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Note For Assignment 3

Emotional intelligence is the most important leadership quality. Without it, extensive training and a high IQ will not make someone a great leader. Emotional intelligence involves self-awareness, self-regulation, motivation, empathy, and social skills. It proves twice as important as technical skills and IQ for strong job performance at all levels of an organization. Developing emotional intelligence requires motivation, extended practice with feedback, and learning behaviors through mimicking others in order to break old habits and form new ones. While genetics play a role, emotional intelligence can be learned through focused training targeting the limbic system of the brain.

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32 views

Note For Assignment 3

Emotional intelligence is the most important leadership quality. Without it, extensive training and a high IQ will not make someone a great leader. Emotional intelligence involves self-awareness, self-regulation, motivation, empathy, and social skills. It proves twice as important as technical skills and IQ for strong job performance at all levels of an organization. Developing emotional intelligence requires motivation, extended practice with feedback, and learning behaviors through mimicking others in order to break old habits and form new ones. While genetics play a role, emotional intelligence can be learned through focused training targeting the limbic system of the brain.

Uploaded by

phyu treza
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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emotional intelligence is the sine qua non of leader-ship.

Without it, a person can have the best


training in the world, an incisive, analytical mind, and an endless supply of smart ideas,but he still
won’t make a great leader.

What is EI ?

1. “Understanding your own and other people’s emotional makeup well enough to move
people in the direction of accomplishing your company’s goals”

5. What is Emotional Intelligence? “Different situations call for a different type of leader”
IQ & Technical skills are “Threshold Capabilities”

Evaluating

Many large companies today have Employed trained psychologists to develop what are
known as “competency models” to aid them in identifying, training, and promoting in the
leadership firmament.

In carrying out this work, my objective was to determine which personal capabilities drove
outstanding performance within these organizations, and to what degree they did so. He
grouped capabilities into three categories:

purely technical skills like accounting and business planning;

cognitive abilities like analytical reasoning; and competencies

demonstrating emotional intelligence, such as the ability to work with others and
effectiveness in leading change.

Intellect was a driver of outstanding performance.

Cognitive skills such as big-picture thinking and long-term vision were particularly
important.

Emotional intelligence as ingredients of excellent performance, emotional intelligence


proved to be twice as important as the others for jobs at all levels.

Emotional intelligence not only distinguishes out-standing leaders but can also be linked to
strong performance.

McClelland found that when senior managers had a critical mass of emotional intelligence
capabilities, their divisions outperformed yearly earnings goals.

If people take the right approach, develop their emotional intelligence.


People who have a high degree of self-awareness recognize how their feelings affect them,
other people, and their job performance.Thus, a self-aware person who knows that tight
deadlines bring out the worst in him plans his time carefully and gets his work done well in
advance. Another person with high self-awareness will be able to work with a demanding
client.

Self regulation

the importance of self-regulation to leadership even further andmake the case that it enhances
integrity, whichis not only a personal virtue but also an organizational strength.

it enhances integrity, which is not only a personal virtue but also an organizational strength.
Many of the bad things that happen in companies are a function of impulsive behavior.
People rarely plan to exaggerate profits, pad expense accounts, dip into the till, or abuse
power for selfish ends. Instead ,an opportunity presents itself, and people with low impulse
control just say yes.

When a new program is announced, they don’t panic; instead, they are able to suspend
judgment, seek out information, and listen to the executives as they ex-plain the new
program. As the initiative moves forward, these people are able to move with it.
Motivation

People who are driven to achieve are raising the performance bar, and they like to keep score.
During performance reviews, people with high levels of motivation might ask to be
“stretched”.

People with low achievement motivation are often fuzzy about results,those with high
achievement motivation oftenkeep score by tracking such hard measures asprofitability or
market share.

Interestingly, people with high motivationremain optimistic even when the score is
againstthem. In such cases, self-regulation combineswith achievement motivation to
overcome thefrustration and depression that come after asetback or failure. Take the case of
an anotherportfolio manager at a large investment com-pany. After several successful years,
her fundtumbled for three consecutive quarters, lead-ing three large institutional clients to
shifttheir business elsewhere.

Executives trying to recognize high levels ofachievement motivation in their people canlook
for one last piece of evidence: commit-ment to the organization. When people lovetheir jobs
for the work itself, they often feelcommitted to the organizations that make thatwork
possible. Committed employees are likelyto stay with an organization even when theyare
pursued by headhunters waving money.

Can Emotional Intelligence Be Learned?

Scientific inquiry strongly suggests that there is a genetic com-ponent to emotional


intelligence. Psychological and developmental research indicates that nurture plays a role as
well. Emotional intelligence is born largely in the neurotransmitters of the brain’s limbic
system, which governs feelings, impulses, and drives. Research indicates that the limbic
system learns best through motivation, extended practice, and feedback.

Compare this with the kind of learning that goes on in the neocortex, which governs
analytical and technical ability.

The neocortex grasps concepts and logic. It is the part of the brain that figures out how to
use a computer or make a sales call by reading a book. Not surprisingly—but mistakenly—it
is also the part of the brain targeted by most training programs aimed at enhancing emo-
tional intelligence.
To enhance emotional intelligence, organizations must refocus their training to include the
limbic system. They must help people break old behavioral habits and establish new ones.
That not only takes much more time than conventional training programs, it also requires an
individualized approach.

the executive could be directed to observe certain executives who listen well and to mimic
their behavior.

It’s important to emphasize that building one’s emotional intelligence cannot—will not—
happen without sincere desire and concerted effort.

1) Which industries are doing good job for encouraging the emotional intelligence in their
workplace in real business environment?

Those sectors, like health care, where personal relations obviously matter, tend to be more
attentive to emotional intelligence. But in general it varies greatly company to company across
all sectors.

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