This document summarizes a paper on incorporating emotional intelligence into leadership development programs. It begins by defining the two main models of emotional intelligence proposed by Mayer and Salovey and Goleman. It then reviews research showing a relationship between leadership success and emotional intelligence. The paper also discusses arguments for and against the concept of emotional intelligence. Finally, it suggests methods for developing emotional intelligence competencies in leadership development programs, such as activities targeting self-awareness, self-regulation, motivation, empathy and relationship management.
Emotional intelligence is twice as important as IQ in predicting career success. It involves self-awareness, self-management, social awareness, and relationship management. Leaders with high emotional intelligence know their strengths and weaknesses, manage their emotions well, read social situations effectively, and build strong relationships. Developing emotional intelligence is important for leadership success. While emotional intelligence is not fixed, it can be increased through self-reflection, getting feedback, practicing new behaviors, and developing supportive relationships.
Emotional intelligence is twice as important as IQ in predicting career success. It involves self-awareness, self-management, social awareness, and relationship management. Leaders with high emotional intelligence know their strengths and weaknesses, manage their emotions well, read social situations effectively, and build strong relationships. Developing emotional intelligence is important for leadership success. While emotional intelligence is not fixed, it can be increased through self-reflection, getting feedback, practicing new behaviors, and building supportive relationships.
The document provides an overview of the history and concepts of emotional intelligence. It discusses how emotional intelligence was emphasized in leadership studies in the 1940s and how the term was coined in 1990. Daniel Goleman further popularized the topic in his 1995 book. Emotional intelligence is defined as involving self and social awareness and management. It can be learned and differs from IQ in emphasizing competencies like leadership, influence, and conflict resolution. Various models of emotional intelligence are presented.
The document is a presentation about adapting to rapid change through emotional intelligence. It discusses how the pace of change has accelerated dramatically in recent decades. The presentation aims to help participants understand emotional intelligence and how to strengthen their own EQ through techniques like active listening, reflective journaling, and applying Stephen Covey's 7 Habits of Highly Effective People. Participants learn about different models of emotional intelligence and ways to manage their emotions to better adapt to constant change.
This document discusses emotional intelligence and its importance for leaders. It defines emotional intelligence as having the capacity to recognize one's own feelings and those of others in order to motivate oneself and manage emotions well. The document outlines the five components of emotional intelligence - self awareness, self regulation, motivation, empathy, and social skill. It provides examples of how leaders can utilize each of these components, such as thinking before acting with self regulation and understanding employees' perspectives with empathy. Overall, the document argues that emotional intelligence allows leaders to effectively interact with and develop subordinates.
Secretary of the Air Force Deborah Lee James called for Bold.docxkenjordan97598
Secretary of the Air Force Deborah Lee James called for Bold Leadership. But what does bold leadership mean, and what does it look like? Boldness takes courage and courage is product of vulnerability. To get to a place of bold leadership, first leaders must understand the many complex emotions that are a part of leadership (uncertainty, risk and emotional exposure) and how to manage or make use of them in a way that's healthy and productive so they can be a powerful source of influence and motivation rather than seeking to repress or ignore them or letting them spiral out of control.
These are my notes/thoughts so far, and would appreciate an opportunity to discuss/determine how to best capture these themes. I only provide this to give you a general idea of what I'm thinking. I'm not tied to any of this, and am open to feedback.
- Leading is about people – if done right it is an emotional experience, a leaders own emotions, beliefs and biases play a large role in who they are as a leader and their effectiveness.
- Leadership roles constantly generate feelings of vulnerability, but leaders are typically conditioned to hide their vulnerabilities at all costs. Leaders need to cultivate the ability to be vulnerable without feeling compelled to close themselves down in an attempt to safeguard or project the image he or she has been taught is that of a successful leader. Leaders have to develop a sense of comfort with discomfort, and understand the emotions behind it in order to r
- The ability to do this is of critical importance to a leader, for leaders not only not only manage their own emotions, but also need to be aware of the significant impact his or her emotions have on everyone around them (positive or negative). Science has shown that emotions are literally contagious--we sense them in others, pick them up and pass them on--and people are even more sensitive to the emotions of those in leadership positions or if viewed as having a high status.
Therefore understanding emotions, and having the skill set to leverage this dynamic effectively provides a leader tremendous advantage.
Leaders need to have a better understanding of the emotions that are inherent to leadership, and how to manage or make use of them in a way that's healthy and productive so they can be a powerful source of influence and motivation rather than seeking to repress or ignore them or letting them spiral out of control.
- Leadership is an inside-outside game. Leaders have to look in to see out. How we think about things impacts what we do. In today’s frenetic world, we’re often so busy doing things that we don’t notice our thinking—our Inner Operating System, which then takes on a life of its own and it is often hidden from our view. We are caught in our own habitual patterns, without noticing, at high cost since the inner life impacts personal effectiveness, creativity, innovation, and performance.
USAF Secretary James called for bold leadership in fa.
answer based on these answers as they are each one.docxwrite22
This document contains 3 responses to prompts about leadership and self-awareness in nursing. The responses discuss how emotional self-awareness is important for leaders to build good relationships and recognize when emotions negatively impact others. Effective leaders demonstrate qualities like confidence and admitting mistakes. Self-awareness helps leaders separate emotions from decision-making and understand others' feelings. Cultural beliefs and values also influence self-awareness and behaviors. Leaders must be good examples by doing their own work and addressing weaknesses.
Emotional intelligence is twice as important as IQ in predicting career success. It involves self-awareness, self-management, social awareness, and relationship management. Leaders with high emotional intelligence know their strengths and weaknesses, manage their emotions well, read social situations effectively, and build strong relationships. Developing emotional intelligence is important for leadership success. While emotional intelligence is not fixed, it can be increased through self-reflection, getting feedback, practicing new behaviors, and developing supportive relationships.
Emotional intelligence is twice as important as IQ in predicting career success. It involves self-awareness, self-management, social awareness, and relationship management. Leaders with high emotional intelligence know their strengths and weaknesses, manage their emotions well, read social situations effectively, and build strong relationships. Developing emotional intelligence is important for leadership success. While emotional intelligence is not fixed, it can be increased through self-reflection, getting feedback, practicing new behaviors, and building supportive relationships.
The document provides an overview of the history and concepts of emotional intelligence. It discusses how emotional intelligence was emphasized in leadership studies in the 1940s and how the term was coined in 1990. Daniel Goleman further popularized the topic in his 1995 book. Emotional intelligence is defined as involving self and social awareness and management. It can be learned and differs from IQ in emphasizing competencies like leadership, influence, and conflict resolution. Various models of emotional intelligence are presented.
The document is a presentation about adapting to rapid change through emotional intelligence. It discusses how the pace of change has accelerated dramatically in recent decades. The presentation aims to help participants understand emotional intelligence and how to strengthen their own EQ through techniques like active listening, reflective journaling, and applying Stephen Covey's 7 Habits of Highly Effective People. Participants learn about different models of emotional intelligence and ways to manage their emotions to better adapt to constant change.
This document discusses emotional intelligence and its importance for leaders. It defines emotional intelligence as having the capacity to recognize one's own feelings and those of others in order to motivate oneself and manage emotions well. The document outlines the five components of emotional intelligence - self awareness, self regulation, motivation, empathy, and social skill. It provides examples of how leaders can utilize each of these components, such as thinking before acting with self regulation and understanding employees' perspectives with empathy. Overall, the document argues that emotional intelligence allows leaders to effectively interact with and develop subordinates.
Secretary of the Air Force Deborah Lee James called for Bold.docxkenjordan97598
Secretary of the Air Force Deborah Lee James called for Bold Leadership. But what does bold leadership mean, and what does it look like? Boldness takes courage and courage is product of vulnerability. To get to a place of bold leadership, first leaders must understand the many complex emotions that are a part of leadership (uncertainty, risk and emotional exposure) and how to manage or make use of them in a way that's healthy and productive so they can be a powerful source of influence and motivation rather than seeking to repress or ignore them or letting them spiral out of control.
These are my notes/thoughts so far, and would appreciate an opportunity to discuss/determine how to best capture these themes. I only provide this to give you a general idea of what I'm thinking. I'm not tied to any of this, and am open to feedback.
- Leading is about people – if done right it is an emotional experience, a leaders own emotions, beliefs and biases play a large role in who they are as a leader and their effectiveness.
- Leadership roles constantly generate feelings of vulnerability, but leaders are typically conditioned to hide their vulnerabilities at all costs. Leaders need to cultivate the ability to be vulnerable without feeling compelled to close themselves down in an attempt to safeguard or project the image he or she has been taught is that of a successful leader. Leaders have to develop a sense of comfort with discomfort, and understand the emotions behind it in order to r
- The ability to do this is of critical importance to a leader, for leaders not only not only manage their own emotions, but also need to be aware of the significant impact his or her emotions have on everyone around them (positive or negative). Science has shown that emotions are literally contagious--we sense them in others, pick them up and pass them on--and people are even more sensitive to the emotions of those in leadership positions or if viewed as having a high status.
Therefore understanding emotions, and having the skill set to leverage this dynamic effectively provides a leader tremendous advantage.
Leaders need to have a better understanding of the emotions that are inherent to leadership, and how to manage or make use of them in a way that's healthy and productive so they can be a powerful source of influence and motivation rather than seeking to repress or ignore them or letting them spiral out of control.
- Leadership is an inside-outside game. Leaders have to look in to see out. How we think about things impacts what we do. In today’s frenetic world, we’re often so busy doing things that we don’t notice our thinking—our Inner Operating System, which then takes on a life of its own and it is often hidden from our view. We are caught in our own habitual patterns, without noticing, at high cost since the inner life impacts personal effectiveness, creativity, innovation, and performance.
USAF Secretary James called for bold leadership in fa.
answer based on these answers as they are each one.docxwrite22
This document contains 3 responses to prompts about leadership and self-awareness in nursing. The responses discuss how emotional self-awareness is important for leaders to build good relationships and recognize when emotions negatively impact others. Effective leaders demonstrate qualities like confidence and admitting mistakes. Self-awareness helps leaders separate emotions from decision-making and understand others' feelings. Cultural beliefs and values also influence self-awareness and behaviors. Leaders must be good examples by doing their own work and addressing weaknesses.
Resonant leaders consciously build relationships through purpose mastery, being mastery, awareness, and acting with purpose. Purpose mastery and a shared vision help build relationships, while being mastery through practices like meditation, nature, exercise, and loving relationships instills confidence in others. Awareness of self, feelings, thoughts, and the needs of others also builds relationships. Acting on purpose with mindfulness of the present moment and conscious behaviors further develops relationship confidence. The results of relationship building are hope, compassion, and renewal.
Personality development study material by mr zeeshan nicksZEESHANALAM54
Personality is shaped by heredity, environment, and situation. It can be understood by analyzing one's behaviors, personality traits, attitudes, and perceptions. Developing self-awareness provides many benefits and allows one to understand themselves and how they relate to others. Gaining self-awareness involves self-analysis, seeking feedback from others, self-disclosure, having diverse experiences, and increasing emotional intelligence. Lack of self-awareness can lead to poor decisions and issues in personal and professional life.
The document discusses the components of emotional intelligence that effective leaders possess. It summarizes Daniel Goleman's research finding that emotional intelligence is crucial for leadership success more than IQ or technical skills. The five components of emotional intelligence are self-awareness, self-regulation, motivation, empathy, and social skills. Each component is then defined in one to three sentences. For example, self-awareness means understanding one's own emotions and having candor in assessing strengths and weaknesses. Self-regulation allows one to control feelings and not panic. Motivation provides drive to achieve beyond expectations. Empathy means considering how others feel in decision making. Social skills help manage relationships and move people in the desired direction.
1) The document is about emotional intelligence and is authored by Jayesh Sasane. It discusses the key elements of emotional intelligence, including self-awareness, self-regulation, empathy, social skills, and motivation.
2) Emotional intelligence refers to the ability to manage one's own emotions and influence the emotions of others. It is an important trait for employees and leaders to have in order to stay in control and have a positive approach.
3) The document provides tips on how to improve emotional intelligence, such as reflecting on one's emotions, asking others for perspective, and observing how one's emotions are perceived by others. It emphasizes the importance of emotional intelligence for effective communication, stress relief, and def
This document provides information on personality development and the factors involved in achieving success. It defines personality as unique patterns of thoughts, feelings and behaviors that distinguish individuals. The five major dimensions of personality are described as openness, conscientiousness, extraversion, agreeableness, and neuroticism. Personality development improves self-awareness, develops talents and skills, and enhances quality of life. Key benefits include increased confidence, credibility, social interaction skills, and leadership abilities. Success is a progressive realization of worthy goals and is subjective, depending on individual values. Hard work, commitment, responsibility, character, and a positive mindset are important factors for success, while lack of information, skills, limiting beliefs, and fear can
This is a power point presentation I made at the RV College of Engineering to pre-final year students. The Program is meant students as leaders for the corporate world.
This document discusses the author's experiences completing various leadership assessments. The assessments revealed that the author has a free-rein leadership style that emphasizes subordinates over themselves, moderately high emotional intelligence, and a tendency to collaborate when resolving conflicts. The author also discusses experiences they have had leading in academic and family contexts, and how their mother and son with Down syndrome have influenced their leadership development.
CASE 1I took the recommended Leadership Training and Developm.docxwendolynhalbert
CASE 1
I took the recommended Leadership Training and Development report: Values in Action Inventory of Strengths assessment. My values identified from this assessment were as follows: love, fairness, kindness, hope, gratitude, honesty, teamwork, leadership, forgiveness, perseverance, humility, perspective, zest, prudence, creativity, judgement, bravery, curiosity, self-regulation, social intelligence, humor, appreciation of beauty & excellence, love of learning, spirituality. I was surprised and overwhelmed with joy to see love as my number one value. Though I have a ton of love to give, I feel that I have a hard time express my love for others. Knowing that this assessment identified love as a significant strength gives me great strength that even though I don’t recognize my outward display of love, it is received by others. I was also surprised to see love of learning so low on the list. I love to learn new things, I’m just not one to pick up a book and read I would rather learn new things using the hands-on method. It is possible that my inability to identify my out-ward displays of love have clouded my perception on thought of a love to learn. I would have thought that leadership and social intelligence would have been higher on the list. I love to lead and mentor the new airman coming into the military. I’m not surprised at all by spiritual and humor being so low on my list. I’m not very good with making jokes, most people only laugh at me when I am trying to be serious. I am not a religious person therefore spiritual feel right where it should have. After taking this self-examination I will need to learn how to use my strength better rather than using my weaknesses. This test was very eye opening for me and will allow me to become a better leader along the way.
I scored fairly high on all sections of the emotional intelligence self-assessment in chapter 3 of Sterret (2006). I scored a 20 on self-awareness, 22 on self-confidence, 19 on self-control, 19 on empathy, 21 on motivation, and 21 on social competency. The results seem to be in line with what I would have expected. I have been the enlisted leader of a section for the last 6 years and have learned if the person working for you, believes you care about them they tend to work much harder to support your efforts. On the leadership assessment I scored mostly 5 or 4 with a couple 3. I completed one assessment and sent three assessments to airmen that previously worked and currently work for me, all the results were relatively comparable. The fellow airmen were initially not able to identify the links between their strengths and weakness’, as I would hope. I think I scored myself lower than the troops scored me, because I tend to have higher expectations for myself than others. It was nice to see how people that have worked for you grade you when it comes to your leadership. It gives me inspiration that I am actually doing a good job leading the personnel under me.
I identified ...
People management skills_Interpersonal skills, Emotional Intelligence, Employee Engagement, Motivation and Conflict Resolution strategies and techniques
1) The document discusses the importance of emotional intelligence and how it is becoming more important than intellectual ability alone for career success.
