a qualitative study: perceptions of emotional …
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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
BY PARTICIPANTS IN A CAREER DEVELOPMENT PROGRAM
IN DEKALB COUNTY, GA
Copyright ©2016
Quintella Trene Childs
All rights reserved
iii
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
Dissertation Committee Approval:
Michael English, DM, Chair Date
Carol A. Parrington, Ph.D., Member
Dale J. Mancini, Ph.D., Program Chair
iv
ABSTRACT
In businesses and academia, emotional Intelligence (EI) is known to support the thoughts,
ideas, anxiety provoked situations and interactions of individuals. It is suggested that this
is the missing key ingredient that propels personal and business successes. However,
despite its potential to predict success in increased predispositions, no research has been
conducted on low-income participants of a career development program. This research
sought to raise awareness about the role of EI in career development practices by
considering its development of low-income participants and problematics. Whilst the
explored research supported the existing evidence of EI in organizations for managers
and leaders, the role of EI in a career program is uncertain and not firmly established.
This research explored the lived experiences and perceptions of low-income participants’
EI in a career development program in DeKalb County, GA. The research positions itself
in the unstable growing context of career development: the merger of EI development
with low-income participants; the movement toward information transitioning; and the
new self-image intelligence degree that facilitates intrapersonal intelligence. The results
indicated that low-income participants of a career development program do not know,
identify, understand or practice the benefits of EI competence in the workplace as those
of managers and leaders. It is argued that emotional intelligence be scrutinized as a
mixture of approaches which identify the need of direct application of EI competence to
the population of development professionals to participants in a career development
program.
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ACKNOWLEDGEMENTS
An earnest thank you to those I deem my best advocates and who have been
influential in the successful accomplishment of this dissertation. Thank you, Argosy
University for your theory of business management and methodical based curricula, Dr.
Michael English (Committee Chair) for your exceptional strategic guidance and
commissioning it possible for me to complete a study worthy of attention, Dr. Carol
Parrington (Committee Member) for your immense interest in my study’s topic, direction
and encouragement when it was required, and Dr. Dave Mancini (Committee Program
Chair) for your exceptional knowledge, expertise, and direction for leading to the
discovery of topic studied. Dr. Deborah Shearer, thank you for your team efforts and data
analysis recommendations.
The participants of the research, thank you all for your time, effort, and support of
experience, you are truly and deeply appreciated. My academic counselor, Jason North,
thank you for your continuous devout support, enthusiasm, motivation, and constructive
feedback throughout barriers of coursework and dissertation completion. A special
thanks to my pastor, John Crowder, and my family doctor, Dr. Frank Dania, for enabling
dissertation completion; my uncle, Pat Childs, for continually injecting the importance of
education as a child; my co-eds Clarence Revell and Jolita Wainwright, for prayer and
motivation interventions; and my loving friend David Denel Byrd, for unweaving support
and patience. My daughters’ elementary school principal, Rosemary E. Malone, for
benevolent words of encouragement when it was required. From a distance, to all
colleagues who have contributed to my understanding of the dissertation methodological
framework. You all have impacted my life in a way you may never understand.
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DEDICATIONS
This dissertation and degree are dedicated to my grandfather, L.G. Childs (1918-
1993). He will always remain close to my heart. I am honored to hold the position of
advancing his last name to another level. My lovely mother and awesome father; Linda
Childs and Jesse Baton. Words cannot describe how grateful I am for the opportunity to
experience life. My amazing children; Anthony Washington (son) and Treajure Childs
(daughter), for being the pillar of my strength during this amazing journey. Your
patients, supportive understanding and unconditional love unknowingly encouraged my
capability to remain resourceful, dedicated, and motivated when I wanted to give up
during what appeared to be endless nights, hours, days, and years of study as I worked
hard to achieve this long-term goal. I will always love you two with my heart and soul.
To my Heavenly Father for the strength required to complete this journey and enlarging
my territory…
My God whispered “the world will remember your name”
Dr. Quintella Trene Childs
“Oh, that You would bless me indeed, and enlarge my territory, that Your hand would be
with me, and that You would keep me from evil, that I may not cause pain.”
-The Prayer of Jabez
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TABLE OF CONTENTS
Page
LIST OF APPENDICES ................................................................................................... IX
CHAPTER ONE: INTRODUCTION ................................................................................ 1
Introduction ......................................................................................................................... 1
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
Theoretical/Conceptual Framework.................................................................................. 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
Theoretical Framework ..................................................................................................... 42
Research Methodology and Approach .............................................................................. 43
Research Methodological Model ............................................................................... 44
Data Collection Instruments ............................................................................................. 45
CHAPTER THREE: METHODOLOGY ........................................................................ 47
Research Design................................................................................................................ 48
Sample Population ............................................................................................................ 50
Research Setting................................................................................................................ 52
Data Collection Process .................................................................................................... 53
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Analysis of Data ................................................................................................................ 55
Research Credibility and Transferability Model............................................................... 56
Ethical Concerns ........................................................................................................ 57
CHAPTER FOUR: RESULTS ........................................................................................ 59
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
Summary ........................................................................................................................... 69
Discussions and Implications ............................................................................................ 70 Recommendations ............................................................................................................. 78
REFERENCES ................................................................................................................. 87
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LIST OF APPENDICES
Page
Appendix A. Interview Questions.................................................................................... 97
Appendix B. Participant Demographics ........................................................................ 100
Appendix C. Interview Question Number 1 .................................................................. 103
Appendix D. Interview Question Number 2 .................................................................. 108
Appendix E. Interview Question Number 3 .................................................................. 112
Appendix F. Interview Question Number 4 ................................................................... 117
Appendix G. Interview Question Number 5 .................................................................. 121
Appendix H. Interview Question Number 6 .................................................................. 125
Appendix I. Interview Question Number 7.................................................................... 129
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CHAPTER ONE: INTRODUCTION
Introduction
Little or no research validated how low-income participants of career
development programs perceived emotional intelligence (EI) and how significant it was
to their competence, as they prepared to reenter the workplace. Many participants may
not be familiar with the term EI, or either aware of what EI is defined as and whether EI
in the career development program offered any distinct favorable or unfavorable
conditions of success or effectiveness for them, as it did for managers and leaders. A
comprehensive literature review showed that not much has been revealed in studies about
the perceptions or lived experiences of low-income participants of a career development
program and EI. This study examined the lived experience and perceptions of low-
income participants in a career development program as those of managers and leaders in
a business or corporation. Hence, the aim of the study was to explore and detail
participants’ perceptions of EI to provide a better understanding of how these participants
depicted, experienced, and discerned EI in a career development program as they
prepared to reenter the workplace.
Background of the Problem
EI is comprehended and applied by management, corporations, and human
resource staffs to achieve a better position with workers (Weisinger, 1998). According to
Goleman, Boyatzis, and McKee (2002), EI is used by managers and leaders to creatively
develop employees to harmoniously work together, rationally react to a given situation,
and understand what it takes to achieve desired personal, professional, and career success
in the workplace. EI equips workers with the tools needed to connect with each other.
2
Countless managers and leaders gained knowledge of EI and are familiar with the term
through academic and/or industrial training. As a consequence, managers and leaders are
aware that exceptional leadership operates using emotions (Goleman et al., 2002).
However, low-income participants of a career development program may not be provided
an introduction to the term or training of the concepts. According to Goleman (1995),
leaders have good academic abilities to develop dynamic career training programs, but
either lack the knowledge to bring it about or fall short of providing relevant resources.
The description of the concept itself is to some extent new; however, the conceptual
model has existed since the early 1900s, at the time that cognitive intelligence (IQ) was
first developed by scientists and a systematic investigation was coordinated to establish
the relationship between IQ and EI (Caruso & Salovey, 2004). Because research shows
no direct links between the two, the research was shifted to examining EI and all-
encompassing traits and characteristics of transitioning information.
The theory of EI was first examined by Thorndike (1920). However, at that
juncture, the standard term in that era, was “social intelligence,” which grounded the
theory of the ability to relate to people in human associations. Subsequently, EI became
a popular topic of conversation among business executives to creatively think of ways to
interact socially with each other and their workers. In addition, the knowledge of EI is
used as an encouragement to increase and develop emotional-intuitive aptitude between
management and laborers; however, labor workers are generally not informed of the
term’s existence (Goleman, 1995). Loewen et al. (2005) asserted that labor workers rank
high among the list of skill shortages and are considered a critical concern for businesses
in the public sector. The most disturbing piece of the research show that the current
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generations of children grew lonely, depressed, angry aggressive, and impulsive
(Goleman, 1998). Many are defensive and take criticism personally when receiving
feedback about their performance on the job. The general problem is that the age group
of children that declined in emotional intelligence is now in their twenties and thirties and
entering today’s workforce (Goleman, 1995).
Problem Statement
This study was designed to explore whether or not EI curriculum benefits low-
income participants of a career development program. The US Department of Education
(2015) defined a low-income individual in U.S. society as a person with a family taxable
income below 150% of the poverty level. Existing literature discusses and describes EI
as how managers and leaders manage themselves and their relations with other
individuals in organizations (Goleman et al., 2002). Through this study, the researcher
focused on dissertating how low-income participants in an economic re-entry program
perceive EI and whether or not EI is used in a career development program to develop
their emotional intelligence skills as they prepare to reenter the workforce. The direct
observation of this researcher is that a growing number of low-income participants in a
career development program may exhibit the lack of social and emotion competence
needed to remain marketable. This study was designed to explore low-income
participants’ perceptions, lived experiences, and use of EI in a career development
program as they prepared to reenter the workforce. Generally, their perceptions and lived
experiences could show confusion with defining and describing EI characteristics.
Knowledge of the concepts of EI afforded the researcher the opportunity to note the most
common EI traits perceived and used by low-income participants when communicating
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and establishing relationships in a career development program as they prepared to
reenter the workforce. EI knowledge is a pressing issue in the workforce because of the
critical need to accommodate the demands of local businesses (Vinson, 2010).
