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Emotional intelligence is the Second of the Seven Competences of the Sustainably Competent Professional: it's the 'E' in RESFIA+D.
> For the numbered notes, such as (1), see below.
> Download RESFIA+D, including this page, as a set of spreadsheets in English, German or Dutch: see RESFIA+D: The introduction.
Emotional intelligence: A sustainably competent professional empathises with the values and emotions of others.
Level 3: Apply | Level 4: Integrate | Level 5: Improve | Level 6: Innovate |
E1. Recognise and respect their own values and those of other people and cultures
> You formulate the values from which you think and act as a professional. (1) | > You formulate the values from which others (2) think and act who are involved or have an interest in your professional actions. > You ‘listen actively’ (3) to others, and you communicate respectfully with these others about the differences in values. | > You cooperate with these others, during which you utilize both the similarities and the differences of the values as an enrichment and reinforcement of the quality of your activities. | > You enrich and reinforce the quality of your professional activities by actively expanding the cooperation to people or cultures with other values. |
E2. Distinguish between facts, assumptions and opinions
> You determine about assertions (4) whether they are about facts, assumptions or opinions. | > You communicate about such conclusions in such a way that others, including the persons who made the assertions, come to a consensus about its nature. | > You decide at which moment during your professional activity a fact is desired, or an assumption, or an opinion. You plan your activities accordingly. | > If necessary, you design acceptable and realistic ways to turn an assumption into a fact, or to change the nature of an assertion in any other way. (5) |
E3. Cooperate on an interdisciplinary and transdisciplinary basis
> In your professional activities you consider aspects of other disciplines, i.e. in a multidisciplinary (6) approach. | > You carry out these activities as a member of an interdisciplinary (6) team. | > You involve stakeholders, including those who don’t represent a specific professional discipline, actively in the activities, thus creating a transdisciplinary (6) approach. | > You enlarge the target area of the activities to new kinds of stakeholders and/or cultures. |
1. Relevant concepts are e.g.: cultural values, ethical standards, beliefs, philosophy of life, traditions.
2. Such as: other people, whether or not in the same culture or country as you; families, societal groups, countries, etc.
3. Active listening is not just hearing what the other says, but also trying to understand what the other says. Besides, listening skills enable you to let the other know that you listen, to let the other tell their story, and, whenever necessary, to let them clarify.
4. Both assertions of yourself and of others.
5. E.g. by: further investigation, further discussion, involving third persons, change an attempt to reach objectivity into an attempt to reach intersubjectivity, reformulating a question, research into the meaning of the words that are used.
6. ‘Multi-‘, ‘inter-‘ and ‘transdisciplinary ‘ are concepts defined in different ways by different authors. In this document, they are used as defined in Roorda (2010):
“In a multidisciplinary approach there is cooperation between various disciplines, keeping intact every separate set of theoretical
concepts and methodological approaches.
In an interdisciplinary approach there is cooperation between various disciplines, where a common methodological approach
and theoretical fundament is looked for, as a synthesis of the participating disciplines. Participants try to speak ‘one language’.
In a transdisciplinary approach, not only co-operation takes place between specialists of various disciplines, but also others are
directly involved: users, problem owners, clients, stakeholders, etc. (transdisciplinary = literally: beyond the disciplines).”
Another way of saying this is (Roorda, 2016):
“Monodisciplinary = one or more experts, one discipline.
Multidisciplinary = one expert (or learner), several disciplines.
Interdisciplinary = several experts in cooperation, each from his/her own discipline: the whole is more than the sum of its parts.
Transdisciplinary = interdisciplinary + stakeholders without some special expertise.”