Incorporating Multiple Intelligence Into the Learning Environment

How Are You Smart?

Just as individuals have preferred methods of communication, behavior, leadership, and stress management, we also have a preferred way to learn.  Unfortunately, as educators, mentors, managers, and coaches, we often lose sight of the fact that when teaching others it is their learning preferences that matter most. As individuals, we tend to teach our employees, peers, and children the way we like to learn, without consideration of the preferences of our audience.

 

Consider the number of times you have had to coach someone on a specific task multiple times.  For some reason your teaching approach has not been as effective as you would have liked. Ask yourself this question, "Am I teaching them the way I learned the task, or the way they learn best?"  This video is an example of how to use multiple methods to convey information in order to achieve specific learning objectives while enhancing learner understanding and retention... 

 



Armstrong, T. (2009). Multiple intelligences in the classroom (3^rd ed.). Alexandria, VA: ASCD.

Gardener, H. (1999). Intelligence reframed: Multiple intelligences for the 21^st century. New York: Basic Books.

Lever-Duffy, J., & McDonald, J. B. (2011). Teaching and learning with technology (4^th ed.). New York: Pearson Education, Inc.
Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., & Ottenbreit-Leftwich, A. (2011). Educational technology for teaching and learning (4^th ed.). New York: Pearson
Reeve, J. (2009). Understanding motivation and emotion (5^th Ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Incorporating Development Competencies

Dividing and Defining Organizational Performance/Development Competencies

As an executive team, the first step is to determine and agree on the key performance skill sets (or competencies), required for an individual to perform successfully within in your organization.  The alignment of the executive team on this issue is as critical as it is on the company's mission, vision, values, business model, and strategic plan.



Remember, your team members, at every level, can participate in the selection and definition of your organization's core competencies.  Involving your high performers, for example, enhances employee engagement levels by reinforcing that they are valued contributors whose experience and feedback matters.

Also keep in mind, competencies can be updated, upgraded, or changed to reflect current organizational needs.  For example, in the beginning your organization may focus on developing customer service skills as you break into a new market. Over time the focus may shift from customer service to conflict resolution or negotiation skills as your employees continue to increase their fund of operational knowledge and skills. Reviewing competencies bi-annually is one way to ensure they are still relevant and reflect your organizational culture.

Incorporating Just-In-Time Learning Solutions

Supporting Learning and Leadership with Technology

Leaders frequently face the challenge of finding learning programs that enhance knowledge and skill levels effectively, while maintaining a reasonable budget and production efficiency. After considering the needs of the participants, one of the next concerns when creating a training and development program is to define thoroughly the learning outcome. Starting with the end in mind is hardly a new concept, but the way in which the end is achieved is changing. To maximize program effectiveness, leaders are finding the type and availability of learning resources has evolved from teachers, textbooks, and handouts to a growing need for online eLearning tools that meet the expectations of a multicultural, and multi-generational, workforce.

The Twenty-first Century Corporate Classroom

In today's business model, learning organizations lead their competitors because they promote development at every level of the organization, and are constantly looking for ways to improve how they do business (Senge, 1996). With multiple eyes analyzing processes, programs, systems, and tools, more information becomes available from sources closest to the issues. Here the true meaning of an "Organization" comes to life as individuals interact, sharing information openly, and collaboratively seeking innovative solutions to daily issues by leveraging the group's collection of diverse resources (Trenholm, 2011).

To be effective, a formal training program is not always the best developmental solution when companies frequently face tight deadlines and lean resources. Another concern is that often time complex issues require additional reinforcement after lengthy classroom time, while learners attempt to transfer newly obtained knowledge into applicable skill sets. Considering the competitive and often unforgiving pace of certain industries, delay can be both costly and damaging. In such cases, there may not be sufficient time to research, design, and implement a formal training solution, much less create additional asynchronous resources and tools. 

Learning Outcome 8

Demonstrating the ability to make informed decisions regarding the use of technology in support of learning and leadership is part of the role and responsibilities of a training manager and performance specialist. Both positions are responsible to create learning programs that fit the ever-changing needs of a growing organization. The Just-in-Time (JIT) learning model is a tremendous help in these situations. This informal, interpersonal mode of teaching, learning, and problem solving is effective and efficient while enhancing team acumen and morale because the group is actively engaged in achieving a common goal (Reeve, 2009). JIT learning is best utilized in an informal format, such as a facilitated meeting.

