Emotionally Intelligent Leadership: An Applied Model for Developing Individuals and Advancing Organizations

Emotional intelligence frameworks in leadership education

“…The model provides a wide range of capacities that are vital to enacting effective and emotionally intelligent leadership with many touch‐points. Some capacities may be more relevant or useful in some situations than others; the aim is not to excel in all of these capacities at all times, but rather to be able to understand the value of the capacities and discern when some are more (or less) useful when enacting leadership (Allen et al., 2016; Haber‐Curran & Shankman, 2018). As leadership educators are designing leadership learning opportunities, some capacities will be more central to the aims and outcomes than others, which is how the model is intended to be used (Haber‐Curran & Shankman, 2018).…”

Teaching Global Mindset and Intercultural Competence Through the Framework of Emotionally Intelligent Leadership

“…The EIL model approaches leadership as a dynamic process encompassing the individual, group, and larger context. Integral to the model is the notion of sense making, or seeking to better understand unknown situations and environments at individual, group, and contextual levels (Haber-Curran & Shankman, 2018), making EIL a useful framework for approaching leadership education with a focus on intercultural competence and global mindset.…”

“…This manuscript focuses on how the three EIL facets as broad learning concepts were used in two different courses, and the specific capacities of the model are not directly relevant to the application examples in the manuscript. Readers are encouraged to refer to additional resources focused on EIL for more information about the model and the specific EIL capacities (e.g., Haber-Curran & Shankman, 2018;Shankman et al, 2015). As an example, the cultural pairing assignment, in which the students engaged in a video conversation with graduate students in the United States to discuss their cultural values and experiences, served not only to help the students learn about someone from another cultural background (consciousness of others), but also provided an opportunity for the students to see their own cultural background more clearly (consciousness of self ).…”

“…It is our aim in this paper to present a brief overview of EIL, describe two application examples of its use in curricular contexts to teach global mindset and intercultural competence, and suggest implications and recommendations to inform leadership education.Emotionally Intelligent LeadershipEmotionally intelligent leadership was first introduced in 2009 as a process-oriented leadership model integrating key concepts of emotional intelligence and leadership(Shankman et al, 2015).The EIL model approaches leadership as a dynamic process encompassing the individual, group, and larger context. Integral to the model is the notion of sense making, or seeking to better understand unknown situations and environments at individual, group, and contextual levels (Haber-Curran &Shankman, 2018), making EIL a useful framework for approaching leadership education with a focus on intercultural competence and global mindset.A fundamental assumption of the model is that EIL can be learned and developed over time with intentional practice.The EIL model includes three key facets: consciousness of self, consciousness of others, and consciousness of context, which are defined in Table1.The model also includes 19 capacities of EIL that each fall under one of the three facets. Thismanuscript focuses on how the three EIL facets as broad learning concepts were used in two different courses, and the specific capacities of the model are not directly relevant to the application examples in the manuscript.…”