How To Develop Emotional Intelligence

How To Develop Emotional Intelligence

Emotional intelligence refers to the ability to identify and manage one's own emotions, as well as the feelings of others. How to develop emotional intelligence is one of those in a lifetime chance you do not want to miss. This transformative and revolutionary program reveals the easiest way to activate your brain and make it more responsive to receiving positivity. How to develop emotional intelligence helps you kick start the positive signals in your mind and bury the negative ones which relate to negative mindset and failure. The author of this fantastic and transformative piece is James Floyd, a sharp-minded guy who was able to transform himself and achieve high emotional intelligence through the steps outlined in this book. The book is instrumental and affordable. There are so many benefits you are going to learn from this guide, like recognizing your emotions and understanding what people are telling you. It helps you realize how your emotions affect the people around you. It also involves your perception of others: when you understand how they feel, this allows you to manage relationships more effectively. Give it a try and benefit greatly.

How To Develop Emotional Intelligence Summary


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Understanding the Elements of Emotional Intelligence

Chapters One through Three describe emotional intelligence and how it relates to the world in which we currently live and work specifically, a world that is ever advancing technologically and thus requires a new type of leadership, especially in health care. From this section, the reader should gain knowledge of what emotional intelligence is and is not, as well as how it influences leadership qualities and characteristics and why it is so important, especially today. Chapter One explains that emotional intelligence is a scientific construct, not one that can be abstractly discussed as a type of social skill, although social skill and emotional intelligence go hand in hand. Chapter Two describes how, in the age of increasing technology, emotions become more and more important, even though the exact opposite might seem true. Chapter Three's focus is specifically on leaders, who must be astute in emotional knowledge and recognition in order to manage the complex issues that these same...

The Concept of Emotional Intelligence

Although the term emotional intelligence was used by Salovey and Mayer in 1990 (Salovey and Mayer, 1990), philosophers, researchers, and religious leaders have attempted to focus on monitoring behavior and finding awareness for centuries (Freshman and Rubino, 2002). Here it becomes important to formally define and distinguish emotional intelligence skills from some common misinterpretations of true emotional ability. The information directly following will also distinguish Mayer, Salovey, and Caruso's work in emotional intelligence as the primary basis for this book (Mayer, Salovey, and Caruso, 1999, 2000, 2002).

What Emotional Intelligence Is

In 1997, Mayer and Salovey, the academicians whose theory of emotional intelligence was popularized by Daniel Goleman (1995, 1998b), published a definition of emotional intelligence that corrects problems in earlier definitions (Salovey and Mayer, 1990 Mayer and Salovey, 1993) Emotional intelligence involves the ability to perceive accurately, appraise, and express emotion the ability to access and or generate feelings when they facilitate thought the ability to understand emotion and emotional knowledge and the ability to regulate emotions to promote emotional intellectual growth (Mayer and Salovey, 1997). Over the past decade, Mayer, Salovey, and Caruso have created and formalized a structured emotional skill set that delineates basic to advanced skills (Mayer, Salovey, and Caruso, 2000, 2002). This is important now, because psychological research in recent years has been able to demonstrate what has long been accepted as an unproved fact that those skilled in identifying, using,...

The History of Emotional Intelligence

It is interesting to note that the modern definitions and concepts of emotional intelligence have their roots in the works of earlier theorists who defined emotion (Fisher, Shaver, and Carnochan, 1990 Fewtrell and O'Connor, 1995 Smith and Lazarus, 1993 Turski, 1994 Vanman and Miller, 1993), personal intelligence (Gardner, 1983), and practical intelligence (Sternberg and Wagner, 1986). Zeidner, Matthews, and Roberts (2001) referenced a concept by early intelligence theorist Spearman that emotional content was among other aspects of character that were components of will. The work of later theorists (Goleman, 1995 de Beauport, 1996 Cooper and Sawaf, 1997 Greenspan, 1997) elaborates the earlier definition of emotional intelligence proposed by Salovey and Mayer (Salovey and Mayer, 1990, 1994 Mayer and Salovey, 1993), categorizing its functions and proposing various applications for emotional health and success. The definition of Mayer and Salovey (1997) is the culmination of theories...