Purpose of the Study
The purpose of this qualitative study was to explore the perceptions of low-
income participants’ EI skills in a career development program as they prepared to
reenter the workforce, how low-income participants define, describe and use the self-
discipline and whether or not it could be used to develop their skills of emotional
intelligence as required to be successful in life and in the workforce. The research
questions were produced employing phenomenologically grounded questions that were
intended to focus, guide, and awaken additional interest in the emotional involvement of
what was experienced by the study’s participants (Moustakas, 2004, p. 59).
The objective of the research was achieved through the application of a qualitative
phenomenological research design. The research design proceeded to achieve the study
objective of defining what career development program participants’ perceptions were of
emotional intelligence skills, and understanding if career development program
participants thought these skills were useful in preparation for reentering the workforce,
and also, whether participants’ felt there was a need for developing EI skills awareness
within a career development program. This study used a phenomenological
methodology. The aforementioned approach supplied an understanding and an
explanation of low-income participants’ lived experience with EI, as it describes their
need for development in a career development program before reentering the workforce.
5
Prevailing literature clarified that EI has increased throughout the last two
decades in business training and academic institutions (Weisinger, 1998). For low-
income individuals, the best explanation the researcher found is that opportunities are
being discussed and established to improve the economic status of career success (Bird,
Foster, & Ganzsglass, 2014) and equipping disadvantaged individuals with the required
skills, training and education is needed for job detainment and advancement (Lowen et
al., 2005). However, no information currently exists that associate’s career development
program implementation of EI skills that specifically develop low-income individuals.
Currently, no data is available to confirm that career development programs use EI
training and its influence on increasing participants’ knowledge of social skills as they
prepare to reenter the workforce.
The aim of this research was to explore low-income participants’ lived
experiences regarding their EI knowledge, and also, what benefits the study’s participants
perceived EI could add to their personal and professional development. Although there is
a large amount of literature that exists on EI that addresses managerial occupations, the
researcher focused on describing how EI was perceived by the low-income participants of
a career development program.
Using a phenomenological research design, the researcher was effective in
describing the viewpoints and perceptions of study’s participants regarding emotional
intelligence skills. This produced a more robust understanding of the capacity for success
that EI has in career development programs and whether it supports low-income
participants by inspiring them to develop high EI awareness as they prepare to reenter the
workforce. Through a phenomenological approach, the research aimed to enable career
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development program participants to explain their lived experiences of the phenomenon
being studied. In addition, this research data assisted in addressing and determining
meaning of the phenomena, attributes, and developed an overall understanding of study
participants’ lived experiences.
Rationale
The aforementioned data provided the study with the career development program
participants’ perception of the influence of EI by constructing an explanation of the value
of EI in successful transitions to the workforce (Marshall & Rossman, 1995). The
research findings provided a greater degree of understanding low-income participants’
lived experience with EI and the influence that EI might provide within a career
development program. This understanding might lead to redesigned career development
programs by including EI training or training in the transition of social skills.
Research Questions
The research questions intended to explain the perceptions of low-income
participants’ experiences with EI and the influence that EI might have on their
performance in the workplace. The research questions were generated using a
phenomenologically grounded approach that provided a direct and centralized theme
(Moustakas, 1994). The research questions follow with the detailed interview questions
provided in Appendix A:
1. How did participants define and describe EI? What was the perception of
participants regarding their exposure to EI in their training program?
2. What were participants’ perceptions of whether EI could help them manage self
and others’ emotional behaviors through career development training?
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3. How did participants describe the influence of EI on their self-esteem, ethics and
motivation? Program goals and personal objectives?
4. How did participants describe how EI influenced their career development
program relationships?
5. How did participants perceive an instructor or career developer’s description or
concept of EI differently than their own?
Significance of this Study
To the field of business management, the specific significance was to lead to more
informed management practices in the area of reintroduction of low-income into the
workforce, using EI. The intended readers for this study were DeKalb Workforce
Development, WIA policy makers, career development programs, and others who have
an interest in EI for the purpose of acknowledging how low-income participants perceive
and use EI. This study was devised to assist career development professionals and future
low-income development participants to be informed of the components and attributes
that business leaders and hiring managers deem critical before seeking employment in the
workforce. To a great extent, the literature on EI concentrates on the people running an
organization, and the impact of EI on leadership methods or approaches (Goleman et al.,
2002), how leaders and managers implement EI to relate with others in the workplace
(Lubit, 2003) as well as the disaffiliation among other programs that interferes with
current attempts to advance social and emotional knowledge (Zins, Weissberg, Wang, &
Walberg, 2004). However, there is little to no work done on low-income participants of a
career development program needs for EI.
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For that reason, the study’s purpose was to research academic literature, focus on
career development program participants’ perception of EI skills and obtain a general
understanding of participant’s level of EI knowledge and experiences with EI, through
interviews. The overall intent of this research was to explore whether the emotional
intelligence skills were perceived to be useful to career development program participants
in preparation for reentering the workforce, and how the study’s participants perceived
the need for enhanced EI awareness. The study was designed to provide awareness and
insights into the career development program participants’ perception of components and
attributes of EI, which may provide workforce development policy-makers with a
foundation from which to examine their own perceptions of EI. Recommendations will
be made as to what process to use EI specifically in career development programs to
prepare low-income participants to reenter the workforce.
Definition of Terms
For the purpose of this research, the following terms were defined and pertinent
for this study.
Career Development Programs: Career development programs have been
defined as knowledge services that develop individual talents and meets workforce
demands (Pope, 2000).
DeKalb Workforce Development: DeKalb Workforce Development has been
defined as a government division that strategically aligns education, training, and
employment programs for job seekers and develops services for businesses according to
the Workforce Investment Act (DeKalb Workforce Development, 2011).
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Emotional Intelligence (EI): EI is defined as the ability to be aware of, manage,
and communicate one’s emotions, while managing interpersonal relationships practically
and empathetically (Goleman, 1995).
Emotional Social Skills: The term “emotional social skills” is known as a
development of key social abilities to acknowledge, understand, and react positively by
controlling emotions in one’s self and others (Goleman, 1995).
Low-Income Individual: A low-income individual is defined in U.S. society as a
person with a family taxable income level below the 150% amount of poverty (US
Department of Education, 2015).
One DeKalb Workforce: One DeKalb Workforce is a public service that
contracts and promotes local businesses and improves a skilled workforce for job
candidates (DeKalb County, 2010).
Workforce Investment Act (WIA): The Workforce Investment Act provides the
state of Georgia with a framework to develop integrated investment systems that increase
employment, retention, earning of participants, and participant occupational skill
attainment (Angeloue, Anderson, Mellor, & Ginakakis, 2014).
Limitations and Assumptions
The limitation that had the greatest potential to internally affect the conclusion of
this research was the authenticity of the data collection process. The researcher depended
on study’s participants’ honesty in responding to the questions. This could produce
inaccuracies if respondents’ answers were not straightforward. Because this is a
phenomenological study, theoretical assumptions were not relevant (Giorgi & Giorgi,
2003). However, this study provides a description of how low-income participants
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defined and described EI, as well as how they used EI in a career development program
as they prepared to reenter the workforce. This study explored low-income participants’
perception, lived experience, beliefs, and use of EI when socializing with others in the
workforce. Additionally, their perceptions emphasized an impartial point of view of EI
use.
Delimitations of this Study
Because this is a phenomenological study, theoretical assumptions were not
relevant (Giorgi & Giorgi, 2003). The study delimitations were the inclusion of only
low-income participants from one career development program and the exclusion of low-
income participants from other career development programs such as leadership,
organizational, and rotational development programs. This could constitute an issue if
the participants’ responses were not sincere. The results of the study could be
generalized to other career development programs that develop low-income participants
in a career development program setting and use EI in a career development program as
they reintroduce low-income participants to the workforce.
Theoretical/Conceptual Framework
Low-income participants of a career development program that were not aware of
the beneficial influence of EI characteristics as they prepared to reenter the workforce
were limited in developing workplace relationships, handling workplace stress, and
obtaining promotions. Hence, the research purpose was to explore the position of EI
skills in a career development program at the low-income participant level, define and
describe how study’s participants perceive and experience EI, and discover whether low-
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income participants believed that EI could be used for competence development in a
career development program as they prepared to reenter the workforce.
This study used a qualitative phenomenological approach that contributed to
advancing the scholarly foundation of knowledge. This research also describes human
perceptions, and experiences through the communication of feelings, thoughts, beliefs,
and assumptions of low-income participants. The study kept the individual responses
separate to allow for independent ideas and perceptions to be recorded.
The study provided valuable descriptions of low-income participants’ perceptions
and lived experiences. This approach underpinned the study’s requirement to reflect the
study’s participants’ expressions in the research, while producing a framework that
supported multiple responses and ideas (Marshall & Rossman, 2011) of low-income
participants understanding and implementation of EI science in a career development
program.
Remainder of the Study Structure
Chapter Two presents an overview of the existing literature and the relevance that
it has to the concept of EI as applied to low-income workers. Chapter Three describes
and explains the methodology selected, populations, and strategy of sampling, as well as
ethical contemplations that shelter participants from any harm or risks. Chapter Four
presents the research results. Finally, Chapter Five presents a description of the study’s
conclusions, implications, recommendations, and the new knowledge gained in the study.
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CHAPTER TWO: LITERATURE REVIEW
The review of literature on EI shows that the topic is broadly researched on
various levels of development and training; however, little or no research has been
conducted on low-income participant's knowledge of EI in a career development
program. The available research administers a qualitative approach that interviewed or
surveyed employees, managers, and leaders and their perceptions concerning the term EI,
experience with EI development and training, influence of EI on organizational
relationships, and EI impact on managerial and leadership styles. Yet, no research is
known that involves interview or survey data with low-income participants of a career
development program to incorporate their perception of EI and its position in the
workplace or workforce.
Defining Emotional Intelligence
While the EI effect is a well-known phenomenon, EI is deemed as the competence
that assists one in understanding the manner by which to influence individuals and is to
be used as the means for effecting the attainment of self-awareness in all environments
(Boyatzis, 2008). Therefore, EI is defined as the ability to manage oneself and
relationships in any given situation, whether it be personal or professional. Regardless of
whether an individual is intentionally aware of the term or presence of EI, it is
implemented by many individuals in an effort to develop and sustain relationships in any
environment. It also helps with communication and motivation of individuals.
Two decades ago, EI was viewed as a leading peculiarity of management.
