Daniel Golem Determining Competencies That Sett Star Leader

According to Daniel Goleman, the distinguishing competencies that set star leaders apart from mediocre leaders are based on four main skill sets: self-awareness, social awareness, self-management and relationship management. The generic breakdown from Goleman (2014) is as follows: Self-awareness:

• Emotional self-awareness—leaders high in emotional self-awareness recognize how their feelings affect them and their job performance.

• Accurate self-assessment—leaders with accurate self-assessment know when to ask for help and where to focus in cultivating new leadership strengths.

• Self-confidence—self-confident leaders often have a sense of presence, a self-assurance that lets them stand out in a group (Goleman, 2014).

Self-management:

• Self-control—leaders

• Conflict management—leaders who manage conflicts best are able to surface the conflict, acknowledge the feelings and views of all sides, and then redirect the energy toward a shared ideal.

• Teamwork and collaboration—leaders who are team players draw others into active, enthusiastic commitment and collective effort, and build spirit and identity (Goleman, 2014). There are many contentions that emotional intelligence is an innate quality. Others contend that people have the ability to consciously determine what behaviors they need to exhibit in any interaction, and have the ability to work on the emotions they struggle with most. This is where training comes in, a top consulting agent explains that training can help build an individual’s self-awareness of their emotional intelligence and provide actionable methods to build those interaction skills. “Through practice and feedback, anyone can hone their EQ over time,” (Castellano, 2014). Whether it come from nature or nurture, the ability to identify individuals with high emotional intelligence can be valuable to any company seeking dynamic

The second branch, Using Emotion to Facilitate Thought, is measured by two tests that assess people’s ability to describe emotional sensations and their parallels to other sensory modalities using a non-feeling vocabulary (Sensations) and identify the feelings that might facilitate or interfere with the successful performance of various cognitive and behavioral tasks (Facilitation). The third branch, Understanding Emotion, is measured by two tasks that pertain to a person’s ability to analyze blended or complex emotions (Blends) and to understand how emotional reactions change over time or how they follow upon one another (Changes). The fourth branch, Managing Emotions, has two subtests that assess how participants would manage their own emotions (Emotion Management) and how they would manage the emotions of others (Social Management) (Brackett, Rivers & Salovey, 2011).

The MSCEIT, uses consensus or expert scoring to determine answers that rate better or rate worse. Norms were determined by 21 investigators, including psychologists and philosophers who were members of the International Society for Research on Emotion (ISRE). These scientists and scholars provided their expert judgment on each of the test’s items based on findings from the professional