Why have a Learning Plan?

The journey from classroom to workplace brings exciting opportunities for professional growth, but maximising these opportunities requires careful planning. A learning plan serves as your roadmap for professional development, helping you navigate the transition from academic learning to workplace application. While university courses provide you with theoretical knowledge and foundational skills, a well-crafted learning plan helps you identify specific ways to apply and expand these capabilities in a professional context.

Think of your learning plan as a GPS for your professional development journey. Just as a GPS helps you navigate from your current location to your desired destination, a learning plan helps you move from your current skill level toward your professional goals. Just like a GPS that recalculates when you encounter unexpected routes, your learning plan should be flexible enough to adapt to new opportunities and challenges that arise during your placement.

Creating an effective learning plan involves more than simply listing what you hope to achieve. It requires careful consideration of your current capabilities, thoughtful goal-setting, and strategic planning for how you’ll demonstrate your progress. Most importantly, it involves collaboration with your workplace supervisor to ensure your goals align with available opportunities and organisational needs.

Developing Your Learning Plan

The first step in creating an effective learning plan is establishing a reliable system for documenting your professional journey. Whether your university provides a formal template or not, maintaining detailed records of your internship experience is invaluable for your professional development. Think of this documentation as creating a professional memory bank that you can draw upon throughout your career.

If you haven’t been provided with a specific template, a dedicated notebook or digital document can serve as an excellent foundation for your learning plan. This doesn’t need to be elaborate; even a simple notebook can become a powerful tool when used consistently.

My personal favourite approach is the bullet journal method, which uses simple symbols and short phrases to track tasks, events, and notes in a flexible, easy-to-maintain format. For example, you might use a dot (•) for tasks, a circle (○) for events, and a dash (-) for notes. This approach helps you quickly capture important information without getting bogged down in long-form writing, while still maintaining a clear, organised record of your experience.

For a how-to guide on setting up a bullet journal, please watch the video below [20:17]:

Consider setting aside the first few pages for basic but essential information about your placement: the organisation’s name and primary business focus, your supervisor’s name and contact details, your start date, and your working hours. While these details might seem obvious at the start of your internship, having them readily available can prove surprisingly useful, particularly when updating your resume or preparing for job interviews months later.

Your documentation system should also include space for ongoing notes about your role and responsibilities. As you begin your placement, write down your initial tasks and projects, even if they seem straightforward. Many interns are surprised by how quickly their responsibilities evolve, and having a record of where you started provides a valuable reference point for tracking your professional growth. Remember to note down any specific systems, software, or equipment you’re using. These details will be particularly relevant when describing your technical skills to future employers.

Make it a habit to update your documentation regularly. Set aside a few minutes at the end of each week to record significant experiences, challenges you’ve encountered, and solutions you’ve developed. This practice not only helps you track your progress but also develops your professional reflection skills. Consider creating separate sections in your notebook for different aspects of your experience: technical skills, workplace relationships, challenges overcome, and key achievements. This organisation makes it easier to locate specific examples when you need them, whether for assessment purposes, professional development discussions, or future job applications.

Planning for Technical Skill Development

Technical skills form a crucial component of professional competence, but research shows their development requires structured approaches that go beyond simple workplace exposure. Chivers (2007) examined postgraduate students’ technical skill development. His research discovered that technical competency development occurs most effectively when integrated with higher-order thinking capabilities, particularly meta-competencies such as critical thinking and problem-solving.

Chivers’ (2007) research can be used to create a framework for planning technical skill development. This approach emphasises that learning outcomes, learning activities, and assessment must work together in a coordinated way. When applied to technical skill development, this means carefully reflecting on learning experiences so each element reinforces and builds upon the others.

For example, if your goal is to develop advanced data analysis capabilities, simply attending training sessions isn’t enough. The constructive alignment approach suggests you need clearly defined learning outcomes (what specific analytical skills you need to master), aligned learning activities (practical exercises with real data), and appropriate assessment methods (demonstrating your analytical capabilities in workplace projects).
When students commence their internship, people tend to focus heavily on knowledge acquisition and basic cognitive competencies. However, Chivers’ (2007) findings show that true professional growth occurs when technical skills are developed alongside meta-competencies. This suggests that effective technical skill development should include opportunities to:

• apply technical knowledge to complex, real-world problems
• exercise professional judgment about when and how to use technical skills
• critically evaluate the results of technical work
• communicate technical information effectively to different audiences.

