Emotional intelligence can be defined as a multifunctional array of interrelated emotional, personal and social abilities which influence one's overall ability to actively and effectively cope with demands and pressures (Bar-On & Parker, 2000). Dulewicz and Higgs (1999) define emotional intelligence as being aware of, and managing one's own feelings and emotions; being sensitive to, and influencing others; sustaining one's motivation; and balancing one's motivation and drive with intuitive, conscientious, and ethical behavior. Successful leadership today is about how well leaders manage themselves and how well they manage others. Successful leadership is not about intellectual ability or technical expertise; it is about personal characteristics and human qualities that include empathy and compassion, flexibility, and influence. Today's leaders must have the ability and flexibility to adapt to an ever-changing workforce, and it's these human abilities that set apart successful leaders. Emotional intelligence has become as important as, if not more important than, intellectual quotient (IQ) and cognitive abilities. This study's hypotheses were tested with multiple regression analysis by regressing the four dimensions of emotional intelligence on LPI, the dependent variable. Only one of the emotional intelligence factors, the appraisal of emotion in self or others, is significantly related to leadership (LPI) (beta coefficient = .520 and p&ndashvalue of .000). In addition, there is one demographic variable that is significantly related to LPI (beta coefficient =.094 and p&ndashvalue of .033). Therefore, years of supervision is positively related to leadership. Today, successful leaders are defined by inspiring and motivating others, promoting a positive work environment, perceiving and understanding emotions, and fostering an organizational climate in which people turn challenging opportunities into successes. This investigation explored the relationship between emotional intelligence and leadership practices. This researcher used the Schutte Self Report Emotional Intelligence Test (SSEIT) (Schutte et al., 1998) to assess emotional intelligence of managers, and Kouzes and Posner's (1995) Leadership Practices Inventory (LPI) to measure leadership practices. Emotions play a key role in decision-making. This study supports the position that emotional stability and emotional intelligence are important factors for organizational leadership.

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This study was an exploration of adults with long-term hearing loss (LTHL) and how it may relate to social intelligence (SI) proficiency. The outcome of this study was intended to illuminate a gap in the literature, namely, the manner in which those with long-term LTHL were able to understand social situations and communicate with others when auditory comprehension was limited. A quantitative nonexperimental method was used that provided the Tromso Social Intelligence Scale (TSIS) to a group of 66 adults with LTHL who were diagnosed with hearing loss as children, as well as a group of 70 adults with no discernable hearing loss (NDHL). The TSIS was used to determine if those with LTHL would have scored higher on the total scale score and the subscales of social information processing and social awareness, than would those with NDHL. The results of the study were determined by an independent t test. There was no significant difference in the total scale and subscale scores between LTHL and NDHL for this relatively small samples study. These findings could aid the hearing loss community at large through a focus on SI skills to improve confidence and communication for those with LTHL. One social change benefit of this study demonstrates that SI for people with LTHL is comparable to people with NDHL. Such a finding suggests that while people with LTHL did not rate higher in SI, they also are not impaired in social situations because of their hearing loss.

The purpose of this study was to examine the relationship between internships and Social and Emotional Competence (SEC). SEC was conceptualized as the combination of Emotional and Social Intelligence. Increasingly, areas of SEC have become the subject of research, because SEC enables people to use emotions advantageously to achieve desired outcomes. Measures of seven components of SEC (self-awareness, selfperception, self-regulation, self-motivation, self-ownership, empathy, and social awareness) were evaluated. Qualitative phone interviews were conducted with 21 undergraduate and graduate Communication students whom had recently served as interns. All interviews were recorded and transcribed. Research questions sought to evaluate the effect of internships on (1) self-awareness and self-perception; (2) self-regulation and self-management; (3) self-motivation and career development; and (4) empathy, social awareness and relationship skills. The majority of subjects reported increases in all areas of SEC after the internship process. In addition, a formal survey of members of the Educators Academy of Public Relations Society of America (PRSA) was conducted to compare internship guidelines by professors at other universities. Eleven professional educators responded. Results found that interns from University of the Pacific's Communication program were being held to the highest standard, in terms of supervision and guidance.

Mentoring is an important means of developing talent. Typically, mentoring involves two individuals – a mentor, who provides career development and psychosocial support to a less experienced counterpart (the protégé). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine potential but unconfirmed outcomes of mentoring such as social network status. This study examined the relationships between several individual characteristics, namely social intelligence and emotional intelligence, and mentoring relationships. In addition, this study examined the relationships between mentoring and social network status. In this nonexperimental study, there were several unique relationships among these constructs. The results indicate a person‟s social intelligence is indicative of their status as a mentor (or not a mentor) but is not related to status as a protégé (or not a protégé). In addition, a mentor‟s perception of the costs and benefits of mentoring were explained by the protégé‟s social intelligence and emotional intelligence. A mentor‟s social intelligence also explained the quality of the mentoring given. Finally, a mentor‟s social network status was related to the protégé‟s social network status but this relationship was not due to the mentoring received. This study provides one of the first examinations of the relationship between mentoring and social network status and provides areas for future research and practical considerations.

