Emotional Intelligence and Leadership Effectiveness

Emotional Intelligence and Leadership Effectiveness Contemporary organizations are faced with demands and pressures of ever expanding magnitude that the quest for effective leadership continues to intrigue educators, researchers, and practitioners. In this context, the present paper focuses on the importance of emotional intelligence (EI) in relation to leadership effectiveness. A significant amount of research and attention has been given to identifying relationships between emotional and social intelligence regarding, life satisfaction, personality, social relationships, team performance, education and leadership. Today, in light of the increasingly complex and changing world, researchers have highlighted the need for a new leadership approach. Through research in the area of personal-best experiences, Kouzes and Posners five identified leadership practices, which were identified through studies associated with the stories of leaders who were able to get extraordinary things done in their organizations Underlying Kouzes and Posners Model is the leaders ability to generate, encourage, and promote healthy, reciprocal, and collaborative relationships. This interpersonal or relational aspect of leadership has recently been connected to the emotional intelligence constructs that have gained popularity in recent decades. Emotional intelligence skills provide developing leaders with an increased understanding of the impacts of emotions within a team or organization. Caruso and Salovey demonstrated the advantages EI has with respect to six common challenges in leadership: (a) building effective teams, (b) planning and deciding effectively, (c) motivating people, (d) communicating a vision, (e) promoting change, and (f) creating effective interpersonal relationships. This paper ends by highlighting the impact of Emotional Intelligence in the leadership style of resonant and dissonant leaders. Introduction Contemporary organizations are faced with demands and pressures of ever expanding magnitude that the quest for effective leadership continues to intrigue educators, researchers, and practitioners. Goleman, Boyatzis, and McKee (2002) explained that, leaders everywhere confront a set of irrevocable imperatives, changing realities driven by profound social, political, economic, and technological changes. During these changing times, it is most important for organizational leaders to stay attuned to their own emotional reactions to pressures, as well as how those environmental pressures affect their constituents. Hence todays organizations need a transformational change, calling for new leadership. In this context, the present paper focuses on the importance of emotional intelligence (EI) in relation to leadership effectiveness. EI Research The concept of emotional intelligence has gained popularity in recent decades; however, the characteristics and concepts associated with EI are rooted in research conducted throughout the twentieth century. Earlier works identified competencies, other than general intelligence, that contributed to life success. Thorndike (1937) reported the concept of social intelligence. Wechsler (1940) fought for the addition of non-intellective aspects as a measure of general intelligence. Likewise, Leeper (1948) purported that emotional thought should be considered when reviewing the concept of logical thought. However, it was not until the 1980s that the current concepts related to emotional intelligence started to emerge. Gardner (1983) shared a theory of multiple intelligences that encouraged researchers to step outside the notion that human beings are confined to a singular or plural view of intelligence. Gardner purported that there were five more intelligences that were equally important to collective human intelligence: musical intelligence, spatial intelligence, bodily-kinesthetic intelligence, interpersonal intelligence, and intrapersonal intelligence. Within these multiple levels of human development or intelligences, a movement evolved that expanded two particular areas of Gardners approach (i.e., interpersonal and intrapersonal intelligences). According to Bar-On (2002), several researchers expanded Gardners interpersonal and intrapersonal intelligences into six primary components of emotional intelligence: emotional self-awareness, assertiveness, empathy, interpersonal relationship, stress tolerance, and impulse control. Researchers generally agree that EI addresses ones ability to identify, interpret, and control his or her own emotions, as well as stay in tune with, understand, and relate to the emotions of groups and individuals (Goleman et al., 2002; Bar-On, 2002; Mayer Salovey, 1993). Additionally, EI stems from ones ability to utilize emotional information to appropriately solve problems and make environmentally savvy decisions. In the last two decades of the 20th century and more recently in the 21st century, a significant amount of research and attention has been given to identifying relationships between emotional and social intelligence regarding, life satisfaction (Palmer, Donaldson, Stough, 2002), personality (Higgs Rowland, 2001; Schulte, Ree, Carretta, 2004), social relationships (Lopes, Salovey, Straus, 2003; Massey, 