In a minimum of seven pages, discuss the role of emotional intelligence in the situation described i ...
In a minimum of seven pages, discuss the role of emotional intelligence in the situation described in the Vila Health: Emotional Intelligence media activity. Then, evaluate your own emotional intelligence and examine the role of emotional intelligence in the work of health care leaders and in health care organizations. Expand All Introduction This assessment is dedicated to examining emotional intelligence (EQ). The concept of emotional intelligence was developed by Daniel Goleman and has four main components: self-awareness, social awareness, self-management, and relationship management (Daft, 2023). Emotional intelligence is loosely defined as an individual's ability to "perceive, identify, understand and manage emotions in self and others" (Daft, 2023, p. 146). Experts argue that emotional intelligence is a better predictor of successful decision making and interpersonal relationships than cognitive intelligence, or IQ (Daft, 2023). Additionally, emotional intelligence is now recognized as a critical factor in leadership development. Your work on this assessment will build on the personal leadership assessment you completed in the first assessment. That leadership assessment examined five critical domains from a high level. In this assessment you will look specifically at emotional intelligence. By completing this assessment, you will evaluate your EQ and explore the role that EQ plays in successful leadership. REFERENCE Daft, R. L. (2023). The leadership experience (8th ed.). Cengage. Preparation Emotional intelligence is now recognized as a critical factor in leadership development. For the first assessment, you completed a personal leadership assessment to examine five critical domains from a high level. Now, you will dig a little deeper to look specifically at emotional intelligence. Complete the Emotional Intelligence media activity that introduces the following four dimensions of emotional intelligence: Self-awareness Social awareness Self-management Relationship management Complete the Vila Health: Emotional Intelligence simulation that examines interactions between a respiratory therapist and two nurses. Emotional Intelligence Video Player07:18 / 07:22 None English Hide TranscriptSuccess in leadership is far more dependent on emotional skills than on traditional IQ. Literature in Emotional Intelligence, or “EQ”, confirms that many of the issues we confront as managers and leaders are not skill-based issues, but instead are EQ-based issues. We all know people who have talent but no tact, people who have little awareness of their impact on members of their team, those who speak before thinking, and those unaware of how often they talk instead of listening. Our “EQ”, our awareness of the impact we have on others, and our own ‘internal chatter’ are critical to any effectiveness we will have when we engage in our coaching role. We must have a sense of how we are perceived by others, how well we listen, how often we judge before hearing, how often we speak before someone has finished talking, how often we are driven by our own agenda, how often we allow our anger to drive a conversation, et cetera. Our awareness of emotions, ability to self regulate, and ’people smarts’ are essential in coaching. Prominent EQ scholar Daniel Goleman defines emotional intelligence as “the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well.” Goleman developed a four square approach to the dimensions of emotional intelligence. The four dimensions are self awareness, social awareness, self management, and relationship management. Self awareness involves: Emotional Self-Awareness: recognizing one’s emotions and impact. Accurate Self-Assessment: knowing one’s own inner resources, abilities, and limits. Self-Confidence: a sense of one’s self-worth and capabilities. Social awareness involves: Empathy: sensing others’ feelings and perspectives. Organizational Awareness: reading a group’s culture and power relationships. Service Orientation: having an interest and focus on meeting individual needs. Once we have built self and social awareness, we are able to manage ourselves and relationships. Self Management involves: Emotional self-control: Keeping disruptive emotions and impulses under control. Transparency: Displaying honesty, integrity, and trustworthiness. Adaptability: Adapting to changing situations or overcoming obstacles. Achievement Orientation: striving to improve and excel. Initiative: showing a readiness to act on opportunities. Optimism: having a positive point of view and seeing opportunities. Relationship Management involves: Developing Others: mentoring and developing talent in others. Inspirational Leadership: inspiring and guiding people to work toward shared goals. Change Catalyst : initiating and managing change. Communication: sending clear messages. Influence: having impact on others. Conflict Management: negotiating and handling difficult situations. Building Bonds: developing and maintaining good relationships with others. Teamwork and Collaboration: working cooperatively with others. Each of the four quadrants comes into play in each coaching conversation. The heart of coaching is to help individuals become more aware of themselves and their impact on other people. Before we can help others become self aware; we must begin with our own self awareness and management of our emotions. We also need to be able to recognize and empathize with the emotions of others and manage our relationships to ensure effective and successful coaching relationships and conversations. Reuven Bar On, another EQ scholar, sums up emotional intelligence as “our ability to recognize, understand, and effectively use emotions to cope with ourselves, others and the environment. This