Developing Workplace Intelligences   
Vyhmeister, Shawna

 


Emotional Intelligence in the Workplace  
Gaikwad, Prema

Faculty Commitment in Higher Education:
Implications for Strategic Leadership 

Oberholster, Fredrick

Professional Learning Styles and Workplace Performance: And Exploratory Descriptive Study in Higher Education   
Penniecook, Myrtle

Nurturing the Mind of the Christian Professional 
Rasi, Humberto M

No Right Way: How to Structure Tasks to Maximize Organizational Learning  
Vyhmeister, Ronald

Group Investigation: How Does It Work? 
Abordo, Ian and Gaikwad, Samuel

Research Mentoring of Students in Christian
Higher Education  

Wieland, Nicola



Why Asian are Less Creative than Westerners
Ng Aikwang
Reviewed by Victoria Ozioma Akpa

When the People are the Problem, What will you Do
Harvard Business School Press
Reviewed by Samuel L.Bangura

Web Design Workshop
Tollett, John, Williams, Robins, & Rohr, David
Reviewed by Raimond Luntungan

How to Manage Repformance: 24 Lessons
for Improving Performance
Bacal, Robert
Reviewed by Tekle Abose Bush




    

Developing Workplace Intelligences


       Developing Workplace Intelligences was designed initially as a Research Forum theme which would draw together professionals from various disciplines to discuss topics of interest to all. The planning committee saw needs for presentations on coping and dealing with stress in the workplace, understanding coaching, mentoring, commitment, organizational learning, and emotional intelligence, as well as learning styles, critical thinking. All of these topics and more became the core of the seminar which took place in 2005. The response to the initial search for papers and presenters was so overwhelmingly positive that the event was changed from a one-day Forum to a 3-day series. Similarly, in trying to publish the highlights from that seminar, the editors faced a dilemma as to how to organize the Forum events into a single volume of the InFo Journal. What eventually evolved was this current double issue, rather than the usual two separate volumes for the 2005 calendar year. This allowed us to print a larger proportion (still less than half) of the articles stemming from the Forum presentations, in order to share them with readers around the world.
    
As Christian professionals, we have a responsibility to think and act Christianly; something which Rasi’s keynote address (see his essay in this volume) suggested that Christians are not always good at doing. Too often, we either think in the way the world has taught us to think, or we do not think independently, but follow what others suggest. Rasi suggests that as Christians, there are things we must do to support God’s cause in this world. He develops a suggested agenda of action for Christian professionals in the 21st century. Then he closes his piece with poetry by Bernard de Clairvaux, 1000 years old, which still rings true today: “Some seek knowledge . . . in order to serve and edify others: that is charity.
      ”
Penniecook reminded us that there are different kinds of learners, and that these different learning styles will cause us to interact differently in the workplace. It is helpful for us to understand both how we prefer to learn—whether self-directed or directed—and how our colleagues learn, as it will help us understand how to work together better. Emotional Intelligence in the Workplace, by Gaikwad, follows on a separate, but somewhat related theme. Success is not due solely to cognitive intelligence, but to many other factors, one of which has been called emotional intelligence. Gaikwad looks at the state of the current research in this area, and talks about what we should know in an international, Christian setting about developing emotional intelligence.
      
Oberholster’s piece explores factors contributing to faculty commitment in higher education. What makes faculty stay, and what makes them happy to stay? What can administrators learn from this primary study to avoid needless problems with retention, turnover, and commitment? Using data collected in the Philippines, Oberholster explores the implications of his results for academic administrators.
     
Using computer-generated simulations, Vyhmeister’s study on organizational learning asks what sort of organization learns the best. Given that change is a constant in our modern society, how can we build organizations that will be able to grow and adapt to the inevitable societal changes with the least amount of pain and financial loss? Are there certain organizational structures that inherently learn better? What about the restructuring/ reorganization craze that recently swept the business world, thanks to new information processing capabilities brought about by technology? How has it worked? Why are we not seeing the results we had hoped for? His study created imaginary companies of different sizes, with different organizational structures, and learning tasks where the number of pieces of information the “individuals” saw varied, as well as the number of individuals who saw each piece of information. He found that while there was no such thing as a perfect organizational structure, different structures had different strengths, and could be useful to an organization for different purposes.
    
While student articles do not necessarily fit with the theme of the issue being published, the two pieces included in this double issue are related to the idea of Workplace Intelligences. Wieland’s qualitative study on mentoring focuses on student/professor relationships during graduate research, but the findings could also yield useful ideas for other professionals. Her results show that communication and caring are most valued by the students in a mentoring relationship, and that mentoring often goes far beyond the research at hand, including other sorts of counseling/advising, as well as relationships that set the tone for future research activities. Abordo’s study tells of his experience as a participant observer in a class where Group Investigation being conducted. This inside look focuses on multiple layers of understanding and participation including the professor’s perspective, the students, and the researcher’s viewpoint as a participant in the class.

As Christian professionals, we have a responsibility to hold a high standard, to be leaders in our community, to be critical thinkers, and to use our abilities in order to share Christ with those around us. Excellence is what God expects from us. We should be satisfied with nothing less.

 

Shawna Vyhmeister, PhD
Editor, Info Journal
Adventist International Institute of Advanced Studies
Silang, Cavite , Philippines