Organisational Behaviour: Cognitive & Emotional Intelligence
STUDENT DETAILS
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ACAP Student ID: 196843
Name: Giuseppina Wolfram
Course: Bachelor of Applied Social Science
ASSESSMENT DETAILS
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Unit/Module: Organisational Behaviour
Educator: Jacqueline Campbell
Assessment Name: Academic Essay: Cognitive & Emotional intelligence
Assessment Number: 1
Term & Year: Term 2, 2012
Word Count: 1,892
DECLARATION
I declare that this assessment is my own work, based on my own personal research/study. I also declare that this assessment, nor parts of it, has not been previously submitted for any other unit/module or course, and that I have not copied in part or whole or otherwise plagiarised the work of another student and/or persons. I have read the ACAP Student Plagiarism and Academic Misconduct Policy and understand its implications.
I also declare, if this is a practical skills assessment, that a Client/Interviewee Consent Form has been read and signed by both parties, and where applicable parental consent has been obtained.
Emotional and Cognitive Intelligence are two key areas when combined together, provide an individual with a greater advantage in achieving success not only in their personal lives, but within an organisation. Cognitive intelligence and emotional intelligence are considered to be important individual differences in the field of organisational behaviour. This essay will critically evaluate both concepts, as well as discuss the individual differences between the two. A definition of both concepts will be provided, along with individual strengths and limitations identified of both in relation to modern organisations. Finally, suggestions on how both of these concepts can be applied within organisations will conclude this essay. Cognitive Intelligence and Emotional Intelligence are both individual differences in determining one’s life success and have unique strengths, limitations and specific applications (Goleman, 1998). Cognitive ability or
[pic]
ACAP Student ID: 196843
Name: Giuseppina Wolfram
Course: Bachelor of Applied Social Science
ASSESSMENT DETAILS
[pic]
Unit/Module: Organisational Behaviour
Educator: Jacqueline Campbell
Assessment Name: Academic Essay: Cognitive & Emotional intelligence
Assessment Number: 1
Term & Year: Term 2, 2012
Word Count: 1,892
DECLARATION
I declare that this assessment is my own work, based on my own personal research/study. I also declare that this assessment, nor parts of it, has not been previously submitted for any other unit/module or course, and that I have not copied in part or whole or otherwise plagiarised the work of another student and/or persons. I have read the ACAP Student Plagiarism and Academic Misconduct Policy and understand its implications.
I also declare, if this is a practical skills assessment, that a Client/Interviewee Consent Form has been read and signed by both parties, and where applicable parental consent has been obtained.
Emotional and Cognitive Intelligence are two key areas when combined together, provide an individual with a greater advantage in achieving success not only in their personal lives, but within an organisation. Cognitive intelligence and emotional intelligence are considered to be important individual differences in the field of organisational behaviour. This essay will critically evaluate both concepts, as well as discuss the individual differences between the two. A definition of both concepts will be provided, along with individual strengths and limitations identified of both in relation to modern organisations. Finally, suggestions on how both of these concepts can be applied within organisations will conclude this essay. Cognitive Intelligence and Emotional Intelligence are both individual differences in determining one’s life success and have unique strengths, limitations and specific applications (Goleman, 1998). Cognitive ability or
References: Abraham, R. (2004). Emotional Competence as Antecedent to Performance: A Contingency Framework. Journal of Personality and Social Psychology Day, A DeVito, J. A. (2007). The interpersonal communication book (12Th Ed). New York, United States of America: Harpers Collins Publishers. Goleman, D. (2006). Working with emotional intelligence. New York: Bantam Dell. Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books Goleman, D. P Gosling, M., & Gosling, K. (2004). Emotional leadership in task and contextual performance. Singapore: Goslings International. USA Humphreys, L.G., & Lubinski, D Landy, F., & Conte, J. (2010). Work In The 21st Century - An Introduction To Industrial and Organisational Psychology: Third Edition . London, United Kingdom: John Wiley & Sons McShane, S., & Travaglione, T Motowidlo, S. J., Borman, W. C., & Schmit, M. J. (1997). A theory of individual differences Neisser, U., Boodoo, G., Bouchard, T Murensky, C. L. (2000). The relationships between emotional intelligence, personality, critical thinking ability, and organisational performance at upper levels of management Doctoral dissertation, George Mason University, 2000) Plotnik, R., & Kouyoumdjian, H. (2008). Introduction to Psychology. USA: Cengage learning. Robbins, P., S, Millett, B., Cacioppe, R. & Waters-Marsh, T. (1998). Organisational behaviour: leading and managing in Australia and New Zealand. Australia: Prentice Hall Salovey, P., & Mayer, J.D Schmidt, F., & Hunter, J. (2004). General Mental Ability in the World of Work: Occupational Attainment and Job Performance. Journal of Personality and Social Psychology Sternberg, R Taylor, G.J., Parker, J.D.A., Bagby, R.M. (1999). Emotional intelligence and the emotional brain: Points of convergence and implications for psychoanalysis. Journal of the American Academy of Psychoanalysis Thompson, H Wood, J., Zeffane, R., Fromholtz, M., Wiesner, R., Creed, A., Schermerhorn, J. Osborne, R. (2010). Organisational behaviour: Core concepts and applications (2nd ed.). Brisbane, Australia: John Wiley and Sons Zeidner, M., Roberts, R