Persons who run organizations have been provided the opportunity to define, epitomize,
and illustrate how the effect of EI supports them in improving and managing their own EI
13
skills (Bradberry & Grevers, 2005). According to Goleman (2001), improving their self-
awareness skills of EI means acknowledging how one’s emotions impact themselves,
their ability to perform on the job, and their business relationships. Furthermore,
emotional intelligence of social awareness skills attribute a characteristic that individuals
working at any business level can be informed of and benefit from by means of precise EI
training.
Businesses world-wide acknowledge the value in developing individuals’ skills to
achieve success (Haggis, 2003) and are seeking emotionally competent leaders
(Goleman, 1995). The influence of workforce demands and market competition are
compelling the need for developing low-income participant's skills in a career
development setting. Since program participants undergo career development
experiences, modern life stresses, and expectations to meet or exceed program objectives,
it would be rational for career development programs to equip individuals with the proper
knowledge to understand, use, and manage emotions effectively in the workforce. EI
knowledge is critical and has proven to be an effective mechanism for developing
individuals (Goleman 1998).
According to Goleman (2005), EI knowledge has evolved in the 21st century
because of the factors of outcomes and the effects of high EI skills, relationship building,
technological advances, and workforce demands. A combination of personal,
professional, and leadership skills strengthens the need for career development programs
to create a setting that integrates the successful transition of EI information, enables the
occurrence of a learning organization, and builds personal and business relationships. In
addition, skills of EI afford managers and leaders the ability to maintain their own
14
emotions (Goleman et al., 2002), at any time and during any situation, with subordinates.
However, some career development program participants may not be aware of or familiar
with the term, what it means, or even of the workplace benefits for them as it does for
managers and leaders. Consequently, nothing is known about the perceptions and lived
experiences of low-income participants and use of EI in a career development program.
Fundamentally, the perceptions and lived experiences of low-income participants are
explored as a means to administer a better comprehensive form of how participants
define, perceive, and think about the use of EI in an organization. Such understanding
will provide businesses with the opportunity to employ well-prepared participants of a
career development program and appreciate the culture of their organization by knowing
that participants’ perspectives of the phenomenon have improved in light of career
development program policy-makers seeking to meet the increase of jobs demanded in
the workforce.
Historical Stages of Career Development Programs
Historically, workforce development has six credible stages that lead to the
development of the career counseling profession in the United States (Pope, 2000). The
first stage (1890-1919) described the proposal of employment services to the urban and
industrial population. The second stage (1920-1939) focused on defining academic
guidance for elementary and secondary institutions. The third stage of structure (1940-
1959) shifted to institutions of higher education and counselors’ development. The
structure of the fourth stage (1960-1979) was the establishment of the role that
counseling plays in individuals’ lives.
15
The structure of the fifth stage (1980-1989) was the beginning of the industrial
and information age transition, as well as the expansion of independent career and
outplacement practices. The structure of the sixth stage (1990-present) emphasized the
technological and demographic changes, a sophisticated increase in the use of
technology, involvement of career counseling, constitution of cultural career counseling,
and transitioning of “school-to-job” (Pope, 2000, p. 194). Regardless of the stages that
developed from career counseling practices, these historic stages show the hidden barriers
that low-income participants of a career development program face as they pursue career
development beyond entry-level in the workforce. In other words, the career
development industry is not independently contending hidden barriers (Pope, 2000).
Historical Overview of EI Development
The theory of EI has been in existence for decades. While methodic attempts to
examine the framework and the phenomenon of EI began in the 1920s, the contribution
of individual intelligence was recognized long before the contributions of E. L.
Thorndike, a Colombia University Educator and a significant contributor to the
movement of testing intelligence (Thorndike, 1920). Thorndike (1920) contemplated the
forms of intelligence by observing daycare facilities, playgrounds, dormitories,
manufacturing facilities, and wholesaling facilities to comprehend adults, teenagers, and
children’s abilities to wisely manage behavior in human associations. In that construct,
he presented the title of social intelligence and transferred research to Stern and
Thorndike (Thorndike, 1920) to devise an instrument with which to measure it. In 1937,
they expressed that their exertions were unsuccessful. In his book, Essentials of
Psychological Testing, Cronbach (1960) substantiated their conclusion by stating
16
definitively that the construct of social intelligence would not, at any time, be given a
description or measured.
Two decenniums afterwards, the exploration for a description and schema for this
intelligence proceeded again. Salovey and Mayer (1990), in a trendsetting discourse
given due to the consideration of individuals, according to Goleman (2001), provided the
greatest current influential declaration of EI thinking that is intended to explain facts and
inspired a confusion of innovative ideas with their keen interest in mind. At that time, the
existing research that was written to psychologists lacked a theoretical framework which
was divided and dispersed throughout many journal articles, books, and secondary
studies of psychology. That accumulation of studies paralleled the investigation of how
individuals judged or exchanged emotions, and how those emotions were administered to
resolve conflict. Their trendsetting discourse ended with an argument that summarized
EI studies contributing to a sphere of influences. At the same time that Salovey and
Mayer (1990) were engaged with the progressing of their paradigm of EI, prior to its
publication, Bar-On (1998) was in Southern Africa composing a doctoral dissertation.
His interest of development was dominated by understanding how persuasive emotional
and social conduct influenced good health and fortune (Bar-On, 2010, p. 54). In that
dissertation, he invented the term “emotional quotient” or “EQ,” dissimilar to intelligent
quotient (Goleman, 2001, p. 17).
In 1983, the significant trend of social intelligence gained recognition from
Howard Gardner’s publication Frames of Mind: The Theory of Multiple Intelligences. In
light of composing a dissimilar book on human understanding, Gardner (1983) explored
children’s abilities to comprehend the application of images beyond many areas. In light
17
of his debate on the instruments that children used to learn these applications, Gardner
(1983) agreed upon the description of multiple intelligence, opposed to a variety of
abilities or mixed aptitudes. At that time, the description of that outcome developed
conflicting issues with the primary perspective of intelligence. Because of that, the
attributes of intelligence became commonly known as a separate element, labeled “g” in
academic literary composition in the psychology area of study. In addition, the multiple
intelligence theory was potentially viewed as an unexampled idea, and one specifically
that professors and educators desired to learn additional information about (Gardner,
2006).
Amidst a 25-year period, Gardner proceeded to improve this theory. He
established the groundwork principles by giving description to the reason that the
intelligence concept should be advanced, and recognized as a test that focused on
proposing a method of effectively evaluated intelligence. Instead of firmly describing
intelligence as an unyielding frame, determined completely by an intelligence quotient
test, Gardner debated literary critics to scrutinize intelligence as a mixture of approaches.
Gardner’s (2006) literature 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 “human intellect” in order to effectively improve methods
of evaluating and instructing it (p. 4). Consequently, educators challenged his idea to
recognize and develop every area of student intelligence (Gardner, 2006). Although the
multiple intelligence theory remained debatable at that time in the scholarly world, the
execution of its strategy has manifested validity in educational institutions.
18
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). The inclusion that Gardner
(1993) communicated is that these intelligences provided a legitimate reason to conduct
research for developing a model of measurement.
Controversies Surrounding the Interpretation of EI
In 1995, the continuation of the EI concept became a media pandemic. Bar-On
(2010) stated that Daniel Goleman’s book EI attracted global awareness as a quick
succession of correlation, but constituting minimum research, reviews in trendy articles,
and books (Mayer, Salovey, & Caruso, 2004). This temporary hysteria injected
unsubstantiated research claims that EI was supplementary to intelligence quotient
(Caruso & Salovey, 2004). In addition, these undisciplined claims produced dishonesty
in the consultant field of EI that promised unusual outcomes, without reverence to
systematic investigations to reinforce their contention (Caruso & Salovey, 2004).
This confusion inspired an agreement between Emmerling and Goleman (2003) to
fill 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
19
intelligence standards, whether it was measurable, and whether it was valid and
teachable. Can this construct improve others’ intelligence?
After Salovey and Mayer (1990) reintroduced the transformation of the social
intelligence concept, a noteworthy accumulation of research proposed stimulating
information. According to Emmerling and Goleman (2003), the development of
evidence indicated that the theory constitutes a cluster of distinguishing qualities and
skills that did not consider the processes of learning or measurements of standard
personality. Several studies proposed that EI predicts life successes’ underside, and
certain conditions (Cherniss & Goleman, 2001) improves individuals’ health status (Bar-
On, 2006), acting as a safeguard in opposition to hazardous conduct (Mayer et al., 2004).
Additional research suggested that EI can advance individual development on the
account of committing to learning and attaining goals (Emmerling & Goleman, 2003).
Even though answers to questions are continuing to develop prior to an absolute decision
being established, the theory of EI is said to provide value to individuals that are
introduced to it, enabling life to be a journey worth pursuing. In light of the EI construct
being a modern improvement extended to the psychology field of study, establishing an
official description and an undivided beau idea may be incomplete.
According to Caruso and Salovey (2004), to determine guidelines for the
provisional historical period of that theoretical form, it is pertinent to consider the
cognitive intelligence area of study that Thorndike injected to challenge other
researchers. Mayer and Salovey (1997), Goleman (1998), and Bar-On (1988) reported
that their arrangement of design produced significant arguments and evidence of
increased competitive statements and provided an egress for parts included in the
20
subjects’ interest. In light of the differences in beliefs debated governing EI, Cherniss,
Extein, Goleman, and Wissberg’s (2006) literature asserted that its existence indicates
that it is a significant influence to the field, opposed to those who doubted the benefits of
the study’s conclusions prior to incorporating a statement of meaning (Freeland, Terry, &
Rogers, 2008). Nonetheless, a diverse mix of communication displayed the context of EI
as a research of improved arguments and analysis.
In the field, key fact finders affirmed each other’s statement of meaning
governing EI, as opposed to contradicting it. 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.
Bar-On (2001) defined EI as a view point of human learning that directs one’s
competence to identify, perceive, regulate, and implement emotions in order to solve
public and non-public relationships or communication problems. In addition, Boyatzis,
Goleman, and Rhee (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.
