First read short 24 page book (Morton, W. (2012). Everything You Need to Know About Emotional Intelligence & Leadership.) Book is attached in file.

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Everything You Need to Know About

Emotional Intelligence & Leadership

By Wendy Morton, MA

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What Is This Book?

_____________________________ Everything You Need to Know publications are the best way to get a quick

but detailed overview of a specific topic. Within the pages of this book, you’ll find exactly what you need to understand the key concepts of this topic.

You’ll find yourself completely prepared for the next stage of your learning as is relates to this topic. Within every book, we include a collection of the

most important terms and their definitions so that whenever you're in need of a refresher, you can easily refer back and remind yourself of what you’re

dealing with.

This book describes emotional intelligence. It begins with a general summary of the concept of emotional intelligence, then progresses to in-depth reviews

of the major theories of emotional intelligence, and provides insight into the

importance of emotional intelligence in leadership. The eBook discusses applications in the real-world, limitations of the theory, and implications for

further research on transformational leadership.

This book is ideal for undergraduate management and leadership students. The eBook is useful for graduate students as well, since it is a summary of

scholarly theories developed on emotional intelligence. In order to connect the concept with real-world leadership, the eBook includes examples of real-

world application of the theory.

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Table of Contents

_____________________________

Introduction ................................................................................................................................... 5

Everything You Need to Know .................................................................................................... 6

1. Emotional Intelligence ............................................................................................................ 7

1.1 Summary ......................................................................................................................................... 7

1.2 Theories of Emotional Intelligence ................................................................................................. 8

2. Leadership and Emotional Intelligence ................................................................................. 15

2.1 Understanding the Link between Effective Leadership and Emotional Intelligence .................... 15

2.2 Practical Application of Emotionally Intelligent Behaviors ........................................................... 17

3. Assessing Emotional Intelligence ......................................................................................... 19

3.1 Limitations of Emotional Intelligence Theory ............................................................................... 19

3.2 Implications for Future Research in Emotional Intelligence Theory ............................................. 19

4. Conclusion ............................................................................................................................. 20

Glossary ....................................................................................................................................... 21

References .................................................................................................................................... 22

Additional Resources .................................................................................................................. 23

About the Author ........................................................................................................................ 24

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Introduction

_____________________________ Emotional intelligence is the ability to recognize, manage, and control

emotions. This eBook discusses the three major theories of emotional intelligence, providing a concise review of the concept, suggestions for

application in leadership, limitations of the theory, and implications for future research into the theory. Further, this eBook provides a listing of

resources that the reader can use for further exploration of the topic.

There are many advocates of emotional intelligence, as well as many opponents. This eBook offers the three most widely accepted models of

emotional intelligence. It covers the Mayer-Salovey-Caruso model of emotional intelligence, the Goleman model of emotional intelligence, and the

Bar-On model of emotional-social intelligence. John Mayer, Peter Salovey,

and David Caruso are research psychologists. Daniel Goleman is also a psychologist, but has spent a considerable amount of time as a journalist

and as an author of several popular books. Reuven Bar-On is a clinical psychologist.

Emotional intelligence is a concept that is widely discussed within the

available leadership literature. This eBook includes a section exploring the link between leadership and emotional intelligence. This discussion of

leadership and emotional intelligence also includes a section providing insight into practical application in the real-world. It is not enough to

understand the concepts of emotional intelligence and leadership; the ability to practically apply the concept in the real-world is the true test of a theory.

The eBook concludes with an assessment of emotional intelligence. This

portion of the eBook includes limitations of the concept of emotional

intelligence, implications for future research in emotional intelligence, and a brief conclusion of the eBook.

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Everything You Need to Know

_____________________________ This eBook is organized into four major sections. Section one offers

information about emotional intelligence. Section 1.1 is a general summary of emotional intelligence, introducing common terms and themes. Section

1.2 is a synopsis of the major theories of emotional intelligence.

