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Handbook for Developing Emotional and Social Intelligence: Best Practices, Case Studies, and Strategies

Book Description

Handbook for Developing Emotional and Social Intelligence is an authoritative collection of practical content—best practices, case studies, and tools—that showcases the application and development of emotional and social intelligence in the workplace. The authors are some of the best-known experts in the field and the book includes practitioners, academics and thought-leaders that contributed to this rich collection of knowledge and solutions that will appeal to anyone involved in developing leaders and teams. The handbook features topics such as leadership, recruitment, conflict resolution, team development, and stress management.

Table of Contents

  1. Copyright
  2. Dedication
  3. Foreword
  4. Acknowledgments
  5. Introduction
  6. Coaching: Working with Leaders and Other Individuals
    1. Coaching with Emotional and Social Effectiveness
      1. INTRODUCTION
      2. SUSTAINABLE BEHAVIOR CHANGE THROUGH EFFECTIVE PRACTICES
      3. ESE AND MEASURING EMOTIONAL INTELLIGENCE
      4. STRATEGIES FOR BUILDING EMOTIONAL AND SOCIAL EFFECTIVENESS
      5. CONCLUSION
    2. REFERENCES
    3. Developing High Achievers Through Emotional Intelligence: More Intelligent Than Emotional
      1. INTRODUCTION
      2. STRUCTURING INTERVENTIONS FOR IMPACT
      3. CONCLUSION
    4. REFERENCES
    5. Resonant Leadership for Results: An Emotional and Social Intelligence Program for Change in South Africa and Cambodia
      1. THE FOUNDATIONS: EMOTIONAL INTELLIGENCE (EI) AND SYSTEMS THEORY
      2. THE RESONANT LEADERSHIP FOR RESULTS PROGRAM
      3. MAKING CHANGE SUSTAINABLE: A SYSTEMS APPROACH
      4. LESSONS LEARNED
      5. EMOTIONAL INTELLIGENCE AS PART OF THE GLOBAL SOLUTION
    6. REFERENCES
    7. When Enhanced EI is Associated with Leadership Derailment
      1. WHEN STRENGTHS BECOME WEAKNESSES: WHEN TOO MUCH EI CAN DERAIL LEADERS
      2. HOW TO IDENTIFY WHETHER STRENGTHS ARE BECOMING WEAKNESSES
      3. HOW TO EXPLORE STRENGTHS AS WEAKNESSES
      4. HOW TO REPAIR WEAKENED STRENGTHS
      5. INFRASTRUCTURE DEFICITS
      6. SUMMARY
    8. REFERENCES
    9. Advanced EQ-i® Interpretation Techniques: The Concepts of Drag, Balance, and Leverage
      1. DRAG
      2. BALANCE
      3. LEVERAGE
      4. CONCLUSION
    10. REFERENCES
    11. Emotional Intelligence, Stress, and Catastrophic Leadership Failure™
      1. THE STRESS OF LEADING
      2. THE COGNITIVE INTELLIGENCE LANDSCAPE
      3. THE EMOTIONAL AND SOCIAL INTELLIGENCE LANDSCAPE
      4. EI-STRESS EFFECT™
      5. EI AND LEADERSHIP
      6. CATASTROPHIC LEADERSHIP FAILURE
      7. BEST PRACTICES FOR AVOIDING CATASTROPHIC LEADERSHIP FAILURE™
      8. CONCLUSION
    12. REFERENCES
  7. Teams, Organizations, and Cultures: Working with Systems
    1. Building Your Team's Conflict-Resolution Skills with Emotional and Social Intelligence
      1. OVERVIEW
      2. TEAM AND EMOTIONAL AND SOCIAL INTELLIGENCE
      3. TESI® RESEARCH ON CONFLICT RESOLUTION SKILLS AND DIVERGENT THINKING
      4. EMOTIONS AROUND THE TEAM TABLE
      5. SUMMARY
    2. REFERENCES
    3. From Individual to Organizational Emotional Intelligence
