Leadership and Emotional Intelligence

achieving that definitional process is indicated by: the extent of goal or performance
attainment (which also aligns with Barnard’s (1938) definition of effectiveness); follower
attitudes about the leader; leader’s contributions as perceived by followers; and the
degree of career success (Yukl, 2010).
Leader Development. Developing leaders can occur in a variety of ways, to
include formal training, self-directed learning, and other activities (Day, 2001; Day &
Halpin 2001; Whetten & Cameron, 2010; Yukl, 2010). Effective leadership training
involves change-oriented approaches typical with instructional design, such as
establishing clear learning objectives and sequencing content, in order to improve a
leader’s external environment adaptation (Yukl, 2010). According to Yukl (2010),
leadership development has unique attributes such as role modeling behavior, feedback,
action learning (see also Marquardt, 2011a), and experiential learning techniques (e.g.,
simulations, case studies).
Emotional Intelligence. 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) perspective on EI: A
convergence of learned abilities that facilitate (a) the accurate knowledge and value of
self, as well as responsible actions based on personal worth and dignity; (b) a variety of
strong, healthy relationships; (c) the ability to work well with others; and (d) productive
reactions to the demands and pressures of everyday life and work.