Read The Case Study 42: Finding Emotional Intelligence

Read The Case Study 42 Finding The Emotional Intelligence In the Text

Read the case study 4.2 Finding the Emotional Intelligence in the text on pages 130. (Case Study found below) 1. What are the differences between leaders and managers? Can anyone be a leader? Which would you prefer to work for and why? 2. Share an example from your work or school experience with working through the five stages of team development. 3. Select one of the characteristics of an effective project manager and tell why it is important. 4. Take the Future Time Perspective scale on page 129. Share your results and comments with the class. Additional instructions: Hello Everyone, As mentioned at the start of last week, your Week 6 discussions (both TD1 and TD2) will be for you to write a paper about the questions and topics asked in each. For Threaded Discussion 1, you will need to read the case study 4.2 Finding the Emotional Intelligence in the text on pages 130. In your paper, explain what you understand about the differences between leaders and managers. Can anyone be a leader and share which would you prefer to work for and why.

I would also like for you to share an example from your work or school experience with working through the five stages of team development. Select one of the characteristics of an effective project manager and tell why it is important. Take the Future Time Perspective scale on page 129. Be sure to include an introduction, body of your paper, and conclusion. TD1’s paper should be a minimum two pages not including APA title and Reference page. Use APA 6th edition, citations and references must be correctly used, and grammar and punctuation at par. Post your paper due no later than Friday night August 15th by 11:59pmMT, in this discussion. Response to classmate papers is not necessary. TD1 paper is worth 15 points. (Questions 10 pts., Format/Mechanics 3 pts., Grammar and APA 2 pts.) I will use Turnitin to validate originality. Thank You, Alex Case Study 4.2: Finding the Emotional Intelligence to Be a Real Leader Recently, Kathy Smith, a project manager for a large industrial construction organization, was assigned to oversee a multimillion-dollar chemical plant construction project in Southeast Asia. Kathy had earned this assignment after completing a number of smaller construction assignments in North America over the past three years. This was her first overseas assignment and she was eager to make a good impression, particularly given the size and scope of the project. Successfully completing this project would increase her visibility within the organization dramatically and earmark her as a candidate for upper management. Kathy had good project management skills; in particular, she was organized and highly self-motivated. Team members at her last two project assignments used to joke that just trying to keep up with her was a full-time job. Kathy wasted no time settling in to oversee the development of the chemical plant. Operating under her normal work approach, Kathy routinely required her staff and the senior members of the project team to work long hours, ignoring weekend breaks if important milestones were coming up, and generally adopting a round-the-clock work approach for the project. Unfortunately, in expecting her team, made up of local residents, to change their work habits to accommodate her expectations, Kathy completely misread the individuals on her team. They bitterly resented her overbearing style, unwillingness to consult them on key questions, and aloof nature. Rather than directly confront her, however, team members began a campaign of passive resistance to her leadership. They would purposely drag their feet on important assignments or cite insurmountable problems when none, in fact, existed. Kathy’s standard response was to push herself and her project team harder, barraging subordinates with increasingly urgent communications demanding faster performance. To her bewilderment, nothing seemed to work. The project quickly became bogged down due to poor team performance and ended up costing the project organization large penalties for late delivery. Although Kathy had many traits that worked in her favor, she was seriously lacking in the ability to recognize the feelings and expectations of others and take them into consideration.

Paper For Above instruction

The differentiation between leaders and managers is a fundamental concept in organizational behavior and management studies. Managers are often described as individuals who focus on establishing order, implementing policies, and maintaining stability within an organization. They are responsible for planning, organizing, and coordinating resources to achieve specific organizational goals. Leadership, on the other hand, is characterized by inspiring, motivating, and guiding people toward a shared vision or objective. Leaders often challenge the status quo, foster innovation, and cultivate a positive organizational culture. While managers tend to focus on processes and systems, leaders emphasize influence and relationship-building (Northouse, 2018).

Can anyone be a leader? Theoretically, leadership qualities may be innate or developed through experience and training. While some individuals may have a natural predisposition toward leadership traits such as confidence and charisma, effective leadership can certainly be cultivated by anyone willing to develop essential skills like communication, empathy, and strategic thinking. Situational leadership theory also suggests that different contexts require different leadership styles, emphasizing that leadership is not limited to designated positions of authority but can be demonstrated by those who influence others positively (Hersey & Blanchard, 2013).

In my experience, I prefer to work for a leader rather than a manager, especially one who demonstrates emotional intelligence (EI) — a critical component for effective leadership. An example from my school experience involved a project team where the team leader effectively navigated the five stages of team development: forming, storming, norming, performing, and adjourning. During the forming stage, the leader established clear goals and roles, fostering trust and rapport among team members. As conflicts emerged during the storming phase regarding task responsibilities, the leader facilitated open communication, encouraging team members to voice concerns and negotiate solutions. By the norming stage, the team developed shared norms and a cooperative spirit, enabling us to work efficiently during the performing phase. The leader’s emotional intelligence—particularly empathy and self-awareness—was critical in recognizing team members’ frustrations and guiding us through conflict resolution.

One characteristic of an effective project manager I consider vital is adaptability. The ability to adjust plans and strategies in response to unforeseen circumstances ensures project continuity and success. For example, during a recent internship, I observed a project manager who, when faced with supply chain disruptions, promptly revised schedules and reallocated resources, minimizing delays. This trait is important because it embodies resilience and flexibility, qualities essential for navigating the unpredictable nature of project environments (Yukl, 2013).

The Future Time Perspective (FTP) scale measures how individuals prioritize future outcomes over immediate concerns. My results indicated a balanced orientation, with a slight tendency toward long-term planning. This perspective is advantageous because it helps in setting realistic goals, fostering perseverance, and making strategic decisions aligned with future success (Strathman et al., 1994).

In conclusion, understanding the distinction between leaders and managers, along with the importance of emotional intelligence and adaptability, is essential for effective organizational functioning. Leadership that incorporates emotional intelligence fosters trust, motivation, and teamwork, all vital for navigating complex projects and diverse teams. As evidenced by my own experiences, traits like adaptability and a future-oriented mindset significantly contribute to personal and professional growth in management roles.

References

• Hersey, P., & Blanchard, K. H. (2013). Management of Organizational Behavior: Utilizing Human Resources (10th ed.). Pearson Education.
• Northouse, P. G. (2018). Leadership: Theory and Practice (8th ed.). Sage Publications.
• Strathman, A., Gleicher, F., Boninger, D., & Edwards, C. P. (1994). The Consideration of Future Consequences Scale: Development and Research Uses. Journal of Personality and Social Psychology, 66(4), 742–752.
• Yukl, G. (2013). Leadership in Organizations (8th ed.). Pearson.