(Maxwell, 2005) that may be considered by audiences beyond the scope of this study.
Given that quantitative research has dominated the empirical studies on EI to date,
instruments such as the Emotional Quotient Inventory (EQ-i, Bar-On, 1997 ) could have
been used as the sole instrument for correlating EI in the Federal government milieu with
other EQ-i results. However, this was deliberately not the orientation of this research.
Another limitation concerns the EI construct: as Lincoln (2009), Nafukho (2009)
and others have noted, there is a lack of consensus about the definition of EI, its utility
and, ultimately, its impact. Interviews are by their nature limited in that the researcher
does not see how a subject actually behaved in or reacted to situations (Maxwell, 2005).
Nevertheless, the notable void of qualitative approaches to understanding the essence of
EI as regards developing Federal government leaders and the need to narrow the EI-
related competency chasms overrode those concerns, in order to benefit the EI: leadership
development integration discourse.
Definitions of Key Terms
Adult Learning: “The creative spark ... kept alive throughout life, and moreover
... rekindled in those adults who are willing to devote a portion of their energies
to the process of becoming intelligent” (Lindeman, 1926, p. 55).
Effective Leaders: The extent of goal or performance attainment, follower
attitudes about the leader, leader’s contributions as perceived by followers, and
the degree of career success (Yukl, 2010). “Effective leaders analyze the situation
and identify the specific behaviors that are relevant” (Yukl, 2012, p. 77).