El Modelo educativo de bolonia y competencias docentes. Aportaciones desde el coaching educativo

Las competencias del docente universitario están actualmente en revisión para ajustarse a los requisitos del modelo universitario europeo. En este trabajo se toman en consideración las competencias emocionales, las competencias comunicativas- relacionales y las competencias de liderazgo docente. Se exponen los resultados de las formaciones realizadas en torno a las mismas y se aporta un modelo de coaching educativo estructurado en cuatro grandes bloques: inteligencia emocional, liderazgo, coaching y estrategias relacionales. Se exponen los beneficios de introducir el rol de líder-tutor-coach para facilitar el desarrollo competencial del alumnado

Seis conversas com a adolescência : Promover o desenvolvimento de competências facilitadoras da gestão e expressão das emoções, comunicação e relacionamento interpessoal num grupo de jovens na fase inicial da adolescência (entre os 12 e os 14 anos)

O projeto “Seis Conversas com a Adolescência” traduziu-se na concretização de um conjunto de ações com o objetivo de desenvolver competências pessoais e sociais facilitadoras da gestão e expressão de emoções, comunicação interpessoal e assertividade e relacionamento interpessoal de um grupo de jovens do sexo feminino na fase inicial da adolescência (entre os 12 e os 14 anos), que propiciou um acompanhamento de maior proximidade ao grupo. Como refere Hall (1904, cit. in Silva, 2004, p. 23) “nenhuma idade é tão sensível (…). Não há um único solo em que as sementes, tanto as boas como as más, atinjam raízes tão profundas, cresçam de forma tão viçosa ou produzam frutos com tanta rapidez e regularidade.” A revisão de literatura que sustentou teoricamente o projeto locomoveu-se em torno da temática da adolescência. A intensa pesquisa de programas de competências pessoais e sociais em adolescentes assumiu especial relevância na concretização deste ambicioso projeto. A nível metodológico o projeto configura uma investigação-ação, tendo partido de um diagnóstico da população e a partir do qual se definiu um plano de ação que espelha a dimensão prática da intervenção, sustentado por objetivos, temas e domínios a tratar, metodologias/estratégias, recursos e avaliação. Partindo do pressuposto que as competências não se adquirem, mas desenvolvem-se, o projeto Seis Conversas com a Adolescência permitiu a reflexão e análise sobre os domínios propostos, conducentes a uma mudança de pensamentos e atitudes, ainda que os comportamentos do grupo sejam compreendidos face às tarefas psicológicas, normativas e desenvolvimentais do período da adolescência.

Relação entre Inteligência Emocional e Burnout nos Enfermeiros de Hemodiálise : um estudo exploratório

Este estudo analisa a Inteligência Emocional no contexto da Enfermagem em Hemodiálise e a sua relação com o Burnout. Para tal, realizámos um estudo exploratório compreendendo 61 enfermeiros de duas unidades de hemodiálise, 18 do género masculino e 43 do género feminino. Os principais resultados indicam que os participantes com maiores níveis IE são menos afetados pela síndrome de burnout. Os participantes femininos, inseridos na classe etária dos 31 aos 35 anos, com filhos e a trabalharem mais horas semanais, mostraram níveis mais elevados de IE. Adicionalmente encontraram-se diferenças significativas entre as habilitações académicas e a compreensão das emoções dos outros e entre o autocontrolo perante as criticas e a uma maior carga horária de trabalho semanal. Ressalta deste estudo a importância da formação na área da IE, quer na formação de base dos enfermeiros, quer no contexto profissional da saúde de forma a formar profissionais mais resistentes ao burnout.