2002), team performance (Rapisarda, 2002), education (Jaeger, 2003; Zeidner, Roberts, Matthews, 2002), outdoor leadership training (Thompson, 2004) and leadership (Goleman, 1998, 2001; Dulewicz Higgs, 2003; Cherniss Goleman, 2001). Leadership Theory Historically, social changes have been charted, coordinated, and led by a few leaders who had the ability to energize and motivate constituents or community members to stand tall, shed fears, and push forward the need for change. Today, in light of the increasingly complex and changing world, researchers have highlighted the need for a new leadership approach (Yukl Lepsinger, 2004; Kouzes Posner, 2002; Goleman, Boyatzis, McKee, 2002). Though researchers have been studying leadership and leadership development since the days of Aristotle and Plato (Leonard, 2003), the study of leadership has been plagued with an overabundance of theories with little common direction (Chemers, 1993; Northhouse, 1997; Day, 2001). Chemers (2000) conducted a historical overview and analysis of leadership theories and concluded that common findings in leadership studies have led to the following three tasks that leaders must achieve to be effective: (a) establish the legitimacy of their authority, (b) coach, guide, and support their constituents in ways that allow for both group and individual goal attainment, and (c) identify and employ the strengths and abilities found in themselves, as well as their constituents, to accomplish the organizational mission. Astin and Astin (2000) called for a leader who can be adaptive and promote creative solutions to modern societal problems. They further explained that to cope effectively and creatively with these emerging national and world trends, future leaders will not only need to possess new knowledge and skills, but will also be called upon to display a high level of emotional and spiritual wisdom and maturity. Hence, there is little doubt that our turbulent world requires a new perspective on leadership (Komives, Lucas, McMahon, 1998). Through research in the area of personal-best experiences, Kouzes and Posners five identified leadership practices, which were identified through studies associated with the stories of leaders who were able to get extraordinary things done in their organizations (Kouzes Posner, 2002). These leadership practices include Modeling the Way, Inspiring a Shared Vision, Challenging the Process, Enabling Others to Act, and Encouraging the Heart. Relational Leadership: Five Practices of Exemplary Leaders Effective leadership is about creating reciprocal relationships between the leader and followers, subordinates, or constituents that in turn creates the foundation for organizational and group success (Bass, 1985; Chemers, 1993; Komives, Lucas, McMahon, 1998; Kouzes Posner, 2003; Potter, Rosenbach Pittman, 2001). The Kouzes and Posners Five Practices of Exemplary Leadership Model has been noted for its contributions to the Relational Leadership paradigm (Komives, Lucas, McMahon, 1998; Endress, 2000; Berg, 2003). Kouzes and Posner (1987) conducted research in the area of personal best leadership experiences. They developed a Personal-Best Leadership Experience questionnaire, asked thousands of managers to complete the questionnaire, and conducted many follow-up interviews to gather additional information. The personal-best questionnaire asked managers to pick a project, program, or event that they characterized as their personal-best leadership experience. After analyzing the data collected from questionnaires and interviews, Kouzes and Posner found that despite the variety in situations and types of leadership experiences, similar patterns were identified related to actions taken by the leaders during the experience. Through the analysis process they identified Five Practices of Exemplary Le adership that contributed to getting extraordinary things done in organizations: Modeling the Way Inspiring a Shared Vision Challenging the Process Enabling Others to Act and (e) Encouraging the Heart. The first practice is Modeling the Way, in which leaders role model the behaviors they want the see in their constituents. Through action and involvement, leaders earn the right to lead and the respect of their followers. The second leadership practice is Inspiring a Shared Vision. This is when the leader imagines what the organization could be and then creates a vision that is attainable and attractive. The leader connects this new vision to the hopes and dreams of his or her constituents to generate passion and enthusiasm for realizing the vision. The third leadership practice is Challenging the Process. Exemplary leaders are pioneers who know that innovation and change involves experimentation, risk, and failure. A leader understands that change can feel uncomfortable and then builds constituent confidence by pursuing change incrementally and by accomplishing small victories. The fourth leadership practice involves Enabling Others to Act. Successful leaders understand that leadership is a team effort and are not afraid to share the leadership process. Leaders foster collaboration and build trust by supporting and encouraging their constituents to do good work. Leaders who are able to build trusting and collaborative relationships