of um how to um use my EI for myself. So um, I basically just try to keep a good attitude whenever I am looking for a job. I try not
to get disturb when I get turned down I try not to get distrub Just continue looking
and keep a good attitude.
Participant Number 6:
Um, I think it helps you out better at knowing yourself. So when you’re going on
a job interview your more aware of what to do, what to say and what you want to
do in life. So um and how to talk to people.
Participant Number 7: “Um that's kind of hard. I really don't know how to answer that
question.”
Participant Number 8: “It hasn't. Um I hav'nt been hear that long and they really don't
speak much of EI. They just throw up a topic and discuss it until they let you go home.”
Participant Number 9: “Um, I know being here uh, I learned to open up and talk because
I'm more of a... kind of more to myself. So being here has taught me it’s ok to voice my
opinion.”
Participant Number 10:
Well at first I had to understand what EI was and once I understood it and you
know that what helped me because I didn’t have EI at first. But um it help me
cope little thing that I was missing like interviews and people and just little stuff
like that.
Participant Number 11: “Um, I'll just say like to have the proper training and proper
education and just to be prepared to do what I have to do to get back into the workforce
again. I'll say yes, it has.”
Participant Number 12:
I believe that it will in the in the future help me by like what I said by helping me
understand myself...But I believe it will help me in the workforce because like I
said I will be able to understand my personality and the things I will accept and
the things I will not accept and what is required of the employer.
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Participant Number 13: “It has not help me at all right now because I do not know too
much about it.”
Participant Number 14: “Like about the classroom. Like if the developer, like, ask me
something I just do what I need to do in this program. I don't let anything stress me out.”
Participant Number 15:
It has help me as far as job search comes about. When you dealing with different
people and everybody has their own emotions so you have to set that aside and be the um intelligent one out of the situation and try to overlook all the obstacles and
strive for the best.
Participant Number 16
Um, I have been offered a good amount of positions being in this program....but
because of my situation...I couldn’t take it. but I feel like my presence, in my
opinion, when somebody meets me is what helps me get my job or how I carry
myself or the way I may speak to certain people. You know, depending on their
opinion or I don't know how they feel but I get a lot of jobs offers so I guess I do pretty well.
Participant Number 17:
I definitely feel that there is a lot more that I could learn to help me get further as far as a career. Because something I probably do take personal when its really
business...I could probably do better if I didn't allow that to happen.
Participant Number 18:
I think it helped me like um being able to make the best out of the situation. Like I
am not always going to work at the best place. I am not always going to be at the
place I want in my life. But I know that there is a ...I am here for a purpose.
Participant Number 19:
Um, I would say job search goals. Yes the reason why I say it prepared me to the
goals of job search and stuff is because I know when I go to a job interview and I
would know what to expect and I would know what to do.
Participant Number 20: “I have not really be exposed to EI so this will be me. It's new to
me, so.”
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APPENDIX H
Interview Question Number 6
126
APPENDIX H
Interview Question Number 6
Interview Question Number 6: (Node D: EI Influence and Relationships).
Describe how EI has influenced your career development program relationships before
reentering the workforce? This question was established to examine participants’
understanding of EI influence in a career development program and whether EI is used to
develop, create or devalue relationships in a career development program.
Participant Number 1:
Well, so far, I’m more aware of myself and how my emotions are triggered. Like
being in orientation it was certain things that people in there were doing that I usually blow up on that I had to sit back and analyze myself and like basically you
know like maybe she's not in a good mood or maybe this isn't their day. But
instead of reacting how I usually would react I had to bring myself back into
character and analyze the situation and just kind of fall back.
Participant Number 2: “I find myself much happier, calm, collective and undefeatable.
I'm very much more confident in speaking and interacting. However, very much
confident.”
Participant Number 3: “I don't know. I don't know.”
Participant Number 4: “So you won’t have to solely depend on government assistance
program.”
Participant Number 5:
Yes. I think so because we're having to call in um like a real job. We have to call
in if we are going to miss days or be absent or um well basically be absent you
have to call in to see. Like a job. You can't miss work and don't call your
manager. So, yea, so you have to have um time management to ah ensure that you
keep your job. Communication...you have to communication with your employer.
Participant Number 6: “Um, I don’t know.”
