Developing Emotional Intelligence and Conflict Management Skills Through the 360 Assessment

2016 ◽  
Vol 35 (3) ◽  
pp. 18-26 ◽  
Author(s):  
Thomas E. Conine ◽  
Barry Leskin
Keyword(s):  
Emotional Intelligence ◽  
Conflict Management ◽  
Management Skills

scholarly journals CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS

2021 ◽  
Author(s):  
Veneta Ivanova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Conflict Management ◽  
Emotional Competence ◽  
Preschool Education ◽  
Management Skills ◽  
Emotional Competencies ◽  
The Difference ◽  
The Moment ◽  
Educational Methodology

This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.

scholarly journals CONCEPT FOR DEVELOPMENT OF EMOTIONAL COMPETENCES AND CONFLICT MANAGEMENT SKILLS THROUGH MEDIATION METHODS AT THE AGE OF 3-7 YEARS

2021 ◽  
Author(s):  
Veneta Ivanova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Conflict Management ◽  
Emotional Competence ◽  
Preschool Education ◽  
Management Skills ◽  
Emotional Competencies ◽  
The Difference ◽  
The Moment ◽  
Educational Methodology

This report examines the concept of developing emotional competencies at the age of 3 - 7 years, which is the basis of an innovative for Bulgaria model for conflict management in preschools. The conclusions raise as relevant and important the question of the difference between emotional intelligence and emotional competence and how they are integrated into the educational methodology of preschool education at the moment.

scholarly journals Developing Conflict Management Skills in Municipal Employees: a Sociological Study

2022 ◽  
Vol 2021 (4) ◽  
pp. 472-481
Author(s):  
Aleksey Shilikov
Keyword(s):  
Conflict Management ◽  
Structured Interview ◽  
Individual Characteristics ◽  
Diagnostic Methods ◽  
Teaching Staff ◽  
Management Skills ◽  
Sociological Study ◽  
Municipal Employees ◽  
Draft Resolution ◽  
The Individual

The article introduces a sociological survey that featured the development of conflict management skills in municipal employees of the Belgorod region. The methods involved a questionnaire survey and a semi-structured interview of Belgorod municipal authorities, teaching staff of the Higher School of Management of the Belgorod State University, and employees of the Institute of Regional Personnel Policy of Belgorod. The reasons behind the conflicts were divided into those caused by the specifics of the municipal service, the peculiarities of team relations, and the individual characteristics of a municipal employee. The results of the study can improve the practical work of municipal personnel departments or be used in teaching sociological disciplines. Further study is required to develop diagnostic methods to identify the conflict management skills in municipal officials, collect information, define conditions and patterns of development, draft resolution procedures, etc.

scholarly journals Instructor, trainer, sifu, coach or professor: Reflections on the use of terminology in police learning settings dealing with physical conflict management

2021 ◽  
Vol 26 (2) ◽  
pp. 7-17
Author(s):  
Mario Staller ◽  
Swen Koerner
Keyword(s):  
Conflict Management ◽  
Police Training ◽  
Management Training ◽  
The Other ◽  
Management Skills ◽  
First Category ◽  
Nuanced Understanding ◽  
The One ◽  
Conflict Management Training

Police training and learning settings focusing on physical conflict management skills regularly comprise at least two parties: on the one side the individuals learning and developing their conflict management skills and on the other side the individuals in charge of planning and delivering the training sessions. While the first category refers to learners, the latter category is referred to, among others, as instructor, trainer, coach, sifu or professor, depending on contextual constraints. While it seems arbitrary to use different terms for describing the learner's counterpart in a learning setting, we argue for a sensible consideration of manifest and latent implications of how these individuals are referred to - and how they perceive their role. Drawing from autoethnographic data in various conflict management training settings, we identify functional, dysfunctional and irritating aspects of different terms used. By reflecting through the lenses of functionality from a systemic perspective, we aim at providing insights towards a more nuanced understanding of contextual constraints and reflexive use of these terms.

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