In this format, for example, the facilitator keeps the discussion focused as the group identifies issues, desired solutions, and existing gaps. The facilitator may then briefly introduce a new concept other organizations have used to resolve similar issues, providing data, specific examples, and other supportive materials for clarification. The group is then asked how such a process might be applied in this situation. A collaborative discussion follows exploring potential applications. Once a solution is found, the new process is introduced to the wider group, implemented, measured, and reviewed to evaluate effectiveness. The challenge is in capturing the meaningful discussions that create such a meeting, and make that information available to anyone who needs it at any time…

JIT Learning and eLearning Tools

A JIT learning program is devised and implemented to address immediate needs in a fast-paced environment. For example, imagine being short staffed for experienced workers. Productivity is down and your current workforce is overwhelmed.  Hiring skilled talent may not provide an immediate solution because the company has a formal, new employee training program that is at least two weeks long (regardless of experience or skill level). However, the training program has not been very effective due to inconsistent practices, so management is willing to reevaluate their existing training program. This was the situation recently facing one of my clients, and I was called in to perform a needs analysis and make some recommendations (Figure 1).
 
Figure 1: Just-In-Time Learning Solution with eLearning Resources

A blog was established so learning groups could post best practices, data, and program measures between shifts as transitional skills were applied to new tasks in an effort to develop both skill and team acumen. Other eLearning resources were created to augment the development program for experienced and the novice alike, such as bubbl.us process maps and tutorial videos using Jing. For example, a brief video was created to demonstrate how a JIT solution and eLearning resources were applied to reduce new hire training time by as much as 2/3, while improving safety, reducing workload, and enhancing their overall training program.






Video 1: Just-In-Time Solution Example

Conclusion

JIT learning programs are enhanced by eLearning resources that provide an asynchronous quality to the curriculum. Since most organizations today have at least one element of a virtual team (e.g. shift workers, remote employees, multiple time zones, etc.), incorporating online tools is essential for reinforcement and review of key learning principles. Leaders rely on eLearning tools such as Jing, Blogger, bubbl.us, and countless others to improve learning outcomes.

Reference

Nettles, D. E. (2014). Incorporating just-in-time learning solutions. Retrieved from: http://unou112.blogspot.com/2014/08/incorporating-just-in-time-learning.html

Nettles, D. E. (2014). Image: Just in time learning solution. Clinton, IA: Ashford University

Nettles, D. E. (2014). Video: Just in time learning solutions. Retrieved from: http://screencast.com/t/hfQi5ZcLtbMS

Reeve, J. (2009). Understanding motivation and emotion (5^th Ed.). Hoboken, NJ: John Wiley Sons, Inc.

Senge, P. M. (2006). The fifth discipline. New York: Random House

Trenholm, S. (2011). Thinking through communication (6^th ed.). New York: Allyn & Bacon



Instructional Tools: Creating Simple Custom Graphics

Instructional tools come in all shapes, sizes, and functionality. To be effective, instructional tools should be kept simple, written clearly and succinctly, while providing simple graphics that reinforce key learning points (Newby, Stepich, Lehman, Russell, and Ottenbreit-Leftwich, 2011). Armstrong (2009), further recommends that instructional tools incorporate a variety of the learning (i.e. multiple) intelligences to enhance both appeal and effectiveness. Visual aids in the classroom satisfy each of these recommendations and more, yet they are often easy and fun to make. For example, using Microsoft PowerPoint to create instructional tools such as customized graphics for handouts, posters or table decorations is a simple four-step process.

Step 1 – Select a relevant graphic and place it on your slide as seen in Figure 1.

 Figure 1

Step 2 – Place a suitable frame around your graphic as seen in Figure 2.  This is an optional step, but the frame does enhance posters, handouts and table decorations. 

 



 

 

Figure 2

 

 

Step 3 – Add a ‘Text Box’ from the ‘Insert Tab’, to incorporate an appropriate quote or learning point.  Keep in mind, color can reinforce key terms or phrases as demonstrated in Figure 3.

 





Figure 3



 

 

 

 

Step 4 – Go to the ‘File’ tab and select ‘Save As…” to name your graphic. Find the “JPEG File” option under the ‘Save as type:” drop down menu, and click “Save”.  PowerPoint will ask if you intend to save the entire slide deck as a JPEG graphic, or the “Current Slide Only”. Select the current slide option – and that is it!  You have created a colorful JPEG image that can be reproduced to enhance a wide variety of instructional tools (refer to Figures 4a and 4b).