implies that we have the ability to effectively use emotions to work for us and not against us.” He provides a framework of five core competencies to help us assess and develop our emotional intelligence. They are: Intrapersonal – Our awareness and management of self. Interpersonal – Our ability to get along with others. Adaptability – Our ability to be flexible and realistic in an effort to solve problems. Stress Management – Our ability to manage stress and control impulses, and General Mood – Our ability to exercise optimism and to feel satisfied with life. Scan this list of competencies. When do you successfully use these competencies and when are you are challenged? For most of us, when things are going well – project deliverables are coming in on time, direct reports are performing well, workload is manageable – these competencies come naturally. It’s only when we are under pressure, stressed, feeling defensive that issues of EQ become more apparent and the competencies more difficult – deadlines slip, coworkers argue, and projects pile up. When we are put in stressful positions – which is often the case in our fast paced, ever changing work environment – we encounter what Daniel Goleman calls the Amygdala Hijacking. Our amygdala is that part of the brain wired for three options when we encounter unknown and stressful situations – flight, fright or freeze. These are the default behaviors we summon when under stress. Goleman captures the intensity of this by coining the term “Amygdala Hiacking”. We seem to lose control of our behavior, defaulting to primitive reactions. Think about this situation – You’ve been working on a high stakes assignment for months now and you are rolling out the communication plan starting with executive leadership. You have your conference room reserved, your virtual conference set up, and your PowerPoint slides ready. You get a call at the last minute from the President’s assistant announcing that an emergency meeting has been called and you’ll have to move your presentation to the end of the month. Chances are great that your amygdala would be hijacked – your blood pressure would rise, you may feel constrained breath, maybe the hairs on the back of your neck would rise. In that moment, you have a choice – become aware of what is happening, take a couple of deep breaths, and react calmly to the situation, or let your amygdala be hijacked and fly off the handle. As managers and leaders, this is territory that we find ourselves again and again. The extent to which we have awareness of what is happening and have strategies ready to help us self regulate helps to determine how well we will demonstrate our emotional intelligence when we need it most. We all will have times when we are able to successfully manage our way through difficult situations, and others when the right buttons will be pushed and we cannot hold on if our life depended on it. As we develop our coaching skills, we will have times when we are able to put aside our agendas and facilitate successful conversations, and others when we react swiftly and emotionally to individuals’ issues. We just need to remember that emotional intelligence is a journey and not a destination. To help you start your journey, you will have an opportunity to reflect on your own emotional intelligence and identify your strengths and growing edges needed to successfully coach in the unit activity. References Bar-On, R. (2004). The Bar-On Emotional Quotient Inventory (EQ-i): Rationale, description, and summary of psychometric properties. In Glenn Geher (Ed.), Measuring emotional intelligence: Common ground and controversy. Hauppauge, NY: Nova Science Publishers, pp. 111-42. Goleman, D. (1997). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Dell Books. Instructions This assessment has three main parts: Use the APA Paper Template [DOCX] to write a 7–10 page paper that responds to the following: Part 1: Dimensions of Emotional Intelligence Discuss the scene and what happened between Christina Robledo and the two nurses in the Vila Health simulation. Do you feel the nurses demonstrated strong emotional intelligence in their communications with Christina Robledo? Why or why not? What are the key elements of emotional intelligence that were demonstrated in this scenario? Which key elements of emotional intelligence were lacking from the scenario? How might the scenario have turned out differently if these elements had been demonstrated? Part 2: Emotional Intelligence Self-Evaluation Assess your own emotional intelligence. Reflect on your own interactions with others. Do you feel you are able to identify and understand others' emotions? Are you able to control your own emotions when dealing with others? Which specific elements of emotional intelligence do you feel are the strongest in you? Which elements of emotional intelligence would you like to improve? Provide examples that illustrate your self-assessment. Part 3: Impact of Emotional Intelligence for Health Care Leaders Analyze reasons for health care leaders to develop their emotional intelligence skills in all dimensions: Describe each dimension of emotional intelligence and explain why it is important for health care leaders to develop their skills in each area. Explain the impact of emotional intelligence on relationships and communication effectiveness in health care organizations: If you were one of the nurses in the Vila Health simulation, how could you have communicated differently with Christina Robledo to acknowledge her concerns and her emotions? What are your overall impressions of the organizational culture of the hospital in the simulation? How does emotional intelligence impact relationships and communication effectiveness in health care organizations in general? Analyze the impact of emotional intelligence on cultural