2) It provides examples of highly intelligent people who were unable to advance or thrive due to poor emotional skills like an inability to take feedback, lack of social skills, or harsh treatment of others.
3) The document argues emotional intelligence includes self-awareness, self-regulation, motivation, empathy, and social skills, which allow one to manage emotions effectively and work well with others.
Emotional Intelligence:an Essentional Skill for Public ManagementShahid Hussain Raja
Explains the meaning of emotional intelligence,its need for a public servant and the varios steps he should take to create a congenial working environment for the subordinates
The Skills And Knowledge I Learned Through The CourseVictoria Burke
The document discusses the relationship between social anxiety and emotional intelligence among adults. It defines emotional intelligence as the ability to manage and identify one's own emotions and those of others, while social anxiety is the fear of interacting with people that creates feelings of self-consciousness or being negatively judged. The document hypothesizes that adults with high social anxiety will have poorer emotional intelligence, especially self-control, during social interactions. It aims to clarify the correlation between social anxiety and emotional intelligence levels among adults.
Emotional intelligence involves self-awareness of one's emotions and the ability to handle relationships and regulate emotions. It is important for success in life and work. There are five key competencies: self-awareness, self-regulation, self-motivation, empathy, and social skills. Developing these skills can improve emotional intelligence and lead to better decision-making, relationships, and performance.
Human relations are fundamental in various professions including nursing. Nurses constantly interact with patients, families, colleagues and the multidisciplinary healthcare team. As members of society, nurses also interact with people in their personal lives. Therefore, nurses must be well-equipped with skills in human relationships to carry out their professional and personal responsibilities efficiently. Effective human relations enable understanding of human behavior and developing positive attitudes.
The role of emotional intelligence in effective leadershipAyorinde Oduroye
The document discusses the importance of emotional intelligence for effective leadership. It defines emotional intelligence as the ability to understand and manage one's own emotions and the emotions of others. Research shows emotional intelligence is strongly linked to job performance and career success. Leaders who lack emotional intelligence are more likely to fail due to an inability to control their emotions in difficult situations. Developing emotional intelligence can help leaders build stronger relationships, reduce conflicts, and handle stress more effectively.
Ask Michael E. Mark about his company’s procedures for making a big .docxrandymartin91030
Ask Michael E. Mark about his company’s procedures for making a big capital investment, and he is likely to refer you to the Flextronics International Corporate Policy Manual. It has 80 pages – all of them blank. Although Marks is Flextronics’ chairman and CEO, he says he sometimes lets subordinates such as Humphrey W. Porter, the head of Flextronics’ European operations, do multi-million dollar acquisitions without showing him the paperwork. He disdains staff meetings at his San Jose (Calf.) headquarters, and he refuses to draw up an organization chart delineating his managers’ responsibilities.
One might think Marks’ style is too casual for a growing conglomerate. This is a giant that owns dozens of factories scattered over four continents and has big contracts with some of the most demanding corporate customers on earth, from Cisco Systems Inc. to Siemens. In recent years it has acquired manufacturing plants, design firms, and component makers in the United States, Europe and Asia. It also has landed huge manufacturing contracts with Motorola Inc. and Microsoft Corp.
As Marks sees it, the business of global contract manufacturing is all about speed. The time it takes to get a prototype into mass production and onto retail shelves across the globe can determine whether a leading-edge digital gadget succeeds or flops. And with the Internet and corporate makeovers rapidly reconfiguring entire industries, Marks thinks it’s a bigger sin to miss important opportunities than to make a mistake or two. So he doesn’t want to tie down his top managers with bureaucracy. One of Marks’ favorite dictums: “It’s not the big who eat the small. It’s the fast who eat the slow.”
So far Marks has managed to craft the right balance. A Harvard MBA who had run several small electronics makers, Marks helped engineer a takeover of Singapore domiciled Flextronics in 1993, when it was nearly bankrupt. After turning the company around, he began to rebuild. Flextronics became a favored supplier to companies like Cisco, 3Com, and Palm. Flextronics is poised to become the world’s second-largest contract manufacturer, after Milpitas (Calif.) based Solectron Corp. Beside the industrial parks in Hungary, it also has huge manufacturing campuses in Mexico, China and Brazil.
The basketball hoop hanging in Marks’ modest, somewhat disheveled office seems to sum up his self-image. Marks is a passionate player – even though he stands all of 5 ft. 2 in. Likewise, in the business world Marks seems determined to prove a point. One way or another, he’s convinced he can retain the agile management style of a start-up, while making Flextronics a global enterprise that can play in the big leagues.
1. Based on your reading of the case, describe Marks’ leadership process, style, behavior and the text term that best defines it. Do you think he is successful because of or in spite of his leadership approach?
2. What leadership theories covered in the chapter.
ask an expertwww.NursingMadeIncrediblyEasy.com JanuaryFe.docxrandymartin91030
Nurses should advocate for policy issues by getting involved in lobbying. The American Nurses Association believes it is nurses' responsibility to advocate for patient safety, care standards, and healthy work environments. Nurses can make a difference by participating in professional organizations, staying informed on issues, and contacting legislators. When lobbying, nurses should keep messages short and focused, build relationships with legislative staff, and time requests appropriately in the legislative process.
Ask clarifying or thought provoking questions.Provide personal or .docxrandymartin91030
Ask clarifying or thought provoking questions.
Provide personal or professional examples that further illustrate relevant social psychological concepts identified in your classmate’s post.
Supply additional information that might influence your classmate’s interpretation. For example, recommend resources that further support their position or identify possible alternative explanations.
.
Asian American ResearchHello class, I hope this finds you all we.docxrandymartin91030
Asian American Research
Hello class, I hope this finds you all well!
For this week and the last we have been looking at an overview of Asian American Theatre, some of its origins, traditions, the rise of xenophobia against specific yet different Asian cultural groups, and Asian immigration over the last 150 years, as well as a brief look at where this culturally specific kind of Theatre and cinema stands today nationally and more locally with respect to the kinds of stories that are being told that are from an Asian P.O.V. as well as the actors that are cast to play these roles in the last 80 years of cinema, television and theater.
Consider your own overall outlook, knowledge and familiarity (including from our class) with Asian history in the U.S. and the potential struggles that Asian Americans have endured in the last century(s) with the mass migrations in the middle of the 1800’s, the struggle of the Gold and Railroad industries, the rise of wars and conflicts that set Asian Americans and immigrants against the prevailing attitudes in the U.S. about race in the last 150 years.
Looking at the Asian American experience in the U.S. is important as we consider the building blocks of our nation, with railroads, industry, wars, working and labor rights, internment camps during WWII, the deep culture of education and rich traditionalism that is so socially important to the overall history of this group of study, and the important contributions that we as a society have enjoyed from key figures in Asian American history.
We can all speak with a certain level of experience and knowledge, either directly or indirectly, to what we think would be important elements and issues to discuss within the Asian American culture.
Your assignment for this week is to research our topic of Asian American Arts and find an article or video link that deals with this topic in some way and then respond to it with a response paper.
This can be topics of:
1. The Issue of "Yellow Casting" and it's affects on modern Cinema
2. Insufficient roles for Asians in Cinema, T.V. and Theatre
3. Pay gap for Asian actors compared to white actors,
4. How many of the common stereotypes that we discussed are still seen and expressed in film and TV. today.
5. Highlighting an Individual Artist and their impact on pop culture and elevating Asian culture in some way:
- Director(s)
- Actor(s)
- Playwright(s)/Screenwriter(s)
- Any article or video you feel are relevant to our topic and this assignment that
you can write a reaction to in line with this assignment
Please upload your link with your 2-3 page reaction paper. (double space / MLA format)
.
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019).docxrandymartin91030
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019)
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This case was prepared by
Dr. Ivy S. N. Chen of Hong
Kong Polytechnic Univer-
sity, Professor Sherriff T. K.
Luk of Emlyon Business
School, France, and Dr.
Jinghui Tao of Nanjing
University of Finance and
Economics, as a basis for
classroom discussion rather
than to illustrate either effec-
tive or ineffective handling of
an administrative or business
situation.
Please send all correspon-
dence to Dr. Ivy S. N. Chen,
Department of Management
and Marketing, Hong Kong
Polytechnic University, Hung
Hom, Kowloon, Hong Kong.
E-mail: [email protected]
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Asian Americans had been excluded from entering the U.S. for more th.docxrandymartin91030
Asian Americans had been excluded from entering the U.S. for more than half a century through the litany of anti-Asian immigration legislation passed in the years (1882, 1917, 1924, 1934) leading up to WWII. How did the 1965 Immigration Act (Hart-Cellar Act) change this situation? Why have so many well-educated Asians immigrated into the U.S. after the passage of this act? To what extent will Asian immigrants continue to enter the U.S. in the 21
st
century? Drawing upon evidence presented in the course reading (Fong's chapter), make a case that Asian immigrants will continue to come in a steady pace to the U.S., or slow down significantly, or halt altogether.
.
Asia; Opera and Society and a DilemmaPlease respond to t.docxrandymartin91030
Asia; Opera and Society and a Dilemma
Please respond to the following,
using sources under the Explore heading
as the basis of your response.
Describe two (2) examples of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Compare this to a modern example of art used for social protest.
.
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Resonant leaders consciously build relationships through purpose mastery, being mastery, awareness, and acting with purpose. Purpose mastery and a shared vision help build relationships, while being mastery through practices like meditation, nature, exercise, and loving relationships instills confidence in others. Awareness of self, feelings, thoughts, and the needs of others also builds relationships. Acting on purpose with mindfulness of the present moment and conscious behaviors further develops relationship confidence. The results of relationship building are hope, compassion, and renewal.
Personality development study material by mr zeeshan nicksZEESHANALAM54
Personality is shaped by heredity, environment, and situation. It can be understood by analyzing one's behaviors, personality traits, attitudes, and perceptions. Developing self-awareness provides many benefits and allows one to understand themselves and how they relate to others. Gaining self-awareness involves self-analysis, seeking feedback from others, self-disclosure, having diverse experiences, and increasing emotional intelligence. Lack of self-awareness can lead to poor decisions and issues in personal and professional life.
The document discusses the components of emotional intelligence that effective leaders possess. It summarizes Daniel Goleman's research finding that emotional intelligence is crucial for leadership success more than IQ or technical skills. The five components of emotional intelligence are self-awareness, self-regulation, motivation, empathy, and social skills. Each component is then defined in one to three sentences. For example, self-awareness means understanding one's own emotions and having candor in assessing strengths and weaknesses. Self-regulation allows one to control feelings and not panic. Motivation provides drive to achieve beyond expectations. Empathy means considering how others feel in decision making. Social skills help manage relationships and move people in the desired direction.
1) The document is about emotional intelligence and is authored by Jayesh Sasane. It discusses the key elements of emotional intelligence, including self-awareness, self-regulation, empathy, social skills, and motivation.
2) Emotional intelligence refers to the ability to manage one's own emotions and influence the emotions of others. It is an important trait for employees and leaders to have in order to stay in control and have a positive approach.
3) The document provides tips on how to improve emotional intelligence, such as reflecting on one's emotions, asking others for perspective, and observing how one's emotions are perceived by others. It emphasizes the importance of emotional intelligence for effective communication, stress relief, and def
This document provides information on personality development and the factors involved in achieving success. It defines personality as unique patterns of thoughts, feelings and behaviors that distinguish individuals. The five major dimensions of personality are described as openness, conscientiousness, extraversion, agreeableness, and neuroticism. Personality development improves self-awareness, develops talents and skills, and enhances quality of life. Key benefits include increased confidence, credibility, social interaction skills, and leadership abilities. Success is a progressive realization of worthy goals and is subjective, depending on individual values. Hard work, commitment, responsibility, character, and a positive mindset are important factors for success, while lack of information, skills, limiting beliefs, and fear can
This is a power point presentation I made at the RV College of Engineering to pre-final year students. The Program is meant students as leaders for the corporate world.
This document discusses the author's experiences completing various leadership assessments. The assessments revealed that the author has a free-rein leadership style that emphasizes subordinates over themselves, moderately high emotional intelligence, and a tendency to collaborate when resolving conflicts. The author also discusses experiences they have had leading in academic and family contexts, and how their mother and son with Down syndrome have influenced their leadership development.
CASE 1I took the recommended Leadership Training and Developm.docxwendolynhalbert
CASE 1
I took the recommended Leadership Training and Development report: Values in Action Inventory of Strengths assessment. My values identified from this assessment were as follows: love, fairness, kindness, hope, gratitude, honesty, teamwork, leadership, forgiveness, perseverance, humility, perspective, zest, prudence, creativity, judgement, bravery, curiosity, self-regulation, social intelligence, humor, appreciation of beauty & excellence, love of learning, spirituality. I was surprised and overwhelmed with joy to see love as my number one value. Though I have a ton of love to give, I feel that I have a hard time express my love for others. Knowing that this assessment identified love as a significant strength gives me great strength that even though I don’t recognize my outward display of love, it is received by others. I was also surprised to see love of learning so low on the list. I love to learn new things, I’m just not one to pick up a book and read I would rather learn new things using the hands-on method. It is possible that my inability to identify my out-ward displays of love have clouded my perception on thought of a love to learn. I would have thought that leadership and social intelligence would have been higher on the list. I love to lead and mentor the new airman coming into the military. I’m not surprised at all by spiritual and humor being so low on my list. I’m not very good with making jokes, most people only laugh at me when I am trying to be serious. I am not a religious person therefore spiritual feel right where it should have. After taking this self-examination I will need to learn how to use my strength better rather than using my weaknesses. This test was very eye opening for me and will allow me to become a better leader along the way.
I scored fairly high on all sections of the emotional intelligence self-assessment in chapter 3 of Sterret (2006). I scored a 20 on self-awareness, 22 on self-confidence, 19 on self-control, 19 on empathy, 21 on motivation, and 21 on social competency. The results seem to be in line with what I would have expected. I have been the enlisted leader of a section for the last 6 years and have learned if the person working for you, believes you care about them they tend to work much harder to support your efforts. On the leadership assessment I scored mostly 5 or 4 with a couple 3. I completed one assessment and sent three assessments to airmen that previously worked and currently work for me, all the results were relatively comparable. The fellow airmen were initially not able to identify the links between their strengths and weakness’, as I would hope. I think I scored myself lower than the troops scored me, because I tend to have higher expectations for myself than others. It was nice to see how people that have worked for you grade you when it comes to your leadership. It gives me inspiration that I am actually doing a good job leading the personnel under me.
I identified ...
People management skills_Interpersonal skills, Emotional Intelligence, Employee Engagement, Motivation and Conflict Resolution strategies and techniques
1) The document discusses the importance of emotional intelligence and how it is becoming more important than intellectual ability alone for career success.
2) It provides examples of highly intelligent people who were unable to advance or thrive due to poor emotional skills like an inability to take feedback, lack of social skills, or harsh treatment of others.
3) The document argues emotional intelligence includes self-awareness, self-regulation, motivation, empathy, and social skills, which allow one to manage emotions effectively and work well with others.
Emotional Intelligence:an Essentional Skill for Public ManagementShahid Hussain Raja
Explains the meaning of emotional intelligence,its need for a public servant and the varios steps he should take to create a congenial working environment for the subordinates
The Skills And Knowledge I Learned Through The CourseVictoria Burke
The document discusses the relationship between social anxiety and emotional intelligence among adults. It defines emotional intelligence as the ability to manage and identify one's own emotions and those of others, while social anxiety is the fear of interacting with people that creates feelings of self-consciousness or being negatively judged. The document hypothesizes that adults with high social anxiety will have poorer emotional intelligence, especially self-control, during social interactions. It aims to clarify the correlation between social anxiety and emotional intelligence levels among adults.