Participant Number 7:
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Yea, like being here it helps me to; because all of the different people and the
different personalities sitting in this classroom everyday, be able to control my
own emotions and to be able to respond um in a positive way rather its somebody negative or rather they are giving a compliment either or. Like I have to learn how
to respond in a positive way and I think this class helps because of the different
personalities and the different questions that we are all going through or like the
different positions thatsome of the ladies are in just could help other people. Like
you never know your sitatuation may be the same as somebody elses and maybe slighly the same and it helps you to be able to advance. Like ok maybe I’ll try a
different route instead of doing what she did because it got her where she's at.
Participant Number 8:
Getting us ready to go in with the other people that has already been here for a
while. So you can be emotionally aware. You got to be more emotionally aware
of your attitude, your facial expressions could trigger another person.
Participant Number 9: “Um, basically the same thing, I'm opening up a little bit more
than all my years of living, so.”
Participant Number 10:
Well it helped me open up and I was not a people person at first and it got me
from one position to another and it encountered me to move up in life in a lot of
ways like now that I can reflect back on it and know what EI is.
Participant Number 11: “I'll say it has starting to mence some of my relationships, learn
how to listen more and understand other people emotions.”
Participant Number 12: “I don't know. ...at this point, yes, the little that I know about it.”
Participant Number 13: “No, I have not had any experience with EI.”
Participant Number 14: “Um, it makes sure we get out there and better ourselves.”
Participant Number 15:
It has influence me a lot by finding the need to...being able to control myself first
before stepping out or whatever. I have to keep it in mind that everybody are
going to have their own attitudes...so I have to find self-control before I am able to go forward.
Participant Number 16:
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It makes me, um. I am lot more aware now. And in the programs that I have been
in really helped me. You know, I went into it thinking ok, well, I don't know how
this can help me you know going to this class or doing to this class or meeting with this person or you know what I mean. I don't understand how that can help
me but in the end I get a lot of knowledge and wisdom out of every situation. I
take something from any meeting anythinng or or any person that I meet I try to
absorb something because I feel like if they are there then they have something to
offer me. You know knowledge wise or it may have been something that I didn’t know or its something that I knew but I probably was not that first on. So I think
in any situation I take from it rather its a negative situation or a positive situation I
always take from it, so.
Participant Number 17:
I take any advice that their here to offer because they are here to help me. So I can
not get upset or you know get out of element if I disagree with what they are
saying. I could only listen to what they are saying an apply it to what I want to do.
Participant Number 18:
I feel like you should have your relationships together to properly function with
like cause you are going to bring those relationship problems or whatever is going
on with you if you do not want them to come or not. I feel like you have to have your relationships together.
Participant Number 19:
Um,... it has exposed my career... it exposed me by being um being there and seeing people that already went through it that already know what EI is. I learn
from people and I take knowledge from people that already knows it too.
Participant Number 20: “Like I said it's new to me so, I would like to learn more about it,
so.”
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APPENDIX I
Interview Question Number 7
130
APPENDIX I
Interview Question Number 7
Interview Question Number 7: (Node D: EI and Differing Perspectives).
Describe how you believe that a career developer in this career development
program would give description to the concept, “EI?” How different do you believe the
career developer’s description is from yours? This question is the final question that
focused on participants’ understanding of whether their perception of EI differed from
their career program developer.
Participant Number 1:
I think they would say basically the intelligence....you know knowing how to
react; knowing which emotion to use knowing why does this make you feel this
way. It's probable a little bit more in depth because I'm just learning it.
Participant Number 2: “Life challenges, basically. I lack EI so I really want to know how
to describe it much right now.”
Participant Number 3: “Building self-confidence. I think it’s very different because
without self-confidence you’re going to continue to let people run over you.”
Participant Number 4:
To be a better support system to all of us. She just let us know that its ok, just keep trying, keep going, don't give up, don't quite and just keep going. Not too
much difference. I think it’s about the same.
Participant Number 5: “I will probably say the same as mine. Being able to control your
emotions in different situations and workplaces. I don't think it would be different at all.”
Participant Number 6:
I think it’s alot more that can be more learned about it. Um, my discription is just
um really just getting to know yourself emotionally and where you want to be at
in life. Um I guess it will be different it is some similarities but I guess it is not all
the same so.