find that their constituents are higher performers and even exceed their own personal expectations. Finally, exemplary leaders Encourage the Hearts of their constituents to help them carry on in the face of challenge, frustration, and discouragement. Leaders know that celebrations and rituals, when done with authenticity and from the heart, build a strong sense of collective identity and community spirit that can carry a group through extraordinarily tough times. Relational Leadership and EI Underlying Kouzes and Posners Model of Exemplary Leadership Practices is the leaders ability to generate, encourage, and promote healthy, reciprocal, and collaborative relationships. This interpersonal or relational aspect of leadership has recently been connected to the emotional intelligence constructs that have gained popularity in recent decades (Mayer Salovey, 1997; Bar-On, 2002; Goleman, 1995). Researchers agree that there is considerable overlap between relational leadership and EI competencies in both content analysis and empirical evidence (Higgs, 2002; Dulewicz Higgs, 2003). Goleman (1998) made connections between emotional intelligence and leadership practices in which he boldly claimed that highly emotionally intelligent leaders and work teams contribute significantly to the overall success and bottom line of the organization. Goleman, et al. (2002), when talking about building a culture of change in an organization, assert the following: Emotionally intelligent leaders know how to manage their disruptive emotions so that they can keep their focus, thinking clearly under pressure. They do not wait for crisis to catalyze a need for change; they stay flexible, adapting to new realities ahead of the pack rather than just reacting to the crisis of the day. Even in the midst of vast change, they can see their way to a brighter future, communicate a vision with resonance, and lead the way. Positive emotional leadership is a necessity in times of chaos and change because constituents closely examine and then emulate or mirror their leaders behaviors and actions (Goleman, Boyatzis, McKee, 2002). In other words, constituents, either consciously or unconsciously, react to a leaders verbal and non-verbal responses to a specific crisis or challenge (Caruso Salovey, 2004). Dulewicz and Higgs (2003), identified common EI elements that have been linked to effective leadership characteristics: (a) self-awareness, (b) emotional resilience, (c) motivation, (d) interpersonal sensitivity, (e) influence, (f) intuitiveness, and (g) conscientiousness and integrity. Ultimately, leadership is a social and emotional process, and effective leaders are able to harness those social and emotional ties to successfully pilot organizations through chaos and rapid change. EI and Leadership Challenges Emotional intelligence skills provide developing leaders with an increased understanding of the impacts of emotions within a team or organization. Caruso and Salovey (2004) demonstrated the advantages EI has with respect to six common challenges in leadership: (a) building effective teams, (b) planning and deciding effectively, (c) motivating people, (d) communicating a vision, (e) promoting change, and (f) creating effective interpersonal relationships. Throughout Caruso and Saloveys descriptions of the six challenges, they cited a connection with Kouzes and Posners Effective Leadership Practices Model. 1. Building effective teams The first challenge was building an effective team. Caruso and Salovey discussed the need for clarifying personal values before attempting to formulate team values. Like Kouzes and Posners model, Caruso and Salovey explained that leaders must identify their own values before clarifying team values. A significant level of trust is important for leading teams, and a leader must generate positive opportunities for meaningful team communication and interaction. Additionally, a leader must have significant self-confidence to give team members credit for accomplishments and not blame them when shortfalls occur. 2. Planning and deciding effectively Caruso and Salovey went on to explain that even though planning and decision-making can seem cognitive and practical, emotions contribute significantly to these activities. Emotionally intelligent leaders possess the ability to remain flexible and open to other alternatives. Additionally, EI leaders take into account how their team members may react to a decision, and then attempt to make decisions that will fit in with the shared values of the team. In the end, this type of flexible decision-making will contribute to the successful implementation of the decision. 3. Motivating people Every leader at one point or another is faced with the question of how to motivate a team. Caruso and Salovey cited Kouzes and Posners (2002) encouraging the heart model as a significant contribution to motivating a team. When a leader expresses appreciation for the accomplishments of team members, they are in many ways providing that added incentive for future successes. Caruso and Salovey also explained that it is important for a leader to celebrate team member successes without promoting or encouraging envy throughout the team. 4. Communicating a vision Furthermore, communication is among the most difficult challenges to leadership. EI leaders base their communication efforts on delivering a message [they] want to deliver and delivering it in such a way that is heard and understood by others. Communication also entails a leaders vision for the future. Caruso and Salovey emphasized that because an EI leader has the ability to understand and empathize with group feelings, he or she will be successful in encouraging team members to buy into their vision of the future. 