Emotional Intelligence as a True Intelligence

An intelligence must meet three criteria to be a true intelligence (Mayer, Salovey, and Caruso, 1999) a correlation criterion, which involves defining a set of abilities that can be moderately intercorrelated with one another a developmental criterion, which requires that tested abilities develop with age and experience and a conceptual criterion, which involves demonstration of actual mental abilities, not just the desire to possess those abilities. Emotional intelligence does involve this actual demonstration of ability, which is further subdivided by Mayer, Salovey, and Caruso (1999, 2000, 2002) along a continuum from lower, molecular skills to higher, more complex skills. In 1999, Mayer, Salovey, and Caruso presented a new scale for measuring emotional intelligence, known as the Multifactor Emotional Intelligence Scale (MEIS). They argued, based on findings from the use of this scale, that emotional intelligence was much like traditional intelligence. It could be measured with...

Emotional Intelligence in the Workplace

The concept of emotion's influence on day-to-day life and even on business is accepted by prominent theorists (Gardner, 1983 Goleman, 1995). Emotion and its relevance in the workplace are gaining international recognition. For example, Asian employers increasingly view emotional intelligence as a vital job skill (Slater, 1999). Ashforth and Humphrey (1995) describe the pejorative view of emotion that is established in conventional thought, which positions it as the antithesis of rational thinking, as a simplistic stance on emotion. They recommend a change in the administrative paradigm to reflect the interdependence between emotion and rationality, the natural inclusion of emotion in any task-oriented activity, and the need for a holistic view of interactions in the workplace.

The Impact of Emotional Intelligence on Nurses and the Organization

Emotional intelligence is believed by many to be the determinant of who advances most quickly within an organization (Weisinger, 1998). The development of emotional intelligence theory coincides with changes in the workplace that intensify the usefulness of emotional skills. These changes include the globalization of the world economy, in which social and community interests may influence interactions (Kanter, 2003) the growth of information and its impact on work the shift from individual effort to teamwork and the rise of the transformational leader.

The Emotionally Intelligent Organization of the Future

What can the emotionally intelligent nurse leader do, then, to enhance the work environment How can he or she help to create the empathetic culture necessary to communicate and lead, a setting where workers' concerns are supported Several major organizations, such as Federal Express and Southwest Airlines, have been able to attribute a better bottom line, at least in part, to more careful attention to workers' concerns. One symbolic example is that Southwest named the department that other companies call Human Resources its People Department. Other emotionally intelligent organizations, including hospitals, have posted successes in the form of company loyalty, high safety marks, and low absenteeism. In a health care environment, the organization that encourages a more emotionally intelligent workplace is encouraging the same kinds of relationships between its workers that health care workers want to create with their patients. Such alignment of beliefs and behaviors, as I mentioned...

The Necessity of Emotional Intelligence Today

Given these types of unfortunate occurrences, it is little wonder that the editors of Harvard Business Review devoted an entire page in the same issue to explaining why emotional intelligence is still smart (Harvard Business Review, 2003, p. 95). The article indicates that some managers may dismiss emotional intelligence as unimportant, because in uncertain times, employees will do anything to keep their jobs, so managers don't need to make efforts to create emotionally intelligent workplaces as opposed to the situation in the 1990s, when many employers may have jumped on the emotional intelligence wagon in order to attract and retain good talent. In fact, explain the editors, Emotional intelligence doesn't just spur growth and high spirits in boom times it also protects you in harsh times. In fact, right now the smartest thing you can do with emotional intelligence is turn it on yourself (Harvard Business Review, 2003, p. 95). Of course, it is a good thing that a leading business...