Chivers’ (2007) findings also reveal that while students may initially concentrate on mastering basic technical procedures, their development of higher-order capabilities becomes increasingly important as they progress. This suggests that technical skill development plans should evolve over time, gradually incorporating more complex decision-making and professional judgment alongside technical mastery.

When measuring progress in technical skill development, the constructive alignment framework suggests using assessment methods that authentically reflect workplace requirements. This might include successfully completing workplace projects, teaching others new technical skills, or contributing to technical documentation: activities that demonstrate not just technical knowledge but the ability to apply it effectively in professional contexts.

This integrated approach aligns with Chivers’ findings about how professionals develop advanced competencies. His research shows that the most effective professional development occurs when technical skills are learned as part of a broader development of professional capability, rather than in isolation.

Building Your Self-Regulation on Internship

Self-awareness serves as a cornerstone for professional growth during internships, with research consistently demonstrating its vital role in workplace success. Studies by both Sutton et al. (2015) and Wonda (2024) show that self-aware interns are better equipped to navigate workplace relationships, understand diverse perspectives, and contribute effectively to their organisations. This heightened self-awareness enables you to process feedback constructively, recognise strengths and areas for development, and make thoughtful decisions about your own professional trajectory. By developing a clearer understanding of your own emotions, reactions, and impact on others, you can build stronger professional relationships and adapt more effectively to workplace challenges.

Moreover, self-awareness is not a fixed trait but a skill that can be actively developed throughout the internship experience. A systematic review undertaken by Carden et. al. (2022) demonstrates that people can cultivate this crucial capability through targeted training. Enhanced self-awareness correlates directly with improved job performance, increased confidence, and more effective workplace communication (Carden et al., 2022; Sutton et al., 2015; Wonda, 2024). When you invest in developing their self-awareness, you’re better positioned to make meaningful contributions to their teams, navigate professional challenges with resilience, and identify opportunities for career growth. The evidence suggests that self-aware interns are more likely to transform their internship experiences into valuable stepping stones for long-term career success, as they can better align their strengths and interests with professional opportunities while maintaining productive relationships with colleagues and supervisors.

While it may be tempting to begin your internship by formally assessing your current level of self-awareness, research suggests that a more productive approach is to focus directly on identifying meaningful personal and professional goals. The key is understanding how your emotions and responses might influence your internship experience. Consider, for example, how you typically react when receiving constructive criticism. Do you feel defensive, or discouraged, or do you eagerly embrace the feedback as a growth opportunity? These emotional patterns will likely surface during your placement.

Using Self-Awareness to Get Through Challenging Situations

Being aware of and accepting our emotions is a crucial first step in managing challenging workplace situations. For Davide, it’s important to understand that his feelings of disappointment, boredom, and now overwhelm are completely natural responses to his situation. Many interns experience similar emotions when their expectations don’t align with reality, particularly when working with someone they deeply admire.

Let’s examine why validating these emotions is important. When Davide acknowledges that it’s normal to feel disappointed about not participating in field research, he can move from questioning himself (“Why am I not more grateful for this opportunity?”) to understanding his reaction (“Of course I feel disappointed. This isn’t what I expected”). This shift in perspective is powerful because it reduces the additional stress that comes from trying to suppress or deny his feelings.

Similarly, recognising that boredom with repetitive tasks is a common experience helps Davide understand that these feelings don’t reflect poorly on his commitment to marine biology or his respect for Dr Oliveira’s work. Many professionals, even those passionate about their field, sometimes find certain aspects of their work mundane. This understanding can help Davide separate his temporary feelings about specific tasks from his broader career aspirations.

The feeling of being overwhelmed by the upcoming deadlines is particularly important to acknowledge. When we try to ignore or push away feelings of stress, we often become more anxious and less capable of thinking clearly about solutions. By accepting that he feels overwhelmed, Davide can begin to look at his situation more objectively and start planning how to manage his workload effectively.