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Participant Number 7:
Um well our teacher usually she gives us different assigments to do. She really
doesn’t make us do it but it’s different assignment that we do with different
questions um that ask us how we feel or like our situation, I really don’t know
how to explain but it’s like. Like I said learning I mean listening to other people it
can be helpful also. So, with that being said, the way that we express ourselves or the way that we are able to express ourselves not like somebody is going to judge
us you know I think that is what helps myself and some of the other girls. Because
like I said, everybody’s experiences are different so I guess it just depend on the
person but for me I think just listening and being able to ask questions about your
situation helps me understand to better even if I have to go through this situation or not go through a situation at all. It's just different in every situation. So, I just
feel like it depends on the situation but listening in this class is a lot. Being able to
control your emotions. No difference.
Participant Number 8:
It’s really not that much of a difference from mine. Like, I like to be aware of a lot
of things. So, hopefully they will, once I get into this class, show me a lot more
ways to be aware of certain things going on around me.
Participant Number 9:
Um, the lady I spoke to the first day of orientation told us a little bit about herself
so it kind of got me comfortable and you know I feel like she helped me along.
Um, I kind of think mine is more like hers because she said a lot of stuff about what she been through and I can kind of relate.
Participant Number 10: “I don’t know. She just introduced me to alot of stuff that could
help me...”
Participant Number 11:
I believe that they break it down to their personal experience to make it more understandable for us so we will have a better understanding of it and how to
grasp it. Um, I'll say it will be a little bit different due to the fact that their more
older more experienced and they are basically seeing us through their eyes.
Participant Number 12: “She explained it well. You know, that it is something that you
need to know, you know, to maintain employment. I don't think it is different at all. I
think it is right on point.”
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Participant Number 13: “If she knew about it, she probably would explain it to me. She
has not really explained the description of how EI is for her so I can't really explain it.”
Participant Number 14: “She does a good job. She makes sure we know stuff to get out
there in the career to better ourselves. Um, not too different.”
Participant Number 15:
Being able to control yourself um around others; that everybody has their own
different mood swings. But you have to basically be yourself and um, not listen to
what others say and you know let them have it. Go about just doing you and not getting mixed in with the crowd. It's somewhat the same. As far as you know
being the one to control yourself and verses trying to um to be the one who be in a
crowd be the one that stand out. You know, be yourself be a leader.
Participant Number 16:
Her description, from the conversations we had, I feel like she is a person that I
can relate to, on a lot of. She's, she’s out spoken. You know but she speaks a lot
of truth. You know and it somethings that everybody doesn't say out loud. She
says it out loud. It is because it', its, me and her, it is kind of. It's mostly the same. It is just that I don't say it out loud, I may just think it and she says it out loud.
But, she, before, you know, you can judge a person before you meet them. That
doesn't mean they don't change their judgement later on or how you may feel
about them and you may be like well she may be an alright person but for the
most part and you may meet a loud person, you know their loud, you can pretty much say, ok you can pin point a lot about their background from the way they
carry themselves when you meet them. You know, we had a big discussion on
that like, somebody being loud, somebody being aggressive, or somebody being
emotion. And nine time out of ten you know that something may have happened
to them that you can kind of pin point you may not know all of the details but you kind of pin point it. And that's what I like about her because she said a lot of
things that you probably were thinking or that I was thinking when I meet
somebody, um like ok yea so yea I can relate.
Participant Number 17: “So far, we have been on the same page. As far as um how
emotions play a role in the classroom setting, career development program and career
field.”
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Participant Number 18: “Um I feel like she gave us a definition of EI. I feel like that’s
what it is too. Like the ability to be able to control your emotions. I feel like the same
way she does.”
Participant Number 19:
Um, I feel like it’s different from my description because, like I saying again, it's
kind of new to me. So I am getting an understanding and I didn’t know you have
to be EI to proceed in life like that because I always thought like you have to have
like, you just do like. Like you said with applications you do the application and
do the assessment. But the whole time the assessment was dealing with EI. So, that is basically new to me and come to find out I learned a lot from that.
Participant Number 20: “Um, it really was not different at all. Basically they were saying
it helps you get more prepared for life, outside of everything that's going on.”