 

  Figures 4a and 4b

 

 

 

Over the years, I have created hundreds of these resources and use them in a variety of courses and forms to reinforce statistics and learning objectives, and to inspire creative thinking. I encourage you to try this simple activity and create learning tools to enhance your own classroom materials.

 

David E. Nettles, 4/16/2013

Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: ASCD.

Newby, T. J., Stepich, D. A., Lehman, J. D., Russell, J. D., & Ottenbreit-Leftwich, A. (2011). Educational technology for teaching and learning (4^th ed.). New York: Pearson

Technical Writing:  Descriptions and Instructions

As a professional communicator it is often necessary to create technical documents such as description or instruction sheets, or even process diagrams.  To ensure compliance, successful completion of an assigned task, or consistency in performance, technical instruction sheets serve as learning tools and resources while a technical description may clarify nomenclature. Here is a sample of a technical description sheet based on the form and function of the Zippo lighter.

Zippo Lighter Description

Introduction

Since its introduction in 1933, the Zippo lighter has proven to be a dependable and iconic lighter. The following description is intended to familiarize new users or collectors with basic user information such as dimensions, nomenclature, and safety precautions. By appreciating the potential dangers involved in keeping collectible lighters in the home, it becomes easier to preserve the mechanism while avoiding potential hazards.  

Description 

In 1936, the U.S. Patent office granted George Blaisdell (b. 1895, d. 1978) patent number 2032695 for his “Windproof” lighter. The approximate dimensions of the basic model closed are a) Height 2-inch, b) Width 1-inch, and c) Depth ½-inch (Unknown, 2012).  The approximate weight is 2.05 oz. dry (Unknown, 2012). Each Zippo lighter comes with a lifetime warranty.   

This image depicts a standard Zippo in the ‘open’ position. The lighter’s outer metal housing (or sleeve), is comprised of a Brass Lid, Brass Bottom Case, and Hinge Pin (Figure 1). This brass sleeve protects the Inside Case, Flint Wheel, and Flint Rivet (Figure 1). Housed within the Inside Case are the Flint, Flint Spring, Flint Spring Tip, Flint Screw, Rayon Balls, felt pad, and wire-reinforced wick (inner parts not shown).

Warning

 

Although Zippo Lighters have been a popular collectible since World War II, one should remember the purpose for which these mechanisms were devised; the Zippo is designed to burn once ignited (even in high wind), as long as there is a fuel source. Balisdell’s creation performs this function extremely well even without fluid.  Therefore, a Zippo should always be kept out of the reach of children. The mechanism is deceptively easy to use.
 

By simply rotating the Flint Wheel downward (or clockwise), the wheel engages the flint (if present) creating hot sparks known to burn clothes, skin, etc. (Figure 2). For example, the U.S. Air Force teaches the participants of Survival and Air Base Ground Defense schools to use a Zippo Lighter - with flint only - to ignite steel wool, shredded paper, and wooden fibers as a means of starting a fire.  Therefore, due caution should be exercised in using, collecting, or storing this device.

Reference

Unknown (2012). Zippo then and now. Retrieved on June 16, 2012, from: http://www.zippo.com/about/article.aspx?id=1574

Unknown (2012). Zippo graphic retrieved on June 18, 2012, from: http://www.enotes.com/lighter-reference/lighter. Enhancements and nomenclature added by D. Nettles).

 

 The Practice of Categorizing

Case Study: Laptop Purchase 

         In professional communications it is sometimes necessary to categorize, or demonstrate one's thought process in written form. The activity listed here demonstrates the practice of categorization, using the purchase of a laptop computer as the activity being analyzed. Using categories such as classification or partitioning to identify various features, functions, and benefits of an object, issue, or process, can assist in determining direction, or enhance the effectiveness of one's communicative efforts.       

       When looking to purchase a computer, one must consider which features are most important such as size, software, battery life, and memory. Lannon recommends using the techniques of classification (dealing with an assortment) and partitioning (dealing with specific features), to empower one to better sort and select (2008). Beginning by placing contending computers into four classifications such as a) desktop, b) laptop, c) netbook, and d) tablet, helps one to better consider practicality and purpose of each before purchasing.         