In light of terminology from these theories being mutually extensive, Emmerling
and Goleman (2003) argued that these theories commonly desiderated that the skill
21
comprehends and evaluates the potential and ability of relevancy that identifies and
controls one’s own emotions adjacent to others. These theories aim at understanding
individuals; perceived emotions, recognizing emotions of others, making use of
emotions, and controlling emotions that foretell and support individual growth
(Emmerling & Goleman, 2003). Furthermore, 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. Based on that collective
evidence, the differences in statements could influence one to believe that a gap existed
among these theories. Understanding and analyzing the differences of relevant theorist’s
academic history that identified the traits, abilities, and behavior skills that were
implemented to form the concept of the theory EI is briefly described.
Background of Relevant EI Theories
As a clinical psychologist at Rhodes University located in South Africa (Bar-On,
2010), Bar-On’s (1998) dissertation shows that his primary concern for individual
happiness is what lead to the hypothesis that people exposed to a higher level of
controlled emotions had a greater chance of experiencing personal progress in society.
Although his dissertation research advanced the theory, it was not publicly advertised.
According to Emmerling and Goleman (2003), Bar-On worked from a psychology model
that showed how a person’s personality traits and performance influenced how other
individuals used skills to deal with life’s daily demands. In addition, Bar-On desired 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
22
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. The primary
instrument that Bar-On used to evaluate the EI model was an individual reporting
measurement tool known as the EQ-I (EI Inventory). According to Bar-On (1997), that
inventory measurement system contained brief questions which enabled a survey
candidate to comprehensively reply by selecting “very true of me or not true of me,” or
“very often true of me or true of me” on a five-point rating scale (p. 19).
Mayer et al.’s (2004) literature stated that the individual reporting measurement
tool is a generally agreed upon system used in the area of psychology to assess a person’s
personality traits. In addition, concerns articulated that self-reporting measurements are
believed to actually measure EI, compared to self-reporting measurements that are
believed to enable individuals to become aware of emotions. Existing from the
beginning, EQ-I was a sequential movement of a 360-degree behavioral response, based
on a measurement tool that enabled individuals to accurately determine their
development. That measurement gave the approximate impression that individuals’
injection of their ability to handle obstacles and life’s daily demands was valid and
reliable (Emmerling & Goleman, 2003). Although Caruso and Salovey (2004) and Bar-
On’s (1998) literature differentiates in opinions, Mayer and Salovey’s point of view
asserted that individuals’ abilities to handle life’s daily demands do not exact a concept of
EI. Because of that, they implied that developers of credible EI models may need to
seriously grasp the concept of the terms “intelligence” and “emotions.”
23
On the other hand, Cherniss’ (2001) literature revealed that primary researchers
who studied EI have concurred that EI epitomizes a synthesis of individual cognitive and
emotional competency. Therefore, in order to resolve the perplexities regarding the
terminology of what EI defined, Mayer et al. (2004) suggested that the concept of EI
should be definitively connected to the term used to express intelligence and emotion.
Caruso and Salovey (2004) affirmed that EI models must candidly consider the
significant groundwork, opposed to the nature or attributes, to be worthy of acquiring the
identification of EI.
According to Emmerling and Goleman (2003), because Salovey and Mayer
(1990) studied the same field of research in human intelligence and its comprehension,
they understood that common measures used to identify intelligence did not include the
total capacity of individuals’ abilities to recognize, practice, and control emotions and
information stemming from emotions. Therefore, they acknowledged that a gap existed
and developed an EI model within the field of intelligence that included four categories
of recognizing verbal and facial expressions, practicing emotions to aid thought
processes, comprehending and evaluating emotions, and controlling emotions (Mayer et
al., 2004). In concordance with facts for disapproving Bar-On’s (1998) design, Salovey
and Mayer’s (1990) literature showed that their work is associated with individuals’
mental competence (Emmerling & Goleman, 2003). Gowing (2001) asserted that Mayer
and Salovey’s (1990) model measured EI, opposed to demonstrating EI to develop
individuals.
24
Low Income Individuals
The office of postsecondary education’s concept of a low-income individual in
society is termed as a person who has a family taxable income level below the 150%
amount of poverty (US Department of Education, 2015). The consequence of
unemployment is devastating to both low-income people and the economy. According to
Applebaum (2012), the depression of the economy has prompted a force of research
about how low-income people are impacted by unemployment. People who suffer from
the impact of job loss are burdened by the damaging effects of earnings, health, and their
dependents’ futures. In addition, it appears that the longer that low-income people are
unemployed, the deeper the damages become. Unemployment affects people’s marital
status, living status, income status, health status, and educational attainment goals. This
information indicates that low-income individuals may ultimately struggle with
overcoming depression, anxiety, insomnia, and use drugs and alcohol as a coping
mechanism. The harsh truth is that a growing number of participants’ in career
development programs may exhibit and lack the emotional intelligence and competence
necessary to remain marketable. In addition, most individuals’ that desire valuable
employment may not be aware of the workforce industry’s specific interest of investing
in individuals with high EI because of the need to occupy leadership and management
positions. Such knowledge is a pressing issue in the workforce because of the critical
need to accommodate the demands of local businesses (Vinson, 2010).
EI belief initiatives provide an intervention method for which emotions can be
regulated and personal growth is promoted. Studies indicated that an estimate of 30-50%
of an individual’s ability to obtain work-life successes is based on his/her ability to
25
effectively use EI when dealing with others (Goleman, 1998). Because of evidence
revealing that 10-20% of IQ predicts success, while the remaining 80-90% relies on one’s
level of EI (Goleman, 2005), Cook (1993) asserted that individuals that are educated on
the use of EI have the potential to implement the power to excise, restrict, evaluate, and
recognize emotions and, subsequently, use and control those emotions to accomplish
desired objectives or goals. The practicality of EI reveals that some individuals with a
high IQ potentially may not obtain or experience difficulty obtaining success in life.
Although measurements used to test individuals’ IQ levels are fixed, unlike educating EQ
that is improved, individuals with a low IQ and a higher level of EI are often presumed as
successful. Nonetheless, individuals that sharpen their EI are highly capable of
analyzing, understanding, and adjusting to emotions.
Career Development Programs
Career development programs exist to assist individuals in training and
development to gain information on a body of knowledge, provide alternatives to
resources available and help business with employee retention. Specifically, career
development programs center of interest is not to transform the low-income learner to
adapt to society, but to assist the learner to gain an understanding and, consequently,
more control over his/her own vocabulary. 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
26
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. According to Luhby (2011), criticism against career development
programs indicates that unemployment economists and supporters question whether or
not career training programs provide quality training to individuals who are determined to
reenter the workforce. According to Zins et al. (2004), problems with current attempts to
advance social and emotional knowledge exist because of disaffiliation among other
program. Specifically, programs that separately promote preventive healthcare,
pregnancy, AIDS awareness, violence, drugs and alcohol, and school dropout
approaches. Despite the claims of insufficient skill and training standards,
comprehensive plans seek to unify employment training and accommodate the
workforce’s projected growth of 18,500 new vocations for DeKalb County DeKalb
Workforce Development (2011).
Career Development Professionals
Career development professional use a variety of training intended to advance the
effectiveness of individuals learning and skills. Foley (1992), Hart (1994), and Watkins’
(1991) literary works revealed that development professionals must be an instrumental
reflection of skillful approaches to the displaced worker as a result of unemployed
27
individuals displaying the desire to transform. Pittas (1994) asserted the current
challenges that development professionals face as they inject program materials that aim
to redevelop career development programs’ participants remains a valuable circumstance.
In light of that, Pittas (1994) indicated that the tradition of adult development programs is
imperiled and that individuals are desirous for hopefulness, and it is the development
professionals’ responsibility to fulfill that gap. When people are made to feel as if they
are in control of their own decisions and are considered as part of something, they disown
senses of fear, insecurity, and low self-esteem (Pittas, 1994).
In a crisis, leaders are looked upon for emotional support (Goleman et al., 2002).
For too long, managers have seen emotions at work as noise cluttering the rational
operation of organizations, but the time for ignoring emotions as irrelevant to personal
and business success has passed. What organizations everywhere need now is to realize
the benefits of primal leadership by cultivating leaders who generate the emotional
resonance that allows people to flourish (Goleman et al., 2002).
Learning emotional skills can become part of the everyday functioning that
influences not only business collaborations, but also individuals’ personal and family
living, which benefits society as a whole (Goleman et al., 2002). Consequently, low-
income individuals can confidently move forward and positively respond by
demonstrating the zeal required to adapt to life’s difficult situations and pursue career
development program objectives and life goals. For that to be effective, DeKalb
Workforce Development should build methods of emotional empowerment from the
ground up, because current practices are not yielding desired results, as it is shown that
EI skills are absent. The researcher believes that career development programs located in
28
DeKalb County, GA may need to consider advancing career program staffs’ EI
competence and integrating EI skills to develop participants’ emotional awareness level
so they can understand what it is to manage emotions while overcoming barriers of
unemployment.
The Interest and Gap that Exist in Career Development Programs
For too long, researchers have believed that career development programs held
back on appropriately servicing low-income participants. According to Pittas (1994), the
problem is that many career program policy-makers have avoided the significance and
relevance of including contextual information in adult career development programs,
which proves to be a disadvantage to those individuals. Career development programs
proclaim that they exist to purposely help those who urgently need it (DeKalb Workforce
Development, 2011). Perhaps 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.
The need for career development programs to stay in control and conceal the need
to develop emotionally competent participants ends with this research. Providing
participants with the proven truth regarding the emotional awareness to remain resilient
while dealing with modern life, unemployment, and job attainment stresses remain a key
element to the pursuit of success. Many individuals may believe that the American
dream has failed them because they are told that working hard and playing by the rules
guarantees success, and their family’s life will be better because of this (Goleman, 2005).
29
That evaluation may allow low-income individuals that desperately desire to obtain a job
or career to never achieve their life’s dream or goal.