Remember, emotional awareness isn’t about wallowing in negative feelings, it’s about creating a foundation for constructive action. Through our involvement with interns who did not complete their placements, we discovered that most of them struggled with managing their emotional responses to workplace challenges. These students often found it difficult to identify and articulate their feelings, which led to increased stress and eventually contributed to their withdrawal or removal from their internships. By contrast, interns who regularly took time to reflect on and name their emotions were better equipped to address challenges constructively.
This reflection might involve asking yourself, “Am I feeling disappointed because my expectations weren’t met? Anxious about the workload? Intimidated by working with someone I admire?” Understanding these distinct emotional responses helps create clarity and opens pathways for addressing each concern specifically. Once Davide can identify and accept how he feels, he can begin to use these emotions as valuable information about his situation and what he needs to do to address it.

Developing Self-Regulation on Internship

In Davide’s case, we’ve seen how self-awareness, recognising his feelings of disappointment, boredom, and overwhelm, led naturally to self-regulation through practical action. By acknowledging his emotions and understanding their source, he could step back from feeling overwhelmed and develop concrete strategies to manage his work. This progression from awareness to regulation didn’t make his disappointment disappear, but it did allow him to channel his emotions productively rather than letting them control his internship experience.

Your internship journey, while unique to you, will likely involve similar emotional challenges that require both awareness and regulation. Like Davide, you might find yourself facing unexpected situations or dealing with tasks that don’t align with your initial expectations. The key is to recognise that these emotional responses are not only normal but can serve as valuable signals helping you understand and improve your professional experience.

Take a moment to envision yourself in various workplace scenarios. Perhaps you’re asked to give an impromptu presentation to senior staff, or maybe you make a significant error on an important project. What emotions arise as you imagine these situations? Some common feelings that emerge for interns include impostor syndrome (feeling like you don’t belong or aren’t qualified), anxiety about meeting expectations, or frustration when tasks take longer than anticipated to master. By acknowledging these potential emotional responses in advance, you can develop strategies to manage them effectively.
For instance, if you know that you tend to become overwhelmed when juggling multiple deadlines, you might set a goal to develop better time management skills during your internship. Or if you recognise that you sometimes hesitate to ask questions for fear of appearing unknowledgeable, you could establish a goal to practice seeking clarification at least once during each team meeting. The key is to use your understanding of your emotional patterns to inform specific, actionable goals that will help you grow professionally.

Empathy and Social Skills: Essential Competencies for Professional Success

In today’s rapidly evolving workplace, technical skills alone are not enough to build a successful career. The research consistently shows that empathy and social skills, often called social intelligence, are among the most critical competencies for professional development. Ramos-Monge et. al. (2023) undertook a study of university students entering the workforce. The findings demonstrated that interpersonal capabilities rank among the top skills that employers seek, yet they are often the lowest skill scored among students who commence in the workforce.

The type of skills employers look for include the ability to understand social situations effectively, communicate clearly and appropriately with others, empathise with colleagues’ emotions and perspectives, and build and maintain positive professional relationships. Students who develop strong social intelligence skills during their education and early work experiences are better positioned to succeed in their careers.

Why do these skills matter so much? The modern workplace is increasingly collaborative and relationship-driven. Whether you are working remotely or in person, your ability to understand others’ perspectives, respond appropriately to social cues, and navigate complex interpersonal dynamics has a direct impact on your professional effectiveness. This is particularly true in the digital employment market, where virtual collaboration and cross-cultural communication are becoming the norm.
The good news is that these skills can be developed through conscious effort and practice. As you begin your internship, you have an ideal opportunity to strengthen your social intelligence capabilities in a professional setting. The key is to approach this development intentionally, just as you would approach building technical skills.

Consider these key findings from an entire university’s graduating cohort in research undertaken by Rozell et. al. (2002):

• A combination of self-regulation and social skills are significant predictors of career success. According to the first study’s findings, students who scored higher in these two areas demonstrated significantly better career choice behaviours compared to those with lower scores.
• Social skills and group collaboration abilities are key differentiators in professional settings. Students with high scores in social skills in collaborative settings and self-awareness showed significantly better performance in professional settings than those with lower scores.
• Longevity of employment correlated strongly with empathy and social skills capabilities. Students who scored highly on both empathy and social skills measures demonstrated better performance in helping their employer achieve their organisational goals and scored higher customer satisfaction scores.
• Communication and social adaptability are increasingly critical in digital workplaces. The research indicates that international students who developed stronger empathy and social skill capabilities showed improved performance in cross-cultural professional settings.

Through conscious development of these capabilities, you can enhance your professional effectiveness and create stronger working relationships. A structured learning plan that incorporates both technical and social skill development will provide a solid foundation for your career growth.

