Running head: Literature Review 1

Transcription

1 Running head: Literature Review 1 Literature Review: (Conflict in Corporate Workplaces: Includes Healthcare, Education, General Businesses) (Michael E. Markgraf) Liberty University

2 2 Abstract This paper includes a reference list of literature relating to how the concepts of emotional intelligence affect leadership and their decisions. An application of this affects how well frontline employees and responsible managers address workplace conflict. This concept has applicability in any leadership role or environment, to include the educational one. Emotional intelligence has been correlated to professional success as well as with successful workplaces (Tait, 2008). In brief overview, the articles reviewed provided a glimpse of the relationship between the fundamental concepts emotional intelligence (EI) and interpersonal skills to leadership and conflict resolution. It is also significant to point out that the concept of leadership is broad as it includes administrator and teacher qualities. An implication here is the sense that leaders, through their example and interactions with subordinates, can create and renew personal commitment (Cherkowski, 2012). I sense that, although there has been an increase in awareness of the significance of EI, more research and subsequent incorporation of EI into the educational profession is needed. Additionally, more workshop, self-assessment, and subsequent professional mentoring would greatly increase the impact EI can have on society s educational institutions of all levels. Keywords: Emotional intelligence, leadership, conflict management, resilience. Introduction Emotional intelligence is not having the ability to never become emotional. Rather, emotional intelligence can be defined as; the ability to effectively rationalize one s emotions to provide an appropriate, effective and controlled response. There is a sense that, even though the concept of emotional intelligence has been a study for several decades, people and industries are

3 3 rather unfamiliar with the application of emotional intelligence. When looking back in my professional career, this topic first appeared to me in 2005; prior to that, I had never heard of the concept. In everyday life, whether personal or professional, individuals experience the effects of emotions and the positive and negative effects of them. Through the course of many years a variety of methods have been developed to breakdown this human concept into parts of study to learn and understand. For example, the four-branch model (Goroshit et al., 2012) up to the five composite containing 15 subcategories presented by Drs. Stein and Book. These efforts have resulted in the development and publications of a number of self-assessments designed to help individuals become aware of their level of emotional intelligence. An outcome of these efforts is to reinforce the notion that a person s level of emotional intelligence is not a fixed condition, as IQ and personality is. This alludes to the idea that emotional intelligence can be taught and developed (Goroshit et al., 2012). In fact, some studies have indicated that assessing a person s emotional intelligence is a predictor of their educational and professional success (Goroshit et al., 2012). Additionally, there are recommendations that the inclusion of emotional intelligence topics be incorporated into the developmental programs for professionals, to include educators. However, training and educational development opportunities are not enough. Having assessments to identify a person s baseline with subsequent educational workshops is great but not enough. The follow up efforts of mentoring is critical. In fact, one of the reasons why novice teachers leave their profession is the lack of mentoring (Tait, 2008). If emotional intelligence is something that can be learned and developed, then it is reasonable to conclude that comprehensive developmental plans monitored by competent mentoring would be needed. This enlightens the idea that leaders who are in supervisory roles should be strong in emotional intelligence so as to be effective role models and mentors to their subordinates.

4 4 Another aspect of applying the concepts of emotional intelligence is intervention of conflict in the workplace. It is very simple to understand that whenever there are people engaged in collaboration to accomplish goals, there will be conflict. This human condition is unavoidable and thus guarantees conflict. The intervention effort(s) should not include how to avoid conflict, rather how to effectively engage conflict to implement solid resolution. Studies have shown that there is a correlation between a person s level of emotional intelligence and the ability to effectively address conflict and achieving successful leadership roles (Potter, 2011). Since there is a link between emotional intelligence and workplace conflict management (Longaretti, L., et al., 2006), organizational leadership should be motivated in applying proactive intervention strategies that include emotional intelligence training and mentoring. This again reveals the significance of leadership s responsibility in understanding their own level of emotional intelligence and enact subsequent developmental strategies. This is the highlight of their role as mentors and role-models as leaders. An additional area to consider is in the role of an educator. This person not only has to manage conflict between students, they have to manage conflict between their peers and student s families. Although this dynamic is not necessarily unique in variety from other professions, the liability of failing in their intervention approach can be costly, particularly where children are concerned. This significance alone should be motivation enough to value the role of emotional intelligence insights. Let s consider the interpersonal price people pay in terms of stress, disease and mental burn out. If we were to consider the costs associated with this interpersonal price in terms of personnel and dollars, it would be staggering. First let s look at the human cost. There is no such thing as a profession that has zero conflict or the stress associated with that conflict. As such, the normal human reaction is to avoid it and thusly, internalize it (Johnson et al., 2005).