       For example, if one requires mobility and compact screen size, selections classified as desktop (category A) fail to meet this preference. However, this single criterion still leaves three classifications “on the table”, so to speak. The Best Buy (2012) internet site alone provides multiple options in these categories; therefore, in addition to mobility one may require full computing functionality, in which case tablets (category D), can also be removed from the list of possibilities. To make my selection, I began classifying laptops by function (i.e. gaming, school, professional, and general applications). After selecting the general application group as my best option, I partitioned the laptops by various features: audio-visual quality, software applications, battery life, and memory. 

 

Selection Classifications 

1. Gaming and Entertainment
• Higher RAM (8 – 16GB)
• Highest graphics and sound quality
• Greater hard drive capacity (500 – 899GB)
• Wireless internet connection and standard battery life (3 – 4hrs.)
• No academic software 
2. School
• Standard RAM (4 – 6GB)
• Standard graphics and sound
• Wireless internet connection and standard battery life (3 – 4hrs.)
• Moderate hard drive capacity (350 – 500GB)
• Discounted software bundles (e.g. Windows 7, Microsoft Office for Students)
3. Professional
• Moderate RAM (4 – 8GB)
• Intermediate graphics and sound card
• Wireless internet connection and long lasting battery life (>5hrs.)
• Standard hard drive capacity (300 – 400GB)
• Light weight (5.5 lbs. or less) 
4. General
• Moderate RAM (4 – 8GB)
• Moderate hard drive space (500 – 750GB)
• Intermediate graphics and sound card
• Wireless internet connection and moderate battery life (4 – 5hrs.)
• Discounted software (e.g. Turbo Tax, Microsoft Office Standard)
• Moderate weight (5.5 – 6.5 lbs.) 

 

 

General Application Laptop Partitions

1.       Toshiba

o   15.6” diagonal display and Dolby Advanced Audio

o   Windows 7 Home Premium

o   Five hour battery life

o   640 GB hard drive and AMD Quad-Core 6GB processor (Best Buy, 2012)

2.       HP

o   15.6” diagonal display and Beats Audio

o   Windows 7 Home Premium

o   Six hour battery life

o   640 GB hard drive and Vision 8 Processor

3.       ASUS

o   14” diagonal display and Sonic Focus

o   Windows 7 Home Premium and Microsoft Office 2010

o   10 hour extended battery life

o   750 GB hard drive space and i7 Intel Core processor (ASUS, 2012)
 

Conclusion

By categorizing my selections into four specific classifications (e.g. gaming, school, professional, and generic application), and then partitioning my preferred classification into components (e.g. screen size and CPU) I was better able to determine which system would best suit my needs. I opted for the ASUS laptop as it had all of the major features I was most interested in obtaining (e.g. portability, software bundle, extended battery life, and extensive memory and processing speed).  In today’s technologically advanced marketplace and demanding business environment, limiting selections by applying specific criteria such as classifications (i.e. what, where, and how), and then partitioning similar possibilities (by parts or make) are excellent strategies to sort and examine options (Lannon, 2008). By applying these methods over the weekend, I was able to select an affordable computer that met my personal, professional, and scholastic needs.

 

Reference

Lannon, J. M. (2008). Technical communication (11th ed.). New York: Longman.

Unknown (2012). ASUS notebooks. Retrieved on June 3, 2012, from: http://www.asus.com/ Notebooks/Superior_Mobility/U46E/#specifications

Unknown (2012). Best Buy computers. Retrieved on June 2, 2012, from: http://www.bestbuy. com/site/Electronics/Computers-PCs/abcat0500000.c?id=abcat0500000 

Unknown (2014). Image: Laptops. Retrieved from: http://cdn3.pcadvisor.co.uk/cmsdata/features/3361263/mid-range_Laptops_buying_advice_496x331.jpg

 

 

 

Emotional Intelligence

 

According to Reeve (2009), emotions are short-lived, subjective, and physiological phenomena that orchestrate how one reacts to both personal and professional life events. Because business success relies on effective interpersonal interactions, the method in which one understands, adapts, and tolerates emotions directly influences outcomes. Individuals require personal and practical needs to be met in each interpersonal encounter, and often respond negatively when one or both of these types of needs are not met; unfortunately, many have a limited understanding of how to resolve successfully this kind of conflict.