Goal Setting for Empathy and Social Skills

Consider how that brief conversation you just had revealed insights about relationship building. You likely found that asking thoughtful questions and showing genuine interest helped create a connection quickly. During your internship, this same principle applies, but you’ll have more time to develop these relationships meaningfully.

When writing your learning plan goals, translate these conversation insights into specific professional actions. For example, if you found that asking about someone’s professional journey helped build rapport, you might write: “Schedule three one-to-one conversations with team members in my first month, focusing on understanding their career paths and current roles.” This goal is specific and measurable while building on the skills you just practised.

Similarly, if you discovered that following up on details someone shared helped deepen the connection, consider a goal like: “After each significant project collaboration, arrange a brief coffee chat to reflect on what we learned and discuss future opportunities to work together.” This demonstrates both initiative and relationship-building awareness.

Remember that professional relationship building is an ongoing process. The brief conversation you just had was a starting point. Your internship goals should reflect a gradual deepening of professional connections over time. Consider how you might progress from initial introductions to meaningful professional relationships that could extend beyond your internship period.

When discussing these goals with your supervisor, explain how you plan to balance relationship building with your other responsibilities. This shows maturity in understanding that workplace connections should develop naturally alongside your primary duties, rather than detracting from them.

The Importance of Communication

Communication in professional settings forms the foundation of successful career development and learning plan implementation. Effective workplace communication involves both sharing your own thoughts and ideas clearly, as well as actively listening to and engaging with others. When discussing your learning plans and professional development goals with supervisors and mentors, it’s crucial to articulate your aspirations clearly while remaining open to feedback and guidance.

In Australian workplaces, direct communication is generally preferred, though it should always remain respectful and professional. This means being clear about your learning objectives and development needs, while showing appreciation for the support and opportunities provided. For example, rather than saying “I might like to learn more about project management,” you might say “I would value the opportunity to develop my project management skills through shadowing the team during the next project planning cycle.”

Understanding and adapting to your organisation’s communication channels is equally important. Whether your workplace prefers formal emails, scheduled meetings, or casual check-ins, aligning your communication style with these norms helps ensure your learning and development needs are heard and addressed effectively.

Navigating Australian English in the Workplace

Translation devices and software can serve as valuable tools during your academic journey and early career development. They offer helpful support when encountering unfamiliar terminology or complex concepts. However, it’s essential to understand the distinction between using these tools as occasional aids versus relying on them for basic communication.

Consider this scenario: You’re in a team meeting where colleagues are discussing an urgent safety issue. The conversation moves quickly, with multiple people contributing important information. In this situation, you need to understand and respond immediately. There isn’t time to use translation software. Your ability to comprehend and communicate effectively in English could be crucial for workplace safety and operational efficiency.

Professional workplaces in Australia operate primarily in English, with expectations of:

• quick comprehension of verbal instructions and safety protocols
• active participation in team discussions and meetings
• clear communication with colleagues and stakeholders
• understanding of subtle language nuances that affect workplace relationships
• immediate response in emergency situations.

Rather than viewing this as a barrier, consider it an opportunity to strengthen your English language skills before entering the workforce. Many universities offer additional English language support services, conversation practice groups, and professional communication workshops. Engaging with these resources while still studying can help build the language confidence needed for successful workplace integration.

Written Communication

Many international students and professionals come from cultures where formal, hierarchical communication is deeply embedded in professional interactions. For example, in some Asian cultures, it’s common to begin emails with elaborate honorifics and respectful phrases, particularly when writing to someone in a senior position.

Here’s what characterises effective email communication in Australian workplaces:

• Beginning emails: Use “Hi [first name]” for most professional communications. “Dear [first name]” is acceptable for more formal situations or initial contacts.
• Getting to the point: State your purpose in the first sentence or two. Australian professionals appreciate it when you communicate your main message early.
• Maintaining politeness: Use “please” and “thank you” appropriately, but avoid excessive formality or apologetic language. For example, instead of “I am terribly sorry to burden you with this request,” simply write “Could you please…”
• Closing emails: Keep it simple with “Thanks” or “Kind regards” followed by your name. Elaborate sign-offs aren’t necessary.
• Length: Keep emails concise. If your message requires more than a few paragraphs, consider requesting a meeting instead.

