Abstract

FOURIE, Christine; POTGIETER, Ingrid L.  and  COETZEE, Melinde. A qualitative illuminative evaluation of emotional intelligence training as transformative learning. SA j. ind. Psychol. [online]. 2024, vol.50, n.1, pp.1-13. ISSN 2071-0763.  https://doi.org/10.4102/sajip.v50i0.2243.

ORIENTATION: The study focuses on emotional intelligence (EI) training, which is known to promote socio-emotional competencies and behaviours for business success. RESEARCH PURPOSE: The study seeks to illuminate the extent to which the Minnaar EQ Dynamics Self-Awareness Programme facilitates transformative learning in EI including its spill-over effects in the workplace. MOTIVATION FOR THE STUDY: Qualitative illuminative research on the transformative learning effect of EI training, and especially its spill-over effect into the workplace, is scant. RESEARCH APPROACH/DESIGN AND METHOD: The study employed a retrospective qualitative case study design with semi-structured interviews as guided by an illuminative evaluation methodology. The ATLAS.ti software programme was utilised to analyse the data collected from nine training programme participants employed in a mining company situated in Gauteng. MAIN FINDINGS: The findings illuminated transformative learning pertaining to intrapersonal and interpersonal domains of EI which positively spilled over to social interactions in the working environment. Some aspects of the training methodology appeared to have contributed to the transformative learning effects. PRACTICAL/MANAGERIAL IMPLICATIONS: The findings attest to the value of investing in evidence-based EI training programmes that facilitate transformative learning. CONTRIBUTION/VALUE-ADD: The findings underscore the role of transformative EI training in fostering personal growth and development, positive relationships, effective communication and a conducive work environment for organisational success.

Keywords : emotional intelligence training; emotional competence; illuminative evaluation; self-awareness; self-management; social awareness; social skills; transformative learning.

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