A utilização da biblioterapia em contexto de biblioteca escolar no apoio a crianças com perturbações físicas e emocionais : criação de um modelo aplicacional

Este trabalho de investigação resulta de uma preocupação pedagógica que nos acompanha, a de proporcionar aos alunos ambientes propiciadores de experiências vicárias, promotoras da autonomia pessoal, apoiadas na leitura e no diálogo interpretativo. Parte-se de uma exaustiva revisão de literatura sobre a história da Biblioterapia, a evolução do conceito e as suas potencialidades na promoção da inteligência emocional de crianças saudáveis e/ou portadoras de perturbações físicas ou emocionais e no desenvolvimento de mecanismos de coping2 e empowerment3 a mobilizar no enfrentamento das suas narrativas problemáticas, aproveitando os recursos biblioteconómicos, o espaço físico e o ambiente informal de aprendizagem na Biblioteca Escolar. A investigação realizada levou-nos a uma análise da arquitetura de diversos modelos de aplicação e, subsequentemente, a uma proposta de um modelo aplicacional, eclético, de matriz educacional, para implementação de programas de intervenção biblioterapêutica, em contexto de Biblioteca Escolar, explicativo das fases que concorrem para a sua corporeidade.

A Influência da Inteligência Emocional (IE) nos Comportamentos de Cidadania Organizacional (CCO) dos trabalhadores do Intermarché do Distrito de Leiria: um estudo exploratório

O objetivo desta investigação foi verificar se existia uma relação entre a inteligência emocional e o desempenho dos comportamentos de cidadania organizacional em trabalhadores de Intermarché. Participaram, neste estudo 108 colaboradores de várias lojas de Intermarché do distrito de Leiria (14 do género masculino e 94 do género feminino) com uma média de idades de 33 anos. Os instrumentos utilizados foram os questionários de Medidas Sociodemográficas, de Inteligência Emocional de Rego e Fernandes (2005) e o de Comportamentos de Cidadania Organizacional de Rego (1999). Os resultados demonstraram não haver uma relação condicionante, evidente, entre estas duas variáveis bem como em relação às medidas sociodemográficas.

Mid-term evaluation of African Technology Policy Studies Network Phase VI Strategic Plan: for the period January 1, 2009 to December 31, 2010