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Human relations are fundamental in various professions including nursing. Nurses constantly interact with patients, families, colleagues and the multidisciplinary healthcare team. As members of society, nurses also interact with people in their personal lives. Therefore, nurses must be well-equipped with skills in human relationships to carry out their professional and personal responsibilities efficiently. Effective human relations enable understanding of human behavior and developing positive attitudes.
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Ask Michael E. Mark about his company’s procedures for making a big .docxrandymartin91030
Ask Michael E. Mark about his company’s procedures for making a big capital investment, and he is likely to refer you to the Flextronics International Corporate Policy Manual. It has 80 pages – all of them blank. Although Marks is Flextronics’ chairman and CEO, he says he sometimes lets subordinates such as Humphrey W. Porter, the head of Flextronics’ European operations, do multi-million dollar acquisitions without showing him the paperwork. He disdains staff meetings at his San Jose (Calf.) headquarters, and he refuses to draw up an organization chart delineating his managers’ responsibilities.
One might think Marks’ style is too casual for a growing conglomerate. This is a giant that owns dozens of factories scattered over four continents and has big contracts with some of the most demanding corporate customers on earth, from Cisco Systems Inc. to Siemens. In recent years it has acquired manufacturing plants, design firms, and component makers in the United States, Europe and Asia. It also has landed huge manufacturing contracts with Motorola Inc. and Microsoft Corp.
As Marks sees it, the business of global contract manufacturing is all about speed. The time it takes to get a prototype into mass production and onto retail shelves across the globe can determine whether a leading-edge digital gadget succeeds or flops. And with the Internet and corporate makeovers rapidly reconfiguring entire industries, Marks thinks it’s a bigger sin to miss important opportunities than to make a mistake or two. So he doesn’t want to tie down his top managers with bureaucracy. One of Marks’ favorite dictums: “It’s not the big who eat the small. It’s the fast who eat the slow.”
So far Marks has managed to craft the right balance. A Harvard MBA who had run several small electronics makers, Marks helped engineer a takeover of Singapore domiciled Flextronics in 1993, when it was nearly bankrupt. After turning the company around, he began to rebuild. Flextronics became a favored supplier to companies like Cisco, 3Com, and Palm. Flextronics is poised to become the world’s second-largest contract manufacturer, after Milpitas (Calif.) based Solectron Corp. Beside the industrial parks in Hungary, it also has huge manufacturing campuses in Mexico, China and Brazil.
The basketball hoop hanging in Marks’ modest, somewhat disheveled office seems to sum up his self-image. Marks is a passionate player – even though he stands all of 5 ft. 2 in. Likewise, in the business world Marks seems determined to prove a point. One way or another, he’s convinced he can retain the agile management style of a start-up, while making Flextronics a global enterprise that can play in the big leagues.
1. Based on your reading of the case, describe Marks’ leadership process, style, behavior and the text term that best defines it. Do you think he is successful because of or in spite of his leadership approach?
2. What leadership theories covered in the chapter.
ask an expertwww.NursingMadeIncrediblyEasy.com JanuaryFe.docxrandymartin91030
Nurses should advocate for policy issues by getting involved in lobbying. The American Nurses Association believes it is nurses' responsibility to advocate for patient safety, care standards, and healthy work environments. Nurses can make a difference by participating in professional organizations, staying informed on issues, and contacting legislators. When lobbying, nurses should keep messages short and focused, build relationships with legislative staff, and time requests appropriately in the legislative process.
Ask clarifying or thought provoking questions.Provide personal or .docxrandymartin91030
Ask clarifying or thought provoking questions.
Provide personal or professional examples that further illustrate relevant social psychological concepts identified in your classmate’s post.
Supply additional information that might influence your classmate’s interpretation. For example, recommend resources that further support their position or identify possible alternative explanations.
.
Asian American ResearchHello class, I hope this finds you all we.docxrandymartin91030
Asian American Research
Hello class, I hope this finds you all well!
For this week and the last we have been looking at an overview of Asian American Theatre, some of its origins, traditions, the rise of xenophobia against specific yet different Asian cultural groups, and Asian immigration over the last 150 years, as well as a brief look at where this culturally specific kind of Theatre and cinema stands today nationally and more locally with respect to the kinds of stories that are being told that are from an Asian P.O.V. as well as the actors that are cast to play these roles in the last 80 years of cinema, television and theater.
Consider your own overall outlook, knowledge and familiarity (including from our class) with Asian history in the U.S. and the potential struggles that Asian Americans have endured in the last century(s) with the mass migrations in the middle of the 1800’s, the struggle of the Gold and Railroad industries, the rise of wars and conflicts that set Asian Americans and immigrants against the prevailing attitudes in the U.S. about race in the last 150 years.
Looking at the Asian American experience in the U.S. is important as we consider the building blocks of our nation, with railroads, industry, wars, working and labor rights, internment camps during WWII, the deep culture of education and rich traditionalism that is so socially important to the overall history of this group of study, and the important contributions that we as a society have enjoyed from key figures in Asian American history.
We can all speak with a certain level of experience and knowledge, either directly or indirectly, to what we think would be important elements and issues to discuss within the Asian American culture.
Your assignment for this week is to research our topic of Asian American Arts and find an article or video link that deals with this topic in some way and then respond to it with a response paper.
This can be topics of:
1. The Issue of "Yellow Casting" and it's affects on modern Cinema
2. Insufficient roles for Asians in Cinema, T.V. and Theatre
3. Pay gap for Asian actors compared to white actors,
4. How many of the common stereotypes that we discussed are still seen and expressed in film and TV. today.
5. Highlighting an Individual Artist and their impact on pop culture and elevating Asian culture in some way:
- Director(s)
- Actor(s)
- Playwright(s)/Screenwriter(s)
- Any article or video you feel are relevant to our topic and this assignment that
you can write a reaction to in line with this assignment
Please upload your link with your 2-3 page reaction paper. (double space / MLA format)
.
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019).docxrandymartin91030
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019)
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Jinghui Tao of Nanjing
University of Finance and
Economics, as a basis for
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dence to Dr. Ivy S. N. Chen,
Department of Management
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Polytechnic University, Hung
Hom, Kowloon, Hong Kong.
E-mail: [email protected]
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Asian Americans had been excluded from entering the U.S. for more th.docxrandymartin91030
Asian Americans had been excluded from entering the U.S. for more than half a century through the litany of anti-Asian immigration legislation passed in the years (1882, 1917, 1924, 1934) leading up to WWII. How did the 1965 Immigration Act (Hart-Cellar Act) change this situation? Why have so many well-educated Asians immigrated into the U.S. after the passage of this act? To what extent will Asian immigrants continue to enter the U.S. in the 21
st
century? Drawing upon evidence presented in the course reading (Fong's chapter), make a case that Asian immigrants will continue to come in a steady pace to the U.S., or slow down significantly, or halt altogether.
.
Asia; Opera and Society and a DilemmaPlease respond to t.docxrandymartin91030
Asia; Opera and Society and a Dilemma
Please respond to the following,
using sources under the Explore heading
as the basis of your response.
Describe two (2) examples of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Compare this to a modern example of art used for social protest.
.
Ashry 1Nedal AshryProf. GuzikENGL 301B15 February 20.docxrandymartin91030
Ashry 1
Nedal Ashry
Prof. Guzik
ENGL 301B
15 February 2020
Education and Technology
The benefits of technology cannot be denied in how they help students getting their work done both in and outside of the classroom. Technology also saves students time by helping them submit their work when it’s due. Even with these great benefits, using screen-based-devices can distract students from staying focused. Handwriting notes is more efficient than typing it because the notes will be more specific. In this essay, I will discuss the benefits of screen-based-devices in education and their disadvantages. I will discuss a potential policy which California State University Long Beach should adopt in order to prevent students from multitasking and staying focused on getting one task done at a time. Administrators and instructors should develop ways to help students stay engaged in class by providing them with a productive environment for learning with the use of screen-based-devices.
Students who try to multitask can’t get things done in a timely manner since their brain can’t process two different things at the same time. According to Dr. Adam Gazzaley, who is a neuroscientist at the University of San Francisco, the prefrontal cortex faces challenges when the brain tries to process multiple tasks at the same time. Studies show that the brain works in harmony with the prefrontal cortex when one task is being accomplished. However, as soon as students start multitasking, the right hemisphere and left hemisphere of the brain are forced to work independently which stops them from getting things done on time. However, if they focus on doing schoolwork or taking notes individually from start to finish, they won’t be worried or concerned about checking their devices. In order for the prefrontal cortex to process things in harmony with the rest of the brain, students should minimize the use of screen-based-devices while they are in class or doing homework so that they can get tasks done on a timely manner.
Another disadvantage about screen-based-devices is the ability to retain information during lectures. Students spend the entire class time taking notes on their electronic devices without paying full attention to the material being taught. I have experienced this issue myself when I would be taking notes during class, and when I went home to study. I had a hard time understanding my notes because I didn’t spend as much time paying attention during class. With some professors drawing diagrams or not having uniform notes, I would not be able to copy down the information on my screen-based-device as quickly or in a manner that would make as much sense as what the professor wrote on the board. I also would get distracted as soon as I received a notification from either Facebook, Twitter or when I receive an important email. I would often find myself switching from one screen to another and oftentimes forget that I am in class. It came to a point where I prefer.
Ashford Graduate Intro Week Six Discussion Two 2 Examples.docxrandymartin91030
Ashford Graduate Intro Week Six Discussion Two: 2 Examples
Example One:
The purpose of this discussion is to compare and contrast a popular mainstream article
on cyber bullying with an article on the same topic in peer-reviewed scientific literature.
Cyber bullying is certainly a very important issue in the modern world, where we are, in
many ways, more connected and able to interact with each other technologically than ever
before. With the overall volume of social networking among youths and adolescents up, the
dangers posed by online abuse and bullying has come to the forefront in public awareness
and has become a topic often discussed in the mass media. With multiple high profile cases
of adolescents committing suicide as a result of constant cyber bullying, it is clear that the
issue is a serious one with deep psychological effects.
The two articles used in this discussion are a USA Today article by Robin Erb, entitled
Social-media abuse rampant in middle, high school, and an entry from a 2013 edition of
the Journal of Youth and Adolescence entitled, Cyber bullying and internalizing
difficulties: Above and beyond the impact of traditional form of bullying.
The most striking difference between the two articles can be found in the use of
language. The USA Today article is well-written, but it is done so in a manner that is
clearly intended to be easily consumable for both parents and potential young readers. The
scholarly article, naturally, is much more matter-of-fact and is clearly not designed for the
casual reader, void of the colorful language and first-person accounts heavily featured in
Erb’s piece. For instance, terms such as “throwing shade” are mentioned, and one quote
reads, “teenagers have these squishy little half-formed brains” (Erb, 2015). This use of
casual language is not brought up to belittle the article in any way, because it actually is
written in a way in which the average reader is much more likely to read the article to its
completion and also more likely to understand the content once they are finished than is the
more complex journal entry. However, for someone who is truly interested in the topic and
wants to explore it more fully, the journal entry provides a much deeper insight into the
psychological effects of cyber bullying and how those psychological effects correlate with
real-world consequences. It also brings up a few factors and concepts that are not openly
discussed in the USA Today article, such as the fact that evidence shows that “students
who are cyber victimized are less likely to report or seek help than teens who were
victimized by more traditional means” (Bonnano & Hymel, 2013, p. 695).
Perhaps the most important commonality between these two articles, besides the overall
topic itself, is the intent of the work. While the information is disseminated in a very
different manner, the overall message may be the same. Both articles are meant to bring .
Ashford 6 - Week 5 - Final ProjectFinal ProjectImagine that you.docxrandymartin91030
Ashford 6: - Week 5 - Final Project
Final Project
Imagine that you work for a health department and have been asked to make a presentation to a group of health care professionals on the role and responsibilities of community and public health.
After reviewing the materials throughout the course and based on what you have learned, create a PowerPoint presentation of at least six slides that covers the following topics:
Describe the role of community and public health in the well-being of populations.
Describe the public health organizational structure.
Examine the legal and ethical dimensions of public and community health services.
Analyze funding of public and community health services.
Discuss the role of communication in community and public health programs.
Creating the Final
The Final Presentation:
Must be created using a screencast program such as Jing, Screencast-O-Matic, Screenr, or other audio/video program.
Must be a minimum of six PowerPoint slides in length (excluding title and reference slide), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title slide with the following:
Title of presentation
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include a succinct thesis that is presented on the opening slide.
Must address the topics with critical thought.
Must use at least four scholarly sources (not including the course text), including a minimum of two from academic journals found in the Ashford University Library. Other sources should be obtained from appropriate epidemiological information.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
ASD Services ResourcesAutism ResourcesFlorida Department of H.docxrandymartin91030
ASD Services Resources
Autism Resources/Florida Department of Health (www.floridahealth.gov.)
American Autism Association (www.myautism.org.)
Bloom Autism Services. ABA Therapy in South Florida (www.inbloomautims.com.
National Autism Association (https://nationalautimsassociation.org.)
Miami Dade County Autism Support Groups.
South Florida/Autism Speaks (www.autismspeaks.org.)
CAP4Kids Miami. Special Needs/Autism (https://cap4kids.org.)
The Autism Society of Miami Dade (www.ese.dadeschools.net.)
University of Miami Center for Autism and Related Disabilities (CARD)
Family Life Broward and Miami Dade. Miami Dade Special Needs Resources and Activities Guide (2019). (https://southfloridafamilylife.com.)
Running head: HIGHER EDUCATION 2
HIGHER EDUCATION 2
The Morrill Land-Grant Acts, Title V, Gratz v. Bollinger, and Grutter v. Bollinger
Student’s Name
Course Code
Institution Affiliation
Date
The Morrill Land-Grant Acts had the most significant positive impact on students' access to higher education. This is because this act made it possible for the new states in the west to put up colleges for their students. The institutions that were established gave a chance to a lot of farmers and other working-class people who could not previously access higher education. Since the land was the most readily available resource, it was given for these states to establish colleges. According to Christy (2017), even though some individuals misused the earnings from those lands, the Morrill land-grant Act gave the foundation of a national system of state colleges and universities. Finances from the lands even helped existing institutions, helped build new institutions, and other states were able to charter new schools.
Grutter v. Bollinger & Gratz v. Bollinger had the most influence in shaping how higher education institutions recruit and retain students from diverse backgrounds. This is because this ruling recognizes the benefits of diversity in education and validates any reasonable means which can be used to achieve that diversity. The verdict is even supported by a lot of studies which show that student body diversity promotes learning outcomes, and 'better prepares students for an increasingly diverse workforce and society…'" (The Civil Rights Project, 2010). Grutter vs. Bollinger laid a foundation for the diversity we see today in universities and colleges. Garces (2012) asserts that in our current world, which is diverse, access to higher education is what determines our legitimacy and strength. This all has been made possible by the Grutter v. Bollinger & Gratz v. Bollinger. The ruling helped break down stereotypes and for students to understand others from different races.
References
Christy, R. D. (2017). A century of service: Land-grant colleges and universities, 1890-1990. Routledge.
Garces, L. M. (2012). Necessary but not sufficient: The impact of Grutter v. Bollinger on student of color enrollment in graduate and profess.
ASCI 615
Aviation/Aerospace Accident
Investigation and Analysis
Data Collection Part II
Overview
• Records Review
• Electronic Evidence
CVR
FDR
ATC data
Weather
Aircraft Records
Crew Records
• Accident Photography
• Witness Interviews
Records Review
• Records are not as glamorous as wreckage, but may
tell a large part of the story. Personnel training and
qualification, aircraft maintenance and modification,
and company policies and procedures all help build a
picture of the operation prior to the accident
• Operations Specialist –
Gather personnel, medical, and training records of aircrew
involved.
