Enhancing Management Problem-Solving Processes through the Application of Emotional Intelligence Skills

Abstract

Purpose: Little research has been contributed to how the behaviors associated with emotional intelligence may be practically applied to enhance both individual and group management problem-solving. The purpose of this paper is to identify practical approaches to the application of emotional intelligence to the complexity of the management problem-solving process. These practical approaches are designed to instruct and aid problem solvers in the utilization of emotional intelligence skills to improve management problem solving skills and processes. Design/Methodology/Approach: Goleman's (2001) and Boyatzis' et al. (2000) four essential elements of emotional intelligence and their associated 20 behavioral competencies are utilized to develop a methodology for the practical application of emotional intelligence skills to management problem-solving. A series of questions, observations and action steps are outlined to improve emotional intelligence awareness, as well as the utilization of emotional intelligence skills to enhance management problem-solving processes. Findings: Organizations and individuals may benefit from the development and utilization of behaviors attributed to emotional intelligence. The practical application of emotional intelligence skills can enhance individual and group complex management problem-solving skills and outcomes. Originality/Value: The practical application of emotional intelligence skills becomes a strategy for the development of the individual's and organization's ability to assess the impact and consequences of management problem-solving, while simultaneously improving the quality and effectiveness of the management problem-solving process.

The Predictive Power of Teachers Proactive Personality Traits on Their Problem Solving Skills

“…When literature is examined in the literature, it has been found that problem-solving skills are related to emotional intelligence level, anger experience and critical thinking skills. Studies in people's emotional intelligence level increases problemsolving skills in the observed increase in (Deniz, 2013;Hess and Bacigalupo, 2014;İşmen, 2001;Shahbazi vd. 2014;Tetik ve Açıkgöz, 2013;Yılmaz Karabulutlu vd., 2011), constant anger problem solving skills with the confidence and positive self-control subscale, which is in inverse relationship with the approach-avoidance subscale (Aydın vd., 2005), found a positive and moderately significant relationship between problem-solving skills and critical thinking skills .…”

“…Yapılan çalışmalarda kişilerin duygusal zeka düzeyi arttıkça problem çözme becerilerinde artış gözlendiği (Tetik ve Açıkgöz, 2013;İşmen, 2001;Deniz, 2013;Shahbazi vd. 2014;Hess and Bacigalupo, 2014;Yılmaz Karabulutlu vd., 2011), sürekli öfkenin problem çözme yeteneğine güven ve kişisel kontrol alt boyutu ile olumlu, yanaşma-kaçınma alt boyutu ile ters ilişki içinde olduğu (Aydın vd., 2005), problem çözme becerileri ile eleştirel düşünme becerileri arasında pozitif yönde ve orta düzeyde anlamlı bir ilişki olduğu bulunmuştur .…”

Characteristics of Prospective Mathematics Teachers’ Problem Solving in Metacognitive Awareness: Absolute Value Problems of Calculus Courses

“…This shows that metacognitive awareness is important in the problem-solving process. Hess & Bacigalupo (2014) also stated that student awareness is very supportive of the process of solving problems. In addition to getting information, students also do not realize that the completion process they are working on is wrong.…”