Training emotional competency in the workplace: Does ‘one size’ really ‘fit all’?

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Supervisory team Dr Sarah Davis, Dr Bere Mahoney, Prof Lynn Nichol

Director of Studies Dr Sarah Davis (Principal Lecturer in Psychology), School of Health and Wellbeing, University of Worcester

Supervisors

Dr Bere Mahoney (Principal Lecturer in Psychology), School of Health and Wellbeing, University of Worcester

Prof Lynn Nichol, Worcester Business School, University of Worcester.

The PhD Opportunity As a core focus for organisational Equality Diversity & Inclusion policies, the current drive to train emotional skills in the workplace shows no signs of abating. For instance, emotional intelligence has experienced a recent resurgence in popularity, being advocated as a way for organisations to achieve the United Nations Sustainable Development Goals through employee training (see e.g., United Nations, n.d.).

In addition, various social and emotional interventions that require emotional competencies (and elicit emotional responses), such as ‘perspective taking’ or sensitivity training, are encouraged as good organisational practice (Gifford et al., 2019). So far, research has focussed on evaluating the efficacy of such training at a universal level and has neglected the experiences of groups of individuals who may have different needs that are not best served by such ‘off the peg’ programmes. Indeed, in other settings, such as schools, and clinics, participation in psychosocial interventions has been associated with iatrogenic effects (Foulkes & Stringaris, 2023; Moos, 2012).

Through a multi-phase programme of research, this PhD will examine the scope of these practices within organisations across the UK, and the experiences of employees who are charged with overseeing, and undertaking, such trainings within the workplace.

References Foulkes, L., & Stringaris, A. (2023). Do no harm: can school mental health interventions cause iatrogenic harm?. BJPsych bulletin, 1–3. Advance online publication. https://doi.org/10.1192/bjb.2023.9

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Gifford, J., Green, M., Young, J., & Urwin, P. (2019). Diversity management that works: An evidence-based view. In https://www.cipd.co.uk/Images/7926-diversity- and-inclusion-report-revisedtcm18-65334.pdf. Chartered Institute of Personnel and Development. Retrieved April 2, 2023, from https://www.cipd.co.uk/Images/7926- diversity-and-inclusion-report-revisedtcm18-65334.pdf Moos, R. H. (2012). Iatrogenic effects of psychosocial interventions: Treatment, life context, and personal risk factors. Substance Use & Misuse, 47(13-14), 1592-1598. United Nations. (n.d.). The 17 Goals | Sustainable Development. https://sdgs.un.org/goals United Nations. (n.d.). Unlocking your Emotions to Achieve the SDGs: Emotional Intelligence | United Nations. https://www.un.org/en/academic-impact/unlocking-your- emotions-achieve-sdgs-emotional-intelligence

Application Process To begin the application process please go to https://www.worc.ac.uk/research/research-degrees/applying-for-a-phd/.

The Interview All successful applicants will be offered an interview with the proposed Supervisory Team. You will be contacted by a member of the Doctoral School Team to find a suitable date. Interviews can be conducted in person or over Microsoft Teams.

Funding your PhD For information about Doctoral Loans please visit: https://www.worc.ac.uk/study/fees- and-finance/doctoral-loans.aspx

During your PhD you can access the Research Conference Support Scheme to support the costs of presenting your research at an external conference.

Research at the University of Worcester Research is central to the University’s mission to make a difference in everything that we do. We are committed to delivering excellent research which extends the boundaries of human knowledge but which also improves people’s lives by enabling better health outcomes, improving food security, developing environmentally sustainable solutions for crop production and socially sustainable solutions to our ageing population, enhancing public knowledge and understanding of the past and present. The University hence focuses its research around five high-level challenges facing society, locally, nationally and globally: • Human Health and Wellbeing • Sustainable Futures • Digital Innovation • Culture, Identity and Social Exclusion • Professional Education The success of our research is reflected in our continuous improvement in external research assessment processes. In the most recent Research Excellence Framework, REF 2021, the University saw a near 50% increase in the scale of its research and 12% increase in quality, building on its performance in REF 2014 when it was the UK’s most improved university in terms of Research Power, a combination of scale and quality.

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Research Degrees at Worcester Our research students are central to our overall mission for research. They are working at the cutting edge of their disciplines and driving forward the quality of our research whilst enriching our research culture. We are looking to increase our research student numbers as a strategic imperative.

Our commitment to our students is reflected in the results of the Postgraduate Research Experience Survey 2023 in which we ranked 3rd for overall research student satisfaction nationally. Key to our success in his area is the Doctoral School, a focal point for all our research students.

It provides: • day-to-day support for our students, both administrative and practical, through our dedicated team. • a Research Student Study Space with both PCs and laptop docking station. • a comprehensive Researcher Development Programme for students and their supervisors. • a programme of student-led conferences and seminars.

Widening Participation As part of its mission statement the University is committed to widening participation for its higher degrees. Although most candidates will have an undergraduate and/or a Masters degree, the University is happy to accept applications from candidates with relevant professional qualifications and work related experience.

Research areas