competence in health care organizations: How could emotional intelligence be used to improve cultural competence? Discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations: Do you feel teamwork and collaboration are valued at the organization portrayed in the Vila Health simulation? How could emotional intelligence be used to improve teamwork and collaboration between Christina Robledo and the nurses? Additional Requirements Length: A minimum of seven double-spaced pages, not including title and reference pages. Font and font size: Arial, 12 point. References: Cite at least three references from peer-reviewed journals, in addition to your textbook. Format: Use the APA Paper Template [DOCX] to write your paper using current APA style and formatting for the paper as well as for references and citations. Refer to Evidence and APA on Campus for more information. You may use first person for the portions of this paper where it is appropriate to do so. Competencies Measured By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria: Competency 1: Assess one's leadership style in a professional health care setting. Discuss the different elements of emotional intelligence. Analyze the reasons for health care leaders to develop their emotional intelligence skills. Competency 2: Explain cultural competence and its relevance to health care management. Analyze the impact of emotional intelligence on cultural competence in health care organizations. Competency 3: Analyze communication styles and their impact on teamwork and collaboration. Explain the impact of emotional intelligence on relationships and communication effectiveness in health care organizations. Discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations. Competency 5: Communicate in a manner that is scholarly, professional, and respectful of the diversity, dignity, and integrity of others and is consistent with the expectations for health care professionals. Adhere to the rules of grammar, usage, and mechanics. Apply APA style and formatting to scholarly writing. Scoring Guide Use the scoring guide to understand how your assessment will be evaluated. Expand All Criterion 1 Discuss the different elements of emotional intelligence. Distinguished Discusses the different elements of emotional intelligence and provides examples. Proficient Discusses the different elements of emotional intelligence. Basic Lists the different elements of emotional intelligence. Non Performance Does not list the different elements of emotional intelligence. Criterion 2 Analyze the reasons for health care leaders to develop their emotional intelligence skills. Distinguished Analyzes the reasons for health care leaders to develop their skills in each dimension of emotional intelligence. Proficient Analyzes the reasons for health care leaders to develop their emotional intelligence skills. Basic Describes the reasons for health care leaders to develop their emotional intelligence skills. Non Performance Does not describe the reasons for health care leaders to develop their emotional intelligence skills. Criterion 3 Explain the impact of emotional intelligence on relationships and communication effectiveness in health care organizations. Distinguished Explains the impact of emotional intelligence on relationships and communication effectiveness in health care organizations and provides examples. Proficient Explains the impact of emotional intelligence on relationships and communication effectiveness in health care organizations. Basic Identifies the impact of emotional intelligence on relationships and communication effectiveness in health care organizations. Non Performance Does not identify the impact of emotional intelligence on relationships and communication effectiveness in health care organizations. Criterion 4 Analyze the impact of emotional intelligence on cultural competence in health care organizations. Distinguished Analyzes the impact of emotional intelligence on cultural competence in health care organizations and provides examples. Proficient Analyzes the impact of emotional intelligence on cultural competence in health care organizations. Basic Describes the impact of emotional intelligence on cultural competence in health care organizations. Non Performance Does not describe the impact of emotional intelligence on cultural competence in health care organizations. Criterion 5 Discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations. Distinguished Discusses how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations and provides examples. Proficient Discusses how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations. Basic Identifies but does not discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations. Non Performance Does not discuss how emotional intelligence promotes teamwork and collaboration in culturally diverse organizations. Criterion 6 Adhere to the rules of grammar, usage, and mechanics. Distinguished Exhibits strict and nearly flawless adherence to the rules of grammar, usage, and mechanics. Proficient Adheres to the rules of grammar, usage, and mechanics. Basic Errors in grammar, usage, and mechanics inhibit readability and comprehension and detract from good scholarship. Non Performance Does not adhere to the rules of grammar, usage, and mechanics. Criterion 7 Apply APA style and formatting to scholarly writing. Distinguished Applies APA style and formatting to scholarly writing. Exhibits strict and nearly flawless adherence to stylistic conventions, document structure, and source attributions. Proficient Applies APA style and formatting to scholarly writing. Basic Applies APA style and formatting to scholarly writing incorrectly and/or inconsistently, detracting noticeably from good scholarship. Non Performance Does not apply APA style and formatting to scholarly writing.