The second portion of the eBook links emotional intelligence and leadership. Section 2.1 includes a general summary of leadership and the link between

emotional intelligence and leadership. Section 2.2 provides suggestions for practical application of emotional intelligence behaviors for leaders.

The last portion of the eBook, section three, assesses emotional intelligence

theory. Section 3.1 covers limitations of the theory. Section 3.2 provides

implications for future research into emotional intelligence.

Section 4 concludes the discussion of emotional intelligence. This section of the eBook offers a reminder of the major points of the book. The conclusion

also discusses the reasons why emotional intelligence is a valuable skill for leading and dealing with individuals.

1. Emotional Intelligence

2. Leadership and Emotional Intelligence

3. Assessing Emotional Intelligence

4. Conclusion

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1. Emotional Intelligence ____________________________________

This portion of the book provides a summary of emotional intelligence and then proceeds to the three major theories of emotional intelligence. The

summary introduces some common terms that will be used throughout the eBook. Terms in bold are defined in the glossary.

1.1 Summary ____________________________________________________ Emotional intelligence is a theory of intelligence involving the ability to recognize, understand, and regulate emotion. Intelligence is the ability to

learn and apply knowledge, skills, and understanding. Scholars like Howard

Gardner suggest that there are multiple intelligences. Multiple intelligences can include interpersonal, intrapersonal, spatial, and linguistic intelligence,

to name a few of the nine intelligences proposed by Gardner. Emotional intelligence would be comparable to interpersonal and intrapersonal

intelligences in Gardner’s theory. Individuals with this type of intelligence understand their own emotions and the emotions of others.

Emotional intelligence is often associated with specific abilities, traits, or

competencies. For instance, empathy is often associated with emotional intelligence. Other abilities associated with emotional intelligence include

self-regulation, motivation, self-awareness, and relationship building. Emotionally intelligent individuals are able to use these abilities to skillfully

handle relationships with peers, co-workers, family members, leaders, and followers. These abilities, traits, or competencies are discussed in detail

under the three theories of emotional intelligence.

Often, emotional intelligence is deemed a skill required for effective

leadership. Emotionally intelligent leaders are often more effective than leaders with low emotional intelligence; more easily maneuvering the social

facet of organizations and organizational members (Goleman, 1998). Traditional views of work are no longer the norm. Leaders and followers are

no longer expected to leave all emotions and emotional responses at the door when they report for work. The outdated concept of unemotional

workers is being replaced by a more realistic belief that emotion can positively impact the work environment, especially in areas like motivation

and leadership. It is proposed that high emotional intelligence and effective leadership are intimately entwined.

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It is not assumed that one is either emotionally intelligent or not.

Individuals, especially leaders, can build their skill and ability in the aptitude of emotional intelligence. Emotional intelligence can be learned through self-

study and leadership development programs. Several good books are available for individuals looking to build emotional intelligence and there are

several quality websites available that explain emotional intelligence. Working with a mentor or coach may also be valuable in developing

emotional intelligence skill.

Emotional intelligence has its share of opponents. Many scholars contend that emotional intelligence does not meet the criteria to be considered a

separate intelligence. These detractors contend that emotional intelligence is merely a facet of personality. To prove that emotional intelligence does

qualify as a separate intelligence, firm empirical evidence is required.

1.2 Theories of Emotional Intelligence ____________________________________________________ Mayer-Salovey-Caruso Model of Emotional Intelligence

Mayer, Salovey, and Caruso (2001) are considered the leading researchers

on emotional intelligence. Their model is an ability-based model of emotional intelligence. Mayer, Salovey, and Caruso (2001) argue that

emotional intelligence meets all the required criteria to be considered a

traditional intelligence. They claim that emotional intelligence is a measurable ability, that multiple tasks can be used to measure the ability,

that these tasks are correlated, and that the ability increases as individuals mature (Mayer, Salovey, & Caruso, 2001). Mayer, Salovey, and Caruso

(2004) define emotional intelligence as the ability to reason about emotions and to use emotions to enhance cognitive ability. Using this definition, they

divide their theory into four branches: perceiving emotions, using emotions to enhance thought, understanding emotions, and managing emotions.

