The Relationship Between Emotional Competence and Team Based Learning (Proposal)

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The relationship between emotional competences and team-based learning PART I: RESEARCH TITLE AND BACKGROUND
1.0 Title
The relationship between emotional competence and team based learning 1.1 Background
According to Lewis (1998), he relates the term competence as ‘adaptation’ (p. 27) He also added that emotional life as a general competence would seem to be better choice because it seems that the content of all social exchange is emotions (p. 28). Whereas, Goleman (2006) points out that emotional intelligence competency is an individual characteristic (or combination of characteristics) that can be measured reliably and that distinguishes superior from average performers, or effective from ineffective performers, at levels of statistical significance. It has been an unresolved issue to make a clear cut between emotional intelligence and emotional competence. Based on Boyzatis and Goleman (2002 cited in Clarke, 2010) competence-based approach, it was said that emotional competence is classified into four types. This includes: - * Self awareness;

* Self management;
* Social awareness; and
* Relationship management. (Refer Appendix Table 1.1)
This is different in emotional intelligence as the concept is classified into four cognitive abilities. They are:- * Accurately sense emotion in oneself and others;
* Use emotions in imagination and thinking;
* Able to interprets emotions; and
* Handling emotions (Mayer and Salovey, 1993)
Team based learning is a special approach to the use of small group that takes both teaching and learning to a new level of educational significance. The research also shows that if team based learning is conducted effectively, it will leads to four kinds of transformation. First, it transforms “small groups” into “teams”. Secondly, it transforms a technique into strategy. Thirdly, it transforms the quality of student learning and lastly, it transforms the joy of teaching (Michaelsen et al., 2002). All these concepts trigger our team to find out how emotional competence could be applied in team based learning.

According to Goleman (2006), David Wechsler who developed one of the most widely used measures of IQ in late 1950s, basically dismissed the importance of social intelligence, seeing it merely as “general intelligence applied to social situations”(p. 332). However, he also argues that those who would say that social intelligence amounts to little more than general intelligence applied to social situations might do better to reason the other way around: to consider that general intelligence is merely a derivative of social intelligence, albeit one our culture has come to value highly (p. 334). Previous researches have also revealed that most of the instruments used to measure emotional intelligence are questionable as they are inclined to individual-level approaches (Davies et al., 1998; Pfeiffer, 2001 cited in Rozell and Scroggins, 2010). Several researches which adopted self-reported measures failed to capture an absolute analysis on emotional intelligence as they ignored the measure of team level ability (Davies et al., 1998; Schutte et al., 1998; Rozell and Scroggins, 2010). Kelly and Barsade (2001) (cited in Koman et al.,2008) further claimed that past literature stressed only on individual emotion but neglected the effects of emotional intelligence in work groups and teams. To fill in the credibility gap, our team will conduct focus group interview besides distributing questionnaires to obtain a complete research on emotional intelligence which encompass both individual and team level means and the accompanied consequences. 2.1 Research Question and Objectives

* Research questions
i) What is the relationship between emotional competences and team performance? ii) How emotional competences facilitate communication in group learning? iii) How...
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