The information and recommendations detailed in this report identify the importance of incorporating an emotional intelligence curriculum into an organization’s existing training and development program to enhance understanding, tolerance, and communicative effectiveness throughout the organization. While many believe emotions do not belong in a professional setting, emotional intelligence is a critical element in human relations because it improves team acumen, enhances the conflict resolution process, and promotes cross-cultural and multi-generational understanding.

Scope of the Report

The research of this report examines a) the definition of emotional intelligence (EI), b) the effect of human emotion in the workplace, c) the risks associated with ignoring EI, and d) the benefits of developing both EI understanding and skill. This report provides general data and information obtained from human resource professionals as to the amount of time spent in dealing with emotionally charged situations and how improved EI can enhance employee engagement and customer satisfaction. However, this research does not supply a universal solution to interpersonal or behavioral issues, but provides an alternative approach and additional tools meant to promote positive conflict resolution.

Sources and Methods of Data Collection

The information included in this report was derived from both primary and secondary sources. Behavioral, psychological, and business statistical data was gathered to establish the risks and benefits associated with EI. In addition to reviewing academic and professional publications, seven Insperity human resource specialists (serving more than 500 worksite employees each) were surveyed to identify current trends and customer service practices in dealing with clients and their staff.

Human Resource Specialist Survey

Corporate executives strive to increase profitability, and rely on employees to perform specific tasks in unison to achieve strategic goals effectively and efficiently. To increase productivity, the company organizes individuals into groups designed to maximize proficiency. The highest performing workgroups are teams that function cohesively through cross-function and multi-directional communication. This enhanced level of interaction allows the team to identify obstacles, find solutions, and share best practices. According to Harris and Sherblom, it is the team itself and not its leadership that controls the group process (2008). Human resource (HR) departments assist these groups in maintaining multi-directional communication, productivity, and a work environment free from harassment. 

However, this level of interconnectivity is not without its challenges. In any interpersonal exchange, there are certain human needs that must be met such as respect, empathy, and so on. When these expectations are not met, negative emotions are often triggered (Reeve, 2009). According to a recent survey of human resource professionals, as much as 75% of their time is spent defusing situations that have been complicated by emotions resulting in fight (e.g. dictating or venting) and flight (e.g. accommodating or avoiding) stress behaviors. Without the knowledge necessary to develop skills to deal with fear, disappointment, frustration, and anger, these confrontations can escalate causing damaged relationships, diminished morale, and poor performance. 

The HR specialists surveyed average more than 10 years’ experience in dealing with workplace disagreements and hostility, and support more than 100 employers in Northern California. These professionals estimate that less than 2% of their client base has had any training related to EI. The current lack of EI skills limits the effectiveness of human resource’s conflict resolution efforts, requiring the expenditure of more than 30 hours per day with marginal outcomes (e.g. issues that frequently resurface). Unsatisfactory resolution often affects human resource professionals, individual performers, customers, and team viability.

Business Risks of Ignoring Emotional Intelligence

Annoyance, intolerance, confusion, anxiety, and disappointment are emotions that are expressed both verbally and through behavior. Just as a positive, proactive attitude can enhance a work environment, negativity and passive-aggressive behavior can be counterproductive. Unfortunately, this is not an area organizations tend to invest development resources, which frequently results in low job satisfaction, hostile work environments, and employee altercations.

Reeve points out that expression is how one communicates emotional experiences publicly to others (2009). When employee frustrations are allowed to escalate (or intensify over time) the communication process, relationship, team, and organization may be adversely affected through reduced job satisfaction and employee turnover. Watson & Wyatt estimate that organizations that experience excessive employee turnover lose 10-15% productivity and spend more than three times the former employee’s annual salary to replace a high performer in a complex role (2006). Therefore, it is in the interest of key decision makers to invest in developing skills to manage better emotions in the workplace.

Defining Emotional Intelligence

“Emotions are internal events that coordinate many psychological subsystems including physiological responses, cognitions, and conscious awareness” (Mayer, Caruso,& Salovey, 2000, p. 1). The ability to manage individual emotions is a skill that comes naturally to some, while others seem to be ruled by feelings. Traditional management and professional behavior dictates that emotions have no place in the work setting; yet the ability to feel compassion, joy, and disappointment are human responses that drive performance. 

