reason such that emotions are used to facilitate cognitive
processes, and emotions are cognitively managed” (p. 212).Despite different paths taken towards defining and considering EI, there is general
agreement that EI is essential to leadership and leader development (Alston, 2009; Bar-
On, 1997, 2000; Clawson, 2009; Goleman, 1995, 1998; Hatfield, 2009; Heifetz &
Linsky, 2002; Kaiser, Hogan, & Craig, 2008; Mayer, Roberts, & Barsade, 2008; Nelson
& Low, 2011; Northouse, 2007; Ozbun, 2011; Salovey & Mayer, 1990; Shuck & Herd,
2012 ; Whetten & Cameron, 2010; Yukl, 2010). This study concentrates on the Nelson &
Low (2011) EI construct and model which recognizes that opportunities to learn EI
promote leader excellence. When considering the perspectives that EI is more than an
innate ability, i.e., something which can be learned or developed (and thus counter to the
Salovey and Mayer (1990) ability-centric EI focus), it is important to regard research on
Leader Development and EI
Leadership
Although leadership has been extensively studied and numerous theories exist (as
documented in the meta-study by Yammarino, Dionne, Chu, & Dansereau ( 2005 )), the
definition of leadership is typically applied in the context of change and influence
(Northouse, 2007; Whetten & Cameron, 2010; Yukl, 2010). For this study, the Yukl
(2010) definition of leadership was used: “Leadership is the process of influencing others
to understand and agree about what needs to be done and how to do it, and the process of
facilitating individual and collective efforts to accomplish shared objectives” (p. 8). The
leader’s effectiveness in achieving that definitional process is indicated by the extent of
goal or performance attainment (which also aligns with Barnard’s (1938) definition of