Background and Definition of Emotional Intelligence

What did Mayer, Salovey, and Caruso have in mind when they developed their four-branch model of emotional intelligence By their own account, they proposed to dispel the multitude of definitions of emotional intelligence that were being discussed in educational, business, and behavioral science circles. In the 1970s, emotions began to be studied as having influence on thought, and during the ensuing twenty years, the term emotional intelligence was used sporadically. However, by the last decade of the twentieth century, the field was quickly emerging as its own scientific arena. When Goleman published his Emotional Intelligence in 1995, a work based loosely on the prior research of Salovey and Mayer (1990) and others, he popularized the field so much that the term gained a popular meaning, as Goleman applied the scientific concepts of emotional intelligence to elements of social behavior. The result of this and other attempts to popularize the concept was a plethora of definitions of...

How This Book Can Help

This book is written for nurse leaders. Wherever a nurse leader practices, he or she is faced with similar issues involving patient care, ethical dilemmas, and the reactions of staff members to the day-to-day impacts of their jobs. With that in mind, the book addresses topics pertinent to nurse leadership, highlights the qualities required of successful nurse leaders, and demonstrates how these leadership qualities can be used to develop and encourage leadership ability in others. The book is divided into four main sections that are best read in sequence understanding the elements of emotional intelligence intelligently creating, sharing a vision, and setting an example intelligent transfer of information and changing the culture of nursing and the organization.

Intelligent Transfer of Information

Chapters Seven through Nine focus on the transfer of information from the leader to the team, from the team to the leader, and within the team itself. Whenever groups are involved, we can be certain of three things the leader has knowledge the team needs, the team has knowledge the leader needs, and the collective and individual dynamics of knowledge and opinions will result in conflict. Emotional intelligence is a key determinant in how leaders and teams interact and share knowledge and information. Downloading, discussed in Chapter Seven, involves the leader making knowledge available for the team to tap into at will the knowledge must be open and available in order to facilitate this process. Uploading, reviewed in Chapter Eight, involves the leader sending individuals and teams exactly the input they require, based on their specific needs. Conflict resolution, a need that grows naturally out of the potential for conflict when two or more opinions collide, is discussed in Chapter...

Changing the Culture of Nursing and the Organization

The work of this book would be incomplete without a forward-looking review of the culture and structure of nursing as a discipline and its organizations as dynamic, functional units. Chapter Ten discusses what culture means and how it applies to the nursing organization, as well as how much impact nurses can have in changing the culture within an organization. Chapter Eleven focuses on rebuilding the traditional hierarchical pyramid so that group process, not a particular position of management, is at the head and helm of the organization, dictating how it is run and steering it on an effective course. Chapter Twelve, of course, seeks to tie together all the elements of emotional intelligence that were previously discussed and apply them to the future of nursing leadership, to provide the nurse leader with a tool kit of strategies to use in a field that is poised for rapid change. Let us begin our exploration of the critical success factor of emotional acuity with an overview of...

An Ageold New Kind Of Nursing Intelligence

AT THE FOUNDATION of understanding and applying any new skill is a basic understanding of its core concepts and often its history. Every acquired discipline, from architecture to the practice of law, requires attention to elementary principles. Emotional skill, specifically as it relates to nursing leadership, is no exception. In fact, emotionally intelligent nurse leaders have the opportunity to hone three skills nursing, leadership, and emotional ability. In the pages that follow, we will explore the foundations of emotional intelligence and set the stage for applying emotional skill to effective leadership in nursing.

Emotion and Reason Their Interdependency

How the two realms overlap is becoming ever more important as medicine presents us with issues such as life support decisions and genetics counseling. Such decisions as opting for elective oophorectomy or mastectomy to avert cancer (Dimond, Calzone, Davis, and Jenkins, 1998) or remaining childless because of genetic test results highlight the impossibility of ignoring the emotional component in rational health care decision making. Nurses especially, as patients' lifelines, need to understand the emotional dimensions in such clinical situations. Recognizing emotions and facilitating the transition from one to another are skills of emotional intelligence that serve nurses in such settings.

