Running head: EMOTIONAL INTELLIGENCE REFLECTION

Emotional Intelligence Reflection

Genevieve Givens
University of Arizona

Emotional Intelligence Reflection

Introduction
Emotional intelligence is the ability to clearly perceive an organization, situation, and
interaction in relation to emotions, emotional intelligent leaders are able to effectively regulate
and promote understanding and knowledge (Heckemann, Schols, & Halfens, 2015). Emotionally
intelligent leaders are inspiring, mature, and confident within their practice which aids in
allowing others to participate in the decision making process (Heckemann et al., 2015).
Emotional intelligent leaders possess qualities that provide insight into the human condition and
between human interactions these qualities include: self-awareness, self-regulation, motivation,
empathy and social skill all tools necessary for the integrated leader (Crowell, 2011, pg.102).
Evidence of Self-Awareness
Self-awareness can be defined as understanding the effects of ones emotions, ambitions,
and action on others (Crowell, 2011). Self-awareness was evident through group fours specific
shared leadership interventions. In this scenario, the chosen interventions highlight principles of
shared leadership focused on promoting culture change and respect throughout the unit, allowing
staff to take ownership of their practice, feel appreciated and worthy, all of which motivated and
empowered staff to find solutions (Winslow, Hougan, DeGuzman, & Black, 2015). Group four
recognized nurses were feeling unappreciated and disrespected by the results of the nursing staff
survey. First, to combat nurse turnover, group four and under shared leadership values
implemented a collaborative process council. Second, the collaborative process was utilized to

improve the environment and promote communication, trust, and respect in the workplace,
thereby fostering feelings of self-worth in the workforce (Heckemann et asl., 2015). Group four
recognized the importance of self-worth in leadership and the workforce, which improves morale
and performance (Crowell, 2011). Thirdly, group four also chose to create an interdisciplinary
council to develop and implement clear practice guidelines and protocols that allow nurses to
work autonomously, improving efficacy and outcomes while allowing the nurse to work within
the scope of license (Kowalski, 2015).
Evidence of Self-Regulation
Self-regulation in leadership is the ability to control emotions of the leader while
promoting calm within followers (Crowell, 2011). Group four recognizes the impact of the work
environment on patient and staff satisfaction, patient care outcomes, and organizational
sustainability, creating initiatives that improve the workplace influences every facet of front line
health care delivery (Buck & Doucette, 2015). The creation of interdisciplinary councils
delineates group fours understanding of shared leadership concepts and integrates selfregulation into practice. In these councils, staff members may create open dialogue without
escalating non-productive and negative emotions, assisting with practice and policy development
that improves both patient care outcomes and staff satisfaction. Creating interdisciplinary
councils in which staff can voice their opinions and concerns into improvement initiatives and
practice change demonstrates self-regulation (Crowell, 2011).
Underlying Group Motivation
The underlying motivation demonstrated by group four was nurse and staff retention by
creating a positive work environment to improve morale and culture of the unit, thereby creating
a healing environment not only for personnel but for patients. Utilizing shared leadership design
and motivated by nursing retention, improving morale it is expected that these interventions will
lead to increased work performance, productivity, staff satisfaction, and retention (Crase,
Buchanan Green, Apodaca, & Givens, 2016, para. 2).
Evidence of Demonstrated Empathy
Group four also demonstrates empathy in their initiatives and understanding the feelings
of others into the decision making process to prevent staff turnover and build unit leadership.
Group four identified the qualitative data obtained from the nurse survey and highlighting areas
of concern that potentially attributed to high nurse turnover. This discernment articulates the
teams capability to understand their staff members current state. Entrusting personnel to share
in the decision making process validates the feelings of staff members and promotes the essential
components of shared leadership as accountability, partnership, equality, and ownership
(Thomas, 2014). This deliberate effort of taking the perspective of the nursing staff into account
demonstrates empathy in all three of group fours interventions (Savel & Munro, 2016).
Evidence of Social Skill
Emotionally intelligent leaders have great relational skills that assist with recognizing
their emotions, the effect of those emotions on others and the insight to understand and regulate
the emotions of others into productive work (Savel & Munro, 2016). There is evidence of social
skill in group fours scenario response that is in line with the design of shared leadership. Group
four made a conscious effort to build working relationships with personnel, these relationships
were developed three ways: between staff members and leadership, between departmental staff,
and between nursing and the medical team (Savel & Munro, 2016). Group four also implemented
clear expectations and guidelines for practice on the unit, improving the communication process
between clinicians and leadership improving interdepartmental and organization relations. Group

EMOTIONAL INTELLIGENCE REFLECTION

fours action plan to intervene on issues plaguing the profession demonstrate a high level of
emotionally intelligent leadership.

EMOTIONAL INTELLIGENCE REFLECTION

References
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