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The purpose of this study was to examine the relationship between the self-perceived emotional-social intelligence and the self-perceived leadership characteristics of New Jersey educational administrators in relation to issues potentially complicated by gender. Both emotional-social intelligence and leadership were categorized into more specific aspects for comparison purposes. I administered a version of the Bar-On EQ-i test (EQ-i 2.0 online version) for emotional intelligence to school administrators in educational leadership positions in various New Jersey school districts. Additionally, the educational administrators completed the online version of the Leadership Practices Inventory assessment by Kouzes and Posner measuring “The Five Practices of Exemplary Leadership.” A minimum sample of twenty-five participants was sought from across all district types in New Jersey via emailed invitations to over five hundred individuals. More than twenty-five administrators ultimately agreed to participate; however, out of the forty-two administrators who did so and completed the consent agreement, two elected to formally withdraw their participation after the research was in process. Any completed responses from these two individuals were withdrawn from final analyses. From the remaining forty participants, two female administrators did not complete the EQ-i 2.0 assessment, and one male and three females did not complete the LPI assessment. Although the proposal for this research initially included a potential open-ended semi-structured interview designed by the researcher in which specific points would be analyzed if the need for such emerged from the quantitative data collection process, this phase ultimately did not occur; however, it is my recommendation that a fully independent but related qualitative project be undertaken in the future. Several research questions were posed and studied. It was assumed that there are no significant differences between male and female school leaders’ responses on the two instruments. An analysis of variance was used to determine the relationship between emotional-social intelligence and administrators’ self-perceived leadership abilities when analyzing response variables and explanatory variables of each gender group. Resultant data were analyzed and reported to include measures of validity and reliability. This work may provide a framework to better understand the emotional-social acuity, leadership skills, and experiential history of male and female New Jersey educational leaders in relation to self-perceptions of emotional-social intelligence and leadership characteristics. The research results have the potential to provide preliminary suggestions for additional research in the area of leadership development in schools and in graduate preparation programs. / Educational Leadership

This study, conceptually replicating the study by Funder and Harris (1986), examined the difference between African Americans and white Americans on measures of social acuity. Social acuity, as defined in this context, is the ability and inclination to perceive the psychological state of others and guide one's behavior in accordance with that perception.

Emotional intelligence (EI) has not been studied extensively within the Veterans’ Health Administration (VHA). The VHA is the largest healthcare organization in America with over 360,000 employees and the organization invests heavily in competency development. The Tampa VA is a level 1 facility with over 5,000 employees in the Tampa Bay area. The facilities Education office offers competency development through soft skills training, leadership development, and contracted courses that include emotional intelligence for leaders. The purpose of this study was to better discern ten Tampa VA medical center employees understanding and application of EI competence within their personal and professional lives. A series of qualitative interviews, focus groups, and an emotional intelligence curriculum were conducted over a six-month span in order to help participants improve their individual emotional intelligence competence. Findings confirm significant benefits for participants including increased EI competencies of self-awareness and self-management of emotions. Improvement also led to benefits including improved relationships, teamwork, and the ability to manage stress and change. Findings in this study were consistent with existing literature on EI specifically in regard to the possibility of improving EI competencies through training. An unanticipated finding was that only African American employees felt spirituality and upbringing contributed to initial development of emotional intelligence. Implications for theory include the need for an exploration of the potential influence of diversity and inclusion on the development of EI, and the need to explore the possibility of racial bias in the 360-assessment. Of the numerous implications for practice the most salient is that the provision of facility-wide opportunities for EI training for teams, leaders, aspiring leaders, and entry-level staff would be beneficial. Training could also be tailored to address specific challenges faced within the healthcare setting such as burnout, compassion fatigue, stress management, customer service, conflict management, and employee satisfaction. As this type of employee development is expanded to larger numbers of employees, it has the potential to significantly improve the organizational culture at the Tampa VA, which in turn will produce greater outcomes for our nations’ Veterans.

In the last few decades, due to the exponential rise in interconnectivity and globalization the importance of cross-cultural communication has been a hot topic to research more about. Due to this increase and more frequent interactions business individuals have started giving cross-cultural environments the attention it needs to address the challenges at hand. Keeping the complex nature of business practices, customs, and values of different cultures from around the world, it's necessary to adapt and equip yourself accordingly to deal with these complexities. Therefore, the purpose of this thesis is to examine and understand the different factors that contribute more or less to the success of business individuals engaging in cross-cultural interactions. At the same time with the help of prominent theoretical frameworks focus on the negotiations process when individuals from different cultures come together.   The empirical findings were obtained using a qualitative multiple case study of 5 different business individuals coming from different backgrounds which include Sweden, Turkey, and Pakistan. The process of the semi-structured interviews was done so that the findings can be analysed and discussed with the present literature identified in the theoretical framework.   The conclusion of this thesis shows that the personal competence factor turns out to be the most dominant aspect when it comes to the likelihood of success of a business individual in intercultural interactions. Although, at the same time the factors such as the influence of one’s culture and company do play a part in guiding and assisting business individuals in the process of cross-cultural communication. In regard to the negotiations process no certain conclusion can be drawn which determines the chances of a successful negotiations process but it was rightly identified that adaptability and prior training regarding specific cultures being dealt with could be a major factor in determining the outcome of the negotiation process.