Perceiving emotions is the most basic of the four branches of the Mayer-

Salovey-Caruso model of emotional intelligence. This skill involves being able to recognize emotions in others through facial expressions, pictures, or

language. Not only does this ability involve perceiving emotions in others, it involves perceiving one’s own emotions as well. This skill is the foundation of

the three other branches of the model. Without this basic ability, the

individual is unable to use emotion to enhance thinking, to understand emotions, or to manage emotions effectively.

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Mayer, Salovey, and Caruso (2001) contend that branch two, using emotions

to facilitate thinking, is distinct from the other three branches of emotional intelligence. The three other branches involve using logic and reasoning to

make sense of emotion. Branch two allows the individual to adapt emotions to assist in problem solving, thinking, and other cognitive processes. Using

emotions to facilitate thought allows the individual to do things to promote more productive thinking. This aspect of the model is a fairly distinctive

feature of the Mayer, Salovey, and Caruso (2001) theory of emotional intelligence.

Branch three, understanding emotions, involves the ability to understand

emotional language and emotional information. This branch of the Mayer, Salovey, and Caruso model allows the individual to analyze emotions and

recognize minor changes in emotion. Further, this ability involves the capacity to recognize emotional development over time.

Branch four, at the top of the Mayer-Salovey-Caruso hierarchy, involves the ability to manage emotions. The skill interfaces with the individual’s

personality and is affected by individual motivation and goals. Not only is the individual able to harness their own emotions, but they are able to skillfully

manage the emotions of others. This branch allows the individual to grow both intellectually and emotionally. This ability can be especially valuable to

individuals in leadership positions.

The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) was designed to measure emotional intelligence. The MSCEIT is a series of

problem-solving items measuring the four branches of the model. The MSCEIT has two methods for determining correct answers. First, the general

consensus of the test takers can be used to determine the correct answer to the measurement items. Second, the MSCEIT can be scored by expert

judges. Detractors claim that the MSCEIT simply measures emotional

conformity and that it does not accurately predict outcomes. Emotional conformity is the ability to determine what emotions and emotional

behaviors are socially acceptable.

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Table 1 – Key Elements of Mayer-Salovey-Caruso Model

Key Elements

 Perceiving Emotions

 Reasoning with Emotions  Understanding Emotions

 Managing Emotions

Measurement Tool

 The Mayer-Salovey-Caruso Emotional Intelligence

Test (MSCEIT)

Goleman Model of Emotional Intelligence

The Goleman (1998) model of emotional intelligence is based on a series of skills with associated competencies and is considered a mixed model of

emotional intelligence. A mixed model indicates that construct is not based

on ability alone, but also relies on items like competencies and traits. Goleman (1998) popularized the concept in his successful book Working with

Emotional Intelligence. Goleman’s (1998) paradigm based emotional intelligence on five main elements and twenty-five emotional competencies.

These five elements included empathy, skill in handling relationships, motivation, self-regulation, and self-awareness. Twenty-five emotional

competencies were strongly associated with the five elements of emotional intelligence as described by Goleman (1998).

More recently work by Goleman, Boyatzis, and McKee (2002) simplified the

theory into four domains with eighteen associated competencies. These four domains are self-awareness, self-management, social awareness, and

relationship management. Two of the domains, self-awareness and self- management, are personal competencies that allow the individual to manage

their own emotions. The other two domains, social awareness and

relationship management, are social competencies that allow individuals to manage others’ emotions.

Self-awareness is the ability to recognize and understand the impact of your

own emotions. This ability can help the individual guide decision making. A part of this domain is the ability to recognize, or be aware, of your

limitations and strengths. While self-awareness involves recognizing

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personal limits, this ability also requires self-confidence in individual

capabilities and self-worth (Goleman, Boyatzis, & McKee, 2002).