Get copies of operating procedures, flying schedules, and
training procedures from the owner/operator.
Records Review (Cont.)
• Maintenance Specialists –
Gather aircraft, engine, appliance, maintenance, servicing, and overhaul
records.
Gather personnel and training records for maintainers involved with the
accident aircraft.
Gather records on maintenance procedures, policies, and training.
Gather the same records for any organization that did outsourced
maintenance.
• Air Traffic Control Specialist –
Gather copies of all ATC voice and radar tapes.
Gather copies of local ATC policies and procedures.
Gather personnel and training records of local ATC personnel if
involvement in the accident is suspected.
Records Review (Cont.)
• Human Factors Specialist –
Gather and analyze crew issues including medical records,
schedule, crew rest, off-duty activities, nutrition, hydration,
etc.
May involve interviews with family members to establish
activities leading up to the aircraft.
Research previous work done on human-machine interface
and ergonomics in the aircraft.
• Weather Specialist – FAA requires special weather
observation to be taken at the time of the accident.
Gather this as well as weather forecast provided to
the aircrew.
Records Review (Cont.)
• Survival Specialist –
Gather information from first responders and rescue
personnel on condition and location of survivors, condition
and location of casualties, and type and severity of injuries.
Gather emergency response procedures and established
plans (E.g., Airport Emergency Plan)
Gather data “CREEP” data (covered in a later module)
Gather information from operator on assigned seat location
for each individual on the aircraft, both crew and
passengers.
Records Analysis
• Personnel records (crew and maintenance) –
Look for the obvious first: medical problems, training deficiencies,
qualification issues, personal problems.
Analyze training received and adequacy of training for the job
Analyze currency of training
Make sure the people involved were trained, qualified, and
current to be doing the job they were doing for both crew and
maintenance
Make sure the people involved were capable of doing wha.
ASCM 631 – Integrative Supply Chain Management – Midterm Examination
Multiple Choice Questions. Choose the one alternative that best answers the question. 2 points each.
1)
Successful supply chain management requires which of the following decision phases?
1)
_______
A)
Supply chain strategy/design
B)
Supply chain operation
C)
Supply chain planning
D)
all of the above
E)
A and B only
2)
Supply chain surplus involves what two parts?
2)
_______
A)
Reliable transportation and supply chain cost
B)
Manufacturing cost and selling price
C)
Customer value and high quality products
D)
Customer value and supply chain cost
3)
Successful supply chain management requires many decisions relating to the flow of information, product, and funds. These decisions fall into three categories or phases. Which of the following is NOT one of these categories?
3)
_______
A)
Supply Chain Strategy and Design
B)
Supply Chain Operation
C)
Supply Chain Alliances
D)
Supply Chain Planning
4)
Customer arrival refers to
4)
_______
A)
the customer informing the retailer of what they want to purchase and the retailer allocating product to the customer.
B)
the process where product is prepared and sent to the customer.
C)
the process where the customer receives the product and takes ownership.
D)
the point in time when the customer has access to choices and makes a decision regarding a purchase.
E)
none of the above
5)
Which of the following is not a process in the customer order cycle?
5)
_______
A)
Customer order fulfillment
B)
Customer arrival
C)
Customer order receiving
D)
Customer order entry
E)
All are processes in the customer order cycle.
6)
Supply chain responsiveness includes the ability to do which of the following?
6)
_______
A)
Handle supply uncertainty
B)
Match supply chain responsiveness with the implied uncertainty of demand
C)
Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness
D)
Understand customers and supply chain uncertainty
E)
none of the above
7)
The key weakness of the ________ view is that different functions within a firm may have conflicting objectives.
7)
_______
A)
Intrafunctional scope
B)
Intercompany scope
C)
Intraoperation scope
D)
Interfunctional scope
8)
Supply chain responsiveness includes the ability to do which of the following?
8)
_______
A)
Meet short lead times
B)
Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness
C)
Match supply chain responsiveness with the implied uncertainty of demand
D)
Understand customers and supply chain
E)
all of the above
9)
A supply chain strategy involves decisions regarding all of the following except
9)
_______
A)
operating facilities.
B)
transportation.
C)
inventory.
D)
information flows.
E)
new product development.
10)
Pricing directly affects revenues but.
asapnursingProvide a Topic of Health Promotion Paper for App.docxrandymartin91030
asap
nursing
Provide a Topic of Health Promotion Paper for Approval
Health Topic
1. Describe a single health promotion/disease prevention problem from the Healthy People 2020 Objectives Introduction to population or problem. Describe incidence, prevalence, epidemiology, cost burden etc.,
2. Description of specific population, program or organization Discuss how the policy is intended for a specific population, program or organization.
3. Specific legislators involved Identify and discuss specific legislators involved in the policy development and policy, practice and outcomes.
4. Discuss how the policy influences clinical practice and is used to promote best outcomes. Policy, practice and the inter-professional team. Examine how the policy can be used by the inter-professional team to ensure coordinated.
Use of primary sources and evidence that is not older than 5 years. Writing, grammar and APA application Scholarly grammar, use of APA 6th edition.
.
Asap Essay Need, it needs to be 4-5pages long. I really want to get .docxrandymartin91030
Asap Essay Need, it needs to be 4-5pages long. I really want to get A+.... Please help...... NO PLAGIARISM...OR SPELLING MISTAKES..... IF FOUND YOU WILL BE IN TROUBLE........
Topic--There are probably a few things that have changed since you were in high school. Write an essay that might seve as a call to action.What would you change about high school systems in general and specially.
Please make sure that there is good introduction.. good attention in the intro... good transition... and there better be thesis....
Make sure there is a thesis...
Plagiarism
is the "wrongful appropriation" and "purloining and publication" of another
author
's "language, thoughts, ideas, or expressions," and the representation of them as one's own
original work
.
[1]
[2]
The idea remains problematic with unclear definitions and unclear rules.
[3]
[4]
[5]
[6]
The modern concept of plagiarism as
immoral
and
originality
as an
ideal
emerged in Europe only in the 18th century, particularly with the
Romantic movement
.
DO IT RIGHT OR MONEY BACK...
.
ASB 100Spring 2019Writing Assignment 3In this assignme.docxrandymartin91030
ASB 100
Spring 2019
Writing Assignment 3
In this assignment, you must select a topic, condition, or problem related to ‘water, sanitation, and hygiene’ or climate change that you consider to be a global health priority. This priority needs to be specific rather than a general concept such as ‘climate change.’
After describing the issue and justifying why it is a priority, design a health intervention to address the issue. The intervention must include at least two components: an educational component (e.g. dealing with beliefs and behavior); and an infrastructure or policy component (for example new construction, policy to limit emissions, etc.). For each component, state what you would do as well, why and how your intervention would have an effect, and how you would measure success (e.g. increasing handwashing rates).
You are encouraged to use visuals to help explain your intervention or to provide examples of your interventions. If you use images from the internet, please provide the website where you found the image.
Make sure that you address the ‘who, what, where, when, and why’ issues in both your justification as well as your proposed intervention. For example, do you focus on areas that lack access to adequate sanitation versus places where the quality of services may be an issue? Do you focus on areas that are at highest risk of climate change impacts, or areas that contribute the most to greenhouse gases? Do you focus on urban or rural areas? For the educational component, do you provide ads on tv, billboards, or in schools? Do you focus on adults, teenagers, or children? Do you propose policy at the global or national level?
You must include at least one unique source for each section of the proposal (justification, education/behavior, infrastructure/policy). You may use the same author or institution for each section (such as the World Health Organization), but the documents must be unique for each part. Please make sure that you identify the source of any information you use by using in-text citations (e.g. the WHO (2016) states…), and well as identifying any direct quotations with quotation marks (“”).
Topic:
Justification: (approximately 200 words)
Educational / Behavioral Component: (approximately 300-400 words)
Infrastructure / Policy Component: (approximately 300-400 words)
Citations:
· Ulrich, D. & Smallwood, N. 2004. Capitalizing on capabilities. Harvard Business Review, 82(6):119-127 (C)
· Porter, M. E. (2001). The value chain and competitive advantage. Understanding business processes, Chapter 5, pp. 50-59. The reading is available online at the following link.
· https://books.google.com/books?hl=en&lr=&id=lNEl9R4MWawC&oi=fnd&pg=PT54&dq=porter+value+chain&ots=XCm72AmYMJ&sig=gYW0LThqprzbiDfB1NNnPxIEKA8#v=onepage&q=porter%20value%20chain&f=false
· Porter’s Value Chain Analysis: https://www.toolshero.com/management/value-chain-analysis-porter/
www.hbr.org
A R T I C L E
H B R S
P.
asapnursingHealth policy unfolds daily and drives clinical p.docxrandymartin91030
asap
nursing
Health policy unfolds daily and drives clinical practice in the US. The student will investigate current policies or legislation underway for a specific health-related issue. The Student will develop a scholarly APA formatted supported by evidence. The rubric:
1. Introduction to population or problem (incidence, prevalence, epidemiology, cost burden etc)
2. Description of how the policy is intended for a specific population, program or organization
3. Specific legislators involved in the policy development and dissemination
4. Identify the role of the APRN in assisting with the policy or refuting the policy – this requires the evidence to support opinion, ideas and/or concepts.
5. Discuss how the policy influences clinical practice and is used to promote best outcomes
6. Examine how the policy can be used by the interprofessional team to ensure coordinated and comprehensive care for the specific population
7. Conclusion – summarize findings
8. APA format – use of primary peer-reviewed references as much as possible
.
Asam100bbXinyu ShangReading journal week1In the article Im.docxrandymartin91030
Asam100bb
Xinyu Shang
Reading journal week1
In the article Immigration and Livelihood, 1840s to 1930s, the key reason why the Asians moved to the United States was to look for jobs. The Asians were desperate for jobs and were ready to work even if they received low salaries. On the other hand, their employers loved the situation since they made a lot of profits. The first Asians to enter the United States made it through the Manila galleon trade. “An act for the governance of masters and servants” (Chan, 1991 p25). However, other communities felt as if the Asians brought competition, which could result in a reduction of job opportunities. Some of these were the Euro-Americans employees who saw the Asians as their competitors. Others were the nativists for all levels who were aggressive to them since they stopped them for restless reasons to prevent their coming.
Azuma Introduction tells that people who were born in Japan and later on shifted to America for studies had the right to express their views without any restrictions. Both the Tateishi and the Hoashi had not gotten a chance to become leaders in the Japenese colonist community, and they were not even recognized in America. “East is West West is East” (Azuma, 2005 p9). However, their routes were not highly valued compared to their expressions, especially during their times. These two communities had the capability of offering their shared predicament comprehensibly in public. Linking with the article on Mercantilists, Colonialists, and Laborers, the dilemma of these communities living through the claimed the separation for the East-West separation and linked binaries. The article also concentrates on the global history of Japanese immigrants and the procedure of creating the racial process. Additionally, the collective impacts of the organizational and figurative regulators control the experience of a marginal group that was viewed as a racial project.Chapter one talks about theoretical groups and how they are confusing. There was considerable confusion on whether the Japanese who relocated to the United States were there to colonize the U.S, or they had just come as immigrants. “Going to America” (Azuma, 2005 p23). The difficulty categorized the historical course of Japanese relocation to the United States as a varied nature of the early Issue community. It is clear that later on, after the Japanese had shifted to the United States, they implemented their capitalist economy, which brought more confusion concerning the issue of immigration and colonization. Therefore, this was one of the intercontinental histories of Japanese immigration in the American West, which brought about the contradiction issue.
On the Takaki talks about how the Chinese moved to one of the cities in the United States known as California. It happened to be a movement that had been formed by several people from various nations. These were inclusive of the Korean, Chinese, Filipino, and Japanese. “Cheap .
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. Plastic Surgical Nursing www.psnjournalonline.com 55
Leadership and Emotional Intelligence:
Does It Matter?
Marcia Spear , DNP, ACNP-BC, CWS, CPSN, CANS
DOI: 10.1097/PSN.0000000000000088
Marcia Spear, DNP, ACNP-BC, CWS, CPSN, received her
Doctor of
Nursing Practice from Vanderbilt University School of Nursing.
She is fac-
ulty at both the School of Medicine and School of Nursing at
Vanderbilt.
She has more than 25 years of experience in plastic surgery and
wound
care and is presently working as a nurse practitioner and certifi
ed wound
specialist for the Department of Plastic Surgery at Vanderbilt
University
Medical Center. She is also an Assistant Professor at the
Jeannette C.
Rudy School of Nursing at Cumberland University, where she
teaches
2. undergraduate nursing students.
The author reports no confl icts of interest.
Address correspondence to Marcia Spear, DNP, ACNP-BC,
CWS, CPSN,
Department of Plastic Surgery, Vanderbilt University Medical
Center,
S-2221, Medical Center North, Nashville, TN 37232 (e-mail:
marcia.
[email protected] ).
Leadership and learning are indispensable to each other.
John F. Kennedy
Leadership is the ability to lead other people in the
accomplishment of a common task. How does a leader
accomplish this? What are the necessary
qualities and/or traits a successful leader must possess
to lead? No doubt, the task at hand with the leaders of
ASPSN is to further the mission and vision of the organi-
zation. I never really thought of myself as a leader until
I became actively involved in ASPSN where many of my
past mentors recognized my abilities and nurtured them.
When you have to do personal inventory of the quali-
ties that you possess as a leader, it can sure by an eye
opening experience. I sometimes think I know what my
effective and “good” qualities are but, then again, when
I look critically at my inventory, I fi nd myself lacking. In
this instance I must positively nurture the qualities I do
possess as I fulfi ll my obligations as President of ASPSN
and on my journey, develop and nurture those I did
3. not even know I had. So, to do my personal inventory
I decided to examine emotional intelligence (EI). I fi rst
heard of EI when I was participating in a formal ad-
vanced practice nurse mentor/mentee program and fi nd
EI to be simple and applicable to myself as a leader. It
also appeared to encompass many of the qualities that I
developed growing up: honesty, integrity, empathy, and
motivation.
Emotional intelligence was originally proposed in
1990 as an effective barometer for effectively dealing
with emotions within the self and others (Salovey &
Mayer, 1990). Salovey and Mayer (1990) described EI
as the ability to perceive, appraise, and express emo-
tion, access and process emotional information, gen-
erate feelings, understand emotional knowledge, and
regulate emotions for emotional and intellectual growth.
The concept of EI has been widely used in the corporate
world since Goleman published his book titled Emo-
tional Intelligence in 1995. Goleman (1995) described EI
as a capacity for recognizing our own feelings and those
of others, for motivating ourselves, and managing emo-
tions well within our selves and in our relationships. In
other words, EI is the ability to recognize your emotions,
understand what they are telling you, and realize how
your emotions affect the people around you. The defi ni-
tion was revised in 1997 to read, “Emotional intelligence
involves the ability to perceive accurately, appraise, and
express emotions; the ability to access and/or generate
feelings when they facilitate thought; the ability to under-
stand emotion and emotional knowledge, and the ability
to regulate emotion to promote emotional and intellec-
tual growth” (Salovey & Mayer, 1997, p. 35). Emotional
intelligence and the associated characteristics have been
associated with successful leaders in many arenas but
have not been well embraced in health care leadership
5. needs, and drives. Self-awareness involves being hon-
est with our selves as well as others. We would all like
to believe that we are good at everything but, unfortu-
nately, this is just not the case in spite of what we might
think. Someone who is highly self-aware knows where
they are going and why. One of my lifelong sayings has
been, “I know my fl aws better than anyone.” Sometimes
it is hard to accept those fl aws but being able to recog-
nize and accept them as a leader through self-aware-
ness will enable me to work with the other leaders in
identifying the strengths necessary for accomplishing
the goals of ASPSN. Self-awareness is a mechanism for
self-inventory as a leader that I will utilize it often.