Remember that adapting to this communication style might feel uncomfortably informal at first if you’re from a more hierarchical culture. However, embracing this direct approach demonstrates your understanding of Australian workplace culture and your ability to communicate effectively within it.
By the same token, when we’re less confident in our English language skills, it’s natural to try to communicate in the simplest, most straightforward way possible. However, this approach can sometimes come across as abrupt or demanding. Consider this example:

This version is still clear and direct, but includes several important elements that make it more appropriate for Australian workplace communication:

• a greeting that acknowledges the person
• the word “please” to make it a request rather than a demand
• context for why the report is needed
• a thank you to show appreciation
• a signature to close the message professionally.

Even when our vocabulary might be limited, we can use these simple structural elements to maintain professional relationships. Here’s another example:

This balanced approach becomes particularly important in workplace situations where we need ongoing cooperation and support from our colleagues. By taking the time to include these small courtesies, we build better working relationships while still getting our message across clearly.

Activity 4.6: Checking Written Communication

This activity helps you understand how cultural differences can affect written communication and how to adapt your writing style for Australian professional contexts.

Part 1: Email analysis

 

Read the above email carefully. First, let’s identify elements that don’t align with Australian professional communication norms:

• Consider the subject line: “Formal Request for Special Consideration”
  • How does this set the tone for the email?
  • Is this level of formality typical in Australian professional settings?
• Examine the greeting: “Dear esteemed Professor Benjamin”
  • What assumptions about hierarchy does this reveal?
  • How might this make the recipient feel in an Australian context?
• Look at the first paragraph:
  • What purpose does the praise of the professor’s research serve?
  • Is this level of deference common in Australian academic settings?
• Analyse the request section:
  • How many words does it take to make the actual request?
  • What language choices make this section feel overly formal or apologetic?
• Consider the closing statements:
  • What message does “forever be in your debt” send?
  • How might this affect the professional relationship?

Part 2: Rewriting exercise
Now, let’s rewrite this email following Australian professional communication principles. Your email should:

• be clear and direct while maintaining politeness
• respect the recipient’s time
• present relevant information efficiently
• maintain appropriate professional boundaries.

Here’s a structure to follow:

• brief, clear subject line
• professional but approachable greeting
• clear statement of purpose
• relevant supporting information
• specific request
• professional close.

Part 3: Reflection questions
After rewriting the email, consider:

• How does your version differ in length from the original?
• What cultural assumptions did you need to adjust?
• How does your version maintain professionalism while reducing formality?
• How might these changes affect how the request is received?

Part 4: Another analysis

 

Let’s examine the key elements of the above email that could be improved:

Subject line analysis:

• While “Extension” is direct, how could it be more informative?
• What context is missing that would help the recipient?

Greeting issues:

• Notice the inconsistent capitalisation in “Dear dr archer”.
• How might this greeting affect the recipient’s first impression?
• What does this tell us about attention to detail in professional communications?

Message structure:

• Observe how the email presents information in fragments rather than complete sentences.
• Notice the missing punctuation and inconsistent capitalisation.
• Consider how the final line reads as a demand rather than a request.

Tone and professionalism:

• Examine how “i want extension so tell me new date” might be received.
• Consider what information is missing that would help the recipient make a decision.
• Think about how this could affect the professional relationship.

Now, rewrite this email to achieve these goals:

• provide a clear, informative subject line
• use a proper professional greeting
• give complete context for the situation
• make a polite, specific request
• include all relevant details the recipient needs
• close professionally.

Part 5: Discussion questions
After rewriting both emails, consider:

• How would you feel receiving your versions versus the originals?
• What specific language choices make your versions more professional?
• How does providing context help the recipient assist you better?
• What cultural assumptions about workplace communication did you need to adjust?

Understanding Conversational Dynamics

Australian workplace conversations tend to be remarkably informal and direct, which can initially feel surprising if you’re from a more formal culture. For example, during a team meeting, it’s perfectly normal to hear colleagues speaking casually about project challenges or sharing ideas without elaborate introductions or formal language structures. This informality, however, doesn’t indicate a lack of professionalism; rather, it reflects the egalitarian nature of Australian workplace culture.

Denniston’s (2019) research reveals that formal language is generally reserved for specific contexts, such as delivering presentations or responding to them. In day-to-day interactions, whether you’re chatting with colleagues in the break room or participating in team meetings, the communication style remains conversational and focused on the topic at hand.<

Giving and Receiving Feedback

The Australian approach to feedback has distinct characteristics worth understanding. When offering positive feedback, comments are typically directed personally and specifically. Instead of saying:

“The presentation was good,” an Australian colleague might say:

“Jim, your analysis of the market trends was really insightful.”