Self-management involves several abilities. Included within this domain is the ability to control disruptive emotions and impulses. This domain also

focuses on the ability to transparently display honesty, integrity, and trustworthiness. Individuals with skills in self-management are able to adapt

to changing situations and remain optimistic. These individuals also display an achievement drive to perform optimally and show the initiative to seize

opportunities as they arise (Goleman, Boyatzis, & McKee, 2002).

Social awareness is a domain that involves abilities like empathy, service, and organizational awareness (Goleman, Boyatzis, & McKee, 2002).

Empathy involves the ability to understand others’ emotions and perspective. This ability involves the individual with being interested in

others’ problems and worries. Organizational awareness involves

understanding office politics and recognizing current trends within the agency. The service portion of this domain indicates a willingness and

dedication to meet follower and other stakeholders’ needs.

Relationship management is the domain that can be especially important for effective leadership. This domain involves seven distinct areas that include:

inspirational leadership, influence, developing others, being a change catalyst, conflict management, building bonds, and teamwork (Goleman,

Boyatzis, & McKee, 2002). The competencies associated with this domain include motivating, persuading, guiding, and cooperating. Further,

individuals skilled in this area are concerned with positive change, developing others, resolving conflict, and building relationships. These

competencies are critical for leading effectively.

Measurement tools for the Goleman model of emotional intelligence include

the Emotional and Social Competency Inventory (ESCI). This tool allows individuals to rate their leaders on a series of competencies associated with

emotional intelligence. The Emotional Intelligence Appraisal also measures the Goleman model through self-report or assessment by others. While self-

assessment and assessment by peers, subordinates, and superiors have value, experimental tests that can measure the effectiveness of specific

emotional intelligence abilities would be valuable to understand to how the concept works.

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Table 2 – Key Elements of Goleman Model

Key Elements

 Self-awareness

 Self-management  Social awareness

 Relationship management

Measurement Tool

 Emotional and Social Competency Inventory (ESCI)

 Emotional Intelligence Appraisal

Bar-On Model of Social-Emotional Intelligence

The Bar-On model (Bar-On, 2010) contends that emotional intelligence is comprised of interconnected emotional and social competencies that can

positively impact behavior. Like the Goleman model, this model of emotional

intelligence is considered a mixed model. Bar-On (2010) suggests that emotional intelligence impacts how an individual understands and expresses

themselves, how they relate to others, and how they deal with daily challenges and stresses. The model has five main meta-components with

related skills and competencies. These meta-components include scales for intrapersonal, interpersonal, stress management, adaptability, and general

mood (Bar-On, 2010).

The intrapersonal component involves ability in the areas of self-regard, emotional self-awareness, assertiveness, independence, and self-

actualization (Bar-On, 2010). The intrapersonal component involves the ability to perceive and be aware of one’s own emotions. This component of

the Bar-On (2010) model also consists of the skill to perceive and express one’s emotions effectively. These individuals are self-reliant and driven to

achieve goals.

The interpersonal element involves ability in the areas of empathy, social

responsibility, and interpersonal relationships (Bar-On 2010). This aptitude encompasses the ability to understand emotions and emotional responses in

others. Individuals with this skill are cooperative and connect well with their social groups. Another key skill associated with the interpersonal element of

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the Bar-On model is building and maintaining positive relationships with

others.

The stress management aspect of the Bar-On (2010) model involves handling stress productively and effectively controlling impulses. This skill

allows the individual to resist destructive emotional impulses. Stress management allows the individual to manage and control emotions

effectively; resisting negative behaviors and feelings. This can be especially important in the organizational setting.

The adaptability component of the Bar-On model (2010) involves flexibility

and problem-solving. This skill involves realistically validating individual emotions. Also, this component involves adapting emotion to changing

situational demands. Finally, this ability entails interpersonal and intrapersonal problem-solving skills.