Linking Emotional Elements and Leadership Style

For emotional development to occur in leaders, the concepts of emotional intelligence and leadership must be linked in such a way as to demonstrate a relationship between aspects of emotional intelligence and facets of leadership style. Various leadership styles have been described by different theorists (Blake and Mouton, 1978 Kouzes and Posner, 1995 Covey, 1991 Yukl, 1998), and their individual characteristics and actions have been explained (Birrer, 2002 Blake and McCanse, 1997). Because these characteristics are often associated with character traits, intuitive links between types of leaders and specific emotions often derive from experience. For example, one might associate an authoritarian manager with anger or lack of compassion, and a more relaxed or personable managerial style with cheerfulness.

Primary Greatness and Emotional Coaching

Further, an emotionally intelligent person, whether a team member or a team leader, can achieve what Covey (1991) calls primary greatness, which is an alignment of beliefs with behavior. This accomplishment may or may not be rewarded. At this point, having obtained some skills to share, the emotionally intelligent person can coach others in developing their emotional powers. Such coaching fulfills the responsibility of mentoring others. As a parent trains a child or a professor trains a beloved student, the emotional coach not only shares knowledge but also imparts a vision, nurtures a belief in the prot g 's abilities for and commitment to the job at hand, and expresses and acts on a dedication to the institution or relationship that shelters both of them.

Emotional Abilities Can Be Learned

Fortunately, for executives, teams, and organizations, needed competencies for emotional intelligence can be delineated, acquired, and refined (Mayer and Salovey, 1997). To learn the desirable competencies, leaders must assess their own managerial style, determine their own level of emotional intelligence, and then seek to develop the skills that need improvement. Development of emotional intelligence skills that contribute to effective leadership attributes can conceivably result in a more productive managerial style.

Transformation of Emotion

Element of emotional learning is still the subject of much needed research, partly because it is so individualized (Haviland-Jones, Gebelt, and Stapley, 1997). The transformation phase of emotional learning seems to correspond to the higher abilities on the Mayer-Salovey-Caruso Emotional Intelligence Scale (Mayer, Salovey, and Caruso, 2000, 2002).

Perceiving Emotion and the Need to Think Critically

As nurse leaders, we must also be acutely present to the emotions that underlie the actions and attitudes of our staff members. When there is a problem or a change, we should always ask what emotion is involved. The answer may very well be that there is no emotion involved. For example, a problem may be solely the result of a learning deficit, physical illness, or poor communication. When we train ourselves as leaders to consider and perceive emotional components as much as we consider whether the staff member understood the instructions, we open up another avenue of opportunity to correct problems. In his book Working with Emotional Intelligence, Goleman (1998b) says, The most effective people in organizations . . . naturally use their emotional radar to sense how others are reacting (p. 167). The implication here is that emotional perception is not one of many litmus tests that we pull out in order to examine a situation. We perceive the situation through the lens of emotional...

Managing Emotion and the Need to Establish Common Ground

Effective management of emotions enables us as medical professionals to control our own emotions when dealing with those of another. At times we may vehemently disagree with a patient's choice, either because of our personal beliefs or because of our medical knowledge. Mastering the management stage of emotional intelligence enables people to keep their emotions in perspective, as well as to help other individuals achieve emotional balance, even in the face of such conflicts. Nurse leaders, as well, benefit greatly from the high-level skill of emotion management, for reasons that include those described for the other three skill sets. Difficult patient care situations provide natural ground for the use of emotional intelligence. In terms of leadership, often what the nursing staff needs is a venue in which to consider the ethical, medical, rational, and emotional contexts of a difficult situation and reach resolution. In such an ethical climate, there is opportunity for dialogue that...

