Read Case Study 42: Finding The Emotional Intelligence To Be

Read Case Study 42 Finding The Emotional Intelligence To Be A Real L

Read Case Study 42 Finding The Emotional Intelligence To Be A Real L

Read: Case Study 4.2 Finding the Emotional Intelligence to Be a Real Leader. Questions: Discuss how Kathy lacked sufficient emotional intelligence to be effective in her new project manager assignment. Of the various dimensions of emotional intelligence, which dimension(s) did she appear to lack most? What evidence can you cite to support this contention? Writing Requirements 2-3 pages in length (excluding cover page, abstract, and reference list) APA 6th edition, Use the APA template

Paper For Above instruction

The case study "Finding the Emotional Intelligence to Be a Real Leader" presents a scenario involving Kathy, a new project manager who struggles with effectively leading her team. Analyzing her behavior within the framework of emotional intelligence, it becomes evident that Kathy lacked key aspects necessary for effective leadership. This paper discusses how Kathy's emotional intelligence deficiencies impacted her performance, specifically focusing on the dimensions she appeared to lack most, supported by evidence from the case.

Emotional intelligence (EI) is widely regarded as a critical factor in successful leadership. It encompasses several dimensions, including self-awareness, self-regulation, motivation, empathy, and social skills (Goleman, 1995). In Kathy's case, her inability to connect with her team members and respond appropriately to their emotional cues indicated significant gaps in her EI capabilities. Notably, she demonstrated deficiencies primarily in empathy and social skills, which are essential for building trust, fostering collaboration, and maintaining a positive team environment (Caruso & Salovey, 2004).

Firstly, Kathy's lack of empathy became apparent through her failure to recognize and address her team members’ emotional needs. For example, when a team member expressed frustration over a tight deadline, Kathy dismissed the concern without acknowledging the emotional impact, instead focusing solely on task completion. This response signified her limited ability to understand and share the feelings of others, a core component of empathy (Goleman, 1996). Empathy is vital for leaders to motivate and engage their teams; without it, team members may feel undervalued and disengaged, impairing overall performance (Bar-On, 1996).

Secondly, Kathy exhibited deficiencies in social skills, particularly in her approach to communication and conflict management. She often communicated in a directives style, lacking the ability to listen actively and facilitate open dialogue. For instance, during team meetings, Kathy tended to dominate conversations, dismissing alternative viewpoints, which hindered collaboration and stifled innovation. Such behaviors reflect poor social skills, which hinder effective leadership and impede the development of strong interpersonal relationships (Mayer & Salovey, 1997). Effective leaders demonstrate flexibility, active listening, and conflict resolution skills—areas where Kathy showed significant weakness.

Furthermore, her limited self-awareness contributed to her leadership struggles. Self-awareness, the ability to recognize one’s own emotions and their impact, is foundational for developing other EI components (Goleman, 1990). Kathy appeared unaware of how her dismissiveness towards team concerns affected team morale. Her inability to reflect on her emotional responses prevented her from adapting her leadership style, ultimately undermining her effectiveness (Brackett, Rivers, & Salovey, 2011).

In conclusion, Kathy’s case exemplifies the critical role of emotional intelligence in leadership. Her deficiencies in empathy and social skills severely hampered her ability to connect with her team, communicate effectively, and foster a collaborative environment. Developing greater self-awareness alongside empathy and social skills could have significantly improved her leadership performance. Leaders who cultivate emotional intelligence are better equipped to motivate their teams, manage conflicts, and achieve organizational goals (Goleman, 1990; Mayer & Salovey, 1997).

References

  • Bar-On, R. (1996). The Bar-On Emotional Quotient Inventory (EQ-i): Technical manual. Multi-Health Systems.
  • Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103.
  • Caruso, D. R., & Salovey, P. (2004). The emotional intelligence of leaders. In R. E. Riggio, S. A. Murphy, & F. J. Pirozzolo (Eds.), Multiple intelligences and leadership (pp. 45–60). Lawrence Erlbaum Associates.
  • Goleman, D. (1990). Emotional intelligence. Bantam Books.
  • Goleman, D. (1995). Emotional intelligence. Bantam Books.
  • Goleman, D. (1996). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
  • Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3–31). Basic Books.
  • Salovey, P., & Mayer, J. D. (1999). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.

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