This direct, personal approach to positive feedback helps build stronger professional relationships.

Negative feedback, however, follows different rules. Australians generally avoid public criticism of individuals. If there’s a need to address performance issues or concerns, these conversations happen privately, unless there’s a specific meeting designated for group feedback. This approach helps maintain professional dignity and workplace harmony.

The Volume Factor

An interesting finding from Clark’s (1997) research provides encouraging news for non-native English speakers: Australians show remarkable ability to understand non-fluent English, possibly due to their own frequent use of colloquialisms and slang. However, this comes with an important caveat: being audible is crucial. While it might feel more comfortable to speak quietly when you’re uncertain about your English, this can create more communication barriers than occasional language mistakes.

Speaking with adequate volume shows confidence and engagement, even if your English isn’t perfect. Australian colleagues are generally patient with language learners who speak up clearly but may find it frustrating when they have to constantly ask someone to repeat themselves because they’re speaking too softly.

Building Confidence Through Practice

Research from both Denniston et. al. (2019) and Clark (1997) emphasises that practising conversational English during your university years significantly impacts your workplace communication abilities. This suggests that engaging actively in class discussions, group projects, and casual conversations with classmates provides valuable preparation for professional contexts. Each interaction helps build the confidence and skills needed for workplace communication.

Consider these practical strategies for developing your spoken communication skills:

• Participate actively in tutorial discussions, even if you’re not completely confident about your English.
• Join university study groups or conversation clubs where you can practice informal English.
• Record yourself speaking to become aware of your volume level.
• Practice explaining complex ideas in simple terms, a skill valued in Australian workplaces.
• Pay attention to how Australian classmates and teachers phrase their ideas and feedback.

References

Carden, J., Jones, R. J., & Passmore, J. (2022). Defining self-awareness in the context of adult development: A systematic literature review. Journal of Management Education, 46(1), 140–177. https://doi.org/10.1177/1052562921990065

Chivers, G. (2007). Professional competence enhancement via postgraduate post‐experience learning and development. Journal of European Industrial Training, 31(8), 639–659. https://doi.org/10.1108/03090590710833688

Clark, J. (1997). Some discriminatory consequences of cultural difference in communication behaviour in the Australian workplace. Australian Journal of Communication, 24(1), 70–81.

Denniston, C., Molloy, E. K., Ting, C. Y., Lin, Q. F., & Rees, C. E. (2019). Healthcare professionals’ perceptions of learning communication in the healthcare workplace: An Australian interview study. BMJ Open, 9(2), Article e025445. https://doi.org/10.1136/bmjopen-2018-025445

Hughes, J. A., Cleven, A. J., Ross, J., Fuentes, D. G., Elbarbry, F., Suzuki, M., Paolera, M. D., Carter, N. S., Stamper, B., Low, P., Malhotra, A., & Faro, S. J. E. (2019). A comprehensive reflective journal-writing framework for pharmacy students to increase self-awareness and develop actionable goals. American Journal of Pharmaceutical Education, 83(3), 312–323. http://doi.org/10.5688/ajpe6554

Ramos-Monge, E., Fox, P., & Garcia-Piquer, A. (2023). Addressing soft skill gaps in the digital employment market: The case of Spanish students in a technology-based university. Education & Training, 65(6/7), 923–938. https://doi.org/10.1108/ET-04-2023-0165

Rozell, E. J., Pettijohn, C. E., & Parker, R. S. (2002). An empirical evaluation of emotional intelligence: The impact on management development. The Journal of Management Development, 21(3), 272–289. https://doi.org/10.1108/02621710210430272

Sutton, A., Williams, H. M., & Allinson, C. W. (2015). A longitudinal, mixed method evaluation of self-awareness training in the workplace. European Journal of Training and Development, 39(7), 610–627. https://doi.org/10.1108/EJTD-04-2015-0031

Wonda, T. A. (2024). Does emotional intelligence have a contribution to employee performance enhancement? Empirical evidence from the public sectors. Cogent Business & Management, 11(1), 1–18. Article 2415525. https://doi.org/10.1080/23311975.2024.2415525