Self-regulation is the ability to control or redirect disrup-
tive impulses and moods. It also includes the propensity
to suspend judgment and to think before acting ( Gole-
man, 2004 ). Hallmarks of self-regulation include trustwor-
thiness and integrity, comfort with ambiguity, and open-
ness to change ( Goleman, 2004 ). Now to me, this seems
to be in confl ict with EI, a bunch of women not acting and
reacting with emotions. That can be a deal breaker. Self-
regulation is inner conversation and fi nding ways to con-
trol and even channel emotions in useful and productive
ways. I have always talked to myself. When my daughter
was growing up and we were going to daycare and work
each morning, I would talk out my whole day to myself
as I was driving. My daughter got used to this and would
ask me almost daily, “Mom, you talking to yourself again?”
Yes, I would say, planning my day. Self-regulation fosters
trust and fairness and can become contagious. This trust
and fairness is essential for the growth of ASPSN. Life of-
fers no certainty and self-regulation allows one to go with
the fl ow, welcome change as a means for self-growth,
thoughtfulness, and refl ection. I like change. Change is
good. Change is good for ASPSN and leadership must
6. work toward change to better the organization.
Motivation is a passion to work for reasons that go
beyond status. Motivation is also the propensity to pur-
sue goals with energy and persistence ( Goleman, 2004 ).
I have often been called an overachiever but consider
that a compliment. There is nothing wrong with achiev-
ing for the sake of achieving. I love a job well done.
There is no better feeling of accomplishment. Emotional
intelligence identifi es seeking out creative challenges, the
love of learning, and taking pride in a job well done as
identifi ers of motivation. I proudly admit that I possess
these characteristics and am committed to the growth
and success of ASPSN. My job as a leader is to make
motivation contagious, not only to current leaders but to
potential future leaders as well.
Empathy is another characteristic of EI and a good
leader. Empathy is the ability to understand the emo-
tional makeup of other people and treating people ac-
cording to their emotional reactions ( Goleman, 2004 ).
Empathy does not mean in the instance of leadership
adopting the emotions of other people and trying to
please everybody. We all know that it is not possible to
please everybody. I no longer even attempt but being
a leader is not about pleasing people. It is not to say
that consideration of the feelings of others should be
ignored but should be included in intelligent decisions.
An effective leader must be able to sense the emotions
and understand the viewpoints of all stakeholders. The
stakeholders referred to here are the Board of Directors
of ASPSN. Using empathy promotes collaboration as a
team and I see this collaboration as essential in carrying
out my duties and responsibilities as a leader. We can’t
forget coaching and mentoring that grooms and moti-
vates our future leaders.
7. Now, last but not least, is social skill. Social skill
involves managing relationships and building net-
works. Social skill also involves the ability to fi nd
common ground and build rapport ( Goleman,
2004 ). In other words, we socialize continuous-
ly to build rapport and have the resources already
in place when there is a job that needs to be done.
Getting work done through other people is the
hallmark of a good leader. No leader is an island
( Goleman, 2004 ). It takes a collaborative approach to
be successful. I don’t believe I have ever accomplished
anything without the help and support of others.
CONCLUSION
Emotional intelligence can enhance the self-inventory
process of the characteristics necessary for a good and
infl uential leader. Self-awareness, self-regulation, motiva-
tion, empathy, and social skill are necessary components
of effective leadership. A leader needs social skill to get
the work done through and with other people. Motiva-
tion is necessary to communicate passion with the leaders
and members of ASPSN. Managing emotions and relation-
ships with others is imperative to further the mission and
vision of ASPSN. After all, this is my purpose as President
of ASPSN and one I take very seriously.
REFERENCES
Bradbuey , T. , Greaves , J. , & Leniconi , P.
( 2009 ). Emotional intel-
ligence 2.0 . San Francisco, CA : TalentSmart .
Cooper , R. , & Sawaf , A. ( 1998 ). Executive
EQ: Emotional intelligence
10. emotionai
inteiiigence. The fourth and finai section iiiuminates how the
components of emotional inteiiigence integrate with
contemporary
ieadership deveiopment practices and suggests some methods
for
deveioping emotionai inteiiigence competencies among
managers and
ieaders.
I
n an article on developing leadership capability. Conger states
that the issue
is not "whether leaders are born or made. They are born and
made."' Many
organizations are consciously focused on developing their
leadership po-
tential and programs aimed at leadership development continue
to gain
popularity among researchers and practitioners. Bersin suggests
that while man-
agement represents a relatively small percentage of the
workforce, about 21
percent of tbe training budget in corporate America is spent on
leadership de-
velopment and supervisory/management training.^
The concept of emotional intelligence has generated increasing
interest
during the past decade among those involved in leadersbip
development and
training. Proponents of emotional intelligence argue that it may
be more im-
portant than intellectual intelligence (IQ) in determining
leadersbip success.
11. Critics of emotional intelligence argue tbat mucb of tbe interest
in and extrava-
gant claims about El have been fueled by research published in
books (e.g.,
Goleman's Emotional Intelligence published in 1995) as
opposed to peer-re-
viewed journals and therefore, bave not witbstood adequate
scrutiny' Despite
Pubiic Personnei Management Voiume 41 No. 3 Fall 2012 535
the considerable debate and criticism surrounding the topic, at
the conclusion
of a book critiquing emotional intelligence. Murphy suggests
that there "are
some reasons for optimism about the future of emotional
intelligence, but there
is still a long way to go before this concept will come close to
living up to the
hype.'"'
This paper suggests that leadership development programs may
be en-
hanced through a better understanding ofthe concept of
emotional intelligence
and the inclusion of practices that aim to develop participants'
emotional intel-
ligence. The purpose of this paper is to review the current
literature on the
concept of emotional intelligence and to make some
recommendations about
how to proceed in terms of incorporating emotional intelligence
into leader-
ship development programs. The paper is divided into four
12. sections: first, I
define and present the two most cited models of emotional
intelligence. Sec-
ond, I review research on the relationship between leadership
and emotional
intelligence. Third, I provide a synopsis of the arguments for
and against emo-
tional intelligence. Fourth, I look at how the components of
emotional
intelligence integrate with contemporary leadership
development practices and
suggest some methods for developing emotional intelligence
competencies
among managers and leaders.
Defining Emotional Intelligence (El)
Mayer, Salovey and Caruso define emotional intelligence (El)
as "the capacity to
reason about emotions, and of emotions to enhance thinking. It
includes the
abilities to accurately perceive emotions, to access and generate
emotions so
as to assist thought, to understand emotions and emotional
knowledge, and to
refiectively regulate emotions so as to promote emotional and
intellectual
growth."5 Their model, considered an ability model, has been
more widely ac-
cepted by the academic community and contains four levels of
emotional
abilities. The most basic level is the ability to perceive emotion
and includes
skills such as recognizing facial expressions in others and
interpreting what
those expressions mean. The second level is the ability to use
emotion to facil-
13. itate thought and includes skills such as weighing confiicting
emotions against
each other to determine how one should react. The third level,
understanding
emotion, involves labeling emotions and understanding the
relationships asso-
ciated with shifts in emotion. The fourth level is the ability to
manage emotion,
to effectively manage feelings within oneself and others, for
example, calming
down after being angry, or being able to alleviate the anxiety of
another person.^
This model is measured through the Mayer-Salovey-Caruso
Emotional Intelli-
gence Test (MSCEIT).̂ Many leadership development programs
require
536 Public Personnel Management Volume 41 No. 3 Fall 2012
participants to complete self-report and 360-degree assessments
prior to attend-
ing the program. The MSCEIT, a self-report measure, could be
completed by
program participants prior to their attendance at the program to
assess baseline
levels of El and identify developmental opportunities. In this
way, during the
leadership development program, participants can obtain
feedback more di-
rectly tailored to improving their particular El weaknesses.
Goleman defines emotional intelligence as "abilities such as
being able to
motivate oneself and persist in the face of frustrations; to
14. control impulse and
delay gratification; to regulate one's moods and keep distress
from swamping
the ability to think; to empathize and to hope."^ Goleman's
model is consid-
ered a mixed model and has been more widely embraced by the
non-academic
community. This model of El is comprised of five skill areas,
three of which re-
late to personal competence and two of which relate to social
competence. The
personal competencies include: 1) Self-Awareness ("knowing
one's internal
states, preferences, resources, and intuitions"); 2) Self-
Regulation ("managing
one's internal states, impulses, and resources"); 3) Motivation
("emotional ten-
dencies that guide or facilitate reaching goals").' The social
competencies
include: (1) Empathy 'Awareness of others' feelings, needs, and
concerns" (2)
Social Skills 'Adeptness at inducing desirable responses in
others". i° There are
two measurement tools based on Goleman's model: the
Emotional Competency
Inventory (ECI) and the Emotional and Social Competency
Inventory (ESCI)."
As with the MSCEIT, leadership development programs will
benefit from the in-
clusion of either the ECI or the ESCI as one of the self-report
measures
completed by program participants prior to attendance. The
specific measure
of El that is likely to complement the other self-report and 360-
degree instru-
ments used will differ from one program to another. I suggest
15. that program
developers review the three El instruments mentioned here
(MSCEIT, ECI and
ESCI) as well as others that may appear to be a good fit, paying
particular atten-
tion to the psychometric properties of each instrument to ensure
that the
measure adopted has both reliability and validity and will truly
strengthen their
program.
Leadership and Emotional Inteiiigence
A number of different authors argue that El is a key component
of effective lead-
ership. ̂ ^ George suggests that leaders high in El are able to
recognize, appraise,
predict and manage emotions in a way that enables them to
work with and mo-
tivate team members.^^ Prati, Douglas, Eerris, Ammeter and
Buckley propose
that El is "essential to effective team interaction and
productivity" and that the
"emotional intelligence of the team leader is important to the
effective
Public Personnel Management Volume 41 No. 3 Faii 2012 537
functioning of the team. The leader serves as a motivator toward
collective ac-
tion, and facilitates supportive relationships among team
members. The
emotionally intelligent team leader also provides a
transformational influence
over the team."'"*
16. Both primary and secondary research looking at the El of
leaders is emerg-
ing. Cooper identifies a number of high profile business leaders
who
demonstrate what he refers to as the "four cornerstones" of El:
emotional liter-
acy, emotional fitness, emotional depth and emotional alchemy ̂
^ Harrison &
Clough conducted secondary research on 15 "state of the art"
leaders and found
that they possessed a number of characteristics, one of which
was high EI.̂ '̂ Bar-
ling, Slater and Kelloway examined self-report ratings of
managers' El and
subordinate ratings of their transformational leadership. They
found that El was
associated with three aspects of transformational leadership
(idealized influ-
ence, inspirational motivation and individualized
consideration).'^ Higgs and
Aitken studied the El of 40 managers participating in a
leadership development
center. They found El to be related to a number of aspects of
leadership and
they suggest that El may prove a good predictor of leadership
potential.'^ Man-
dell and Pherwani examined the predictive relationship between
El and
transformational leadership style in 32 managers working for a
medium to large
organization in the U.S. They found a significant relationship
between transfor-
mational leadership style and El.''Jordan and "froth conducted a
study with 330
university students participating in 108 teams. They found that
17. teams consisting
of members higher in El performed better than teams with
members lower in
El. They also found that El affected the type of conflict
strategies adopted. Those
higher in El were more likely to use collaboration at both the
individual and
team levels of analysis.̂ " In a study of 41 senior executives.
Rósete and Ciarrochi
investigated the relationship between El, personality, cognitive
intelligence and
leadership effectiveness. Their results showed that El was
associated with higher
levels of leadership effectiveness and that El explained variance
explained by
neither personality nor cognitive ability^' Dries and Pepermans
matched 51 high
potential managers with 51 regular managers. They found that
the El subscales
of assertiveness, independence, optimism, flexibility and social
responsibility
separated the high potential managers from managers
performing at an average
level.̂ ^ Rego, Sousa, Pina e Cunha, Correia, and Saur-Amaral
investigated the ex-
tent of co-variation between a leader's El and the creativity of
his/her team. They
found that employees were more creative when their team
leaders possessed
self-control against criticism and were more empathetic.^' The
evidence pro-
vided above indicates a link between El and leadership
effectiveness. Therefore,
assessment centers and other selection procedures targeted at
selecting effec-
tive leaders will benefit from the inclusion of El as one of the
18. selection criteria.
538 Public Personnel Management Volume 41 No. 3 Fall 2012
Again, self-report measures of El may be used bere but of
greater value would
be observation and measurement of participant El tbrougb the
various inter-
personal and group activities included in an assessment center.
Research
evidence to date implies that higher levels of El will lead to
greater levels of ef-
fectiveness in a leadership role.
There is also some evidence that El responds to training. For
example,
American Express financial advisors developed an emotional
competence train-
ing program in the early nineties. The study compared the
performance of
financial advisors working under managers who received
emotional compe-
tence training against managers wbo did not receive the
training. Advisors who
worked for a trained manager were able to grow their businesses
at a rate of
18.1 percent over 15 months compared to 16.2 percent for those
advisors who
worked under a manager who did not receive the training.̂ ^ In a
study of Bell
Labs engineers, Kelley and Caplan identified nine non-cognitive
strategies that
differentiated star performers from average performers: taking
initiative, net-
19. working, self-management, teamwork effectiveness, leadership,
followersbip,
perspective, sbow-and-tell and organizational savvy. A program
was developed
at Bell Labs focused on teacbing these skills to engineering
employees. Kelley
and Caplan note tbat at the time their article was written, 600
engineers had
participated in this program, which led to an increase in worker
productivity
(about 25% after one year) and an improved organizational
climate.̂ 5 Groves,
McEnrue and Sben found tbat a group of 135 employed business
students who
underwent an 11-week El training program showed significant
gains in El while
a control group showed no pre-test, post-test differences. While
the research
cited here appears promising, it is important to note tbat
researcb on El is still
evolving and has generated substantial debate. Tbe following
section summa-
rizes some of tbe major criticisms and counter-arguments
directed at EI.̂ ^
Evaluating Emotional Intelligence (El)
Tbere are criticisms over the definition of El. Locke argues tbat
El is defined
too broadly, that the definition of the concept is continuously
changing and that
tbe combination of reasoning witb emotion in tbe definition of
El is contradic-
tory He also feels that altbough intelligence can be applied to
many aspects of
life, including emotions. El itself is not truly a form of
intelligence.̂ '̂ Hedlund
20. and Sternberg find tbat conceptualizations of El "exceed the
boundaries of a
reasonable definition of intelligence."^^ Davies, Stankov and
Roberts call El an
"elusive concept. "29
There is also some concern about how much El adds to our
understand-
ing of behavior over and above existing constructs.^" In a meta-
analysis of 69
Pubiic Personnei Management Volume 41 No. 3 Fall 2012 539
independent studies. Van Rooy and Viswesvaran reported that
El showed a cor-
relation of .22 with general mental ability. They also found that
El was related to
all of the Big Five dimensions of Personality. The highest
correlate was found to
be extraversion (.34), then emotional stability (.33),
conscientiousness (.31) and
finally agreeableness and openness to experience (.23
respectively).''
Criticisms have also been targeted at tbe psychometric
properties of cur-
rent El measures. For example, Davies, Stankov and Roberts
investigated the
relationship among El measures, traditional human cognitive
abilities and per-
sonality in a set of three studies. They found tbat self-report
measures of El
either had poor reliability or (if reliabilities were acceptable)
tended to load on
21. established personality factors. They also report that objective
(versus self-re-
port) measures showed poor reliability'^ Conte finds that while
El measures
generally demonstrate adequate reliability, there is a lack of
validity evidence."