The African Technology Policy Studies Network (ATPS) is a multidisciplinary network of researchers, private sector actors, policymakers and civil society. ATPS has the vision to become the leading international centre of excellence and reference in science, technology and innovation (STI) systems research, training and capacity building, communication and sensitization, knowledge brokerage, policy advocacy and outreach in Africa. It has a Regional Secretariat in Nairobi Kenya, and operates through national chapters in 29 countries (including 27 in Africa and two Chapters in the United Kingdom and USA for Africans in the Diaspora) with an expansion plan to cover the entire continent by 2015. The ATPS Phase VI Strategic Plan aims to improve the understanding and functioning of STI processes and systems to strengthen the learning capacity, social responses, and governance of STI for addressing Africa's development challenges, with a specific focus on the Millennium Development Goals (MDGs). A team of external evaluators carried out a midterm review to assess the effectiveness and efficiency of the implementation of the Strategic Plan for the period January 1, 2009 to December 31, 2010. The evaluation methodology involved multiple quantitative and qualitative methods to assess the qualitative and quantitative inputs (human resources, financial resources, time, etc.) into ATPS activities (both thematic and facilitative) and their tangible and intangible outputs, outcomes and impacts. Methods included a questionnaire survey of ATPS members and stakeholders, key informant interviews, and focus group discussions (FGDs) with members in six countries. Effectiveness of Programmes Under all six strategic goals, very good progress has been made towards planned outputs and outcomes. This is evidenced by key performance indicators (KPIs) generated from desk review, ratings from the survey respondents, and the themes that run through the FGDs. Institutional and Programme Cost Effectiveness Institutional Effectiveness: assessment of institutional effectiveness suggests that adequate management frameworks are in place and are being used effectively and transparently. Also technical and financial accounting mechanisms are being followed in accordance with grant agreements and with global good practice. This is evidenced by KPIs generated from desk review. Programme Cost Effectiveness: assessment of cost-effectiveness of execution of programmes shows that organisational structure is efficient, delivering high quality, relevant research at relatively low cost by international standards. The evidence includes KPIs from desk review: administrative costs to programme cost ratio has fallen steadily, to around 10%; average size of research grants is modest, without compromising quality. There is high level of pro bono input by ATPS members. ATPS Programmes Strategic Evaluation ATPS research and STI related activities are indeed unique and well aligned with STI issues and needs facing Africa and globally. The multi-disciplinary and trans-boundary nature of the research activities are creating a unique group of research scientists. The ATPS approach to research and STI issues is paving the way for the so called Third Generation University (3GU). Understanding this unique positioning, an increasing number of international multilateral agencies are seeking partnership with ATPS. ATPS is seeing an increasing level of funding commitments by Donor Partners. Recommendations for ATPS Continued Growth and Effectiveness On-going reform of ATPS administrative structure to continue The on-going reforms that have taken place within the Board, Regional Secretariat, and at the National Chapter coordination levels are welcomed. Such reform should continue until fully functional corporate governance policy and practices are fully established and implemented across the ATPS governance structures. This will further strengthen ATPS to achieve the vision of being the leading STI policy brokerage organization in Africa. Although training in corporate governance has been carried out for all sectors of ATPS leadership structure in recent time, there is some evidence that these systems have not yet been fully implemented effectively within all the governance structures of the organization, especially at the Board and National chapter levels. Future training should emphasize practical application with exercises relevant to ATPS leadership structure from the Board to the National Chapter levels. Training on Transformational Leadership - Leading a Change Though a subject of intense debate amongst economists and social scientists, it is generally agreed that cultural mindsets and attitudes could enhance and/or hinder organizational progress. ATPS’s vision demands transformational leadership skills amongst its leaders from the Board members to the National Chapter Coordinators. To lead such a change, ATPS leaders must understand and avoid personal and cultural mindsets and value systems that hinder change, while embracing those that enhance it. It requires deliberate assessment of cultural, behavioural patterns that could hinder progress and the willingness to be recast into cultural and personal habits that make for progress. Improvement of relationship amongst the Board, Secretariat, and National Chapters A large number of ATPS members and stakeholders feel they do not have effective communications and/or access to Board, National Chapter Coordinators and Regional Secretariat activities. Effort should be made to improve the implementation of ATPS communication strategy to improve on information flows amongst the ATPS management and the members. The results of the survey and the FGDs suggest that progress has been made during the past two years in this direction, but more could be done to ensure effective flow of pertinent information to members following ATPS communications channels. Strategies for Increased Funding for National Chapters There is a big gap between the fundraising skills of the Regional Secretariat and those of the National Coordinators. In some cases, funds successfully raised by the Secretariat and disbursed to national chapters were not followed up with timely progress and financial reports by some national chapters. Adequate training in relevant skills required for effective interactions with STI key policy players should be conducted regularly for National Chapter coordinators and ATPS members. The ongoing training in grant writing should continue and be made continent-wide if funding permits. Funding of National Chapters should be strategic such that capacity in a specific area of research is built which, with time, will not only lead to a strong research capacity in that area, but also strengthen academic programmes. For example, a strong climate change programme is emerging at University of Nigeria Nsukka (UNN), with strong collaborations with Universities from neighbouring States. Strategies to Increase National Government buy-in and support for STI Translating STI research outcomes into policies requires a great deal of emotional intelligence, skills which are often lacking in the first and second generation universities. In the epoch of the science-based or 2GUs, governments were content with universities carrying out scientific research and providing scientific education. Now they desire to see universities as incubators of new science- or technology-based commercial activities, whether by existing firms or start-ups. Hence, governments demand that universities take an active and leading role in the exploitation of their knowledge and they are willing to make funds available to support such activities. Thus, for universities to gain the attention of national leadership they must become centres of excellence and explicit instruments of economic development in the knowledge-based economy. The universities must do this while working collaboratively with government departments, parastatals, and institutions and dedicated research establishments. ATPS should anticipate these shifting changes and devise programmes to assist both government and universities to relate effectively. New administrative structures in member organizations to sustain and manage the emerging STI multidisciplinary teams Second Generation universities (2GUs) tend to focus on pure science and often do not regard the application of their know-how as their task. In contrast, Third Generation Universities (3GUs) objectively stimulate techno-starters – students or academics – to pursue the exploitation or commercialisation of the knowledge they generate. They view this as being equal in importance to the objectives of scientific research and education. Administratively, research in the 2GU era was mainly monodisciplinary and departments were structured along disciplines. The emerging interdisciplinary scientific teams with focus on specific research areas functionally work against the current mono-disciplinary faculty-based, administrative structure of 2GUs. For interdisciplinary teams, the current faculty system is an obstacle. There is a need for new organisational forms for university management that can create responsibilities for the task of know-how exploitation. ATPS must anticipate this and begin to strategize solutions for their member institutions to transition to 3Gus administrative structure, otherwise ATPS growth will plateau, and progress achieved so far may be stunted.