The researcher believes that low-income individuals of career development
programs have been crippled by TANIF (temporary assistance for needy families; e.g.,
food stamps, Medicaid, Social Security benefits, and entitlements) which may be the root
of the problem. Low-income participants’ may need to understand that they are not
entitled to anything and their goals and desires are to be achieved by themselves. The
problem could be that career development programs have not provided individuals with
the precise tools needed to build their dreams and achieve their goals. The researcher
believes that the only way that participants should be properly served is to provide them
with precise methods to serve themselves. If EI is absent, career development programs
may want to revise provisions that customarily assist low-income participants to develop
EI and obtain employment from the ground up. Because of this, career development
programs should rethink how the management of emotions will help participants’
development processes and objectives. Its goal should be simple - to put participants to
work, if they want it; not contributing to the entitlement, but developing participants to
become able to obtain desired employment.
Career Development Programs Plans, Development Professionals and Thoughts
Vinson (2010) stated that One DeKalb Works, an investing component, noted that
strategic decisions are being discussed to correct the condition of positioning low-income
individuals back into a developing workforce because of the critical need to
accommodate the demands of local businesses. Because of the development of career
development programs, beginning in the United States during the late 19th century “out
30
of societal upheaval, transition, and change” (Pope, 2000, p. 2), vocational guidance
increased the gap in the profession’s focus. 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. As employers and participants’ needs change and social demands rapidly
evolve, there is a need for continuous learning and the opportunity to improve the work
life of low-income individuals (Pope, 2000).
Research indicates that the program effectiveness and structure, interchanging of
information, and development of professionals’ personal and leadership intelligence are
the distinguishing factors that are often cited as pertinent for an individual to achieve
success in a career development program (US Department of Health, Education, and
Welfare, 1963, p. 213). In fact, they are regarded by researchers as essential components
of career development. According to Pope (2000), participants are unsure of their work
life future. Literature revealed that current strategic provisions of enhancing resumes,
conducting mock interviews, screening candidates for businesses targeted needs, and
learning how to dress for success are phasing out (Pope, 2000).
Participants’ progressive interests in developing marketable skills are
deteriorating. These problems affect all low-income people of various age groups and
education levels across all industries. This situation gives ground for research, since most
job candidates are not prepared, emotionally, to reenter the workforce (Loewen et al.,
2005). Since 432,000 individuals aborted the American labor workforce in May of 2015
(Morath, 2015), the possible gap may be a result of the lack of EI awareness. In addition,
this situation gives ground for research because of the business community expressing the
31
need to close the gap in labor shortages, as the labor shortages that rank high on
businesses lists require immediate attention (Loewen et al., 2005). In the public sector,
labor leaders ranked skill shortages as the number one business concern because of the
17% to 59% skill shortage increase (Loewen et al., 2005). Since the year 2000,
investments for career development programs dropped by 35% (Angeloue et al., 2014),
and current segments of legislation governing the workforce development have generated
uncertainty for welfare beneficiaries, career development programs, and the business
community’s ability to remain equally competitive.
Talented, highly emotionally intelligent, and highly skilled participants are rare.
Career development programs, such as Stinson and Associates, are facing challenges in
improving low-income participants’ intelligence at all critical levels (Dr. D. Stinson,
personal communication, February 11, 2015), and those gaps have become a major
concern for DeKalb Workforce Development (DeKalb Workforce Development, 2011).
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 (Acosta, Yamamoto, Evans, & Wilcox, 1982). Despite the concerns over
career development program leaders maintaining a competitive advantage in the industry,
many have difficulty establishing precise and strategic plans to develop and ensure that
low-income participants are well-prepared to reenter the workforce. Companies are
complaining about new hires lacking social skills.
Policy-makers of federal, state, and local career development programs require
innovative ways to address the intelligence and training gaps among present and future
32
individuals, including effective career development processes intended to develop
participants. The purpose of the Workforce Innovation and Opportunity Act (WIOA) of
July 2014 is to concentrate on providing quality services to low-income individuals who
have ineffectual skills, limited work backgrounds, and have encountered economic
success barriers (Bird, Foster, & Ganzsglass, 2014). This qualitative research study may
be important to federal organizations of the Workforce Innovation and Opportunity Act,
Public Law, 113-128. Loewen et al. (2005) asserted that plans to improve career
development programs and place disadvantage individuals back into the workforce show
that it is not an easy responsibility.
Leaders have good academic abilities to develop dynamic career training
programs, but either lack the knowledge to bring it about or fall short of providing
suitable resources (Goleman 1995). Research shows that career development programs
will need to embrace more than the academic model (Goleman, 1998). Loewen et al.
(2005) stated that “the type of jobs that are going to need to be filled, however, are not
entry-level ‘McJobs’ that disadvantaged jobseekers are often shuffled into through some
workforce development approaches” (p. 11). Loewen et al. (2005) wrote this statement
in 2005 after they found information that challenged the structure of programs and
programs ability to equip the “disadvantage inner city populations” with the “skill,
education, and training” that is needed to remain competitive in North America’s
workforce (p. 11).
Since career development programs require definite objectives and goals
appropriate to the business setting, career development programs could provide an
alternative for planned subsidiaries of career development to develop participants’
33
personal and professional growth, unmasking new awareness and attitudes through which
participants can exercise leadership and management experiences. In the time where no
job is guaranteed and jobs are being replaced by “portable skills,” a significant number of
individuals are losing due to the “different way of being smart” (Goleman, 1998, p. 4).
The need of EI and career development programs has facilitated the challenge of this new
thought process.
Consequently, the researcher found that the approach that DeKalb Workforce
Development established in its comprehensive plans for physical year 2012 through fiscal
year 2017 aligned efforts with the Workforce Investment Act of 1998 objectives to
strategically achieve the goals of employment expansion, employee detainment,
advancement of participants’ employment competence attainment, and business
development (DeKalb Workforce Development, 2011). However, the WIA’s purpose is
to accommodate labor investments contributed by local or state investing interdependent
components (DeKalb Workforce Development, 2011). Literature reported that a
weakness in the plan dominated the WIA efforts to place limitations on the effectiveness
of providing individuals with the necessary support to overcome barriers, the appropriate
training, and education needed to advance their efforts to obtain a vocation and build a
career (U.S. Department of Labor, 2014). Although DeKalb Workforce Development’s
intentions are to move forward with the accelerated pace in growing metro Atlanta,
Angeloue et al. (2014) suggested that career training programs that are interested in
improving the insufficient supply of skilled workers should develop methods that
accommodate today’s workforce with highly socially skilled and competent candidates.
34
The researcher found that the WIA offers the broadest argument of methodologies
of regulations that could improve participants’ learning outcomes for skill development,
but the plan does not specify the model considered for closing the knowledge gap of
participants’ development. State and local advisers are accountable for activities to
accommodate workforce demands of local and statewide employers, but unlike Angeloue
et al. (2014), those methodologies do not vividly convey the provisions that are to be
implemented in closing the knowledge gap between career development programs and
participants’ development (DeKalb Workforce Development, 2011).
Program Effectiveness and Structure
The question that demands an answer is: To what extent could a curriculum on EI
empower participants as they prepare to reenter the workforce?
Currently, policy-makers of career development programs seek to use research
studies to determine what skills are needed to effectively develop low-income
participants (Angeloue et al., 2014). Wagner (2009) claimed that policy-makers are
challenged to advance institutional competence. Although initiating effective
development programs remains challenging for policy-makers, career development
programs are still required to effectively develop individuals’ personal, professional, and
leadership advancements. The purpose of this research was to provide policy-makers
with informative data regarding EI skills’ possible influence on participants of a career
development program at all levels. Previous research studies provide information on the
value of EI skills for leaders and managers, but not specifically on the value that it has for
participants of a career development program. Career development program policy-
35
makers should be able to determine whether participants are developing in EI skills,
based on program research results’ content.
The researcher believed that exploring low-income participants’ EI skill level will
help career development policy-makers evaluate current program provisions and provide
insight on career development program participants’ perceptions. The study will provide
information on an area that policy-makers may assent to for developing low-income
participants’ EI skills. The research will provide information on areas to address when
improving participants’ EI competencies.
Effective EI content should improve the representation of various individuals in a
career development setting across race, gender, and social economic statuses.
Unfortunately, rules for instituting EI skills in a career development program do not exist
in the U.S. Rather, EI is a learned process, provided by an EI coach or mentor. EI is an
active and ongoing transformational learning process that requires the need to administer
within a transferable theoretic framework so that it is understood in its entirety.
Understanding the EI process and implementing its procedures effectively are necessary
for proceeding and developing career development program participants’ competence. In
addition, career development program policy-makers will understand their responsibility
for ensuring that EI processes are effective.
Policy-makers should understand that components of EI need to match individual
success levels. Ensuring that components of EI skills match career development
programs participants’ development levels is critical to program performance. Low-
income participants’ personality types need to be congruent with that of understanding EI
skills. Likewise, career development leaders should have a thorough understanding of
36
participants’ EI levels and needs to process the necessary steps. Research explored
improvements of individual EI skills and its link to achieving personal and professional
success. Nonetheless, little to no research specifically exists for establishing effective EI
competencies for career development program participants. This may perhaps be because
of little to no research or theoretical framework.
EI training provides a well-rounded theoretical framework that addresses the
various levels of participants’ social and emotional competences. Training is inclusive
and contains opportunities to enhance collective interactions between individuals.
Training focuses on empowering participants. This research will provide specific
elements for career development policy-makers to assent to what may be the best practice
for effectively developing career development program participants.
Best Practice Theory for Closing the Success Gap
If the goals of DeKalb Workforce Development are to improve the skills and
successes of low-income participants’ interpersonal skills, understanding and applying
the literature on the EI to improve outcomes for participants in career development
programs may be the best practice for closing the skill and training gap. Implementing
that strategy to close the skill and training gap of career development programs,
participants will require direct application to the population of development professionals
to participants in career development programs. The DeKalb Workforce Development
local plan, the DWD specifically seek: to utilize research, occupation trends, business
needed skill attainment in their decision-making (DeKalb Workforce Development, 2011,
p. 14). The study results may allow DeKalb Workforce Development to approach the
37
historic and continuous discrepancy between career development programs and low-
income participants by maximizing EI awareness skills.
Evaluating EI in Career Development Programs
EI processes can be monitored and reviewed in order to make sure that career
programs are accomplishing program objectives. Whether the EI process is formal or
informal, program professionals can monitor its effectiveness. If difficulties occur, the
situations should include a review of processes, objectives, and achievements. Measuring
the effectiveness of EI processes will require an immediate survey distribution of
processes, should the needs of career development program participants’ change. Results
of the evaluation should indicate a solid satisfaction or dissatisfaction of EI processes
from career development program participants, based on self-assessment responses. This
study should help with the determination of positive and negative perceptions of
participants’ growth.