Otber researcbers echo tbis concern over the reliability and
validity of El meas-
ures currently in existence.'"* Furthermore, Landy criticizes the
cross-sectional
study designs that have typically been used when investigating
El, tbe lack of sta-
bility of definitions and instruments, the unavailability of
researcb findings
(primarily from studies by Goleman) to tbe interested reader
and the lack of
concrete suggestions on how one might use EI.'5
However, there are also authors wbo argue in support of El. For
example,
Mayer, Salovey and Caruso find that El meets three criteria tbat
establish it as a
form of intelligence: first. El tests can provide correct answers;
second. El cor-
relates modestly with other intelligences; third. El develops
with age.'^ In a study
comparing intellectual, emotional and managerial intelligence,
Dulewicz and
Higgs report that the measure of El used (based on 16 El
competencies) showed
both reliability and validity. They also found that a combination
of emotional
and intellectual intelligence was a better predictor of success
than either of them
alone.'^ Daus and Ashkanasy find that the ability model of El
shows sufficient
22. convergent and discriminant validity to support its claims as a
form of intelli-
gence.'^ Similarly, Ashkanasy and Daus argue in support of El
and suggest tbat
El is an individual difference variable that develops over time
and responds to
training. They find tbat El is a type of intelligence which is
related to but distinct
from other types of intelligence." Law, Wong and Song
collected data from three
samples: university students, bigh school students and
employees of a cigarette
factory in the People's Republic of China. They showed that El
was both related
to and distinct from the Big Five personality dimensions.
Further, peer ratings
of El accounted for over 10% of the variance in work
performance as rated by
supervisors.''°
In summary, criticisms of El focus on tbe broadness and
instability of tbe
definitions used and question the predictive validity of tbe
concept over and
540 Public Personnel Management Volume 41 No. 3 Fail 2012
above personality and other types of intelligence that have an
established place
in the literature. There are also reliability and validity issues
surrounding the
measurement of El. In the conclusion to a book critiquing El,
Murphy draws
the following four conclusions about El research: first, there are
23. issues sur-
rounding the definition and measurement of El; second, how El
is related to
other concepts (e.g., personality, social skills and general
intelligence) is not yet
well established; third, there is not adequate research to support
some of the
claims about the relationship between El and success in
different life arenas;
fourth, despite these concerns, there is some optimism about the
future of EI.''̂
Emotional Intelligence Training and
Leadership Development
In order to assist those who wish to determine how to
incorporate El into their
current leadership development programs, this section examines
how the di-
mensions of El fit into existing leadership development
practices and what
strategies might work best in developing El competencies.
While both models
of El identified above are important, I focus on Goleman's
model in this section
of the paper as this model and the literature surrounding it have
been more
practitioner-focused. As mentioned previously, Goleman's
model has five com-
petencies: self-awareness (knowledge of internal states,
preferences, resources,
intuitions); self-regulation (managing internal states, impulses,
resources); mo-
tivation (emotional tendencies that facilitate goal achievement);
empathy (being
aware of other people's feelings, needs, concerns) and social
skills (ability to
24. provoke desirable responses in others).''^ In order to provide a
context for the
concept of El in the domain of leadership training and
development, this sec-
tion compares Goleman's model of El with two important prior
studies in
this area.
The first study of leadership development to be introduced in
this section
is that of Conger who suggested that there are essentially four
approaches to
leadership development: personal development, conceptual
understanding,
feedback and skill building."*' Conger suggests that the
personal growth ap-
proaches to leadership development assume that the training
participant has
lost touch with his/her inner values, talents and passions.
Activities aimed at
personal growth help participants reconnect with these inner
qualities. Con-
ceptual approaches assume that leadership is complex and
poorly understood.
The goal of this category of training activities is to raise
awareness of some key
leadership ideas. Feedback approaches to leadership training
assume that par-
ticipants have already developed a leadership style, feedback
assists in
identifying the strengths and pitfalls of the individual's
particular style. Finally,
Public Personnel Management Volume 41 No. 3 Fall 2012 541
25. skill building approaches to leadership development employ
step-by-step in-
structions and demonstrations to help participants learn
essential leadership
skills and techniques.
It appears that a number of the competencies identified by
Goleman are
already the focus of current leadership development practices.
Looking at the
definitions provided and reviewing the activities identified by
Conger, Conger's
categories integrate with Goleman's competencies in the
following ways: per-
sonal growth integrates with Goleman's dimension of self-
awareness (both focus
on developing greater awareness of one's internal states);
feedback taps into
self-regulation (feedback on leader behaviors leads to a greater
recognition of
abilities, preferences and resources and identifies next steps in
managing re-
sources); skill building approaches help with the development
of social skills.
Thus, three of the four categories of leadership training and
development cur-
rently employed by practitioners overlap in some manner with
three of the five
competencies identified by Goleman in his model of EL
In a more recent study, Hartman, Conklin and Smith conducted
a review
of talks given to students of a leadership class by 12 business
leaders and iden-
tified six themes which constitute "practice-based definitions of
26. effective
leadership and leader development."'̂ '' Their six leadership
themes are: full com-
mitment (the leaders identified passion and 100% commitment
as important to
success); people orientation (appealing to and getting the most
from their sur-
rounding people); education (seeing everything as an
opportunity to contribute
to life-long learning); difficult challenges (taking on difficult
assignments); com-
munication (the importance of honest, face-to-face contact with
employees);
and ethics (staying with one's morals and acting with integrity).
Again, Gole-
man's competencies of El integrate with Hartman et al's themes
in a number of
ways: people orientation integrates with Goleman's category of
social skills
(both involve the ability to get the most from others);
communication integrates
with Goleman's category of empathy (there is abundant
literature linking em-
pathy to effective communication skills); ethical behavior
integrates with
Goleman's categories of self-awareness and self-regulation
(self-awareness in-
volves knowing those key values that are important to a leader
while
self-regulation is defined as the ability to manage one's
impulses and resources
so that the leader stays true to his/her values). Thus, three of
Hartman et al's
themes of effective leadership and leader development integrate
with four of
the five competencies identified by Goleman.''̂
27. "While the debate continues about the validity of El as a type of
intelligence
and the reliability and validity of El measures, this paper shows
that four of the
competencies of which it is composed integrate with prior
research on leader-
ship development. More specifically, the El competencies of
self-awareness,
542 Pubiic Personnei Management Volume 41 No. 3 Fail 2012
self-regulation and social skills overlap with the personal
growth, feedback and
skill building approaches to leadership development identified
by Conger.'̂ ^ The
El competencies of social skills, empathy, self-awareness and
self-regulation
overlap with the themes of people orientation, communication
and ethical be-
havior identified by Hartman et al."*̂ Consequently, I suggest
that practitioners
interested and involved in developing leaders not attempt to
improve all five El
competencies in the same training program, but rather consider
developing
one or more of the competencies identified here as integrating
with past re-
search in the area of leadership development (self-awareness,
self-regulation,
empathy and social skills) as stand-alone competencies and
provide training to
participants who lack the requisite skills on an as-needed basis.
For example,
28. the top training priority for one leader might be developing self-
awareness, for
another it may be improving self-regulation, for a third,
developing empathy,
while for a fourth, the initial focus for training might be
enhancing social skills.
The level of priority will be determined through the
measurement of each
leader's El prior to attendance at the leadership development
program.
Toward this end, Allen and Hartman reviewed 25 sources of
learning for
leaders and provide helpful information about each. Of the
activities identified
by Allen and Hartman, those most pertinent to developing self-
awareness in-
clude individual reflection, group reflection, executive
coaching, instruments,
simulations and personal development plans.'*^ Individual
reflection focuses on
a person's goals, past experiences and personal mission and is
captured through
activities like journaling. Group reflection typically occurs after
a teambuilding
activity. Participants discuss the pattern of events during the
exercise and iden-
tify strategies for improvement. Executive coaching is an
individualized method
of learning where a coach works with a client in a one-to-one
relationship to as-
sist in accomplishing behavioral improvements back at the
workplace.'̂ ^
Instruments are a popular vehicle for raising self-awareness. A
combination of
self-report and 360-degree instruments is often used as part of
29. leadership devel-
opment programs. It was suggested earlier in this paper that
measures of El be
incorporated as one of the instruments used in such programs.
There are a va-
riety of simulations available for use in leadership development
programs. These
range from simple paper and pencil exercises (for example,
where participants
are asked to imagine that they are in a crisis type situation and,
through discus-
sion, they have to agree on a preferred coursed of action) to
more elaborate
outdoor activities. Such exercises are then paired with group
reflection. Per-
sonal development plans involve the individual in developing
and taking
responsibility for his/her own training and development plan.
Activities most likely to contribute to the enhancement of self-
regulation
include executive coaching, developmental assignments,
simulations and
Public Personnel Management Volume 41 No. 3 Fall 2012 543
personal development. Please refer to tbe previous paragrapb
for definitions of
executive coaching, simulations and personal development
plans. Developmen-
tal assignments are structured so that they are both challenging
as well as
providing an opportunity for tbe individual to learn.^" Service
learning is likely
30. to prove a very good vehicle for developing empathy Service
learning involves
engagement in activities tbat target individual and community
needs.̂ ^
Social skills may be enhanced through the training
methodologies of team-
building, developmental relationsbips and networking with
senior executives.
Teambuilding involves members working cooperatively together
to analyze tbe
task aspect of their work as well as the interpersonal processes
occurring within
the group. Developmental relationships may be formal or
informal and help
provide the target individual witb information, support and
cballenge. Network-
ing witb senior executives gains tbe target individual exposure
as well as the
opportunity to learn about the organization from an informed
and informal
perspective.52
Finally, while motivation did not integrate with the prior studies
reviewed
here, I will nevertheless mention that of the training activities
identified, those
tbat seem most suited to tbe development of motivation as
defined by Gole-
man include classroom based trainining, self-paced learning, as
well as personal
development plans (defined above) to better understand and
assess a leader's
own motivation. Classroom-based training is formal education
with a relatively
short (usually lasting between three to five days) curriculum
31. geared towards
the particular needs of the executive audience. Self-paced
learning typically in-
volves participants reading a book, completing a workbook,
viewing a videotape
or listening to an audiotape.^^ Tbe reader is directed to Allen
and Hartman for
further information about each of these training activities.̂ "*
Summary and Conclusions
This paper focused on emotional intelligence, an evolving area
of theory, re-
search and practice in the field of leadership development. My
aim was to
provide an overview of the literature that pertains to El and
leadership. The
paper defined and identified the two most cited models of El,
reviewed research
on the relationsbip between leadership and El, provided the
major arguments
for and against El, showed how the components of El integrate
with current
leadership development practices and identified key activities
for developing El
competencies among managers and leaders. As stated above,
while the concept
has generated considerable debate. El does sbow some
important links to lead-
ership and four of the five components of Goleman's model of
El integrate with
contemporary practice in the field of leadership development.
Due to the
544 Pubiic Personnei Management Volume 41 No. 3 Fall 2012
32. criticisms targeted at the definition of El and the concerns with
the reliability
and validity of El measures, I suggest tbat organizations focus
on eacb of the El
competencies as discrete skills and assist leaders in developing
eacb skill inde-
pendently using one or more of tbe training activities identified
above.
Notes
' Conger, J.A. (2004). Developing leadership capability: What's
inside the black box?
Academy of Management Executive, 18, 136-139.
2 Bersin, J. (2008). 2008 U.S. corporate training budgets
emphasizing management and
leadership training. Available at:
http://services.tekrati.com/research/9987/ (accessed 30
September 2008).
' Goleman, D (1995). Emotional Intelligence. New York:
Bantam Books.
•* Murphy, K.R. (2006). A critique of emotional intelligence:
What are the problems and
how can they be fixed? New Jersey: Lawrence Eribaum
Associates.
5 Mayer, J.D., Salovey, P, & Caruso, D.R. (2004), Emotional
intelligence: theory, findings
znàvnpc2it:ons. Psychological Inquiry, 15(5), 197-215.
* Mayer, J.D., Salovey, P, & Caruso, D.R. (2000). Models of
emotional intelligence. In
33. Stenberg, R. (Ed.), Handbook of intelligence, Cambridge, UK:
Cambridge University
Press, 396-420; Mayer, J.D., Salovey, P, & Caruso, D.R.
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' Mayer, J.D., Salovey, P, & Caruso, D.R. (2002). Mayer-
Salovey-Caruso Emotional
Intelligence Test (MSCEU) User's Manual.Toronto, ON: MHS.
* Goleman, D. (1995), op cit.
' Goleman, D. (1998). Working with Emotional Intelligence.
New York: Bantam Books.
'» Ibid.
" Emmerling, R. (2008). Emotional Competence Inventory 2.0
Emotional & Social
Competency Inventory Available at:
www.eiconsortium.org/measures/eci_360.html
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'̂ Coetzee, C , & Schaap, P (2004). The relationship between
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of Industrial and Organizational Psychology, Sandton, South
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A. (2003). Emotional intelligence and transformational
leadership in groups. Paper
presentation of symposium Multilevel perspectives on emotions
in organizations at
the 18th Annual Meeting of the Society for Industrial and
Organizational Psychologists,
Orlando, FL; Goleman, D., Boyatzis, R., & McKee, A. (2002).
Primal leadership:
34. Realizing the power of emotional intelligence. Boston: Harvard
Business School Press.
'5 George, J.M. (2000). Emotions and leadership: The role of
emotional intelligence.
Human Relations, 53(8), 1027-1044.
'"* Prati, L.M., Douglas, C , Eerris, G.R., Ammeter, A.P, &
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Intemational Joumal
of Organizational Analysis, 11(1), 21-40.
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'5 Cooper, R.K. (1997). Applying emotional intelligence in the
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'* Harrison, J.K., & Clough, M.W (2006). Characteristics of
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" Barling, J., Slater,J., & Kelloway, E.K. (2000).
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'* Higgs, M., & Aitken, P (2003). An exploration ofthe
relationship between emotional
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823.
" Mandell, B., & Pherwani, S. (2003). Relationship between
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transformational leadership style: A gender
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Psychology, 17(5), 387-404.
2° Jordan, PJ., & Troth, A.C. (2004). Managing emotions during
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emotional intelligence and conflict resolution. Human
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2' Rósete, D., & Ciarrochi, J. (2005). Emotional intelligence
and its relationship to
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Leadership &
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22 Dries, N., & Pepermans, R. (2007). Using emotional
intelligence to identify high
potential: A metacompetency perspective. Leadership &
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23 Rego, A., Sousa, F, Pina e Cunha, M., Correia, A., & Saur-
Amaral, I. (2007). Leader self
reported emotional intelligence and perceived employee
creativity: an exploratory
study Creativity and Innovation Management, 16(5), 250-264.
2'' Smith, P (1994). Emotional competence training program -
American Express.
Available at www.eiconsortium.org, (accessed 2 March 2008).
36. 25 Kelley, R., & Caplan, J (1993). How bell labs creates star
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2« Groves, K.S., McEnrue, M.P & Shen, W (2008). Developing
and measuring the
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225-238.
2' Locke, E.A. (2005). Why emotional intelligence is an invalid
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28 Hedlund, J. & Sternberg, R.J. (2000). Too many
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J.D.A. (Eds.), The
handbook of emotional intelligence: theory, development,
assessment, and
application at home, school, and in the workplace, San
Francisco: Jossey-Bass,
136-167.
29 Davies, M., Stankov, L. & Roberts, R.D. (1998). Emotional
intelligence: in search of an
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3" Landy, FJ. (2005). Some historical and scientific issues
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3' Van Rooy, D.L. & Viswesvaran, C (2004). Emotional
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32 Davies, M., Stankov, L. & Roberts, R.D. (1998), op cit.
