Emotional Intelligence and Successful Leadership.

N

15

Administrator Behavior; Administrator Effectiveness; Adult Education; Adult Learning; Brain; Emotional Intelligence; Emotional Response; Intelligence Differences; Interpersonal Competence; Leadership; Leadership Qualities; Leadership Styles; Learning Processes; Learning Theories; Multiple Intelligences; Neurology; Neuropsychology; Postsecondary Education; Secondary Education; Success

Cognitive intelligence is often equated with eventual success in many areas. However, there are many instances where people of high IQ flounder whereas those of modest IQ do surprisingly well. Author and renowned psychologist Daniel Goleman believes that the explanation for this fact lies in abilities called "emotional intelligence," which include self- control, zeal and persistence, and the ability to motivate oneself. Studies conducted over past 20 years have established that, although our schools and cultures emphasize and reward academic intellect, academic intelligence does not guarantee prosperity. Studies of the brain's neurophysiology have established that the human brain has evolved from a primitive structure regulating basic life functions into a mass of complex tissues that permit people to think rationally and respond emotionally. The key to improving leadership lies in using both aspects of the brain effectively by learning how to utilize our emotions effectively or, in other words, by developing our emotional intelligence. Goleman has suggested the following domains for emotional intelligence: (1) knowing one's emotions; (2) managing one's emotions; (3) motivating oneself; (4) recognizing emotions in others; and (5) handling relationships. Although a certain level of cognitive intelligence "gets a person in the door," emotional intelligence is critical to becoming a successful leader. (Contains 22 references.) (MN)

2003

ED470793