Change Leadership: The Role of Emotional Intelligence

Issah, Mohammed

doi:10.1177/2158244018800910

Cited by 131 publications

(64 citation statements)

References 25 publications

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“…An aspect of the program that we plan to develop and build on is long-term tracking of the postdocs who have participated in the program. We anticipate gathering data on not only their professional paths but also intend to set up mechanisms to best understand how this program set the foundation for lifelong learning in critical areas such as emotional intelligence (24)(25) and related interpersonal skills. This longitudinal data, along with information on how other institutions are implementing similar programs, will strengthen our assessment.…”

Section: Discussionmentioning

confidence: 99%

A Structured Professional Development Curriculum for Postdoctoral Fellows Leads to Recognized Knowledge Growth

Steen

Vornhagen

Weinberg

et al. 2020

Preprint

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Postdoctoral training enables research independence and professional readiness. National reports have emphasized professional development as a critical component of this training period. In response, many institutions are establishing transferable skills training workshops for postdocs. Critical gaps, however, have been the lack of structured programs and an absence of methods to assess outcomes beyond satisfaction surveys. To address these shortcomings, we took the relatively new approach of structured programming and developed a method for controlled assessment of outcomes. Our program You3 (You, Your Team, Your Project), co-designed by postdoctoral fellows, focuses on a structured array of management and leadership skills agnostic of ultimate career path(s). It then measures outcomes in a controlled manner, by systematically comparing knowledge and growth of participants with non-participants as the control group. You3 participants achieve greater growth in competencies overall compared to the control group, as shown by multiple criteria including self-reporting and associative analysis. Correspondingly, You3 participants reported greater knowledge in 75% of the modules when compared to controls. These data indicate that structured learning, where postdocs commit to a curriculum via a cohort-structure, leads to positive outcomes and provides a framework for programs to assess outcomes in a rigorous manner.

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Section: Discussionmentioning

confidence: 99%

A Structured Professional Development Curriculum for Postdoctoral Fellows Leads to Recognized Knowledge Growth

Steen

Vornhagen

Weinberg

et al. 2020

Preprint

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“…The role of emotional intelligence in organizational change contexts has long been established (Foltin & Keller, 2012; Huy, 1999; Issah, 2018). Nevertheless, we found that few studies within HRD have empirically examined learning in organizational change contexts.…”

Section: Recommendations For Future Researchmentioning

confidence: 99%

The Role of Leader Emotional Intelligence in Organizational Learning: A literature Review Using 4I Framework

Kaur

Hirudayaraj

2021

New Horizons in Adult Education and Human Resource Development

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Although most researchers have argued that a leader's emotional intelligence (EI) capability positively influences organizational learning (OL), this relationship has only been studied at the surface level. Consequently, there is no clear explanation of how leaders facilitate various processes of learning at the individual, team, and organizational levels. In this article, we operationalize Goleman's (1998) mixed model of EI and the 4I framework of learning proposed by Crossan et al. (1999) to shed further light on this connection. The conceptual link between self‐awareness, self‐management, social awareness, relationship management competencies of a leader's emotional intelligence and learning sub‐processes of intuition, interpretation, integration, and institutionalization has been examined. A conceptual framework has been developed and proposed which is open to further investigation. The results of this article make a significant contribution to scholarly research surrounding emotional intelligence and organizational learning. We also present practice‐based implications for leadership development and employee learning interventions that have a special significance in learning organizations.

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“…The capability to deal with self-emotions, the emotions of others and the surroundings are defined as the Emotional Intelligence. The five components of Emotional Intelligence are self-awareness, self-regulation, self-motivation, empathy and social skills (Issah, 2018). Self-awareness denotes the ability to understand modes, drives, and emotions of self and its effect on others.…”

Section: Literature Reviewmentioning

confidence: 99%

Students’ Leadership Competencies at International Islamic University Malaysia

Solih¹,

Faizuddin²

2021

BJIT

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International Islamic University Malaysia (IIUM) has been contributing to the holistic development of human capital through Islamization of human knowledge. It has also been developing young leaders by inculcating the values and resilience needed to survive as good leaders in the 21st century. This study aims to investigate the levels of perceptions and practices of student leaders’ leadership competencies (LCSL), Islamic Spiritual Intelligence (ISI), Emotional Intelligence (EI), and Islamization of Human Knowledge (IOHK) at IIUM. The current study employs a quantitative cross-sectional survey with a stratified random sampling technique. The data were collected using a self-administered questionnaire, distributed to 372 student leaders in the year 2018/2019. The results from the descriptive analysis revealed that student leaders’ practices and perceptions of IOHK (78%), EI (78%), ISI (91%), and LCSL (79%) exceeded 50%. The results of this study may contribute to the previous models of leadership competencies, such as Islamic Spiritual Intelligence by Jumahat et al., Emotional Intelligence by Goleman, Man of Sound Reasoning of Islamization of Human Knowledge by Hassan, Student Leadership Competencies by Seemiller, and Integrative Global Leadership to Develop Young Leaders by Park et al.

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Change Leadership: The Role of Emotional Intelligence

Cited by 131 publications

References 25 publications

A Structured Professional Development Curriculum for Postdoctoral Fellows Leads to Recognized Knowledge Growth

A Structured Professional Development Curriculum for Postdoctoral Fellows Leads to Recognized Knowledge Growth

The Role of Leader Emotional Intelligence in Organizational Learning: A literature Review Using 4I Framework

Students’ Leadership Competencies at International Islamic University Malaysia

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