The last element of the Bar-On (2010) model includes the general mood of the individual. This component is related to optimism and happiness. This

skill involves the tendency to believe, expect, and hope for the best. Further, the individual is self-content and happy with their life. This last

element of the Bar-On (model) focuses on a positive life outlook.

The Emotional Quotient Inventory (EQ-i) is used to measure the Bar-On (2010) model of emotional and social intelligence. This tool is a self-report

measure of the Bar-On (2010) model. The individual is scored according to numerous items associated with the Barn-On (2010) model. As previously

stated, more experimental testing is needed to accurately measure the various theories of emotional intelligence.

Table 3 – Key Elements of Bar-On Model

Key Elements

 Intrapersonal  Interpersonal

 Stress management  Adaptability

 General Mood

Measurement Tool

 Emotional Quotient Inventory (EQ-i)

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Concluding the Three Major Theories of Emotional Intelligence

The Mayer-Salovey-Caruso Model of Emotional Intelligence is an ability model, focusing on four major areas. These areas include perceiving

emotions, reasoning with emotions, understanding emotions, and managing emotions. This theory contends that emotional intelligence can be measured

and manipulated to improve cognition. The tool used to measure this model is the MSCEIT. This model stresses that emotional intelligence is exclusively

ability based and this is one of the major differences between it and Goleman’s and Bar-On’s models of emotional intelligence.

The Goleman Model of Emotional Intelligence is a mixed model of emotional

intelligence. It is not solely ability based, but also stresses the importance of a series of competencies and traits. The main components of this model are

self-awareness, self-management, social awareness, and relationship management. This model was popularized in Goleman’s book Working with

Emotional Intelligence. It is measured by the ESCI and the Emotional

Intelligence Appraisal tools.

The Bar-On Model of Emotional and Social Intelligence is also a mixed

model, and like Goleman’s, based on abilities and competencies. The key elements of the Bar-On model are the intrapersonal, interpersonal, stress

management, adaptability, and general mood components. Each of the various elements of the model is associated with specific traits or

competencies. This model is measured by the EQ-i test.

While each of the three models has some distinct characteristics, all three overlap in areas and have common themes. The three theories reviewed

stress the ability of the individual to recognize and manage emotions in themselves and in others. Individuals with high emotional intelligence are

able to handle stress and remain resilient in challenging circumstances. This is an invaluable skill for leaders in business, politics, and the military, just to

name a few fields that can be positively impacted by developing emotional

intelligence. Any of the three theories would provide solid suggestions for individuals looking to building their emotional intelligence.

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2. Leadership and Emotional Intelligence ____________________________________

This portion of the eBook discusses leadership and emotional intelligence. Section 2.1 defines leadership and explains the link between emotional

intelligence and leadership. To enhance understanding of the link between leadership and emotional intelligence, suggestions for practical application of

emotionally intelligent behaviors are covered in section 2.2.

2.1 Understanding the Link between Effective Leadership and Emotional Intelligence

____________________________________________________

Leadership

Leadership is a complex phenomenon with numerous theoretical models

attempting to define and explain the construct. At its most fundamental core, leadership is about influence. Simply stated, leadership is a

phenomenon whereby the leader attempts to influence the follower to achieve common goals. In the work setting, the leader attempts to motivate

the follower to commitment, dedication, and attainment of organizational goals.

Leadership is about people and social exchange. People and social exchange

do not always follow prescribed, predictable processes. When viewed in this light, leadership is about relationships. Building and maintaining strong,

positive relationships is at the core of the emotional intelligence concept.

Leadership theorist and political scientist James MacGregor Burns (1978)

stated that, “We must see power – and leadership – as not things, but as relationships” (p. 19). Leadership, since it is an influence process, is based

on power. Ethical and effective leadership should be based on power that is freely given. This gives credence to our exploration of emotional intelligence

as an important criterion for effective leadership. Leaders should use their power responsibly, demonstrating care and concern for their followers.

