Emotional Intelligence

8 Key excerpts on "Emotional Intelligence"

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  Educational Leadership

  Personal Growth for Professional Development

  • Harry Tomlinson(Author)
  • 2004(Publication Date)
  • SAGE Publications Ltd

    (Publisher)

  3 Emotional Intelligence Emotional Intelligence is the ability to perceive, integrate, understand and reflec-tively manage your own and other people’s feelings. It is allied with many of the other personal characteristics and skills which this book deals with as a basis for professional development and personal integrity. This chapter explores the char-acteristics and capabilities of those who think intuitively about emotion at a high level so that you can develop and enhance your Emotional Intelligence. For the career management of staff (Chapter 9) the emotionally intelligent school enables: ● the identification of potential, in each individual and the staff as a team, to encourage effective career management; ● understanding the importance of aligning school and individual objectives to maximize the benefits for both parties; ● translating success in career development into resilient loyalty to the school to retain the key players; ● acknowledging and rewarding people’s strengths, achievements and successes. For change management (Chapter 15) the application of emotionally intelligent leadership can: ● adapt to changing circumstances and lead others through the personal dis-comfort of change; ● offer innovative solutions, identify key issues, simplify problems and find a way through unclear situations; ● have confidence in their own abilities to enable them to encourage the team and keep them motivated and productive; ● remove barriers to change as others are enabled to overcome the fear of risk and failures which can produce defensive and cautious behaviour. This chapter is developed from a presentation at the Institute of Personnel and Development (IPD) HRD conference (1998) on ‘Emotional Intelligence: Its Value and Application in Leadership and Organizations’ by Robert K. Cooper, author of Executive EQ: Emotional Intelligence in Leadership and Organizations (1997) and 21st Century Leadership (2000).

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  Leadership and Personal Development

  • Katja Kruckeberg, Wolfgang Amann, Mike Green(Authors)
  • 2015(Publication Date)
  • Information Age Publishing

    (Publisher)

  COMPETENCIES OF Emotional Intelligence In turn, each of the four areas of Emotional Intelligence capability is com-posed of specific sets of competencies. These are outlined in Table 4.1 and their respective definitions are provided. 74 M. GREEN Table 4.1. Competencies Within the EI Concept Self-awareness Accurate assessment of own emotional state, competencies, personality, and the impact on others Emotional Self-awareness The ability to read and understand your emotions, as well as recognize their impact on work performance, relationships, and so forth Accurate Self-assessment A realistic evaluation of your strengths and limitations Self-confidence A strong and positive sense of self-worth Self-management Ability to use one’s self-awareness to impact positively on the external world with others Self-control The ability to keep disruptive emotions and impulses under control Trustworthiness A consistent display of honesty and integrity Conscientiousness The ability to manage yourself and your responsibilities Adaptability The skill to adjust to changing situations and overcome obstacles Achievement Orientation The drive to meet an internal standard of excellence Initiative A readiness to seize opportunities Social Awareness Accurate assessment of others’ emotions, interpretation of individual, and group behaviors, and a willingness to engage with them Empathy The skill of sensing other people’s emotions, understanding their perspective, and taking an active interest in their concerns Organizational Awareness The ability to read the currents of organizational life, build decision networks, and navigate politics Service Orientation The ability to recognize and meet customers’ needs Relationship Management Ability to use one’s self-awareness, self-management, and social awareness to impact positively in the external world Visionary Leadership The ability to take charge and inspire through a compelling vision Influence The ability to wield a range of persuasive tactics Developing Others The propensity to bolster the abilities of others, through feedback and guidance

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  Emotional Intelligence

  New Perspectives and Applications

  • Annamaria Di Fabio(Author)
  • 2012(Publication Date)
  • IntechOpen

    (Publisher)

  Human abilities: Emotional Intelligence. Ann. Rev. Psych . 59, 507–536. Mayer J.D., Salovey P., Caruso D.R. (2008). Emotional Intelligence: New ability or eclectic traits? Am. Psychol ., 63: 503-517. Mayer, J. D., & Stevens, A. (1994). An emerging understanding of the reflective (meta-) experience of mood. Journal of Research in Personality , 28, 351-373. Megerian, L.E., & Sosik, J.J (1996). An affair of the heart: Emotional Intelligence and transformational ledership. The journal of leadership studies, 3(3), 31-48. Mikolajczak M, Menil C, Luminet O (2007). Explaining the protective effect of trait Emotional Intelligence regarding occupational stress: exploration of emotional labour processes. J. Res. Pers., 41(5): 1107–1117. Mishra P. S & Mohapatra A. K Das, (2010). Relevance of Emotional Intelligence for Effective Job Performance: An Empirical Study, VIKALPA , Vol. 35, No 1. pp. 53-61. Emotional Intelligence – New Perspectives and Applications 136 Mossholder, K. W., Bedian, A. G., & Armenakis, A. A. (1981). Group process-work outcome relationships: A note on the moderating impact of self-esteem. Academy of Management Journal, 25 , 575–585. Mount G (2006) . The role of Emotional Intelligence in developing international business capability: EI provides traction. In Druskat V. Sala F. Mount G Linking Emotional Intelligence and performance at work . NJ: Erlbaum. Nooraei, M, Arasi, I. S. (2011). Emotional Intelligence and faculties' academic performance: The social competencies approach, International Journal of Education Administration and Policy Studies Vol. 2(4), pp. 45-52. O'Boyle, E. H., Humphrey, R. H., Pollack, J. M., Hawver, T. H., Story, P. A. (2010). The relation between Emotional Intelligence and job performance: A meta-analysis.

