Global Journal of Human Resource Management (GJHRM)

EA Journals

Emotional Intelligence

Emotional Intelligence, Job Satisfaction and Mentoring Support as Facilitators of Correctional Officers’ Career Resilience in Ibadan, Oyo State, Nigeria (Published)

Career resilience entails developing and utilizing positive responses when one faces with challenges in one’s place of work. Nigeria  prison officers are faced with several challenges which include, few number of prison officers compare with a larger population of inmates in congested prisons across the country, inadequate funding, flaw on the extant prison laws, lack of rehabilitative and correctional facilities, ever-increasing problems of prison administration, corruption among few high ranking officers, the prison system which was designed for correction of prison inmates through counselling, rehabilitations and reform of inmates, has turned out to be  a breeding ground for hardened criminals who become worse than they were when they got into prison. In today’s world it has become very important in any organisation prison inclusive to have innovative ideas and be creative on how to overcome the challenges so as to be efficient and productive in one’s day to day activities. This study, therefore, investigated the influence of emotional intelligence, job satisfaction and mentoring support on the career resilience of Correctional officers in Ibadan, Oyo state, Nigeria. The study adopted a descriptive survey research design and purposive sampling in the selection of two hundred prison officers. Three research questions were raised and answered in the study. The variables were measured with relevant standardized instruments. These include: Emotional Intelligence Scale (EIS), Job Satisfaction Scale (JSS), Mentoring Support Scale (MSS) and Career Resilience Scale (CRS). Data from the study were analyzed using the Pearson Product Moment Correlation (PPMC) and multiple regression analysis (ANOVA). The finding showed that there was a significant relationship between the dependent and independents variables. Emotional intelligence is the most potent contributor to career resilience followed by job satisfaction and mentoring support. Based on the findings of this study, recommendations and suggestions were offered to various stakeholders.

Keywords: Emotional Intelligence, Job Satisfaction, career resilience, mentoring support, prison officers

Emotional Intelligence and Industrial Conflict Resolution Mechanisms in Imo State Public Sector: An Empirical Approach (Published)

The focus of this paper is on Emotional Intelligence and Industrial Conflict Resolution Mechanisms in the Imo State Public Sector. The study used survey approach and covered a population of 305 senior staff of eight selected public sector organizations in Imo State. In determining the sample size, the researchers used purposive sampling technique to select 221 members of staff, however, only 198 copies of the survey tool was accurately filled and returned which yielded 89.59% return rate. The data used was generated from both primary and secondary sources but a five point likert scale survey tool titled Emotional Intelligence and Industrial Conflict Resolution Mechanisms Questionnaire (EI&ICRMQ) was the major instrument for data collection. The statistical tool used for data analysis is the one-way ANOVA test using the 23.0 version of SPSS. The study found that variations in the results obtained showed that emotional intelligence effect on negotiation is more significant as it posted the least output (0.000). This is closely followed by mediation that posted an output of (0.006). The result however showed that in arbitration, emotional intelligence plays little or no role as it posted an output (0.075) that is higher than the level of significance (0.05). The study concluded that emotional intelligence is key to conflict resolution especially when the conflicting parties opt for negotiation as a mechanism. Sequel to the findings and conclusion above, the study recommended that to enhance management-labour relations, conflicting parties should ensure that only representatives with high emotional intelligence quotient are sent when adopting negotiation as a conflict resolution mechanism. Training representatives of conflicting parties to imbibe and exhibit emotional intelligence can enhance the success rate of mediation as a conflict resolution mechanism and that conflicting parties adopting arbitration as a conflict resolution mechanism should focus on gathering needful data for evidence and avoid being emotionally sentimental

Keywords: Arbitration, Conflict, Emotional Intelligence, Mediation, Negotiation.

Influences of Emotional Intelligence and Self-Regulation on Attitude towards Unethical Work Behaviour among Academic Staff of Selected Tertiary Institutions in Nasarawa State (Published)

As custodian of knowledge and agents of change, the academics has a responsibility to demonstrate ethical behavior, maintain a professional working environment and provide services with a benevolent and caring attitude. In recent time, there has been an upsurge in the rate of unethical work behavior among academic staff which is becoming alarming. Despite all that is required of them with regard to ethics and discipline, a critical observation of the conduct of some academic staff in Nigeria has revealed a departure from this norm. Therefore, the study set out to examine the roles of emotional intelligence and self-regulation on attitude towards unethical work behavior among academic staff of Nigerian tertiary institutions. This study is an ex-post facto survey, with attitudes towards unethical behavior as a dependent variable and emotional intelligence and self-regulation as major independent variables. The study sample comprised two hundred and fifty members of academic staff randomly selected from the three selected tertiary institutions in Nasarawa State. The instrument of data collection for this study is questionnaire and were analysed using Statistical Package for the Social Sciences (SPSS) software. The study revealed that emotional intelligence, self-regulation, age, gender and educational qualification contribute significantly to variance in attitude towards unethical work behavior. Recommendation includes that proper orientation and refresher workshop should be enhanced to include value analysis, with regard to ethical principles that may be unclear to academic staff. The analysis should include basic explanations of professional ethics.

Keywords: Academic Staff, Emotional Intelligence, Unethical Work Behavior, attitude, self-regulation

Emotional Empowerment of Human Capital through Adult Learning Pathways (Published)

The Sustainable Development Goals Program was adopted by the United Nations in September 2015 and is an evolution of the Millennium Development Goals Program (2000-2015). Its main axes are economy, society and the environment, with an emphasis on education and training for professionals, which are considered to be fundamental foundations of economic and social development. UNESCO is called upon to play an important role in implementing the Agenda, as it has both the right experience and extensive diplomatic networks. To this end, it has drafted official texts on the achievement of the Agenda 2030 objectives. Its recent text, “Third World Report on Adult Learning and Adult Education” (GRALE III), presents the results of an international research involving 139 UNESCO member countries on the impact of Learning and Adult Education on Health, Prosperity, Employment and the Labour Market, Social, Political and Community Life. Adults need to redefine their work profile and strengthen it with the right skills that will let them respond to the mental, physical and emotional demands of the new labour market. Which are though the right skills? Since specialized skills seem not to be adequate, emphasis has been lately put on emotional competence, which may contribute to the creation of a healthy working environment (Goleman, 1998). This study, through the qualitative analysis of the above-mentioned text, tries to capture and investigate whether there are references to skills related to the field of emotional intelligence in its content. The analysis of the text shows that references are made to the categories of interpersonal relations management, self-management, self –awareness and self-confidence. In particular, there is a strong need for policy makers of adult education to help learners develop communication, cooperation and tolerance, face difficulties, improve this lives, connect emotionally with others, join in community, sustain social connections.

Keywords: Adult Learning, Education, Emotional Intelligence, Empowerment, Skills, UNESCO

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