Ensinando e Aprendendo no Curso de Pedagogia Relato de Experiências junto à Disciplina Psicologia da Educação II

Este artigo tem o objetivo de relatar uma metodologia adotada numa disciplina da área de Psicologia que trata do desenvolvimento humano, para ensinar as etapas do desenvolvimento. A metodologia envolveu a técnica do seminário, entretanto, rompeu com um modelo reprodutivista de educação. Uma das mudanças adotadas, envolveu a pesquisa de material de estudo, não se prendendo apenas a teoria, mas incluindo a busca de fontes mais próximas da realidade. Neste processo, procuramos também atingir o aluno na sua totalidade, de forma que ele pudesse envolver toda sua pessoa. Através do estimulo à criatividade, desenvolvemos também vários tipos de inteligência da aluno, assim como sua inteligência emocional.

What is Missing for Traditional Design-Centric Engineering Education to Better Prepare Newly Graduated Engineers for the Global Era?

This paper presents an analysis of the capacity of design centric methodologies to prepare engineering students to succeed in the market. Gaps are brainstormed and analyzed with reference to their importance. Reasons that may lead the newly graduated engineers not to succeed right from the beginning of their professional lives have also been evaluated. A comparison among the two subjects above was prepared, reviewed and analyzed. The influence of multidisciplinary, multicultural and complex environmental influences created in the current global business era is taken into account. The industry requirements in terms of what they expect to 'receive' from their engineers are evaluated and compared to the remaining of the study above. An innovative approach to current engineering education that utilizes traditional design-centric methodologies is then proposed, aggregating new disciplines to supplement the traditional engineering education. The solution encompasses the inclusion of disciplines from Human Sciences and Emotional Intelligence fields willing to better prepare the engineer of tomorrow to work in a multidisciplinary, globalized, complex and team working environment. A pilot implementation of such an approach is reviewed and conclusions are drawn from this educational project.

Relação entre inteligência emocional, satisfação com a vida e práctica desportiva

[POR] Este estudo tem por objectivo verificar a existência de diferenças entre grupos de praticantes, de idade e de género na inteligência emocional ena satisfação com a vida, assim como descrever a relação entre estas duas variáveis. [ES] Este estudio tiene como objetivo verificar la existencia de diferencias entre los grupos de profesionales, la edad y el género en la inteligencia emocional y la satisfacción con la vida, así como describir la relación entre estas dos variables. [EN] This study aims to verify the existence of differences between groups of practitioners, age and gender on emotional intelligence and satisfaction with life, as well as describe the relationship between these two variables.

L'intelligenza emotiva in età evolutiva

Emotional Intelligence (EI) has increasingly gained widespread popularity amongst both lay people and scientists in a wide range of contexts and across several research areas. In spite of rigorous inquiry into its applications in educational, social, health and clinical settings, substantial disagreement exists regarding the definition of EI, with respect to both terminology and operationalizations. Actually, there is a consensus about a conceptual distinction between Trait EI, or trait emotional self-efficacy (Petrides & Furnham, 2001), and Ability EI, or cognitive-emotional ability (Mayer & Salovey, 1997). Trait EI is measured via self-report questionnaires, whereas Ability EI is assessed via maximum performance tests. Moreover, EI is the broadest of the emotional constructs, and it subsumes various constructs, as Emotional Awareness (Lane & Schwartz, 1987). To date, EI research has focused primarily on adults, with fewer studies conducted with child samples. The aim of the present study is to investigate the role of different models of EI in childhood and early adolescence (N = 670; 353 females; Mage= 10.25 years ; SD = 1.57). In addition, a further goal is to evaluate the relationship of each construct with personality, non verbal cognitive intelligence, school performance, peer relationships, and affective disorders (anxiety and depression). Results shows significant correlations between Trait EI and Emotional Awareness, whereas Trait and Ability EI appear as independent constructs. We also found significant positive associations between age and Ablity EI and Emotional Awareness (although with add of verbal productivity), while gender differences emerged in favour of females in all EI-related measures. The results provide evidence that Trait EI is partially determined by all of the Big Five personality dimensions, but independent of cognitive ability. Finally, the present study highlights the role of EI on social interactions, school performance and, especially, a negative relationship between Trait EI and psychopathology.