The question must then be asked whether emotion is intelligence or an instinct. To be considered a legitimate intelligence requires a) the ability to be operationalized, b) a unique variance, and c) the ability should develop over time. Human emotions meet these criteria as they can be employed in useful purpose, vary significantly (both by event and individual), and are learned through experience. For example, Jandt observes the more experiences one has increases his or her social skills (2010). Therefore, the term “emotional intelligence” (EI) refers to one’s ability to recognize proactively and understand emotions in self and others, and to leverage this ability to apply reason to motivate, resolve conflicts, or problem-solve. Armstrong points out that one’s emotional awareness can be enhanced just as any other form of intelligence such as word, kinesthetic, spatial, or math and logic(2009).

Learning Emotional Intelligence

Emotional intelligence development programs typically run from a few hours to an entire day and cost relatively little in materials, especially when compared with the long-term return on this investment. Mayer et al. (2000), identify four basic skills that require development for emotional intelligence a) reflectively regulating emotions, b) understanding emotions, c) assimilating emotion in thought, and d) perceiving and expressing emotion. Adult learning organizations, such as SkillSoft, the American Managers Association, and Developmental Dimensions International (DDI), use similar formats for their individual EI programs.

EI courses are typically broken into segments following a brief self-assessment that can be applied online or in person. The intent of the assessment is to help the participant inventory his or her current skill set and behavioral tendencies before introducing tools. The core content of EI classes explores body language and tone as potential emotional triggers. Because the non-verbal portion of communication makes up more than 90% of face-to-face conversations, it is important to understand and interpret expressions and voice inflection (Mehrabian, 1984). Another common element of the program identifies the methods in which one interprets and manages internal assumptions (or stories), in an effort to keep those judgments or prejudices from influencing individual responses.

The course is not an indication of one’s job performance, abilities, or personal aptitude for success. The skills discussed throughout the course are often common practices individuals ignore or forget to employ before allowing themselves to become emotionally compromised. The intended outcome of an EI program is to increase one’s capability to listen actively, assign meaning, and provide feedback upon which others can both hear and act. Such skills would enable frontline staff to resolve conflicts without escalating an issue to management, employee relations, or the human resources department. Surveyed human resource specialists unanimously agree that such a program would improve employee retention, communication effectiveness, employee behavior, and team morale, while allowing them more time to serve other client needs.

Business Case

When one considers the amount of hours to be saved in the human resource department alone makes a compelling case for EI training. However, the benefits extend from increased customer satisfaction scores, to improved team performance, higher staff retention, and increased employee engagement. According to Watson Wyatt Worldwide, companies with high employee engagement enjoy 19% higher market share, 57% greater shareholder returns, and higher productivity. Beyond corporate mission, vision, and values statements, individuals looking to invest in a company are encouraged to consider the business’ ability to retain key staff, use creative problem solving skills, and establish a reputation as a good place to work.

Conclusions and Recommendations

In addition to developing a client team’s ability to sell, think strategically, lead, and communicate, there is a financial and environmental benefit to increasing a workforce’s capacity to deal with emotions effectively. Employees who manage emotion well tend to communicate more efficiently and readily resolve conflicts with internal or external customers. Organizations that communicate proficiently enjoy greater market share, lower employee turnover, and higher productivity than competitors do, while others may spend as much as 3.5 times an employee’s annual salary to replace him or her (Watson Wyatt, 2006). Because EI may not provide immediate, tangible benefits, many believe emotions should not be addressed in a professional setting; however, a team’s emotional intelligence improves communication, promotes collaboration, and is critical to organizational success.

Reference

Harris, T. E.,& Sherblom, J. C. (2008). Small group and team communication (4^th, Ed.). New York; Pearson Education, Inc.

Jandt, F. E. (2010). An introduction to intercultural communication: Identities in a global community (6th ed.). Thousand Oaks, CA: Sage Publications, Inc.

Mayer, J. D., Caruso, D. R., & Salovey, P. (2000). Emotional intelligence meets traditional standards for an intelligence. Retrived on August 26, 2012, from: http://www. unh.edu/emotional intelligence/EI%20Assets/Reprints...EI%20Proper/EI1999Mayer CarusoSaloveyIntelligence.pdf

Mehrabian, A., (1981). Silent Messages: Implicit communication of emotions and attitudes (2^nded.). Belmont, CA: Wadsworth

Reeve, J. (2009). Understanding motivation and emotion (5^th Ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Watson Wyatt Worldwide, (2006). Effective communication: a leading indicator of financial performance. Washington DC, USA: Watson Wyatt.