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  Positive Psychology in Business Ethics and Corporate Responsibility

  • Robert A. Giacalone, Carole L. Jurkiewicz, Craig Dunn(Authors)
  • 2017(Publication Date)
  • Information Age Publishing

    (Publisher)

  214 R.S. RUBIN and R.E. RIGGIO Specifically, two perspectives have emerged. One approach to the study of Emotional Intelligence has occurred through a mixed-model of emo-tional intelligence which includes abilities, motives and other personality factors within the construct (e.g.,Bar-On, 1997; Goleman, 1995). Another approach follows a more strict ability framework (Mayer, Salovey, & Caruso, 2000) and excludes non-ability type indicators. Regardless of the approach however, these researchers agree that individuals differ greatly in their abil-ity to create and/or respond to emotional stimuli both within themselves and from others. That is, some people are simply more adept than others at managing their emotions in a way that is socially adaptive and leads to increased success in a number of life domains. Emotional Intelligence emerges from a tradition of research that exam-ined alternatives and/or complementary concepts to traditional (analytic) intelligence (i.e., cognitive ability). For example, Cantor and Kihlstrom (1987) describe the notion of social intelligence and its adaptive function-ing. An individual who is socially intelligent might be described as having the ability to perceive and understand his/her own internal state, which in turn focuses behavior that is geared toward productively solving problems. Although Emotional Intelligence has been highly touted, its critics have argued that it by no means qualifies as “intelligence” and some have sug-gested that its potential benefits have been heavily exaggerated (Davies, Stankov, & Roberts, 1998). In response, some researchers argue that for the construct to be labeled “intelligence” it must truly reflect criteria set forth for intelligence. Mayer and Salovey (2000) described three criteria for determining the appropri-ateness of labeling a construct as intelligence. First, the construct should conceptually reflect mental performance, not behavior, the self, or nonin-tellectual achievements.

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  Emotions, Ethics and Decision-Making

  • Wilfred J. Zerbe, Charmine E. J. Härtel, Neal M. Ashkanasy, Wilfred J. Zerbe, Charmine E. J. Härtel, Neal M. Ashkanasy(Authors)
  • 2008(Publication Date)
  • Emerald Group Publishing Limited

    (Publisher)

  behaviors will reflect a greater degree of ethicality than perceptions of others’ ethicality. Emotional Intelligence EI, also referred to as emotional literacy, the emotional quotient, and personal, social, or interpersonal intelligence ( Dulewicz & Higgs, 2000 ), has received increasing attention since the 1995 publication of the Goleman book popularizing the construct. While several definitions exist, EI may be broadly defined as the set of verbal and non-verbal abilities that enable a person to generate, recognize, express, understand, and evaluate their own and others’ emotions, in order to guide the necessary thinking and action to successfully cope with environmental demands and pressures ( Van Rooy & Viswesvaran, 2004 ). Individuals high in EI are able to effectively understand and perceive emotion within themselves and others, and successfully regulate and utilize their emotions for purposeful action ( Law, Wong, & Song, 2004 ). EI is known to be predictive of successful performance across employment, academic, and life settings ( Van Rooy & Viswesvaran, 2004 ). Might EI also have value for predicting counterproductive (unethical) behavior within these contexts? To the extent that moral reasoning develops from perceptions of the ethicality of others, individual ethicality will be influenced by perceptions of the behaviors of others (cf. Kohlberg, 1984 ). Further, to the extent that perceptions of unethical behavior (e.g., its perceived acceptability, antecedents, and consequences) are predicated on understanding and empathizing with the origins of self and other behavior (cf. Hoffman, 1984 ), EI will be related to ethicality. In addition, high EI individuals are more adept at reasoning through the (emotional) antecedents of their own and others’ behavior and using this information to guide thinking and action ( Mayer & Salovey, 1993 ). Individuals high on EI will be able to manage their emotions and react less aggressively to the behaviors of others.

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  Applied EI

  The Importance of Attitudes in Developing Emotional Intelligence

  • Tim Sparrow, Amanda Knight(Authors)
  • 2006(Publication Date)
  • Jossey-Bass

    (Publisher)