33 Conte, J.M. (2005). A review and critique of emotional
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3'' Becker, T. (2003). Is emotional intelligence a viable
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35Landy, FJ. (2005),opcit.
3* Mayer, J.D., Salovey, P, & Caruso, D.R. (2004), op cit.
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38 Daus, CS., & Ashkanasy, N.M. (2005). The case for the
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39 Ashkanasy, N.M., & Daus, CS. (2005). Rumors of the death
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''2 Goleman, D. (1998), op cit.
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19.
"" Ibid.
39. 50 Ibid.
5' Ibid.
Pubiic Personnel Management Volume 41 No. 3 Faii 2012 547
52 Ibid.
53 Ibid.
54 Ibid.
Author
Gohiaz Sadri, PhD
Department of Management
Mihaylo College of Business and Economics
California State University, Fullerton
800 North State College Boulevard
Fullerton, CA 92834
(657) 278-2162
gsadriC® fullerton.edu
Dr. Gohiaz Sadri received her doctorate in organizational
psychology from the
Victoria University of Manchester, U.K. She is professor of
organizational hehavior
at California State University, Fullerton. Sadri has published
articles in various na-
tional and international journals (for example, Journal of
Vocational Behavior,
Applied Psychology: An International Review, and Journal of
Managerial Psy-
41. Brenda Tyczkowski, DNP, RN;
Christine Vandenhouten, PhD, RN, APHN-BC;
Janet Reilly, DNP, APRN-BC; Gaurav Bansal, PhD;
Sylvia M. Kubsch, PhD, RN; Raelynn Jakkola, BSN
Less than 12.5% of nurses aspire to leadership roles, noting lack
of support and stress as major
factors in their decision not to pursue this area of practice.
Psychological resiliency, described
as the ability to properly adapt to stress and adversity, is key to
successful nurse managers.
Emotional intelligence (EI) is a related concept to resiliency
and is another noteworthy predictor
of leadership and management success. This study was
undertaken to determine the level of
and relationship between EI and leadership style of nurse
managers employed in Wisconsin
and Illinois facilities. A descriptive, exploratory study design
was utilized, with a convenience
sample of nurse managers working in 6 large Midwestern health
systems. Nurse managers were
invited to participate in the study by their employer, completing
the online consent form and the
demographic, Multifactor Leadership Questionnaire (MLQ)
Form 5X and the Emotional Quotient
Inventory (EQ-i 2.0) surveys. Statistically significant positive
relationships were noted between
EI and transformational leadership and the outcomes of
leadership (extra effort, effectiveness,
and satisfaction). No statistically significant relationships were
noted between EI and transactional
or laissez-faire leadership styles. Key words: emotional
intelligence, leadership style, nurse
managers, resiliency, transactional leadership, transformational
leadership
42. THE SCOPE of responsibility and thedepth of knowledge,
skills, and attitudes
needed to be an effective nurse manager (NM)
continue to expand. This expanding role leads
to stress among NMs. Emotional intelligence
(EI) is a useful tool to enhance psychologi-
cal resiliency to this stress. High levels of EI
can enhance transformational leadership style
Author Affiliations: University of Wisconsin Green
Bay (Drs Tyczkowski, Vandenhouten, Reilly, Bansal,
and Kubsch); and St. Vincent Hospital, Hospital
Sisters Health System, Green Bay, Wisconsin (Ms
Jakkola).
Funding obtained through University of Wisconsin
Green Bay dean and graduate studies grant.
The authors declare no conflict of interest.
Correspondence: Brenda Tyczkowski, DNP, RN, Uni-
versity of Wisconsin Green Bay, 2420 Nicolet Dr, Green
Bay, WI 54311 ([email protected]).
DOI: 10.1097/NAQ.0000000000000094
required to create and maintain a positive
working environment.1 By understanding the
relationship between EI and NMs’ leadership
style, efforts may be taken to enhance EI be-
haviors and subsequently, resiliency.
The literature was reviewed to see what
has been written on EI and leadership styles.
Nurses are involved in countless interactions
each day requiring the display of leader-
44. Emotional intelligence requires self-
awareness and can be further enhanced
through practice and feedback. The cor-
relation between EI and successful nurse
leaders is well documented.5 According
to these authors, EI refers to the ability to
discriminate and monitor emotions and use
the evidence to guide action and thought.
The relationship between EI and effective
leadership has been validated by others.1,8-10
The most effective leaders were those with
high EI.11 A study conducted in Boston with
more than 20 000 executives found that EI
was twice as important as technical skills and
cognitive abilities in determining leadership
ability.11 High-level EI leaders bring out the
best in members of the organization, drive
emotions in a positive manner, connect with
others at an emotional level, and make work
more meaningful.11 It is important for leaders
to recognize their own emotions and to be
able to express those emotions to others.12 In
doing so, the leader uses his or her positive
emotions to motivate others and enable the
vision of the organization to be enacted
through job performance.
In a meta-analysis, leaders with high levels
of EI were shown to demonstrate transforma-
tional leadership styles. Subordinates consis-
tently rated transformational leaders as more
effective than laissez-faire and transactional
leadership styles.13
45. There is considerable agreement that high
levels of EI are a necessary component of
transformational leadership.14-16 Transforma-
tional leaders develop constructive and posi-
tive relationships with followers and respond
to their emotional needs.17 Significant re-
lationships were found between subscales
of EI and components of transformational
leadership.14,15 Emotional intelligence is as-
sociated with 3 attributes of transformational
leadership (using the Multifactor Leadership
Questionnaire [MLQ] survey): idealized influ-
ence, individualized consideration, and inspi-
rational motivation.1 These authors also found
that high levels of EI (using the Bar-on EQ-i)
can enhance transformational leadership style
required to create and maintain a positive
working environment.
One study found a strong correlation
between transformational factors and leader
effectiveness, satisfaction, and extra effort.18
Subordinates were more satisfied with
transformational leaders and perceived them
as more effective than laissez-faire leaders.
Another study examined the relationship
between leadership style and extra effort,
perceived leadership effectiveness, and satis-
faction with the leader.19 It found a stronger
relationship between transformational and
outcomes factors than between these factors
and transactional and laissez-faire styles.
Another study found that charismatic leaders
were similar to transformational leaders in
47. ers, and can manage relationships. Resilient
leaders demonstrate EI.25
METHODS
A descriptive exploratory study was con-
ducted to explore the level of and relation-
ship between EI and leadership styles of NMs
employed in Wisconsin and Illinois. A con-
venience sample of NMs working in 6 large
Midwestern health systems was used for this
study.
Emotional intelligence is operationally de-
fined in this study as having “abilities such as
being able to motivate oneself and persist in
the face of frustrations; to control impulse and
delay gratification; to regulate one’s moods
and keep distress from swamping the ability
to think; to empathize and to hope.”11(p34) Re-
siliency is defined through similar constructs,
including perseverance (persistence), equa-
nimity (self-control), and positive psychologi-
cal capital (hope).26 Emotional management is
recognized as a protective factor in resiliency
along with the ability to bounce back and
move on in life after adversity is present.27
DATA COLLECTION
Demographic survey questions were
derived from the literature review and with
input from participating health care institu-
tions. The MLQ Form 5X was used to measure
the leadership style of NMs.18 This survey
instrument includes 45 items designed to mea-
48. sure the frequency of leadership behaviors
using a 5-point Likert-type scale. Leadership
styles include transformational, transactional,
and passive/avoidant.18 Transformational
leadership consists of 5 subscales (idealized
attributes, idealized behaviors, inspirational
motivation, intellectual stimulation, and
individualized consideration). Transactional
leadership style includes 2 subscales, namely,
contingent reward and management by ex-
ception (active). Passive/avoidant leadership
style is made up of 2 subscales including
management by exception (passive) and
laissez-faire. The MLQ Form 5X also measures
3 outcomes of leadership—extra effort, effec-
tiveness, and satisfaction. The MLQ Form 5X
has demonstrated reliability and validity.18
A gold standard measurement of resiliency
has not yet been identified26; therefore, the
related concept of EI was explored, using the
EQ-i 2.0 survey tool to measure the EI of NMs.
The EQ-i 2.0 tool uses a 5-point Likert-type
scale to measure emotional intelligence and
coping ability as components of personality
and disposition on the basis of responses to
133 survey questions.28 Results provided in-
clude a total EI score and 5 composite scale
scores (self-perception, self-expression, inter-
personal, decision making, and stress manage-
ment) based on the Bar-on Model of Emo-
tional intelligence.28 The EQ-i 2.0 has been
used worldwide and has acceptable reliability
and validity.
50. Emotional Intelligence and Nursing Leadership Styles 175
Table 1. Demographic Characteristics of
the Sample (n = 142, Respondents Who
Completed Entire Demographics Section
of Survey)
Variable (n = Respondents
for Question) n (%)
Sex (n = 146)
Male 13 (9)
Female 133 (91)
Race/ethnicity (n = 146)
White/Caucasian 138 (95)
Asian 3 (2)
Black/African American 2 (1)
Hispanic/Latino 2 (1)
Pacific Islander 1 (1)
Level of education (n = 141)
BSN 78 (55)
MSN 21 (15)
MS-other 20 (14)
ADN 14 (10)
Other 8 (6)
Experience as NM (n = 146)
<5 y 48 (33)
5-10 y 40 (27)
11-15 y 23 (16)
16-20 y 13 (9)
20+ y 22 (15)
51. Time spent on NM duties (n = 141)
>75% 105 (74)
51%-75% 22 (16)
<50% 14 (10)
Employment setting (n = 146)
Inpatient 64 (45)
Outpatient 30 (20)
Other 52 (35)
Title (n = 146)
Nurse manager 63 (43)
Director 12 (8)
Other 71 (49)
Previous training in EI (n = 146)
Yes 57 (39)
No 89 (61)
Previous training in leadership styles
(n = 146)
Yes 114 (78)
No 32 (22)
Appropriate training to deal with conflict
(n = 146)
Yes 116 (79)
No 30 (21)
(continues)
Table 1. Demographic Characteristics of
the Sample (n = 142, Respondents Who
Completed Entire Demographics Section
52. of Survey) (Continued)
Variable (n = Respondents
for Question) n (%)
Confidence in resolving conflict on the unit
(1- to 10-point scale, 10 = high confidence)
(n = 146)
Mean 7.9
Standard deviation 1.5
Level of interdisciplinary teamwork on the
unit (1- to 10-point scale, 10 = high level of
collaboration (n = 146)
Mean 7.8
SD 1.7
Abbreviation: NM, nurse manager.
concepts of EI and leadership styles to a
young, up-and-coming generation of NM.
Participants who completed the MLQ Form
5X described their leadership on each of 45
items using a Likert-type scale, with 0 = not
at all to 4 = frequently, if not always. Scale
and subscales of the MLQ Form 5X includ-
ing range of scores, measures of central ten-
dency, and reliability results were calculated
using SPSS and are reported in Table 2. Re-
sults indicate the majority of NMs’ leadership
style aligned with that of transformational, fol-
lowed by transactional and passive avoidant.
Participants indicated higher satisfaction with
54. Idealized Attributes 10,18,21,25 1.75-4.0 3.04 0.532 0.448
Idealized Behaviors 6,14,23,34 1.25-4.0 3.25 0.545 0.569
Inspirational Motivation 9,13,26,36 2.0-4.0 3.38 0.499 0.742
Intellectual Stimulation 2,8,30,32 1.5-4.0 3.29 0.510 0.663
Individual Consideration 15,19,29,31 2.25-4.0 3.44 0.452 0.645
Transactional 1.25-4.0 2.36 0.493 0.560
Contingent Reward 1,11,16,35 2.0-4.0 3.22 0.509 0.416
Management by Exception-Active 4,22,24,27 0.0-4.0 1.54 0.744
0.658
Passive Avoidant 0.0-4.0 .65 0.497 0.735
Management by Exception-Passive 3,12,17,20 0.0-4.0 .76 0.604
0.702
Laissez-Faire 5,7,28,33 0.0-4.0 .53 0.536 0.507
Outcomes of Leadership 1.86-4.0 3.19 0.468 0.821
Extra Effort 39,42,44 1.0-4.0 2.97 0.627
Effectiveness 37,40,43,45 2.0-4.0 3.26 0.488 0.848
Satisfaction 38,41 1.0-4.0 3.35 0.543 0.853
and self-perception. A sixth area was ex-
plored, on the basis of data analysis, entitled
“happiness.” High EQ-i 2.0 scores (above 100)
indicate emotionally intelligent people, while
lower scores indicate a need to improve EI in
specific areas (Table 3).
Figure 2 describes the relationship be-
tween EI and NM’s leadership style. Results
demonstrate that EI explains 18% of variance
in transactional leadership style, 20% of the
variance in passive/avoidant leadership style,
41% of the variance in outcomes of leader-
ship, and 44% of the variance (R2) in trans-
formational leadership style. In addition, self-
55. Table 3. EQ-i 2.0 Total and Composite Scale
(Standard) Scores
Scale and
Subscale Range Mean SD
Total EQ-i 2.0 74-132 107.76 11.29
Stress Management 64-130 107.18 11.59
Decision Making 76-131 107.4 11.18
Interpersonal 81-125 108.02 10.19
Self-Expression 72-132 105.98 12.18
Self-Perception 67-126 104.83 11.80
Happiness 40-124 107.64 15.09
expression is found to be positively related
to transformational leadership style and out-
comes of leadership (EES; it is the “Outcomes
of Leadership” scale, which comprises “ex-
tra effort,” “effectiveness,” and “satisfaction”).
Stress management skills are negatively asso-
ciated with passive avoidant leadership styles
(P < .05) and positively associated with out-
comes of leadership. Finally, while the rela-
tionship between self-perception and transac-
tional leadership style was not significant (P <
.10), it was positively associated. In this study,
there was no significant association between
EI areas of decision making, interpersonal, or
happiness and leadership styles.
DISCUSSION
The majority of NMs in this study had high
EI scores and the predominant leadership
style identified by respondents in this study
57. be
r
(o
f p
ar
�c
ip
an
ts
)
Figure 1. Mean total (standard) EQ-i 2.0 score of NMs. Note:
Below average scores = <90; average scores
= 90 to 109; above average = >109.
reported having previous leadership training,
which may have affected the results of this
study. The literature noted many nursing
studies indicating that EI and transformational
leadership were teachable skills.14 Offering
course content, continuing education or
professional development opportunities to
develop EI, and transformational leadership
could have significant implications for nursing
educational institutions, health care systems,
and the quality of management skills in their
nursing students and current and future NMs.
In this study, a significant positive rela-
tionship between EI factors and transfor-
mational leadership style was noted. These
59. The literature notes the need for EI and the
ability to rebound from stress in effective
leadership.31 To create resilient and effective
NMs, health care systems must assist NMs to
build EI skills and transformational leadership
qualities/skills including stress management,
decision-making and happiness.
Almost one-third of respondents in this sur-
vey were 61 years of age or older. This speaks
to the aging nursing workforce and its aging
NMs while adding urgency to prepare future
NMs who will be knowledgeable in EI.32 More
than half of the NM participants were pre-
pared at the BSN level, confirming the sugges-
tion that EI education should be included in
the bachelor’s-level nursing curriculum2 and
encouraging the Institute of Medicine report
Initiative on the Future of Nursing recom-
mendation 7 to “prepare and enable nurses to
lead change and advance health.”33
Some factors limited the results of this
study. The demographic and MLQ 5X ques-
tions were combined into 1 instrument. The
EQ-i 2.0 survey was hosted on a separate,
proprietary Web site, which added complex-
ity for participants. Participants in this study
needed to enter the name of their institution
on both the combined demographic and MLQ
5X instruments and on the EQ-i 2.0 instru-
ment to allow manual, de-identified match-
ing of data. Some participants did not iden-
tify their institution on both surveys, reducing
the number of surveys available for compar-
60. ison. The result was a loss of 33 unmatched
response sets.