It is critical to remember that leadership is a complex phenomenon.

Understanding the intricacies of leaders’ decision-making, ethical stances, questions of context, motivation, and overall influence on followers cannot

be understood through any one theory or style of leadership. Leadership demands decisiveness, independence, empowerment, emotional intelligence,

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aggression, and relationship building. Sometimes the leader has these

paradoxical demands placed on them at the same time. It is critical to build our understanding of the various issues of leadership through theory building and empirical research. Thus, the study of emotional intelligence and

leadership is critical.

Leadership and Emotional Intelligence

Leadership researchers are looking to validate cause-effect relationships between variables. Emotional intelligence is one of the proposed variables to

predict effective leadership. In order to understand and explain the enigma

of leadership, empirical research is critical. Emotional intelligence researchers and theorists contend that their proposed models can predict

leadership success and overall leadership effectiveness. To build validated leadership theories, we must understand why emotional intelligence is

critical to effective leadership.

The leadership process is centered on influence. To influence others to behave a certain way or commit to organizational goals, leaders use power.

Since powerful leaders can have a big impact on the organization and its members, it is critical that leadership be ethical and demonstrates emotional

intelligence. Stories of unethical and unprincipled leaders abound in the media. In order to overcome this negative view of organizational conduct, a

firm focus should be placed on developing emotionally intelligent leaders.

Goleman (1998) and other advocates of emotional intelligence claim emotional intelligence is the most critical skill for an effective leader. Social

skills are clearly important for leaders and managers. Whether or not you

embrace the idea that emotional intelligence is the most important skill for effective leadership, scholars like Goleman provide convincing arguments for

the skills and competencies associated with emotional intelligence.

Goleman, Boyatzis, and McKee (2002) offer several arguments for emotionally intelligent leaders. First, they suggest that the emotionally

intelligent organizational leader must be adept at “driving the collective emotions in a positive direction and clearing the smog created by toxic

emotions” (p. 5). Second, the emotionally intelligent leader is able to motivate optimal performance through “resonance.” Resonance is the ability

of highly effective leaders to elicit the best out of their followers.

In contrast to resonance, Goleman, Boyatzis, and McKee (2002) describe the concept of dissonance. Dissonance is the opposite of resonance and occurs

when poor leaders undermine followers’ emotional basis. In this instance the

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leader is impeding the follower’s ability to excel and work at the best.

Simply stated, highly emotionally intelligent leaders help followers to shine. At the other end of the continuum, leaders with low emotional intelligence

stifle the talents and skills of their followers.

Most people have worked for a leader who is toxic. Belittling, micromanaging, and failing to recognize follower needs will negatively affect

the organization. To promote vibrant organizations staffed by exceptional employees, emotional intelligence is needed to build motivation, dedication,

skill, knowledge, and understanding. The most successful leaders demonstrate competencies and skills associated with emotional intelligence.

2.2 Practical Application of Emotionally Intelligent Behaviors ____________________________________________________

How leaders motivate, direct, and guide followers is critical to their success. Demonstrating emotionally intelligent behaviors can positively impact a

leader’s effectiveness. Below are examples of emotionally intelligent behaviors leaders can use to effectively impact follower and organizational

performance. The behaviors are separated into two categories: intrapersonal and interpersonal.