Leadership Effectiveness and Style Are Tied to Emotional Skill

EI (emotional intelligence) is widely accepted as foundational to getting along with others in the workplace, as well as a primary managerial and leadership competency (Freshman and Rubino, 2002). A study performed with 280 college students (Moss, Rau, Craig, and Strack, 2000) revealed the abilities or characteristics that they felt typified someone they classified as an outstanding leader. As part of the survey instrument, students were given twenty statements about characteristics of leaders and asked to rank them on a Likert scale of usually, sometimes, rarely, or never. Several of the abilities on the survey were emotional in nature for example, awareness of feelings and their effect on others and the ability Further correlation has been shown between emotional intelligence and leadership style, specifically among health care leaders. In a study of health care executives who self-assessed their leadership style through a series of descriptors, those choosing a team management...

Three Leadership Actions Four Emotional Skills

Leaders who create, those who share a vision, and those who set an example set themselves apart from other leaders. Why Such leaders combine the key ingredients of knowing where they want to go and enlisting the buy-in of others to get there. These ingredients involve emotional intelligence skills, in addition to other skills such as business knowledge and analytical ability. Sometimes, this involves changing the mind-set of those in a position of higher authority. This leading upward and marshaling the people above are abilities that health care leaders need to instill in their own organization (Useem, 2001a, p. 58). It is no longer enough to assume that top-led organization will automatically prosper the challenges have become too myriad.

Essential Leadership Skills for Setting an Example

A study on predictors of success in leaders investigated three factors in three possible combinations of two. These factors were EQ (emotional intelligence), IQ (what we think of as traditional cognitive intelligence), and experience. The factor combinations were ranked in terms of which combination most predicted success in leaders. The combination found most likely to predict success was experience and EQ, followed by EQ and IQ. The traditional predictor, experience and IQ, was dead last. This demonstrates a difference between EQ and IQ as components of leadership ability, one that supports development of emotional intelligence skills over traditional intelligence in today's leaders. When paired with experience, emotional intelligence is an especially strong predictor of success, but without it, it still has unquestionable merit (Fernandez-Araoz, 2001). With a rich environment for learning and the right example set by the leader, we are ready to...

Downloadable Emotional Aptitudes Needed for Effective Teamwork

With the emotional potential of teams being so volatile, how can we assist team members in understanding and incorporating the principles of emotional intelligence in their interactions What we want to accomplish is not playacting but rather continual learning about the meanings that emotions convey about relationships, how emotions progress and change, and their overall function (Vitello-Cicciu, 2002 Mayer, Salovey, and Caruso, 2000, 2002). There are several competencies that sound emotional aptitude may produce and that the team should be able to download from its leader.

Downloadable Competency 3 Evaluating Emotional Components of Communication Transactions

Several principles of emotional intelligence involve relations with others (Mayer, Salovey, and Caruso, 2000, 2002 Goleman, 1998a Kram and Cherniss, 2001). Recently, there has been increased focus on relationship-centered care, which has been shown to improve patient satisfaction and outcomes (Marvel, Bailey, Pfaffly, Gunn, and Beckman, 2003). Relationship-centered means having awareness of interpersonal process, listening carefully,

Downloadable Competency 4 Managing Emotions Through Negotiation

The preceding competencies reflected the first three branches of the Mayer, Salovey, and Caruso (2000, 2002) model of emotional intelligence, and the next four competencies will emphasize the aptitude of emotion management, which Mayer, Salovey, and Caruso define as modulating feelings in oneself and others in order to promote growth. This level of emotional intelligence is explored in greater depth because it is often the desired outcome of emotional transactions. While recognizing, using, and understanding emotions are all essential building blocks, they are but foundational to the effective management of emotions, which leads to desired results. Team members who have mastered the first three elements can also achieve the ability to manage emotions to accomplish goals.