An additional factor related to the small
sample size available for data analysis could
be the inherent level of respondent survey fa-
tigue or lack of time at work to complete the
3 surveys because of the number of instru-
ment questions. While both the EQ-i 2.0 and
the MLQ 5X had psychometric data indicat-
ing reliability and validity, the data were self-
reported and from a sample with the majority
being white, female NMs. Additional studies
with 360◦ approaches to assess NM leader-
ship styles, resiliency, and EI in larger, more
diverse samples of NMs are needed.
IMPLICATIONS
So what do these results mean to (nurse)
managers and administrators? The results
of this study are important to health care
systems as they experience an increased need
to educate, recruit, and retain top-performing
nursing leadership and managers.10,15,30 As
a related factor to resiliency, EI is not static
and can be taught and enhanced.14 Emotional
intelligence and predominant leadership style
assessment could be considered by health
systems in pre-employment screening as a
way to recruit the strongest applicants to
nursing management and administration.
These assessments could also be included
in performance reviews for existing NM em-
ployees or in succession planning to groom
future NMs. The ideal candidate for leader-
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68. raised regarding aggression and violence experienced by
nurses in their workplace (Mikkelsen & Einarsen 2002,
Katrinli et al. 2010, Robertson & Perry 2010). Al-
though aggression and violence from patients and their
visitors are cause for concern for nurses, aggression
from colleagues and managers are reported to be of
most concern (Jackson et al. 2002). In line with other
Correspondence
John Hurley
Southern Cross University
School of Health and Human
Sciences
Coffs Harbour
NSW 2480 Australia
E-mail: [email protected]
H U T C H I N S O N M . & H U R L E Y J . (2013) Journal of
Nursing Management 21, 553–562
Exploring leadership capability and emotional intelligence as
moderators of
workplace bullying
69. Aim This study aimed to explore the potential for emotionally
intelligent leadership
as a way to mitigate bullying behaviour within nursing
workplace environments.
Background As the body of evidence about bullying continues
to grow there is an
increasing need for researchers to direct their attention to
developing theoretical
frameworks that explain how bullying and victimization occur,
and the types of
strategies that may address the problem.
Evaluation The narrative synthesis of the literature presented in
this paper is for-
warded as supporting the need for strengthening leadership
capability, especially
those capabilities associated with emotional intelligence, as a
means of diminishing
experienced bullying within nursing.
Key issues Stemming from our expanding understandings about
bullying is an
appreciation of the range of factors within organizations that
influence the occur-
rence of bullying, and an awareness of the need to understand
the expression,
experience and management of emotions in the workplace.
70. Conclusions While both leadership and emotional intelligence
capabilities offer
real potential to mitigate bullying behaviour, disparity exits
between clinical and
managerial nurses toward preferred leadership styles and
emotional intelligence is
open to challenges towards its content validity.
Implications for nursing management Nursing management is
challenged to build
upon procedural responses to bullying to include a ground up
approach to leader-
ship enhancement capability, better responses to emotions in the
workplace
and supporting the interpersonal and intrapersonal capabilities
of the nursing
workforce.
Keywords: emotional intelligence, nursing leadership, nursing
workforce, workplace
bullying
Accepted for publication: 2 December 2011
Journal of Nursing Management, 2013, 21, 553–562
DOI: 10.1111/j.1365-2834.2012.01372.x
ª 2012 Blackwell Publishing Ltd 553
71. industry sectors, in the nursing context the term work-
place bullying has increasingly been used to define and
describe behaviours that have been variously described
in the nursing lexicon as horizontal or lateral violence,
incivility and counterproductive or disruptive behaviour
(Mikkelsen & Einarsen 2002, Royal College of Nursing
2002, Hutchinson et al. 2010, Katrinli et al. 2010,
Robertson & Perry 2010). Workplace bullying is rec-
ognized to include behaviours such as verbal abuse or
threat of harm, continual criticism, demeaning remarks,
intimidation and undermining, as well as more subtle
behaviours such as refusing to cooperate, being
unavailable to give assistance, hampering another�s per-
formance and making their work difficult (Celik &
Celik 2007, Guidrox et al. 2010, Hutchinson et al.
2010).
Bullying can be characterized as a form of emotional
72. abuse (Lovell & Lee 2009), suggesting that consid-
erations toward mitigating negative responses to bul-
lying could be explored from emotional perspectives.
Bullying frequently includes a mixture of overt and
covert behaviours such as hostile verbal and non-
verbal aggression, harassment, exclusion, isolation
and obstruction (Vessey et al. 2011). Together, these
behaviours form a recurring and patterned set of
negative and harmful behaviours (Hutchinson et al.
2010). In the nursing workplace, the pattern of
behaviours implicated in bullying have been catego-
rized as personal attack, erosion of professional com-
petence and reputation, and attack through work roles
and tasks (Hutchinson et al. 2010). Bullying is an
inherently social interaction, and the work group is
known to play a role in condoning or tolerating the
behaviour. By creating a stressful and toxic work
environment, bullying, affects the well-being of those
73. targeted and the functioning of work teams (Longo &
Sherman 2007).
Emotional intelligence (EI) is a set of capabilities that
focus upon an individual�s capacity to access, monitor
and discriminate between one�s own emotions and those
of others (Grewal & Salovey 2005). It also incorporates
the capability of using this discriminating access to
emotions to aid and inform decision making and in
meeting desired outcomes (Mayer & Salovey 1997).
While there are differing models that include or exclude
personality traits into the construct of EI (Bar-On 2000)
four core abilities of Mayer and Salovey (1997) argu-
ably reflect the agreed central pillars of EI: (1) the
ability to perceive emotions in oneself and others
accurately, (2) the ability to use emotions to facilitate
thinking, (3) The ability to understand emotions, emo-
tional language and the signals conveyed by emotions
and (4) the ability to manage emotions so as to attain
specific goals.
74. The application of capabilities that are built upon self
awareness, empathy and the coalescing of thought and
emotion to workplace bullying with its emotional
ramifications appears logical. However, little is known
about the place of EI in reducing the occurrence or
resultant harm from hostile workplace behaviours such
as bullying. Little attention has been directed towards
understanding the place of EI in assisting individuals to
adapt or respond to stressful or hostile workplace
environments, or the role of leadership in emotion
management and the promotion of positive work out-
comes that may reduce the likelihood of bullying. To
address this gap we explore the place of EI in assisting
individuals to adapt or respond to bullying and the
potential for emotionally intelligent leadership as a way
to mitigate bullying behaviour within nursing work-
place environments.
The nature, prevalence and impact of bullying
75. To date, explanations of the contributory factors for
workplace bullying have examined the personality
characteristics of individuals who bully and their targets
(Parkins et al. 2006, Seigne et al. 2007), the nature of
work and workplace relationships (Aquino & Lamertz
2004, Avergold & Mikkelsen 2004) and features of
management as well as the workplace climate (Hutch-
inson et al. 2010). Historically, attention has focused
primarily on individual personality traits in an effort to
establish whether these characteristics influence the
susceptibility of individuals to engage in or become a
target of bullying. Exploring individual characteristics
has identified that those who engage in bullying can be
impulsive, emotionally reactive and have a low toler-
ance for ambiguity (Matthiesen & Einarsen 2007).
Those bullied are said to be more likely to have low self-
esteem and exhibit negative affectivity (Matthiesen &
Einarsen 2007). Others may be targeted on the basis of
76. race or gender (Lewis & Gunn 2007), or success and
achievement (Speedy 2004). Organizations are increas-
ingly being explored as possibly contributing to bully-
ing. It has been hypothesized that bullying may be
generated in stressful workplace situations, intolerant
organizational climates or where leadership is charac-
terized as tyrannical or avoidant (Matthiesen & Einar-
sen 2007).
The prevalence of workplace bullying within health-
care environments is reported to be widespread, with
estimates suggesting that 80% of staff experience bul-
lying at some point in their working lives (Hutchinson
M. Hutchinson and J. Hurley
ª 2012 Blackwell Publishing Ltd
554 Journal of Nursing Management, 2013, 21, 553–562
et al. 2006). In the nursing context, colleagues, man-
agers and other health professionals, as well as patients
and their families have all been identified as possible
77. perpetrators, with bullying from colleagues being of
most concern (Farrell et al. 2006). Within Australia and
the UK the prevalence of reported bullying appears
highest from unit managers and managerial staff (Royal
College of Nursing 2002, Hegney et al. 2006, Lewis
2006, Hutchinson et al. 2010). The consequences of
bullying for the individual can include severe psycho-
logical trauma and physical illness (Hallberg &
Strandmark 2006), financial loss and, in some cases, the
eventual inability to work (Einarsen & Mikkelsen
2003).
Organizational consequences of bullying include
lowered staff retention and increased absenteeism, with
estimates of financial losses of up to 1.5% in overall
productivity (Giga et al. 2008). As nurses who have
experienced bullying may withdraw their levels of par-
ticipation in the workplace there is also a loss of nursing
commitment, productivity and expertise (Spence Las-
78. chinger et al. 2010). The organizational costs stemming
from bullying, particularly those associated with the
loss of nursing expertise and adverse clinical outcomes
may be far greater than just those costs captured by
measuring nurse turnover (Waldman et al. 2004). In
addition, associations have also been drawn between
nurse bullying, job satisfaction and negative patient
outcomes (Shields & Ward 2001, Institute for Safe
Medication Practices 2004). Reflecting the degree of
concern about bullying behaviours the American Joint
Commission on Accreditation of Healthcare Organiza-
tions has released three Sentinel Event Alerts that draw
attention to the potential for patient safety to be af-
fected by hostility between health-care professionals
(Joint Commission on Accreditation of Healthcare
Organizations 2008, 2009, 2010).
Emotions and bullying
There is growing awareness of the place of emotions as
79. an important factor in organizations and understanding
our own and others emotions is a feature of daily
working life (Mastenbroek 2000, Braithwaite et al.
2005). A key element of organizational climate is the
shared emotions and affective experiences that influence
perceptions, attitudes and behaviours (Salancik &
Pfeffer 2003). Repeated exposure to negative emotions,
hostility and conflict can lead individuals to form neg-
ative attitudes. Among nurses it has been demonstrated
that the emotional intelligence and ethical behaviour of
peers has a significant impact on the ethical behaviour
within the work team (Deshpande & Joseph 2009).
Working in an abusive environment can trigger feelings
of shame, fear and anger, as well as mistrust and per-
ceptions of injustice (Lim et al. 2008). These negative
reactions to workplace stressors and conflict are asso-
ciated with aggression and bullying that can escalate
like a contagion across workgroups (Monge & Con-
80. tractor 2002). The resulting negative emotions are also
an influencing factor in job satisfaction and work
commitment (Mastenbroek 2000).
Those exposed to bullying, whether directly as a
target or indirectly as a witness, spend both time and
mental energy attempting to understand why they have
been targeted and contemplating their future in the
workplace (Hutchinson et al. 2010). As a form of
emotional self-protection, when overwhelmed by their
hurtful workplace experiences, individuals are likely to
protect their remaining emotional resources by with-
drawing or avoiding situations that are potentially
threatening or emotionally demanding (Janssen et al.
2010). Evidence suggests that intimidation can lead to
nurses avoiding necessary interactions with other team
members resulting in adverse clinical outcomes (Insti-
tute for Safe Medication Practices 2004). Eventually,
individuals may reach the point where they exhibit
81. withdrawal from work and increased absenteeism in an
attempt to cope. The adverse emotional reactions that
stem from bullying are known to place individuals at
risk of mental and physical illnesses such as anxiety,
depression and coronary heart disease (Kivimäkia et al.
2000).
Emotionally intelligent responses to bullying
Research suggests that positive attitudes to conflict can
foster team effectiveness and positive organizational
citizenship behaviours (Zellars et al. 2002). In work
teams, higher EI has been linked to improved team
collaboration, higher job satisfaction and lower turn-
over (Quoidback & Hansenne 2009). Ayoko et al.
(2008) have demonstrated that team EI climate is an
important moderator in the link between conflict and
team members� reactions to conflict. The emotional
traits of resilience and optimism have also been identi-
fied as personal characteristics that serve to buffer the
82. impact of work and job demands and reduce emotional
exhaustion (Tusaie & Dyer 2004, Jackson et al. 2007).
With links drawn in the workplace violence and bully-
ing literature to the importance of emotional awareness
and resilience as factors that help individuals cope with
these forms of workplace adversity (Jackson et al.
2007).
Emotional intelligence as moderators of workplace bullying
ª 2012 Blackwell Publishing Ltd
Journal of Nursing Management, 2013, 21, 553–562 555
The Consortium for Research on emotional intelli-
gence in Organizations (1998)highlights EI capabilities
drawn from Goleman�s (1995) model that include social
and political capabilities. Socially capable individuals
are recognized to have a well-developed theory of mind
skills making them more attuned to the emotions and
intentions of others, as well as enabling them to make
accurate interpretations of situations, influence the
83. emotions and behaviours of others and predict what
others think or believe (Sutton et al. 1999, Kaukiainen
et al. 2008). More recently, research has begun to ex-
plore the place of political skill and self-monitoring in
mitigating the tendency of individuals to engage in
abusive behaviours in the workplace (Kisamore et al.
2010). Those who are both socially capable and em-
pathic are seemingly unlikely to engage in aggression,
while socially capable actors with low empathy for
others have the potential to engage in covert and
manipulative forms of behaviour that are counterpro-
ductive, harmful, self-interested and aggressive
(Bjorkqvist et al. 2000). However, the lack of moral
and ethical depth within EI models suggests that an-
other dimension, such as leadership, needs to be
incorporated into any response to reduce workplace
bullying (Fineman 2006, Akerjordet & Severinsson
2010).
84. It is unclear whether those who bully have little
empathy or moral emotions, or whether they are indi-
viduals who have adopted a mindset in the workplace
that allows them to use power to their own advantage
regardless of the consequences to others. In line with
previous studies of adult aggression (Baumeister 1999,
Bjorkqvist et al. 2000, Parkins et al. 2006, Dettinger &
Hart 2007), and adolescent bullying (Birman et al.
2001, Kaukiainen et al. 2008) it is important to better
understand the association between EI and workplace
bullying. Given the connections in the nursing literature
between organizational climate and bullying (Hutchin-
son et al. 2010), the influence of leadership on organi-
zational climate (Roche & Duffield 2010) and the
positive impact of EI on nurse resilience (Jackson et al.
2007) and leadership (Feather 2009), grounds appear to
exist to propose leadership as the missing dimension to
successfully deploy EI as a means to mitigate bullying.
85. Leadership responses to bullying
Nursing has a short history of being interested in the
concept of leadership as being something separate from
management (O�Grady & Malloch 2010). Conse-
quently, nursing is only now facing many of the
dilemmas experienced by other professions in attempt-
ing to clearly define what leadership is, and what it is
not (Marquis & Huston 2005). Transactional leader-
ship, typified by short-term planning, limiting risk (and
hence options) and maintaining systems by enabling
others, is perhaps the most recognizable of nursing
leadership styles (Burns 1984). Transformational lead-
ership, with a greater emphasis on the vision and
inspiration of the leader and consequent transcendental
development of the follower (Avolio & Bass 1988), has
also been prominent within nursing (Bowles 2008).
More recently, resonant leadership styles are merging
within business and health sectors which are a leader-
ship style focusing upon the leader�s capacity to gener-