EI Use in Businesses and Academia
In a business environment, EI is used to determine the increases and 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, Mastracci, &
Wilson, 2006). Researchers asserted that EI significantly impacted economic outcomes.
According to Essary (2010), the skills of EI hold minimum purpose if they are not
exercised inside a business unit. Implementing the EI in a work environment facilitates
the key component of validating and approving a company’s aggregated amount of
revenue.
38
The impressive amalgamate of research results is what shielded the approval of EI
usage in a business environment. Hunter et al. (1990) found that, after examining
research governing the practical value of EI usage in businesses, mediocre and
prominently held job positions displayed exciting results because of the implementation
of EI skills. In 1998, the U.S. Government Accountability Office reported that, with this
knowledge, the military employment recruiters could increase hiring rates by knowing
how to intelligently select qualified individuals (Essary, 2010).
In continuation with this acceptance trend, Pescuric and Byham (1996) have
shown that a study conducted in the manufacturing industry revealed that managers who
participated in EI training were effective and decreased 50% of worker problems related
to accidents and time lost. To add to that assertion, Porras and Anderson’s (1981)
research efforts affirmed that the value that a manufacturing company obtained by
implementing EI skills enabled the organization to report a 17% increase in production.
Moreover, a discourse of that literature mentioned several examples of value based
information on the effects of incorporating the skills of EI.
Because of that, it was pertinent to discuss how EI skills impact individuals’
decision-making skill within a business. Salovey and Mayer (1990) claimed that EI is
vital to realistically making decisions with a sound mind. 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.
In addition, Caudon (1999) purported that decision-making abilities and management of
those abilities reflect the result of one’s EI level, as well as monitoring and controlling
the abilities of others. In light of that assertion, Holian’s (2006) literature reported that
39
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. That ability influences emotions and guides the one who is unaware of
their decision-making ability. This occurs when one comprehends how that collectively
works together to advance others’ ability and effectively take on decisions that positively
affect the organization as a whole (Holian, 2006). Although decision-making abilities
have been the predominant focus of EI in businesses, elaborating on the value of EI
influence in academic institutions is a meaningful component of this study (Essary, 2010)
as well.
In an academic setting, EI has been known to prioritize students’ thoughts and
enable students to use emotions to manage anxiety-provoking circumstances. Research
shows that EI comprehension influences students’ performances in schools (Pope, 2004).
Essary (2010) believed that discussing the constituents of emotional intelligence
awareness comprised of management’s abilities to successfully foster emotional
intelligence interactions. In addition, Essary’s (2010) literature communicated that social
awareness is similar to the concept of social intelligence, while it is important to
acknowledge that it does not incorporate the same meaning. Nonetheless, Salovey and
Mayer (1990) pointed out that the definition of EI is not a revision of emotional
intelligence for the interest of emotion intelligence, emphasizing emotional dilemmas that
are derived from personal and emotional intelligence problems. To clarify meaning,
Essary (2010) indicated that social skills underlines an individual’s ability to successfully
interact with other people in a social place of activity, and that EI involves managing the
emotions of the self and others in social settings.
40
Perrella (1999) believed that relationship building is key to service and the
economy. Because of that, Essary (2012) communicated that it is pertinent that the
workforce industry advance toward adding economical value through working
affiliations. According to Perrella (1999), the service industry involves the ability to use
communication skills effectively, diversify operations, and use departmental coordination
techniques to successfully build relationships. In addition, Goleman et al. (2002)
purported that managers or individuals who can successfully devote efforts to diagnose
others’ problems and encourage them to remain emotionally positive are emotionally
intelligent leaders. Therefore, if career development program participants are not aware
of what can advance their ability to develop working affiliations, they will have difficulty
obtaining the desire to meet organizational goals and fill the gap of adding value to the
service industry.
Why EI Matters in Career Development Programs
Since EI components are used in a business setting and academic institutions, they
should also be used in career development programs because low-income individuals
have difficulties obtaining and maintaining good employment opportunities, overcoming
obstacles, and understanding how to move up in their careers. Training of EI skills
should make a profound difference in developing individuals in a career development
program. Businesses seek to value EI because it improves business outcomes. Reputable
employers are likely to invest in high EI competent individuals. Researchers have
determined that EI is a huge career success predictor. It makes sense to employ
individuals that are team oriented, socially aware, display integrity, and hold leadership
skills.
41
Essentially, individuals that are able to bridge the gap by effectively using EI
skills to identify others feelings, as well as comprehend their distress and identify what
can encourage one to perform effectively to accomplish company goals and objectives
amidst the difficulty of a situation, increases the productivity rate of a business
(Goldsmith & Edders, 2004; Light, 2005; Sosik & Megerian, 1999). The literary work
guides the theory that integrating EI skills with career development programs provides
the awareness of EI competencies that individuals who are participating in a career
development program may need, if it is absent. Nonetheless, individuals can learn the EI
skills that effectively increase decision-making skills, as well as aid in accomplishing
career development programs and job search performance objectives, personal,
professional, and organizational goals.
Significance of the Study
To the field of business management, the specific significance is to lead to more
informed management practices in the area of reintroduction of unemployed workers into
the workforce by using EI. The intended readers for this study are DeKalb Workforce
Development, WIA policy-makers, career development programs and others who have an
interest in EI, could potentially improve their understanding of EI, regarding how career
development program participants perceive and apply the principles of EI in their career
development program setting. This study is devised to assist career development
professionals and future low-income participants to understand the components and
attributes that business leaders and hiring managers deem critical, before procuring
employment in the workforce. To a great extent, much of the literature on EI
concentrates on individuals running an organization, the impact of EI on leadership
42
methods or approaches (Goleman et al., 2002), and how leaders and managers implement
EI to relate with others in the workplace (Lubit, 2003).
For that reason, the study’s purpose was to explore comparable literature, in
addition to focusing more on low-income participants’ perceptions of EI through
interviewing. Next, the intended purpose for this research was to explore the role that EI
plays in the career development program, how low-income participants define and
perceive their EI skills (in preparation for reentering the workforce), and whether EI
influences low-income participants’ workplace performance within a career development
program. In conclusion, the study was designed to institute awareness and provide
insight of the components and attributes of EI, which will provide DeKalb Workforce
Development policy-makers, other career development programs, and other low-income
participants with a foundation from which to examine their own perceptions of EI, as
well as recommendations on how to use EI in the career development programs for
preparing participants to reenter the workforce.
Theoretical Framework
Low-income participants of a career development program that are unaware of the
beneficial influence of EI characteristics as they prepare to reenter the workforce are
limited by the many advantages, such as developing workplace relationships, handling
workplace stress, and procuring promotions. Hence, the research purpose of the study
was to explore the position of EI skills in a career development program at the low-
income participant level, define and describe how low-income participants perceive and
experience EI, and discover whether low-income participants believe that EI could be
43
used for competence development in a career development program as they prepare to
reenter the workforce.
This study used a phenomenological approach that advances the scientific
foundation of knowledge, which confirmed the theory of the EI phenomenon by
describing and expressing human conduct, perceptions, and experiences through the
means of communicating feelings, thoughts, beliefs, behavior, and assumptions of
perceptions. The study used a population of low-income participants and ensured that the
outcomes of research were kept separately from each respondent for the purpose of
comparison and in light of future research. The study provided valuable descriptions of
low-income participants’ perceptions and lived experiences. This model of approach
underpinned the need for the researcher to inject the participants’ expressions into the
research, while producing a framework that supports multiple responses and adaptable
procedures (Marshall & Rossman, 2011), enabling policy-makers, career development
programs, and low-income participants to acknowledge the perceptions attributed to
understanding EI in the career development program participant’s level.
Research Methodology and Approach
Provided that the purpose of the study was to explore the role of EI in the career
development program at the low-income participants’ level, the methodology exercised
to achieve the study’s aim of understanding and defining what the term of EI means, and
identifying the benefit of EI to low-income participants were directed through the
gathering of data from interviews via the medium of a qualitative phenomenological
approach.
44
Through the use of qualitative research, the research aimed to understand what EI
means, is, why and how EI is implemented. Qualitative studies focus on collecting rich
data from interviews. This study used a phenomenological research approach of
systematic inquiry to identify the participants’ understanding of EI (phenomenon), which
was described and executed by the participants (Creswell, 2009).
According to Moustakas (1994), lived experiences identify a phenomenology as a
philosophical method and a process that includes studying a few subjects via sizable and
lengthy engagements to determine patterns and relational meaning. In addition, Patton
(2002) further stated that phenomenology enables subjects to give descriptions to their
perceptions, definitions, feelings, reflections, expressions, and understanding of the
phenomenon.
Expressed in a different way, the entire importance of the influence of EI was
undertaken. Moreover, in order to retrieve the data regarding career development
program participants’ lived experiences, the researcher used open-ended, semi-structured,
and informal conversation interviews, which were audio recorded for analysis subsequent
to transcription. This approach produced a stronger understanding and honest description
of the participants’ experiences with EI, as it was associated with their individual and
business method of building relationships (Kumar & Iyer, 2012) within a career
development program.
Research Methodological Model
For this study, the methodological model used to convey the findings was the
phenomenological research model of Giorgis, which is identified in psychology as an
empirical, phenomenological research approach (Hein & Austin, 2001, p. 5). The
45
approach is quite important and produced the required data for a better understanding of
the psychological expressions and characteristics pertaining to EI. This
phenomenological approach focused on providing concrete explanations of human
encounters (Giorgi, Fisher, & von Eckartsberg, 1971).
In addition, this model aims to produce precise descriptions of perspectives of
human encounter (Ehrich, 2005) by executing phenomenon essentiality and lived
experiences. General fundamental statements that reflect the basic structure of
intentionality were explored by implementing a psychological method (Ehrich, 2005).