Ability to Share Knowledge

IMPLEMENT AN EFFECTIVE TRAINING PROGRAM AND NETWORKING OPPORTUNITIES. An effective training program, along with appropriate testing, is essential for proactive establishment of emotional awareness. Departments or teams can use one of many tests, including the Mayer-Salovey-Caruso Emotional Intelligence Test (Mayer, Salovey, and Caruso, 2002) and those provided by Weisinger (1998) and Bar-On (2000). Benner's (1984) novice to expert model, which models nursing competency at five levels, might also be applied to development of emotional awareness. CULTIVATE EMOTIONAL INTELLIGENCE AS A GARDEN. When we hear the word cultivate, our thoughts turn to small gardens or to large fields capable of producing nourishment for thousands. This analogy has been used numerous times and can also be applied to the emotional intelligence context. Tanner (2003, p. 287) asks the question How can we cultivate the compassionate and inquisitive nurse within each student In this context, we should ask, how can...

Stage 3 Facilitating the Resolution

Emotional intelligence, as defined by Mayer, Salovey, and Caruso (1999, 2000, 2002) and measured by a four-branch model, can be called on to assist in the facilitation phase of conflict resolution. There are other aspects of character, such as optimism and tenacity, that have been erroneously equated with emotional intelligence (Jones, 1997), but these are separate contributors to the conflict resolution process.

Overt Manifestations of Empathy at Work

We learned from the Mayer-Salovey-Caruso Emotional Intelligence Scale that emotional identification is the most basic level of emotional ability (Mayer, Salovey, and Caruso, 2000, 2002). Without empathy, it is difficult to effectively identify, use, understand, or manage emotions. Recall that empathy involves feeling the feelings of another without actually experiencing the event that generates the feeling. The ability to facilitate thought with emotion (use of emotion) can be greatly influenced by empathy or the lack thereof, as can the ability to identify emotions in others.

Aligning the Work Culture with Philosophies of Empathic Patient Care

Naturally, we want to be empathic with our patients. Our bedside manner is important in how we relate to these individuals and their families. In patient care, as we have seen, emotional intelligence can help facilitate better communication and patient-nurse relationships.

Why Think About the Future of Nursing Leadership

The preceding chapters provide insight into the crucial role that emotional intelligence plays in leadership, specifically nursing leadership. Often, a reader may absorb or contemplate material in all its detail, all the while wondering what the crux of the matter really is in other words, why is it all so important For this book, here is the answer to that question in the future, effective nursing leadership will become increasingly dependent on the development and use of emotional skills. In this final chapter, the specifics behind this belief will be demonstrated, as well as how emotional skill will come increasingly into play as we inaugurate the twenty-first century. Specific to knowledge of emotional intelligence, we are living and practicing in an environment that is increasingly attuned to the emotional competencies needed to excel in leadership. Emotional intelligence has been identified as a competency of star performers by leaders and authors in many disciplines...

Equipping the Nurse Leader with Emotional Courage for Nursing Leadership in the Twenty First Century

This book has provided a discussion of emotional intelligence as it relates to nursing leadership in a very systematic way, discussing the emotional capabilities of nurse leaders from four perspectives understanding the elements of emotional intelligence intelligently creating, sharing a vision, and setting an example intelligent transfer of information and changing the culture of nursing and the organization. The nurse leader who is best positioned for the future will possess emotional acuity and will demonstrate unprecedented leadership courage.

The Most Important Ingredients of Nurse Training

How do we prepare for the unthinkable, which these days can also be called the unknown After all, we do not know what the next innovative medical breakthrough will be, any more than we know what the next act of terrorism will be. As we consider this, we should review what recent literature has said about emotional skill in an age of rapid change. While some journals stress the need for increased technical competence (De Ville, 2001 McCannon and O'Neal, 2003 McNeil, Elfrink, Bickford, and Pierce, 2003 Sokol and Molzen, 2002), others emphasize that emotional skill is needed now more than ever. Human connection counterbalances stress and inspires the best in people, notes Segal (2002). She advises nurse leaders to connect to your staff in a way that lets them know you understand and recognize what they actually do. Pick up the phone and make the time to listen. You can be interdependent with no loss of authority or respect and unburden yourself of stress at the...

