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Enhancing student leaders' emotional intelligence through multi-dimensional executive coaching
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Zak-Abrantes, Veronica B.. Enhancing student leaders' emotional intelligence through multi-dimensional executive coaching. Retrieved from https://doi.org/doi:10.7282/T36Q1WNV

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TitleEnhancing student leaders' emotional intelligence through multi-dimensional executive coaching
NameZak-Abrantes, Veronica B. (author); Cherniss, Cary (chair); Fishman, Daniel (internal member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2011
Other Date2011-05 (degree)
SubjectOrganizational Psychology, Emotional intelligence, Executive coaching--Methodology, Leadership--Ability testing
Extentviii, 149 p. : ill.
DescriptionThe first goal of the present study was to examine the use of executive coaching as a
method to enhance a student leader’s emotional intelligence competencies. The second
goal of the present study was to investigate whether a student leader’s emotional
intelligence competencies increased after the leader received coaching. The pragmatic
case study approach (Fishman, 1999) and the multi-dimensional executive coaching
process (Orenstein, 2007) were adapted for use with three participants at a large, eastcoast
university. There was mixed support for the first goal of the present study; the
degree to which the executive coaching methodology could be adapted to potentially
enhance a student leader’s emotional intelligence competencies varied among the three
cases. There was also mixed support for the second goal of the present study. Although
there was some evidence that the student leaders changed in positive ways as a result of the coaching, the evaluation design made it impossible to assess the extent to which emotional intelligence competencies changed. Based on experience with the three cases,
certain factors were identified that appear necessary in order to create success for the type
of executive coaching described in this study for benefiting university groups. These
"critical success factors" include: (1) the participant’s openness and commitment to the
coaching process; (2) a clearly designated supervising manager who is involved and
supportive of the entire coaching process; (3) the use of an empirically based 360-degree
assessment tool; (4) the consultant’s knowledge and training in organizational and
clinical psychology, encompassing individual, group, and systems levels of functioning;
(5) the consultant being self-aware and able to engage in the clinical "use of self" (Alderfer, 1985); and (6) the employment of an empirically based evaluation measure.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Veronica B. Zak-Abrantes
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T36Q1WNV
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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