Diseño metodológico para la creación y desarrollo de organizaciones innovadoras, basadas en un modelo de liderazgo que genere entornos facilitadores de la creatividad, implantación de procesos de innovación y creación de productos y servicios innovadores

La presente investigación tiene como objetivo el desarrollo de una metodología que favorezca la innovación en las empresas a través de la actividad directiva, analizando a su vez, su influencia a nivel macro, en los sistemas de innovación, en las políticas de innovación y en el capital intelectual y a nivel micro, en la innovación, en el desempeño y en el clima organizacional. Se estima importante realizar un estudio sobre este tema debido a que la innovación se considera un pilar crítico para el desarrollo social a través de la competitividad de las empresas, así como, una fuente importante de ventaja competitiva. Existe abundante literatura sobre la influencia de la innovación en la gestión empresarial y el papel que el liderazgo desempeña en términos generales. Sin embargo, la literatura presenta diversos estilos de liderazgo sin mostrar una línea consistente de interrelación entre ellos, por lo que finalmente no existe una relación sólida entre el liderazgo, la gestión empresarial y la innovación. Este hecho se debe, como se muestra en la tesis, a que la literatura analiza las organizaciones y el liderazgo desde una perspectiva sociológica u organizacional, y otra desde la perspectiva psicológica sin aportar una línea de articulación entre ambas. Es decir, la literatura analiza el comportamiento organizacional pero no su causa. A lo largo de la tesis se van desarrollando diferentes líneas de trabajo que se convierten en aportaciones empíricas y académicas. Así, una de las aportaciones de la tesis es la sustitución de la figura del líder como persona, por la de un directivo con una doble función; por un lado, la función de liderazgo cuyo objetivo es generar cambio y por el otro, la función de gestionar el día a día o desempeño. Sustituir la figura del líder por una doble funcionalidad directiva facilita la comprensión del concepto liderazgo, lo que permite a su vez, establecer estrategias para su desarrollo, haciendo una realidad el que el liderazgo puede ser aprendido. Este resultado constituye la primera aportación de la tesis. Así mismo, a través de un exhaustivo análisis de la literatura, se desarrolla una propuesta de liderazgo integrado de acuerdo con el modelo Stuart-Kotze, el cual se describe también ampliamente. Encontrar un modelo único de liderazgo supone la piedra angular para el desarrollo de la metodología. Esta propuesta de liderazgo integrado da lugar a la segunda aportación de la tesis. Del mismo modo, se realiza un estudio en profundidad de la perspectiva psicológica de las organizaciones desarrollando el constructo Miedo al Error (ME) que resulta ser un rasgo de la personalidad existente en todos los seres humanos y que presenta una influencia negativa tanto en el desempeño, como en la innovación empresarial. Este resultado permite identificar cuales son las verdaderas barreras para el ejercicio del liderazgo, señalando que la disminución del ME debe ser considerada como una competencia de la Inteligencia Emocional a ser desarrollada por los directivos. Este resultado constituye la tercera aportación de la tesis. Una vez desarrollado el modelo de gestión empresarial expuesto, se procede a su validación, analizando la relación entre los constructos que definen el modelo de gestión: el desempeño, la innovación y el ME. Para identificar las influencias o relaciones de causalidad que subyacen entre los constructos, se utilizó la técnica del modelo de ecuaciones estructurales (SEM). La población objeto de estudio estuvo constituida por 350 profesionales con responsabilidad directiva, procedentes de empresas del sector servicios repartidas por toda la geografía española. Como fuente primaria de recolección de información se utilizó el cuestionario desarrollado por Stuart-Kotze M-CPI (Momentum Continuous Performance Improvement). En primer lugar se procedió a evaluar las propiedades psicométricas del modelo de medida, llevándose a cabo un análisis factorial exploratorio (AFE) y un análisis factorial confirmatorio (AFC) de segundo orden. Los resultados obtenidos ponen de manifiesto que el constructo desempeño (D) viene determinado por dos dimensiones, (DOP), desempeño orientado hacia la planificación y (DORT), desempeño orientado hacia la realización de la tarea. Es decir, la muestra de directivos no percibe que la planificación en el día a día y la realización de la tarea estén articuladas. Posteriormente se procede a realizar el contraste del modelo a través del método de ecuaciones estructurales. Los resultados muestran que la relación de influencia de la dimensión DOP no es