This Doctoral Thesis analyzes the "problem of the emotions" in the person, as entity organizacional and analyzes and realizes contributions concerning the constructs of Emotional Intelligence, Emotional Capital, Relational Capital and Intellectual Capital. The information bases of the investigation it was obtained by means of the scale TECER-2012 designed and applied to a pilot sample and final sample of 892 university and qualified students. It allowed to relieve cognitive, emotional and relational antecedents (competitions of learning and formation and emotional competitions in the dimensions of recognition and regulation, both personal and social), formulated the operational models of ICom2 and IEom2 for the treatment of the components that characterize the Intellectual Capital and the Emotional Intelligence; to validate a set of hypotheses formulated by the literature review and the bibliometric analysis and Altmetrics; apply techniques of multivariate analysis to formulate models of Cluster, Multidimensional Mapping and Discriminant as support for the improvement of the operational models and propose recommendations for the improvement of the constructs, in particular, the emotional.

El capital emocional como base del capital humano de las personas. Formulación de un modelo de evaluación operacional

Traditionally, the role of the research supervisor/dissertation chair has been to support the doctoral student with the goal of making the student a scholar through the research conducted for the dissertation. In the traditional research institution environment this research was designed to build theory. Today, while this research tradition still exists and the doctor of philosophy degree continues to be awarded, a shift has occurred in the higher education landscape such that a practice-oriented type of research is being produced in practitioner doctorate programs. Dissertations in the practitioner doctorate should be focused on research that has as its objective solving real world problems. As such, this may be a difficult change for individuals who have been mentoring doctoral students for years with the goal of building or testing theory over application of theory. Seasoned research supervisors/dissertation chairs educated in a research doctorate environment may resist this change, even as they supervise doctoral students studying in a practitioner doctorate environment.

Scholar to Practitioner: A New Paradigm for Research Chairs

While few would argue that a tension exists between HRD theoreticians and practitioners, few models explain why such tension exists. Leveraging Gosney’s Model of Modern Era Theory & Practice Generation in HRD (Gosney, 2014; Gosney & Hughes, 2015), a careful evaluation of current HRD context and informing philosophy reveals compelling reason for the theory-practice gap. In reviewing both the current historical context, capitalism, and the predominant informing philosophy, pragmatism, both theoreticians and practitioners are better equipped to understand and ameliorate the divide. The chapter concludes with specific recommendations to the discipline, including a more robust exploration by theoreticians of pragmatism as an informing philosophy in HRD and the adoption of critical thinking as a core competency in practitioners.

The Interplay between Theory and Practice in HRD: A Philosophical Examination

Traditionally, the role of the research supervisor/dissertation chair has been to support the doctoral student with the goal of making the student a scholar through the research conducted for the dissertation. In the traditional research institution environment this research was designed to build theory. Today, while this research tradition still exists and the doctor of philosophy degree continues to be awarded, a shift has occurred in the higher education landscape such that a practice-oriented type of research is being produced in practitioner doctorate programs. Dissertations in the practitioner doctorate should be focused on research that has as its objective solving real world problems. As such, this may be a difficult change for individuals who have been mentoring doctoral students for years with the goal of building or testing theory over application of theory. Seasoned research supervisors/dissertation chairs educated in a research doctorate environment may resist this change, even as they supervise doctoral students studying in a practitioner doctorate environment. 

Scholar to Practitioner

T4 MAP™: Imagine Mapping the Invisible

The world of work is changing and we must adapt how we apply human performance technology (HPT) expertise to address our 21st century challenges. This is a formidable challenge. The scholar-practitioner model seems ideally suited to this high-speed world by combining the ability to apply theory and rigorous processes to solve practical problems. The T4 MAP (T4) models a new action research process grounded in human and organizational development (HOD) theory. It incorporates quantitative and qualitative data and so equips scholar-practitioners and practitioners to address workplace problems and advance theory by enabling a deeper contextual understanding of people in the organization. A T4 pilot demonstrated the ability to generate salient data that helped teams identify performance improvement opportunities and enabled participants to take accountability for implementation. It offered a basis for grounded theory and presented opportunities for future research.

T4 MAP™: A Scholar-Practitioner Model for Performance Improvement

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T4 MAP™: A Scholar-Practitioner Model for Performance Improvement