5 5 This is a process is what negative stress can be derived. The resulting consequence is disease, mental burn out and other like physiological outcomes. I will never forget of the example of a worker, whom I knew, that retired on a Friday and died the Sunday after (two days later). I must ask, at what human cost is any profession worth? This is obviously an extreme example. However, we can consider how this process can result in employees calling sick, recurrently. Some organizations have a program referred to as Employee Assistance Program that allows official time to seek professional counsel. Then there is the fact the many people leave their positions and quit (Johnson et al., 2005). When we consider the cost in dollars associated with the human costs, it becomes rather enlightening. It costs much to replace people as new hires, temporaries or substitute teachers for those who are out sick, and the Employee Assistance Program. The concept of resilience is also part of the vocabulary of successful organizational leader. Resilience can be defined as, the ability to face and overcome the various adverse circumstances one faces (Tait, 2008). Tait argued that attrition among novice teachers was shocking (Tait, 2008). This was mainly due to the inability to effectively handle the various stressors associated with being a teacher, let alone a new one. We can look at the concept of succession planning and other mechanisms that has the goal of professionally developing and preparing new organizational leaders. An indicator of high achieving (Potter, 2011) and successful people are those who express sound emotional intelligence. When we consider the business environment and the expectations associated, collaborative teams are an aspect of this environment. Literature that is in context with the corporate world discusses the direct relationship between the behaviors of leaders and return on investment (ROI) (Hackett, P., et al., 2008). In terms of professional development providing the technical and knowledge skills is very important. It is also argued that individuals who do not

6 6 possess the ability to make rational decisions in implementing the technical and knowledge skills, these skills are of little use (Hackett, P., et al., 2008). It should also be noted that, the higher one progresses in any organization, the more complex the conflicts become due to the greater responsibility. This requires a person to have attained a better grasp on their emotional intelligence. The supposed conclusion regarding professional development aligns itself with the invasive inclusion of emotional intelligence concepts. This is to provide the training recipient opportunities to gain a better self-awareness so as to understand themselves better. The natural consequence of this would be positive growth towards a better and stronger leader, which translate into a better and stronger implementer of the organizational goals. The concept of leadership is applicable to everyone. This implies that every person in every organization has a role and responsibility in being a leader. The school setting requires classroom educators to, as a minimum, lead their peers, students, and parents/guardians. This leadership role requires much in the way of making decisions, classroom management, and other integral duties associated with being an educator. The role of emotional intelligence, including the concept of social relationships, is a contributor to effective classroom management (Hoffman, L., et al., 2009). It should be considered that educators are human beings and subject to the weaknesses that plague all human beings. One of these weaknesses is forming biases for and against others. In this circumstance, these biases can be opinions in regards to the class participants. People have a tendency to form positive opinions for those who tend to do well or comply with the beholder s point of view; while forming negative opinions for those who tend to not do well. In the work or classroom environment, those engaged in conflict exhibit a negative propensity (Longaretti, L., et al., 2006). This to say that negative biases emerge when others don t fit into the mold prepared for them. Educators are in a position of conflict

