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The concept “emotional intelligence” (EI) resonates in the business world and many authors have called for more research that clearly conceptualizes it. Within the controversy of defining EI, the behavioral approach, defining and measuring EI in terms of competencies, has not received much attention. The aim of the present chapter is threefold: (1) to propose a new structure of emotional and social competencies that is useful within organizational settings; (2) to discuss a comprehensive model of emotional competencies within organizational contexts that includes personality, emotional and social competencies, and performance; and finally (3) to draw its implications for practitioners.

The objective of this paper is to address the predictive validity of the behavioral approach of EI by Boyatzis and Goleman. There are two research questions guiding this study: emotional and social competencies are positively and significantly related with job performance; and emotional and social competencies will be more successful in predicting performance than universal personality dimensions, like the Big Five personality traits.

The paper is based on the data of three medium‐sized Spanish organizations (n=223) that were involved in a competency management project based on emotional and social competencies. SPSS and structural modeling techniques available in the SEM program LISREL 8.51 software are used to enter the empirical analyses of the paper.

Results show that emotional competencies and personality traits are valuable predictors of job performance as measured by the nominations procedure in the study. In addition, competencies seem to be more powerful predictors of performance than global personality traits.

The sample size is small.

The paper will provide reflective practitioners with useful conceptual and developmental handles for emotional competencies within organizations.

The paper helps to build a body of research that contributes to overcoming the paucity of evidence for the predictive validity of EI measures claimed by many authors.

Mirele Cardoso do Bonfim is Professor of Psychology at Salvador University, Brazil, and she is psychologist at Federal Institute of Education, Science and Technology, Bahia (IFBA). She received her master's degree in Organizational Psychology from Federal University of Bahia. Her primary researches have been focused on emotions at work and emotional labor. C.V.: Available at http://lattes.cnpq.br/2452149954749191

The chapters in this volume are drawn from the best contributions to the 2008 International Conference on Emotion and Organizational Life (Emonet VI), complemented by additional invited chapters. The 2008 conference was hosted by INSEAD, beautifully situated within the picturesque surrounds of Fontainebleau, France. We acknowledge INSEAD and especially local hosts Prof. Quy Huy and Ms. Marie-Francoise Piquerez for ensuring a flawlessly organized and superbly resourced conference experience. We also acknowledge the conference paper reviewers (see appendix) whose time and expertise are such an essential part of ensuring the high quality of the Emonet conference and the book series Research on Emotion in Organizations. In the year following publication of this volume, the 2010 conference (Emonet VII) will be held in Canada, and Volume 6 of Research on Emotion in Organizations will be available in print. Readers interested in learning more about the conferences or the Emonet listserv should check the Emonet website at http://www.uq.edu.au/emonet/.

Research has extensively underlined the positive impact of emotional, social and cognitive competencies on leadership effectiveness. Despite the fact that literature acknowledges that these competencies can be learned from different experiences over a person’s lifetime, research has mainly focused on leadership development in adulthood. Through the case study of the Ca’ Foscari Competency Centre, this chapter advances the understanding on how higher education can favour leadership development at the early stage, in terms of identity formation and self-regulation, through the implementation of the intentional change theory, considering that this learning process varies according to different developmental trajectories.

This study analyzes the digital competencies and the attitude toward the use of information and communication technologies (ICT) in secondary school teachers of the Javier Heraud Public Educational Institution, Lima, Peru, according to the technology, pedagogy, and content knowledge (TPACK) model, which focuses on knowledge about technology knowledge (TK), pedagogical content (PK) and content knowledge (CK). This implies that it is important to take these components into account in the development of teaching work, in order to contribute to the quality of student learning, within the framework of the restrictions established due to the global health emergency. The study is based on the quantitative approach, type of correlational research and cross-sectional design, the sample consisted of 106 secondary education teachers, questionnaire was applied which were validated by five experts and its reliability was analyzed by the values obtained for Cronbach's alpha, for the digital competencies variable α = 0.861 and for the variable attitude toward the use of ICT α = 0.854. It has been shown that there is a relationship between digital competencies and the attitude toward the use of information and communication technologies in teachers of a Peruvian Public Educational Institution.

Simulation has attracted increasing attention in lean production research as a response to address the complexities of the production environment and difficulties of dealing with changes within a system. Considerable growth of using simulation to facilitate lean acceptance and implementation has been observed across different projects and sectors. However, a thorough review of the development and use of simulation in lean production research is limited.

This study aims to address this gap by reviewing 311 journal papers published in the past two decades on this specific research area and identify the state-of-the-art development and propose future research directions.

The review shows that current studies related to simulation in lean production research can be categorised into two major research streams, namely, simulation assisted lean facilitation and evaluation, and simulation-based lean education and training. Under the first research stream, a total of 19 application areas have been identified which applied both lean and simulation in their studies. The evolution of the simulation techniques used in these studies has been analysed as well. Meanwhile, four types of simulation games have been identified in the stream of simulation-based lean education and training and the impact and applicability of the different simulation and games have been discussed. A framework for engaging lean and simulation is suggested based on the review of the existing studies. The analysis in both streams also highlights the importance of stakeholder engagement and the utilisation of information technologies for future studies.

The findings of this study are expected to provide useful references for the future development and application of simulation in lean production research.

This paper conducted a broad and extensive review of simulation integrated lean production research. An in-depth examination of the retrieved papers was conducted through a structured and quantitative analysis to understand the current body of knowledge.