5. Promoting change In light of rapid worldly changes, a leaders ability to facilitate and encourage change has been a hot topic recently (e.g., Kotter, 1995; Higgs Rowland, 2001). Caruso and Salovey (2004) explained that EI leaders challenge the status quo through innovation, experimentation, and risk-taking. They further explained that most people are resistant to change; however, EI leaders identify, empathize with, and acknowledge resistance and then communicate the need for change and clarify a road map toward successful implementation. 6. Creating effective interpersonal relationships Building effective interpersonal relationships is the foundation of the emotionally intelligent leader. Caruso and Salovey (2004) explained that effective interpersonal relationships include both positive feedback and sincere criticism (p. 209). EI leaders are able to generate relationships that are healthy and mature enough for members to express honest and tactful reactions with other members. Caruso and Salovey explained that emotions contain data and [those] data are primarily communicating information about people and relationships. Being accurately aware of emotions and their meaning provides the emotional intelligent manager with a solid base of understanding of themselves and of others. Along with understanding and interpreting emotions, it is equally important for leaders to understand the impact of emotions on individual and organizational performance. EI and Resonant / Dissonant leaders Goleman, Boyatzis, and McKee (2002) shared two leadership styles that relate both positively and negatively to emotional intelligence and contribute significantly to productivity and work satisfaction: dissonance and resonance. Goleman, et al. explained that a dissonant leadership style demonstrated characteristics that are not emotionally effective or supportive within an organization. A dissonant leader is one who offends constituents and creates an unhealthy and unproductive emotional environment within the organization. They described dissonant leaders as leaders who are so out of touch with the feelings of their constituents that they create a negative environment, which in turn moves the organizations attitude toward that leader on a downward spiral from frustration to resentment, rancor to rage. Dissonant leaders were also described as authoritarian, untrustworthy, uncooperative with constituents, unharmonious with the group, abusive, and humiliating. Resonant leaders, on the other hand, project an emotional atmosphere that is comfortable, cooperative, supportive, and enthusiastic. They inspire shared values and rally people around a worthy goal. Goleman, et al. described four leadership styles that build resonance within the organization: (a) visionary moves people towards a shared dream, (b) coaching connects personal desires with organizational goals, (c) affiliative creates harmony by connecting people to each other, and (d) democratic values input and builds commitment through participation. As mentioned earlier within the area of modeling, the concept of mirroring in relationship to resonance and dissonance within the organization is very important when a leader reacts to both positive and negative situations. When a leader reacts to a negative situation in a concerned but positive fashion, his or her behavior becomes a model which the rest of the organization can follow. Goleman, et al. explained that leaders within organizations are observed for acceptance or rejection to thoughts, projects, or ideas. If a leader shows any nonverbal or verbal gestures, constituents quickly notice and react to those gestures. Emotionally intelligent leaders realize and understand how their emotional reaction can guide and steer the emotions of the entire organization. This concept of resonant and dissonant leadership styles is one example of the power of the emotional climate within an organization. Emotional intelligence has been linked to a number of additional factors associated wit h effective leadership (Goleman, 1998; Kouzes Posner, 2002; Dulewicz Higgs, 2003). Conclusion With the identified benefits of emotional intelligence related to creating and developing positive relationships, combined with the understanding that positive relationships are the core of effective leadership, the idea of emotional intelligence and effective leadership is one that has been well established in the literature. Researchers have started to develop and assess developmental programs for emotional intelligence that coincide with leadership development programs and initiatives. The question most pertinent to those involved research and practice in the area of leadership development is the process by which leaders learn about emotions and the power of emotion on leadership success.