7 7 resolution and are observed by those in the conflict, as well as those outside of the conflict, in how they handle it; educators are role models. The subsequent learning outcomes is where this role responsibility becomes very critical. If handled appropriately and effectively, the observed learning outcomes (Longaretti, L., et al., 2006) are great and positive. Thus allowing those who just learned, how to enact better conflict resolution strategies. The opposite is also true. If handled inappropriately and ineffectively, the observed learning outcomes are just as great but negative. This underscores the significance of educators to be in objective control so as to better deal with their efforts in conflict resolution. The role of emotional intelligence becomes apparent along with its significance. Educators (leaders) have an extrinsic impact on the outcomes of their students. In fact, through the role of leadership, leaders are always looking to help their subordinates realize their full potential (Labby, S., et al., 2012). This attribute translates into overall student s achievement. How an educator establishes the learning environment has a direct relationship to the comfort, trust, and overall student perception of their acceptance. Effective leadership in the classroom or workplace can generate various intrinsic attributes within the student or employee population that helps to increase outcomes. Effective leaders also help those around them, in any hierarchical position, in realizing their full potential. The vast majority of this is accomplished through being a role model. This entire point is characterized in the concept of transformational leadership (Harms, P., et al., 2010). The role of emotional intelligence has an influence in how well leaders can exemplify the dimensions defining transformational leadership. Conclusion/Summary Although the concept of emotional intelligence is somewhat of an old one, various aspects of our society, including education, have, to some degree, overlooked its significance and

8 8 its application in leadership. This oversight has been discovered and is becoming more and more an integral part in educational leadership development. Effective leaders, also within the concept of transformational leaders, exhibit various applications of emotional intelligence. This and the preponderance of the evidence show that emotional intelligence can be taught, strengthens the need for emotional intelligence concepts to be an integral part of leadership development training. Both qualitative and quantitative evaluations have revealed, to various degrees, a direct correlation between effective and successful professional and personal goals to the competent use of emotional intelligence. Additionally, classroom teachers should lead by example in emotional intelligence so as to have a teaching effect on their student body. Another interesting and profound application of emotional intelligence is how the education system can teach this to our student body. In effect, to provide a proactive effort in having EI as a normal thought process. Overall, the concept of EI has an invasive role in all business and personal venues. Because of the implicit significance of this concept, additional research should be done. It should also be noted that this topic should be a required area for development for front line educators and all of their leadership levels. The profound dynamics of being a human being are staggering, who can really understand them. The best we can hope for is to navigate as best we can through life s journey and leave our legacy as positive as is possible. I believe that through the inspiration of God, all things are possible. References Goroshit, M., Hen, M. (2012). Emotional intelligence: A stable change? International Journal of Teaching and Learning in Higher Education, 24, Retrieved from

9 9 Potter, G. (2011). A qualitative exploration of a new concept in support of good educational leadership emotional intelligence. International Journal of Educational Leadership Preparation, Retrieved from Johnson, R. III, Aiken, J., Steggerda, R. (2005). Emotions and educational leadership: Narrative from the inside. Planning and Changing, 36, Retrieved from Hackett, P., Hortman, W., (2008). The relationship of emotional competencies to transformational leadership: Using a corporate model to assess the dispositions of educational leaders. Journal of Educational Research & Policy Studies, Retrieved from Tait, M., (2008). Resilience as a contributor to novice teacher success, commitment, and retention. Teacher Education Quarterly, Fall 2008, Retrieved from Cherkowski, S., (2012). Teacher commitment in sustainable learning communities: A new ancient story of educational leadership. Canadian Journal of Education, 35, Retrieved from Hoffman, L., Hutchinson, C., Reiss, E., (2009). On improving school climate: Reducing reliance on rewards and punishment. International Journal of Whole Schooling, 5.1, Retrieved from Longaretti, L., Wilson, J., (2006). The impact of perceptions on conflict management. Educational Research Quarterly, 29.4, Retrieved from

10 10 Harms, P., Crede, M., (2010). Emotional intelligence and transformational and transactional leadership: A meta-analysis. Journal of Leadership & Organizational Studies, 17.1, Retrieved from Labby, S., Lunenberg, F., Slate, J., (2012). Emotional intelligence and academic success: A conceptual analysis for educational leaders. Journal of Educational Leadership Preparation, 1.2, Retrieved from