others, building and sustaining healthy relationships, and reacting to workplace demands
necessitate feedback mechanisms using a variety of modalities.
A holistic curriculum could be fashioned that starts with a fundamental
understanding of EI and its relationship with effective leadership, followed by using the
Nelson and Low (2011) ELS to accurately understand the self, then a series of activities
in which EI manifests in social settings so that learners begin to appreciate the
interpersonal dynamics of EI and, lastly, a series of activities aimed at sustaining and
honing EI. The curriculum would advocate a temporal element: increasingly longer
periods of time as one advances through the curriculum phases would be needed in order
to embed previous learning and allow for reinforcement in the workplace environment.
A longer window of time between the final two phases would allow for purposeful and
incidental learning, both of which are arguably critical for EI to take root within a leader.
This suggested curriculum is depicted in Figure 5.5. The left side within Figure
5.5 provides the sequential phases of learning; the right side provides terminal learning
objectives and developmental implements for each phase.