Intrapersonal behaviors – managing your own emotions

 Identifying your negative emotions before they impact work activities – for example, the individual recognizes that a fight with a spouse or

family member has negatively impacted their mood and recognizes this before dealing negatively with coworkers, subordinates, peers, or

superiors  Expressing feelings appropriately – for example, do not have an

emotional outburst to express frustration or disappointment with a subordinate, use the opportunity to provide insight and develop the

individual’s skill  Control inappropriate impulses – for example, allow time for reflection

and to gain control of emotions when situations become highly emotional

 Cultivate self-awareness – for example, take time to accurately recognize your own emotions and understand why you are feeling

these emotions

 Remain adaptable – for example, changing situations demand that you recognize what emotional responses are appropriate

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Interpersonal behaviors – managing others’ emotions

 Use empathy – for example, take the opportunity to let subordinates,

coworkers, peers, and superiors know that you understand their emotions and can appreciate their perspectives

 Build strong relationships – for example, actively cultivate and maintain mutually rewarding relationships with subordinates, peers,

coworkers, and superiors based on trust, respect, and integrity  Be collaborative and cooperative – for example, promote participation

and respect in individual and group relationships  Develop others – for example, actively mentor, coach, encourage, and

teach followers in order to build future leaders in the organization  Be resilient – for example, deal with stress through tolerance and

impulse control to keep negative emotions from eroding optimism and confidence

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3. Assessing Emotional Intelligence ____________________________________

This section assesses the concept of emotional intelligence. Section 3.1 covers the limitations of the emotional intelligence theory. Section 3.2

discusses implications for future research in emotional intelligence. Section 3.3 is a summary and recap of the concept of emotional intelligence.

3.1 Limitations of Emotional Intelligence Theory ____________________________________________________

Every theory has its detractors and limitations. Emotional intelligence is no different. There are two major limitations of emotional intelligence theory.

These limitations include the argument that it cannot be deemed a separate intelligence and that it does not predict leadership effectiveness. However,

the theory is valuable to build skills in leading people. Emotionally intelligent leaders are likely to improve employee performance, job satisfaction, and to

increase motivation in the workplace.

Many researchers argue that emotional intelligence is not a separate

intelligence; rather, that it is an element of intelligence. Intelligence involves abstract reasoning: the ability to learn and apply new information.

Detractors that claim that emotional intelligence is not a separate

intelligence contend that it is simply a group of traits and competencies. Advocates of the concept defend it as a separate construct because

emotionally, intelligence can be learned and applied.

Opponents of emotional intelligence point out that there is little empirical evidence linking the theory with effective leadership. Some scholars argue

that personality is more likely to predict future leaders or successful leaders. These limitations need to be addressed in future research.

3.2 Implications for Future Research in Emotional Intelligence Theory

____________________________________________________ Mayer, Salovey, and Caruso (2001) report promising evidence support their

emotional intelligence model using the MSCEIT. However, much of the research utilizes self-report or consensus measures for emotional

intelligence. To clarify and advance the construct of emotional intelligence,

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more experimental research is needed. Emotional intelligence must be used

as a variable in laboratory research in order to provide a comprehensive, practical theory. There have been advances in the theory and in the

measurement tools, especially in the continued advancement of the MSCEIT and the Mayer, Salovey, and Caruso model. However, the research is lacking

in the empirical evidence needed to completely silence detractors of the concept of emotional intelligence.

4. Conclusion

____________________________________ Emotional intelligence involves the ability to recognize, regulate, and

harness emotions effectively. People with this skill are often referred to as having “people” or “social” skills. The emotionally intelligent individual is

personally resilient and a positive influence on others. This ability is especially important for leaders to be successful and effective.

Many believe that “people” skills are something an individual either has or

does not have. Emotional intelligence researchers assert that this is not true. As people mature, they gain valuable life experience and build skills

associated with emotional intelligence. Unlike general intelligence, emotional intelligence can grow and develop as people mature. Further, emotional

intelligence skills can be developed through learning and training.

Building emotional intelligence can be a valuable skill for all individuals,

regardless of their leadership role. If the scholars reviewed in this eBook are to be trusted, emotionally intelligent individuals are resilient, confident,

optimistic, inspirational, and successful. These claims alone should encourage a careful consideration of the topic. Emotionally intelligent

individuals are an asset in any organization, whether it is a family, a business, or a social group.