Moreover, the practice of empirical phenomenological approach helped to aim attention
at the uniqueness of EI (i.e., the subject studied and object of their perceptions; Ehrich,
2005). This study used NVivo 10 qualitative analysis software, as modified by QSR
International Inc. (Carpentar & Suto, 2008). This qualitative data method grounds the
phenomenological, foundational approach. The researcher conduced the data analysis
and used a coding process. The NVivo 10 qualitative data analysis software is a viable
method used for coding and computing raw thematic qualitative study data.
Data Collection Instruments
In this study, the researcher was the data collection instrument. As the data
collection instrument, the researcher’s role consisted of several key aspects, including
constituting rapport with her respondents, focusing on context, providing effective
listening intercommunication skills, improving dialect, enticing thought, requesting
replies to questions, and promoting trust. Through the means of a qualitative study, as
the instrument, the researcher facilitated an opportunity to take part in the
phenomenological decline, immediately (Giorgi & Giorgi, 2003).
46
Moreover, Ehrich (2005) indicated that this method enabled the researcher to
avail herself as an initiation, though this depended entirely on other information, enabling
the researcher to proceed using a strict process of collecting and analyzing data, which
was important when obtaining detailed and conscientious information with regards to EI
arising out of participants.
47
CHAPTER THREE: METHODOLOGY
The purpose of this qualitative research study was to explore perceptions of EI
skills by participants in a career development program as they prepare to reenter the
workforce. The study focused on understanding how low-income participants defined,
perceived, used, and explored whether learning EI in a career development program
could be of benefit. For example: Does EI help career development program participants
discipline themselves to become aware of emotions as they relate to workplace
environments? Does EI enable career development program participants to use their
ability to relate to others by means of empathy? Does EI help them to establish internal
and external relationships? These variances are considered to be factors that internally
relate to EI. There are additional variances of EI that enable individuals to motivate,
influence, and accentuates another individual to be genuine. Such variance affords
individuals with the opportunity to become productive, self-efficient, and encouraged in
the workplace environment.
The study’s objective was addressed by using a qualitative phenomenology
approach. By using this research of methodological approach the study’s objective of
exploring how each career development program participant defined, understood and
used EI produced a greater understanding and candid description of individual
perceptions and lived experiences with EI, as it pertains to their individualized ability to
form and improve business affiliations (Kumar & Iyer, 2012) in a career development
program.
As a consequence, this phenomenological research study uncovered the
perceptions and experiences that career development program participants hold of EI.
48
This advanced a greater understanding of the position that EI has in the career
development program and whether it develops low-income participants by improving
their understanding of EI competence. The research intent enabled the participants to
completely describe their perceptions of the phenomenon. This form of research
investigated how each career development program participant gave description to EI,
their understanding of EI, and their lived world with EI. This information was then used
to determine the overall consensus of the underpinning phenomenon, characteristics and
significance of the phenomenon lived by the study’s participants.
Research Design
This research study embodied a phenomenological research approach that one
deemed as a suggested design for rediscovering initial knowledge of experiences
(Merleau-Ponty, 1945). Consequently, the entire procedure of data collected came from
thorough interviewing. With thorough interviewing, the perception and lived experience
of each career development program respondent was noted and inspected to gather the
required data, which the researcher used to interpret the answers to the study’s research
questions:
1. How did participants define and describe EI? What was the perception of
participants regarding their exposure to EI in their training program? The
supporting interview questions are: (Interview Questions #1 and #2; see Appendix
A).
2. What were participants’ perceptions of whether EI could help them manage self
and others’ emotional behaviors through career development training? The
supporting interview question is: (Interview Question #3; see Appendix A).
49
3. How did participants describe the influence of EI on their self-esteem, ethics and
motivation? Program goals and personal objectives? The supporting interview
questions are: (Interview Question #4 and #5; see Appendix A).
4. How did participants describe how EI influenced their career development
program relationships? The supporting interview questions is: (Interview
Question #6; see Appendix A).
5. How did participants perceive an instructor or career developer’s description or
concept of EI differently than their own? The supporting interview question is:
(Interview Question #7; see Appendix A).
The participants of this study were career development program participants that
were questioned in order to define and describe how EI was used to develop their
emotional intelligence skills as they prepared to reenter the workforce. The study
scrutinized aspects such as feelings, thoughts, and impartial views implemented by these
participants when socializing with others in a career development program.
Through the use of open-ended and semi-structured interviews, the researcher
sustained the ability and opportunity to question each of the participants about EI
(phenomenon). The interviews enabled the participants to give authentic information that
were then gathered for the purpose of an analysis and explications (von Eckartsberg
1988); additionally, this method consented the researcher to retrieve prudent and
informed consent through the means of using a rigorous process of data collection and
analysis (Hein & Austin, 2001). Through the means of comprehensive interviews, the
researcher’s aim was to lead the audience of this study on a methodological excursion, in
which a profound understanding of a complex matter would follow (Dowling, 2007).
50
Sample Population
The sample population from which the principal research was acquired consisted
of participants between the ages of 18 and 65, who may have had adequate experience
with EI in the career development program. The study’s intent was to explore the
influence of EI on career development program participants, regardless of their age,
gender, and area of employment, concentrating on scrutinizing how these participants
perceive EI within the career development program.
The sample population frame for this EI research study was open to all industries
of career development which train participants in the DeKalb, Fulton, Cobb, Gwinnett
and other counties in the Atlanta area. In the interest of this study, the area of occupation
was not of significance, as the researcher’s focus was to implement a diverse
classification of characteristics and content (Heterogeneous typology), which included
dissimilar experiences of the phenomena of concern (Richie & Lewis, 2003).
Specifically, job titles were not chosen to compare and examine findings of each
career development program participant in a descriptive manner. This study concentrated
on the similarities and differences of the participants’ shared experiences, skills,
knowledge, and abilities, which were demonstrated by participants who were classified as
participants of a career development program. The sample population consisted of career
development program participants as a total population who shared in the development of
the EI experience.
The exploratory sampling process included the aspect of what was taught and
what was gained through open-ended interview questions concerning EI comprehension
in a career development program. For phenomenological studies, Morse (1994)
51
recommended that at least six interviews be attained. Nonetheless, for the study’s
purpose, the size of this sample population was not influenced by the requirement to
certify generalizability, but by the need to thoroughly examine the selected topic and
detail clear data (Higginbottom, 2004, p. 16).
The sampling process was administered using the non-probability and purposive
sampling method. The use of non-probability and purposive sampling enabled the
researcher to determine what he or she desired the participants to provide (Bernard &
Ryan, 2010). In this instance, the researcher desired similar or dissimilar perceptions
with EI within the career development program. The researcher’s primary goal was to
interview 20 individuals, who were specifically chosen for the study. These 20 career
development program participants would enable the researcher to obtain saturation by
typifying the attributes of the sample population that it claimed to point out (Cooper &
Schindler, 2011).
In order to appropriately lead this study, a clearly defined and carefully chosen
recruitment process occurred. The recruitment process selected by the researcher was a
face-to-face recruitment method. Simultaneously, the researcher introduced the topic of
the phenomenon, provided informed consent forms, distributed to the participants, and
obtained signatures. After this was executed, the researcher interviewed each career
development program participant who volunteered to participate in the study.
Because the population’s sample size involved 20 individuals and would make
use of diverse characteristics and content that included respondents who, to a large
degree, had different perceptions of the phenomenon of concern (Richie & Lewis, 2003),
saturation materialized in abstract senses upon interviewing 20 career development
52
program participants. The population sampling was then concluded and no additional
data were undertaken from the participants.
Research Setting
The researcher requested a designated conference room at the career development
program to conduct the interviews. The researcher’s aim was to ensure that the
participants were comfortable and in safe conditions, where both she and her respondents
appeared relaxed, at ease, and had adequate work capacity for arrangements of writing
and recording supply use. The researcher informed each career development program
participant that interviews would be audio recorded in their entirety.
The researcher was the data collection instrument in this study. As the data
collection instrument, the researcher’s role consisted of several key aspects, including (a)
constituting rapport with her respondents, (b) focusing on context and providing effective
listening intercommunication skills, (c) improving dialect, (d) enticing thought, (e)
requesting replies to questions, and (f) promoting trust. Through the means of a
qualitative study such as the instrument, the researcher facilitates an opportunity to take
part in the phenomenological decline immediately (Giorgi & Giorgi, 2003).
Moreover, Ehrich (2005) indicated that this method enables the researcher to avail
herself as an initiation, but this depends entirely on others for information and enables the
researcher to proceed using a strict process of collecting and analyzing data, which is
important when obtaining detailed and conscientious information with regards to EI
arising out of the participants. The researcher considered all potential threats to bias or
ethical concerns, which were addressed accordingly using professionalism. Approaching
each interview with a renewed perspective is defined as epoche by phenomenological
53
research (Moustakas, 1994). Throughout the study, an epoche attitude was incorporated,
which helped the researcher to consume the whole quantity of the data expressed by the
respondents and avoid moral judgements. This was essential in order to self-reflect and
very important for researchers to continuously examine action and understand that the
data obtained was that of the career development program participants’ own perceptions
and lived experiences, while the researcher’s role to understand such in of a nonbiased
and honest nature.
The researcher suggested implementing bracketing to diminish unfavorable
results in an attempt to retrieve research goals. Additionally, bracketing assisted the
researcher with the advantage to develop a deep level of serious thought during all phases
of the research, which enabled the researcher to collect and examine differing
perspectives of the research phenomenon (i.e., the influence of EI).
Data Collection Process
For this study, the interviews were the sole data collection method implemented.
The interview questions were arranged in a methodical manner withdrawn from an
essential supporting structure visualized by the researcher which contained the problem
of research, questions, and reviewed literature. Therefore, the career development
program participants were informed that the researcher would be the sole instrument
implemented to interview all the participants and that this process would be administered
one-on-one and audio recorded to compare late transcription, as notified on the informed
consent document. The researcher restated the purpose of the study and the definition of
the essential subject and descriptors to be conveyed throughout the study. The study’s
respondents were inquired to answer open-ended interview questions regarding EI
54
competencies, perceptions, experiences, conduct, and abilities according to a semi-
structured interview arrangement. For the purpose of retrieving the richest useable
source of data, these interview questions were constructed to specifically answer one
central question and four corroborative research sub-questions.