Verbal Abuse

Sabrina Minton Mrs. Laura Ahmed English 3A 10-25-10 Verbal Abuse The reason why I choose this topic is because I have been a victim of verbal abuse. Many people know or have heard of someone that has been verbally abused. Many people including myself be suffer in silence and feel isolated. Many parts of human action, include the mind and heart. â€Å"As he thinks within himself, so he is†. What does a person think in his or her mind, and heart will be reflected and his or her words or actions. In this paper, I want to address this very important issue in an effort to understand this phenomenon and provide answers.Verbal abuse and physical abuse result from a world view that is clearly not biblical. The difficulty of verbal abuse is that there are no visible signs. The majority cases; verbal abusers are often male and the victim is usually female. Kerby Anderson who wrote â€Å"Verbal Abuse† has many degrees. He has a B. S. from Oregon State University, M. F. S from Yale University, and M. A. from Georgetown University. And has authored many books (Anderson). Patricia Evan has written many books and has been seen on KTLA5THECW, FOX11 NEWS, Oprah Winfrey Show, Sonya Live-CNN and NEWS TALK.She has done over two hundred radio programs, and seventeen national television shows (Evans). Kerby Anderson says he writes his paper from an educated point of view but more importantly he is man. Men are most often the abuser in a relationship; with women being the victim. Mr. Anderson has several degrees and advocates that both the victim and abuser seek help and support within their religious faith. He feels that this behavior is often learned at home and that devotion to family and church and help train these abusers.He also suggests that godly men and women gather together to lovingly confront the person who is verbally abusing the victim. He suggests that the abuser confronts their sin and make an attempt to change with the support of the church. Patricia Ev ans does not have an educational degree but has written several books and established a foundation for support and workshops for people who feel that have been abused. Ms. Evans is a woman and has a very therapeutic point of treatment. She feels angry or critical words will destroy your confidence or self-esteem. She views verbal abuse s a boiling cauldron of pain and anguish in possibly millions of homes. She worries that a person who might cross from verbal to physical abuse is likely to show signs of an impending physical assault by launching intense and repeated verbal attacks, by indulging in rages or by becoming abusive in public. She tends to address the needs of the abuser with support groups, workshops and books to help identify behavior and help recognize and deal with abusive people. I wrote my paper with a personal bias, as I have been the victim of verbal abuse. I decided to compare two different authors based on approach, education and gender.Although only Mr. Anderson has degrees, both have written books and have excellent references. I really liked that both people had a written books. Often time’s victims are of low income and self help books can be a great resource. Mr. Anderson suggests the church as s support group and for many people this would probably be a workable option. I personally prefer a more therapeutic approach. I thought the establishment of workshops with people who had experienced similar situations and the added support of therapists and staff; would make for a better option to help stop the pattern of abuse.The workshops would seem to be the best way to educate yourself and learn the behavior skills to help assure you avoid future situations. I felt both authors had excellent information. Mr. Anderson's information was in a book  form with 7 pages that read like a textbook. Ms. Evans information was keyed to specific questions that a person would answer, according to their feeling and situation. Again there are que stions that redirect the reader  to another page with topic specific information with a set of questions to see if you needed more information; or had obtained the information you needed.The pages also linked to workshops, support groups, self help books, and videos. Mr. Anderson's advice and information may suit some people well and they may already attend a church. To be fair Mr. Anderson's information is relevant for anyone, just as Ms Evans would be appropriate for a religious person. If someone was looking for good information and options of the subject, either author would be able to provide that.Works Cited Anderson, Kerby. Probe Ministries Verbal Abuse. 14 July 2002. ;lt;www. leaderu. com;gt;. Patricia, Evans. Verbal Abuse Survivors Speak Out: On Relationship and Recovery . 1993.