Leaders Who Set an Example

Leaders who lead by example, in contrast to the ineffective manager in the previous section, benefit from understanding emotions and where they may lead, in order to interpret the responses to what they do. Further, they learn to manage their own emotions and, by doing so, teach others to do the same. Recall that emotional identification, facilitation, and understanding are simply building blocks for emotion management. They are all key elements in example setting the primary goal is for followers to be able to manage the emotions that confront them daily. Emotionally intelligent leaders who lead by example should produce emotionally intelligent followers. After all, If your words don't stick, you haven't spoken (Useem, 2001a, p. 56).

Resisting the Urge to Fix Things

Some young leaders feel that the ability to make quick decisions and to avert crises of any magnitude is what sets them apart as qualified management material. Ask any member of the team and see whether decisiveness does not come forth as a characteristic of a leader. Even Mayer and Salovey (1997) mention that decision-making ability is bolstered by emotional intelligence. However, in mentoring and training, sometimes a decision is not required on the spot, as it is in a truly emergent situation. Time, when available, can be used to evaluate potential courses of action. Most situations are not emergencies, argues Badaracco, and this paves the way for experiential opportunities.

They Act as the Visionaries of Their Organization

Having a vision (for oneself, for an organization) consists of multiple tenets, one of which is knowing where one stands and knowing what one's personal convictions actually are (Yukl, 1998). Visionaries should have a keen sense of who they are, what the organization or department is, and, most important, who their team is. This is indeed the first and most basic skill of emotional intelligence knowing what is perceived or felt and what to call it. Rational or predictive thought often fails to lead us to such conclusions this is why emotional intelligence is so critical for leadership. For example, we can base a scientific prediction only on events that have already occurred, even if the predicted event is unprecedented. If someone were to predict that the sun would burn out in a certain number of millions of years, he or she would need to determine the rate at which other heavenly bodies are assumed to or are known to burn out or at least base calculations on certain proven facts...

Intelligently Creating Sharing a Vision and Setting an Example

Chapters Four through Six focus on three leadership actions at which emotionally intelligent nurse leaders can be highly successful creating, sharing a vision, and setting an example for others not only to follow but to become. Creating, described in Chapter Four, requires an innovative leader who is emotionally ready to take an organization or department to the next level, who is ready to change, and who is capable of convincing others of the need to change also. Sharing a vision, the focus of Chapter Five, requires not only that a leader have a vision but that it be a unique picture of the ideal that the leader can transmit to others in such a way that they actually live the vision. And setting an example, explained in Chapter Six, involves not only modeling behavior that others will want to emulate but also giving others the freedom to do exactly what the leader would do.

Support Capability 3 The Ability to Let Go

Peddy (1998) describes how in mentorship there comes a time to let go. However, letting go as a mentor means maintaining loose ties that are never broken the same is somewhat true for team leaders who are empowering and delegating to their teams, although their formal ties remain intact. Business as a whole is still struggling with the concept of having team members and nonmanagement personnel accept responsibility for problem solving (which used to be strictly the responsibility of management) while management focuses on facilitating and supporting the teams that are getting the job done (Fisher, 1993). The emotionally intelligent leader will grasp the concept of delegation as an empowering and enlightening tool.


Leadership styles can be related to emotional ability. Emotionally intelligent leaders create, share a vision, and set an example for constituents. In today's health care environment, the interface between leadership and followers is becoming increasingly collaborative, replacing the unilateral, top-down approaches seen in the past. Team interactions depend more and more on emotional skill for problem solving and conflict management. This chapter has given an overview of the concept of emotional intelligence and its significance in the workplace next, we will explore the key role that emotional skill can play in specific aspects of health care leadership. 2. Emotional intelligence skills can be specifically linked to certain aspects of leadership style and developed and enhanced to increase leadership effectiveness. 3. Emotionally intelligent nursing leaders can foster an environment of creativity, an enjoyable work culture, and a sense of employee loyalty within an otherwise...