Building these skills could be a valuable asset for students, workers,

families, politicians, and countless others to successfully maneuver the emotional world we live in. While the science of emotional intelligence may

not be exact, the theory certainly has merit. By building skills in social awareness, relationship management, and using emotions to improve

reasoning, the individual will be able to more effectively deal with others.

Those individuals that are intuitively able to promote cooperation, collaboration, understanding, and increase motivation make the workplace

more satisfying and effective.

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Glossary

_____________________________ Emotion - a feeling about something or someone.

Emotional Intelligence - a theory that suggests people with high

emotional intelligence have the ability to recognize, regulate, and control emotions in themselves and others.

Empathy - an ability to identify and understand another’s emotions.

Leadership - a construct involving an influence process, whereby the leader

attempts to influence the behavior of followers in an attempt to realize common goals.

Motivation - an ability to energize, direct, and sustain action toward a specific goal.

Self-awareness - an ability to have a realistic, balanced view of your own

personality, abilities, and limitations.

Self-regulation - an ability to recognize and control one’s own emotions and emotional responses.

Theory - a set of rules and principles scientists use to attempt to explain

phenomena like leadership.

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References

_____________________________

Bar-On, R. (2010). “Emotional intelligence: An integral part of positive

psychology.” Psychological Society of South Africa, 40(1), 54-62.

Burns, James. (1978). Leadership. New York: Harper & Row, Publishers

Goleman, Daniel. (1998). Working with emotional intelligence. New York, NY: Bantam Books.

Goleman, Daniel, Richards Boyatzis, and Annie McKee. (2002). Primal

leadership: Learning to lead with emotional intelligence. Boston, MA: Harvard Business School Press.

Mayer, J., Salovey, P., and Caruso, D. (2004). “Emotional intelligence: Theories, findings, and implications.” Psychological Inquiry, 15(3),

197-215.

Mayer, J., Salovey, p., Caruso, D., and Sitarenios, G. (2001). “Emotional intelligence as a standard intelligence.” The American Psychological

Association, 1(3), 232-242.

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Additional Resources

_____________________________ The following websites and books are additional resources that you might

find useful on the topic of transformational leadership.

Books:

Goleman, Daniel. (2005). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Dell.

Yukl, Gary. (2010). Leadership in organizations. Upper Saddle River, NJ:

Pearson Prentice Hall.

Burns, James. (2003).Transforming leadership: A new pursuit of happiness.

New York, NY: Grove Press.

Websites:

Center for Creative Leadership www.ccl.org

Emotional Intelligence Consortium

http://www.eiconsortium.org/about_us.htm

Emotional Intelligence Information http://www.unh.edu/emotional_intelligence/

Goleman’s Five Components of Emotional Intelligence

http://www.sonoma.edu/users/s/swijtink/teaching/philosophy_101/paper1/g

oleman.htm

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http://www.ccl.org/

http://www.eiconsortium.org/about_us.htm

http://www.unh.edu/emotional_intelligence/

http://www.sonoma.edu/users/s/swijtink/teaching/philosophy_101/paper1/goleman.htm

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About the Author

_____________________________ My name is Wendy Morton. I have a Bachelor of Arts in History with a minor

in Political Science from Southeastern Oklahoma State University. I have a Master of Arts in Administrative Leadership from the University of Oklahoma.

I am currently a Regional Health Consultant with the Oklahoma State Department of Health, where I have worked in various roles over the past

sixteen years. I pursued a graduate degree in leadership in order to find motivation and inspiration to more actively lead positive change in my

organization. I became a BrainMass Academic Expert to remain sharp in my field and fulfill a desire to be active in an academic setting. Along with my

full-time position as a consultant in a large public health agency and working part-time as a tutor online, I am also a wife and mother. While it becomes

difficult to juggle the demands placed on me with all my different roles,

providing students with insight, guidance, and recommendations is extremely rewarding. I truly enjoy sharing my thoughts and ideas about

leadership with students.

Wendy Morton, MA – Administrative Leadership

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