- What do I need to know about the nature of my relatedness to important
phases of the circumstances when the situation is viewed as a whole? (pp.
116 - 117).
Although Lindeman did not use the term emotional intelligence, these reflective
questions imbed self-awareness of oneself and of the environment, and increased
knowledge of one’s emotional state. According to Epstein (2012), experiences reinforce
learning and promote resistance to extinction. The reverse also holds true: “without
emotions there would be no experiential learning” (Epstein, 2012, p. 119). As such,
experiential activities such as feedback, action learning (Marquardt, 2011b),
developmental assignments, relationship building, executive coaching, and job
enrichment are proposed to promote EI (and vice versa) (Phipps & Prieto, 2011).
Developmental activities for leaders, virtually all of which rely to some degree on
interpersonal relations and the maintenance or monitoring of the developing leader’s EI,
are described below:
Multi-source feedback (Day, 2001; Day & Halpin, 2001; Goleman &
Boyatzis, 2008; Klein & Ziegert, 2004) – EI benefit: promotes greater
visibility into a leader’s current EI skills.
Developmental assessment centers (Yukl, 2010) – EI benefit: allows for an
objective observation of leader behaviors in situational exercises.
Development plans and personal growth programs (Bernthal et al., 2001;
Yukl, 20 10 ) – EI benefits: understanding and ownership of needs is
documented; a targeted plan for addressing those needs; and improves self-
awareness and psychological growth.
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