significativa, por lo que el constructo D queda representado únicamente por la dimensión DORT. Los resultados de la investigación proporcionan conclusiones e hipótesis para futuras investigaciones. Si bien la muestra de directivos realiza un plan estratégico, éste no se tiene en cuenta en el día a día. Este hecho podría explicar el alto grado de administración por crisis tan frecuente en la empresa española. A su vez, el ME presenta una influencia negativa en la innovación, lo que concuerda con la literatura. Al respecto, considerar el ME como un rasgo de la personalidad, presente tanto en directivos como en colaboradores, facilita la comprensión de las barreras de la organización hacia la comunicación abierta a la vez, que una dirección de trabajo para la mejora de la capacidad innovadora de la organización. Por último, los resultados establecen la existencia de una relación causal entre el desempeño diario y la innovación. Con respecto a este segundo resultado y analizando los comportamientos que identifican el constructo D surgen también varias conclusiones e hipótesis para futuras investigaciones. Los resultados ponen de manifiesto que la muestra de directivos genera iniciativas de cambio con la finalidad de que el trabajo diario salga adelante según los estándares de calidad definidos. Sin embargo, estas iniciativas sólo proceden de los directivos, sin participación alguna de los colaboradores, los cuales son sólo responsables de la implementación produciéndose la consiguiente desmotivación y pérdida de oportunidades. Esta conclusión pone de manifiesto que la innovación de las empresas de la muestra sucede para garantizar la eficiencia de los procesos existentes, pero en ningún caso surge de la iniciativa de buscar una mejor eficacia empresarial. Este hecho plantea un origen doble de la innovación en los procesos. La innovación proactiva que buscaría la mejora de la eficacia de la organización y una innovación de carácter reactiva que buscaría la salvaguarda de la eficiencia. Quizás sea esta la causa del gap existente entre la innovación en España y la innovación de los países que ocupan los primeros puestos en el ranking de producción de innovación lo que constituye un importante punto de partida para una investigación futura. ABSTRACT This research aims to develop a methodology that supports innovation in companies through the managers’ activity, analysing in turn its influence at the macro level: innovation systems, innovation policies and Intellectual capital and at the micro level: innovation itself, performance and organizational climate. It is considered important to conduct a study on this subject due to the fact that innovation is considered a critical pillar for the development and future of the enterprise and an important source of competitive advantage. There is abundant literature about the influence of innovation in business management and the role that leadership plays in general terms. However, the literature presents various styles of leadership without showing a consistent relationship among them, so finally there is not a strong relationship among leadership, business management and innovation. As shown in the thesis, this is due to the fact that the literature analyses organizations and leadership from a sociological or organizational perspective and from a psychological perspective, without providing a hinge line between the two. That is, the existing literature discusses organizational behaviour but not its cause. Throughout the thesis, different lines of work that become empirical and academic contributions have been developed. Thus, one of the contributions of the thesis is replacing the figure of the leader as a person, by a manager with a dual function. Firstly, we have the leadership role which aims to generate change and, on the other hand, the function to manage the day-to-day task or performance. Replacing the figure of the leader by a dual managerial functionality facilitates the understanding of the leadership concept, allowing in turn, to establish development strategies and making true that leadership can be learned. This outcome is the first contribution of the thesis. Likewise, through a comprehensive literature review, an integrated leadership proposal is developed, according to the Kotze model, which is also described widely. Finding a specific leadership model represents the cornerstone for the development of the methodology. This integrated leadership proposal leads to the second contribution of the thesis. Similarly, an in-depth study was conducted about the psychological perspective of the organizations disclosing the construct Fear of Failure. This construct is a personality trait that exists in all human beings and has a negative influence on both performance and business innovation. This outcome