  This directly impacts on our ability to self manage and on our awareness of others, our knowing what’s going on for them, and therefore on our ability to manage ourselves in our relationships. Our Emotional Intelligence model We are repeating here an explanation of the CAEI model, as it is important to understand the underlying model on which the Individual Effectiveness questionnaire was built. Please do skip this section if you are comfortable with your understanding of the underpinning model. Our model of Emotional Intelligence, you will remember, is derived from two of the nine ways (so far researched) in which we can be intelligent – known as our multiple intelligences and identified by the Harvard educa- tional psychologist Howard Gardner and his team. These two intelligences are: our intrapersonal intelligence (how self aware we are and how well we manage ourselves) and our interpersonal intelligence (how aware of others we are and how well we manage our relationships with them). Intrapersonal intelligence • Being intelligent in picking up what is going on inside us and doing what we need to do about it. • Helps us make sense of the things we do, the thoughts we have, the feel- ings we feel – and the relationships between them all. • With it you can learn how to stay in charge of yourself and your emotions. The self awareness that underpins our intrapersonal intelligence helps us become self-managing: managing our moods, motivating ourselves, dealing with setbacks, using our intuition, managing our energy, dealing with stress and avoiding depressions and addictive behaviour. Interpersonal intelligence • Being intelligent in picking up what is going on in other people and between people and doing what we need to do about it. • Helps us tune into other people, empathise with them, communicate clearly with them, inspire and motivate them and understand our rela- tionships with them and the relationships between them.

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  Step In, Step Up

  Empowering Women for the School Leadership Journey (A 12-Week Educational Leadership Development Guide for Women)

  • Jane A. G. Kise, Barbara K. Watterston(Authors)
  • 2019(Publication Date)
  • Solution Tree Press

    (Publisher)

  CHAPTER

  8

  EXPLORING Emotional Intelligence

  GUIDING QUESTION

  •  How is Emotional Intelligence different from being resilient, kind, and empathetic? •  What skills or capacities do you need as a leader in order to work with your and others’ emotions?

  M ost organizations, including schools, can relatively easily assess whether a leader has mastered hard skills such as planning, budgeting, and giving feedback. They find it harder to assess the soft skills involved in using emotions properly in leadership and decision making that have proven to be the more important components of leadership effectiveness—and people have a harder time learning the soft skills (Weite, 2013).

  Leadership is about impact and influence. How do you recognize and manage your and others’ emotions to inform your interactions for positive impact and influence? Doing so is an important part of who you are and how you lead.

  Leaders who have low Emotional Intelligence (EQ) will find it nearly impossible to create the conditions necessary for collective teacher efficacy. As we discussed in chapter 3 (page 51 ), collective teacher efficacy—teachers’ confidence that their hard work will have the desired results (Sun & Leithwood, 2015)—may just have the biggest effect size on student learning of more than 150 strategies (DeWitt, 2017). The leadership skills you need to build collective efficacy—motivating others around a common purpose, establishing an emotionally safe environment, and providing individual coaching and support—all require EQ.

  In this chapter, we’ll look at four major areas of EQ that most EQ models incorporate: (1) emotional self-awareness, (2) self-management of emotions, (3) social awareness of emotions, and (4) relationship management. You’ll have a chance to assess yourself on eight key skill sets and consider some development suggestions for your leadership journey. Let’s begin with a definition of EQ.

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  The Emotionally Intelligent Manager

  How to Develop and Use the Four Key Emotional Skills of Leadership

  • David R. Caruso, Peter Salovey(Authors)
  • 2004(Publication Date)
  • Jossey-Bass

    (Publisher)

  Manstead, N. H. Frijda, and A. H. Fischer (eds.), Feelings and Emotions: The Amsterdam Symposium. New York: Cambridge University Press, 2004. Woolery, A., and Salovey, P. “Emotional Intelligence and Physical Health.” In I. Nyklicek, L. R. Temoshok, and A. Vingerhoets (eds.), Emotional Expression and Health: Biobehavioral Perspectives on Health and Disease Prevention (vol. 6). New York: Harwood Academic Publishers, 2004. Update and Contact Information This is a fast-moving field, and we have set up a Web site to help you keep in touch with the latest developments in Emotional Intelligence. We also want to hear how you have used the Emotional Blue- print in your work. Join us at EImanager.com! Notes Introduction 1. Kramer, M. W., and Hess, J. A. “Communication Rules for the Dis- play of Emotions in Organizational Settings.” Management Commu- nication Quarterly, 2002, 16, 66–80. 2. Darwin, C. The Expression of the Emotions in Man and Animals. (De- finitive edition with introduction, afterword, and commentaries by Paul Ekman). New York: Oxford University, 1998. (Originally pub- lished 1872.) 3. Damasio, A. R. Descartes’ Error: Emotion, Reason, and the Human Brain. New York: Avon, 1994. 4. Salovey, P., and Mayer, J. D. “Emotional Intelligence.” Imagination, Cognition, and Personality, 1990, 9, 185–211; Mayer, J. D., and Salovey, P. “What Is Emotional Intelligence?” In P. Salovey and D. Sluyter (eds.), Emotional Development and Emotional Intelligence: Educational Implications. New York: Basic Books, 1997. 5. There are many superb texts on management and leadership, in- cluding Bass, B. M. Stogdill’s Handbook of Leadership (2nd ed.), New York: Free Press, 1981; Bass, B. M. Leadership and Performance Beyond Expectations. New York: Free Press, 1985; Bass, B. M. “Does the Trans- actional-Transformational Leadership Paradigm Transcend Orga- nizational and National Boundaries?” American Psychologist, 1997, 52, 130–139; Bennis, W.

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