The research approach and processes contained the following data collection steps
(a) arrangement of a particular time for interviews, (b) briefly introduce topic to
participants, (c) written consent to administer interviews, (d) interview of career
development program participants, (e) transcription of data from interviews, and (f)
analysis of interview data. Upon obtaining written consent to interview and for the
arrangement of times, the researcher comprised a specific quantity of interview questions
to ask the subjects under study (20 participants).
The researcher assured the participants that the interview was organized and the
wording of interview questions was suitable and comprehensible to refrain from any
misinterpretations. Additionally, the researcher documented that the interview questions
had the potential to be answered within a rational period of time and evoked the data
indispensable to answer the central research questions and corroborative sub-questions,
undertaking the study’s problem. The prearranged time allotted for interviewing was 35
minutes. This timeframe was appropriate because it afforded both the researcher and
respondents adequate time to establish rapport, get comfortable, and enable both
individuals to execute a well-balanced interview process, including interchanging of
questions and answers (Q & A) conversation.
Throughout the interview, the researcher conducted note taking in addition to
using an audio recorder to record the interview. Documenting the interview notes
55
enabled the researcher to obtain personalized forms of interview queues, such as
respondents’ fundamental descriptions of body language, tone of voice, participants’
abilities to answer questions and make any required clarifications, as well as any
descriptions of terminology (clichés) used, and distinct expressions documented during
the entire interview.
Analysis of Data
The data analysis method this study preferred to use was Giorgi’s
Phenomenological research approach. The methodological model used to convey the
findings was the phenomenological research model of Giorgis, which is identified in
psychology as an empirical phenomenological research approach (Hein & Austin, 2001).
The model enabled the researcher to synthesize the data (audio recordings and
transcripts) into attribute themes, where repetition of reading was required to discover
precise meaning (Giorgi, 1983). Each career development program participant’s
responses obtained individual quality of literature and structural descriptions, in order to
give insight into the phenomenon undertaken. Through categorization, the researcher
analyzed the perceptions and experiences of the research participants (Marshall &
Rossman, 2011).
The use of Giorgi’s phenomenological model permitted the researcher to focus
attention on analyzing the data, using NVivo 10 qualitative analysis software, as modified
by QSR International Inc. This qualitative data method grounded the phenomenological
foundational approach. The researcher conduced the data analysis and used a coding
process. The researcher read and reread the data in an effort to reduce, manage, organize,
and determine what was known about the data value of the subjects’ thoughts. The data
56
first analyzed words, phrases, sentence structures, and paragraphs that provided insight.
The determination of information was coded and indexed using shorthand labeling to
show common themes (i.e., improved emotional intelligence interactions). The saturation
of data reached no new themes.
The NVivo 10 qualitative data analysis software was a viable method used for
coding and computing raw, thematic, and qualitative study data. Because of this, the
researcher conceptualized the data primarily by naming each subject (Moustakas, 1994).
The researcher conducted this action by asking relevant questions such as “to what extent
is this relevant,” and “to what extent does this happen?” The researcher used an open-
ended process of the initial coding to reduce and eliminate irrelevant data. The
researcher then coded the emerging perspectives of the participants. The researcher
reflected on excerpts documented, reconfigured codes, and captured the primary data’s
significant contribution of themes and patterns to the study (Moustakas, 1994). The
significance of the study was decoded and determined appropriate for labeling the
significance of the data encoded. Codes evolved from categories, using the interview
questions shown in Appendix A. The researcher identified the emerging theory. This
process enabled the researcher to apply a rigorous method of collecting and analyzing
data, which was significant to procuring straightforward, unbiased, and reliable data from
the participants (Ehrich, 2005)
Research Credibility and Transferability Model
The specification used for judging the research study was Guba and Lincoln’s
(1985) four specification judging model, which indicates a qualitative research study.
The model allowed the researcher to (a) describe and understand the phenomenon
57
undertaken from the participants’ perspectives, which conforms credible judgement
outcomes (Guba & Lincoln, 1985) and provide the participants with the opportunity to
peruse transcripts from noted interviews for correctness and trustworthiness; (b) use
transferability by thoroughly describing the research statements that were key to the
study; (c) comply with describing any modifications of settings and influences of the
research undertaken (Guba & Lincoln, 1985), which was noted throughout the
interviewing process; and (d) ensure conformability by repeatedly reviewing the data
throughout the study and justifying any discrepancies during the process of collecting
data.
Ethical Concerns
The researcher adhered to the responsibility of ethical concerns throughout the
study and when transferring data. The ethical concerns injected that the researcher abide
by all rules and regulations established by the IRB of Argosy University. Consequently,
the researcher ensured that she would follow the key guidelines of ethical procedures of
respect for individuals, kindness, and fairness when researching human participants. The
researcher accepted the responsibility to treat each career development program
participant ethically and respect their judgements, protecting participants from harm and
securing their safety. To ensure the participants’ safety and security, the researcher used
pseudonyms to protect confidentiality, secured data, and appropriated deposal of research
data upon the study’s completion.
To conclude, the design of research, approach of methodology, population
sampling, research instrument, data collection process, analysis of data and research
58
credibility and result transferability advanced the understanding of EI influence on
participants of the career development program.
\
59
CHAPTER FOUR: RESULTS
The purpose of this research was to explore the understanding of the importance
of emotional intelligence skills, as defined of EI by participants in a DeKalb County,
Georgia career development program. The researcher conveys the evaluation of how the
EI skills influence and develop participants, both personally and professionally, in a
career development program as they prepare to reenter the workforce.
The study used a qualitative research approach to measure participants’ attitudes
and perceptions of EI awareness and uncovered their perceptions of their EI knowledge
in each aspect of their personal, professional, and career experiences. Participants’
perceptions emphasized how understanding the benefits of implementing EI skills can be
effective when used as a development procedure in a career development program, and
not so effective if not used as a development procedure in a career development program.
Furthermore, the component of EI provided the researcher with an opportunity to note
and record the effective common perceptions of EI used by participants of a career
development program and determine the impact of EI awareness on participants’
personal, professional, and leadership competence as they prepared to reenter the
workforce, based on reflectivity.
Demographic of Participants
The US Department of Education (2015) term a low-income individual in society
as a person with a family taxable income level below the 150% amount of poverty.
The demographic of respondents was identified numerically (1-20), and each respondent
fell within the age brackets, as follows: (a) 18-24, (b) 25-44, (c) 45-64, (d) 65 years or
older, and (e) undecided/refused to decide. All of the participants were female and 13 out
60
of 20 participants were in the 25-44 year-old age group. Six out of 20 participants have a
GED, seven out of 20 participants have a high school diploma, and another six
participants have experienced some college. One out of 20 participants expressed that
their education level was below GED. In the last three years, results showed that eight
participants participated in a career development program two or more times. Fifteen out
of 20 participants’ highest job level in their field was a mid-level position. Eighteen of
the 20 participants were African American/Black, while the remaining two participants
expressed their ethnicity/race as Other.
Research Findings
The results from the interviews are organized by question. The researcher briefly
introduced, defined and described the phenomenon. The section below indicates the
analysis supporting the research findings transcribed from participants. The research
questions were produced, employing phenomenologically grounded questions that
provided a meaning to focus, guide, and awaken additional interest and written
description for the emotional involvement of what was experienced (Moustakas, 2004, p.
59). The research questions follow (see Appendix A for interview questions):
1. How did participants define and describe EI? What was the perception of
participants regarding their exposure to EI in their training program? The
supporting interview questions are: (Interview Questions #1 and #2; see Appendix
A).
2. What were participants’ perceptions of whether EI could help them manage self
and others’ emotional behaviors through career development training? The
supporting interview question is: (Interview Question #3; see Appendix A).
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3. How did participants describe the influence of EI on their self-esteem, ethics and
motivation? Program goals and personal objectives? The supporting interview
questions are: (Interview Question #4 and #5; see Appendix A).
4. How did participants describe how EI influenced their career development
program relationships? The supporting interview questions is: (Interview
Question #6; see Appendix A).
5. How did participants perceive an instructor or career developer’s description or
concept of EI differently than their own? The supporting interview question is:
(Interview Question #7; see Appendix A).
Analysis of Interview Questions
Immediately upon evaluating the transcripts of participant responses to the
interview questions, more similarities were found than dissimilarities. Through the use of
the NVivo data analysis software, themes were identified from the open-ended interview
questions to ensure that all participants’ responses were evaluated in order to verify the
identity of new knowledge. Each participant’s responses were compared with the others
to show similarities and dissimilarities. Then, as suggested by NVivo data analysis
software, the data collected among all participants’ responses to each interview question
were grouped using nodes and themes. The grouped information was titled by the
following seven nodes titles: (a) EI definition, (b) EI exposure in career development
program, (c) EI learned in career development program, (d) EI influence on self-
awareness and motivation, (e) EI influence on personal, professional and career
developing, (f) EI influence on developing organizational relationships, and (g) differing
62
perspectives. All seven node titles coordinated with one of the interview questions (see
Appendix A).
Question Number 1 (Node 1: EI Definition)
Participants had different and similar responses when defining and describing EI.
The overall understanding is that participants do not directly understand that EI is
precisely related to an individual’s ability to perceive emotions of both self and others
while involved or participating in any disposed work situation where feelings take place
(e.g., emotions acting as empathy, happiness, anger, sadness, etc.), despite prevailing
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
63
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
effective listening intercommunication skills, improving dialect, enticing thought,
requesting replies to questions, and promoting trust. Through the means of a qualitative
study, as the instrument, the researcher facilitated an opportunity to take part in the
phenomenological decline, immediately (Giorgi & Giorgi, 2003). Moreover, Ehrich
(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
77
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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APPENDICES
97
APPENDIX A
Interview Questions
98
APPENDIX A
Interview Questions
Interviewer _________________Location Type__________
Participant Group No. _______ Date__________
Participant No. _______ Time__________
Interview Questions
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?
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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.
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APPENDIX B
Participant Demographics
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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
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15 Female 25-44
16 Female 18-24
17 Female 25-44
18 Female 18-24
19 Female 25-44
20 Female 25-44
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APPENDIX C
Interview Question Number 1
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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.”
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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.”
108
APPENDIX D
Interview Question Number 2
109
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.
119
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
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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.”