allows identifying which are the real barriers to the exercise of leadership, noting that the decrease in fear of failure must be considered as an Emotional Intelligence competence to be developed by managers. This outcome represents the third contribution of the thesis. Once a business management model has been developed, we proceed to its validation by analysing the relationship among the model constructs: management, innovation and fear of failure. To identify the influence or causal relationships underlying the constructs, a structural equation model (SEM) technique was used. The study population consisted of 350 professionals with managerial responsibility, from companies in the services sector scattered throughout the Spanish geography. As a primary source for gathering information a questionnaire developed by Kotze M-CPI (Continuous Performance Improvement Momentum) was used. First we proceeded to evaluate the psychometric properties of the measurement model, carrying out an exploratory factorial analysis (EFA) and a confirmatory factorial analysis (CFA) of second order. The results show that the performance construct D is determined by two-dimensions (DOP: performance oriented to planning) and (DORT: aiming at the realization of the task). That is, the sample of managers does not perceive that planning and the daily task are articulated. Then, we proceeded to make the contrast of the model through a structural equation model SEM. The results show that the influence of the DOP dimension is not significant, so that only the DORT dimension finally represents the construct D. The research outcomes provide conclusions and hypotheses for future research. Although the managers in the sample develop a strategic plan, it seems that managers do not take it into account in their daily tasks. This could explain the high degree of crisis management so prevalent in the Spanish companies. In turn, the fear of failure has a negative influence on innovation, consistent with the literature. In this regard, the fear of failure is considered as a personality trait, present in both managers and employees, which enables the understanding of organizational barriers to open communication and provides a direction to improve the organization’s innovative capacity as well. Finally, the results establish a causal relationship between daily performance and innovation. Regarding this second outcome and analysing the behaviours that identify the construct D, several conclusions and hypotheses for future research arise as well. The results show that the managers in the sample show initiatives of change in order to make everyday work go ahead, according to defined quality standards. However, these initiatives only come from managers without any participation of coworkers, which are only responsible for the implementation, and this produces discouragement and loss of opportunities. This finding shows that the innovation by the companies in the sample happens to guarantee the efficiency of existing processes, but do not arise from an initiative that seeks better business efficacy. This raises two sources of innovation in processes. The first source would be a proactive innovation that would seek improved organizational efficacy. The second one is a reactive innovation that would seek to safeguard efficiency. Perhaps this is the cause of the existing gap between the innovation activity in Spain and the innovation activity in those countries that occupy the top positions in the ranking of innovation outcomes. The Spanish companies seek process efficiency and the top innovators business efficacy. This is an important starting point for future research.

Inteligencia emocional y empatía: su influencia en la competencia social en Educación Secundaria Obligatoria

La finalidad del presente trabajo es analizar las relaciones existentes entre la competencia social y la inteligencia emocional en estudiantes de Educación Secundaria Obligatoria. Así mismo, también nos proponemos analizar el papel de la empatía y sus relaciones con la competencia social y la inteligencia emocional, ya que en la mayoría de los estudios existentes aparece relacionada de un modo u otro con estos constructos. Los participantes en nuestro estudio fueron 110 estudiantes de primer ciclo de ESO. Los instrumentos empleados fueron: el test EQ-i:YV de BarOn (1997), el Cuestionario Matson de habilidades sociales para adolescentes (Matson, Rotatori, y Helsel, 1983) y el Interpersonal Reactivity Index, IRI (Davis, 1983). Las técnicas de análisis de datos incluyen: análisis de correlación, análisis de regresión múltiple paso a paso y análisis de regresión múltiple de tipo jerárquico. Los resultados obtenidos nos permiten identificar un conjunto de variables que están directamente implicadas en la Competencia social.