COACHING EMOTIONAL INTELLIGENCE Emotional coaching is an aspect of leadership that requires an enormous amount of skill on the part of the leader. While it can help in preparing for crises both physical and emotional, it goes far beyond that. Emotional coaching involves helping the people whom we lead to identify, use, understand, and manage their emotions in any situation, from the routine to the unreal. We will find as this chapter progresses that we must use these same four emotional skills not only to encourage appropriate team behavior but also to make sure that beliefs and behavior align. These are two distinct but interdependent skills of the emotionally intelligent team or organization.

Perceiving Emotion

The emotional aspects of behavior, like other aspects, can be acknowledged and recognized through benchmarking an employee's self-perception against others' perceptions. In this way, approaches or actions can be changed and developed over time as the employee grows professionally. In this way, we can actually coach ourselves as our relationships and conditions improve because of changed behaviors, we record the experience psychologically consequently, our emotional intelligence grows. The leader who has already experienced this self-assessment can coach others in it as well, encouraging them to look at their own experiences as tools for self-development (Dearborn, 2002).

Empathie Understanding

A third condition for successful psychotherapy is empathie understanding. That is, the therapist should be able to understand the experience of the client. While other approaches seek to reduce a client's pain, the client-centered approach also seeks to em-pathically share that experience (Gruen, 1998). Largely because of Rogers, empathy has become a major topic of discussion among therapists (Bohart & Greenberg, 1997). Empathie understanding is easier to teach than the other two therapeutic requirements, according to Rogers. It often involves restating the client's communications in a way that has been criticized as parroting plus a change of pronoun. (Client I am sad. Therapist You feel sad. ) The criticism is too hasty. Empathie understanding involves more than mechanical restatement. Consider Rogers's reflection of one client's statement, . . . it would be much better for me to . . . he reflected back . . I need and must have . . .', thus placing more emphasis on the client's...

Evolution Of The Human Mind

Theory of mind Gardner 1983, 1999, Goleman 1995, Premack and Woodruff 1978, Sa-lovey and Mayer 1990, Thorndike 1920. Granted there are distinctions to be made between social, personal, and emotional intelligence, they each capture the abilities involving social interaction and personal insight. Also, I intentionally avoid using the word intelligence because as Gardner pointed out, and others after him have criticized, intelligence runs the risk of being reified and spread too thinly if it simply means ability. He addresses this issue directly when he writes that nothing much hangs on the particular use of this term intelligence , and I would be satisfied to substitute such phrases as 'intellectual competences,' 'thought processes,' 'cognitive capacities,' 'cognitive skills,' 'forms of knowledge,' or other cognate mentalistic terminology. What is crucial is not the label, but rather the conception that individuals have a number of domains of potential intellectual competence, which...

Domains of Mind as Domains of Science

Intelligence, Howard Gardner referred to as the personal intelligences (inter- and intrapersonal), and what Peter Salovey and John Mayer more recently referred to as emotional intelligence. 6 The social sciences (psychology, sociology, anthropology, and economics) originate from this domain of mind. Relatively little research has been conducted on giftedness and talent in the social-emotional domain, partly because it cannot be assessed through pen and paper methodology. Thomas Hatch has written about these skills among kindergarten-aged children at play and argues that children with interpersonal and social skills are the leaders and diplomats of the playground. They have talents for responding to the thoughts and feelings of their playmates and can regulate their own desires and impulses. These children organize groups, mediate conflict, have empathy, and are team players. Similarly, Alain Schmitt and Karl Grammar argued that the most socially skilled and successful children are not...