The Lost Secret of Hard Work Essay Topics

The Lost Secret of Hard Work Essay Topics Hard work is also necessary in sports. It is a great quality. It is the most inportant to achieve our goal. It is the most important key to success. Where and how one lives may have a good influence on their qualities as an individual. You will achieve greatness only through a huge number of hard work over many decades, and not simply any challenging work, but work of a certain type that's demanding and painful. Still, luck plays a role where having the proper chance to the ideal person is also needed for success. All amazing men of the world were quite hard-working persons. Inside my opinion, when people are successful, they are easily able to assess the quality of their work. Some men and women live their lives based on their religion even though others don't think you should factor that into decision making in regards to determining rules for everybody. They think that people should choose their job based on income in order to provide security for their family. As an example, occasionally people have tried their best for doing something but finally, they don't get the things that they want. Your essays ought to be unique. For instance, in IELTS exam, to be lucky it's essential to manage to obtain a high score as you confront a good deal of topics in the exam and if you're lucky, the topics might not be tough for you due to your knowledge about them. The multiple topics could be found, for instance, in the dissertation abstracts international database. If you're not knowledgeable about the topic in the cue card that you select, you can hardly a chieve to receive a high score in the exam even when you study hard and learn a great deal of vocabularies. There are lots of scholarships which don't require an essay. Students lead busy lives and frequently forget about a coming deadline. Students with good attendance has to be rewarded. Students with good academic results must secure the chance to go to college free of charge. The Do's and Don'ts of Hard Work Essay Topics Additionally, if you get your assignments done then you'll also have more free moment. It's great to think that should you discover the field which you're natural gifted in, you will be great from day 1, but that's surely not true. One of the absolute most difficult sections of the application procedure is writing essays. The role of assigning an essay to middle school students is to make awareness and permit them to develop writing skills. To help students just like you find debatable topics, we've gathered a vast range of ideas on unique subjects and academic levels. Some people who have a fantastic education and experience in their field opt to move abroad to do the job. The good thing is that it may be something pretty easy and opinionated (obviously), meaning you won't need to research a great deal of information. The teachers don't always assign the specific topic. You don't need to find super technical with legal argumentative essays, but make sure to do your homework on what the recent laws about your preferred topic actually say. In the speaking test, you must decide to cue card that's an essential part of your score. So be certain that you decide on a subject, which has values in it. When you're picking your topic, bear in mind that it's much simpler to write about something which you presently have interest ineven in case you don't know a great deal about it. Hard work is essential for many factors. You could be given the topic straight away by your professor, or you might be free to decide on the topic yourself. The great thing about scholarship essay prompts is that they're repetitive. When it has to do with writing an argumentative essay, the most crucial matter to do is to select a topic and an argument which you can really get behind.

Transcendentalism, A Powerful Intellectual And...

Transcendentalism, a powerful intellectual and philosophical movement founded by Ralph Waldo Emerson in the early nineteenth century, was guided by the principle that individuals are inherently good and function at their best when they are independent and self-reliant. Striving to produce a philosophy that would serve a new nation, transcendentalists believed that religious institutions and political parties would eventually corrupt the natural pure goodness of man. Transcendentalist ideology further asserts that by conforming to the standards set by society, man would not only lose the ability to follow his own instincts, but also become incapable of freely expressing himself. In his essay Self Reliance, Emerson writes, â€Å"Be yourself; no base imitator of another, but your best self. There is something, which you can do better than another. Listen to the inward voice and bravely obey that. Do the things at which you are great, not what you were never made for† (Emerson). O ther writers and intellectuals such as Frederick Douglass, Walt Whitman, and Emily Dickinson have adopted Emerson’s views on individuality and have expressed these ideals through their work. The spirit of individuality and self-reliance, key principles of Transcendentalism, are noted in Frederick Douglass’ Narrative of the Life of Frederick Douglass, Walt Whitman’s poem â€Å"Song of Myself† and Emily Dickinson’s poem â€Å"Nature (790).† Through their literary work, Douglass, Whitman, and Dickinson shareShow MoreRelatedDifference Between Romanticism And Transendinlalism In American And British Writers1584 Words   |  7 Pages The expression Romantic gained currency during its own time, roughly 1780-1850. However, the Romantic era is to identify a period in which certain ideas and attitudes arose, gained the idea of intellectual achievement and became dominant. This is why , they became the dominant mode of expression. 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