| Chapter 1: | Introduction |
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This involves two basic stages. These are a design stage and a validation stage as follows.
Designing the Standards
In the design of the standards three theoretical issues or levels will be considered. The first of these is foundation. At this level it will be shown that the ANTA (2001a) methodology can validly be adapted and used for the specification of emotional intelligence competencies.
The second issue is application. This relates to how the three emotional intelligence competencies in question may specifically be conceptualised. This required the adoption of theories of emotions and their awareness upon which the construction of the standards could be grounded. The standards thus developed have been designed so that individuals who attain them will have demonstrated the ability to identify and allow for many of the emotional states that affect interpersonal relationships and that they might experience in the workplace (these might also be experienced at home or elsewhere). Such individuals, it is argued, will thus be able to include these states in the levels of conscious awareness needed for their emotions to be being functionally addressed and managed within workplace relationships.
The third issue is context. It relates to how the competency standards that will be designed relate to competencies in general within the workplace. It will therefore be shown how emotional intelligence competencies are related to generic or key competencies. This will enable the type of standard that will be developed to be properly differentiated from job-, task-, or role-related competency standards and will help clarify the place and use of emotional intelligence competency standards. It is also at this level that it will be concluded that not only is it important that such standards are designed, but it is also important that emotional intelligence competencies are given a more explicit level of identification in key competencies schemes than they have currently been given.