      1. WHAT'S EMOTIONAL INTELLIGENCE GOT TO DO WITH IT?
      2. WHAT'S AN EMOTIONALLY INTELLIGENT ORGANIZATION?
      3. WHAT MAKES A TRULY GREAT WORKPLACE?
      4. MEASURING ORGANIZATIONAL EMOTIONAL INTELLIGENCE
      5. COMPARISON OF WORK SETTINGS
      6. WHAT'S THE ORGANIZATION'S UNDERLYING MOOD?
      7. CONCLUSION
    4. REFERENCES
    5. Zeroing in on Star Performance
      1. STEP 1. EXAMINE YOUR PERFORMANCE METRICS
      2. STEP 2. MEASURE EMOTIONAL INTELLIGENCE
      3. STEP 3. ANALYZE THE DATA
      4. STEP 4. APPLY THE MODEL
      5. STEP 5. IMPLEMENT AND EVALUATE YOUR SYSTEM
      6. SUMMARY
    6. REFERENCES
    7. Emotional Intelligence: A View from South Africa
      1. INTRODUCTION
      2. RESEARCH
      3. APPLICATION
      4. CONCLUSION
    8. REFERENCES
  8. Multiple Perspectives: Combining Wisdom
    1. Personality Type and Emotional Intelligence: Pragmatic Tools for the Effective Practitioner
      1. INTRODUCTION: INTERPERSONAL NECESSITIES
      2. TOWARD A COHERENT FRAMEWORK
      3. BASICS OF EMOTIONAL LITERACY
      4. PERSONALITY TYPE
      5. EMOTIONALLY INTELLIGENT BEHAVIOR ARRAY
      6. FOCUS ON DEVELOPMENT
      7. LINKING AND LEVERAGING THE DATA POINTS
      8. CONCLUSIONS
    2. REFERENCES
    3. Using the EQ-i® and MSCEIT® in Tandem
      1. EMOTIONAL INTELLIGENCE: ITS DEFINITION AND MEASUREMENT
      2. ABILITY MODEL CONCEPT
      3. MIXED MODEL CONCEPT
      4. ESI AS A SITUATIONALLY DEPENDENT CONCEPT
      5. GOODNESS OF FIT
      6. EQ-I® AND MSCEIT® INTEGRATION
      7. THE TANDEM PROCESS
      8. CONCLUSIONS
    4. REFERENCES
    5. Integrating Appreciative Inquiry and Emotional Intelligence for Optimal Coaching Results
      1. ABOUT EMOTIONAL INTELLIGENCE
      2. WHAT APPRECIATIVE INQUIRY IS
      3. THE PRINCIPLES OF APPRECIATIVE INQUIRY
      4. HOW STAGES OF AI SUPPORT THE DEVELOPMENT OF EI
      5. CASE STUDY
      6. METHODS FOR APPLYING APPRECIATIVE INQUIRY
      7. ANOTHER CASE EXAMPLE
      8. CONCLUSION
    6. REFERENCES
    7. Practical Perspectives on the "Social" Within Emotional Intelligence
      1. INTRODUCTION
      2. HISTORICAL APPROACHES TO SOCIAL INTELLIGENCE
      3. CALLING FOR A UNIFIED APPROACH IN STUDYING SI
      4. SHAPING SI IN THE UNIFIED APPROACH
      5. SUBJECTING THE EQ-I® TO THE UNIFIED APPROACH
      6. SAMPLE CHARACTERISTICS
      7. NEW SI LEARNING
      8. SI AND EQ PROFILING: GROUNDING THE ACTION STEPS FOR PRACTITIONERS
      9. CONCLUSION
    8. REFERENCES
  9. Education: Leaders and Students
    1. A Sustainable, Skill-Based Approach to Building Emotionally Literate Schools
      1. WHAT IS EMOTIONAL LITERACY?
      2. THE IMPORTANCE OF EMOTIONAL LITERACY FOR STUDENTS, TEACHERS, AND SCHOOL LEADERS
      3. IMPLEMENTATION PLAN FOR EMOTIONALLY LITERATE SCHOOLS
      4. CONCLUSION
    2. REFERENCES
    3. Developing Emotional, Social, and Cognitive Intelligence Competencies in Managers and Leaders in Educational Settings
      1. WHAT DO PEOPLE NEED TO BE EFFECTIVE?
      2. DO PEOPLE DEVELOP COMPETENCIES?
      3. IMPACT OF MANAGEMENT EDUCATION AND TRAINING
      4. SUSTAINED DESIRED CHANGE IS INTENTIONAL
      5. WHAT IF LEARNING WERE THE PURPOSE OF EDUCATION OR TRAINING?
    4. REFERENCES
    5. Emotional Intelligence, Leadership, and the School Administrator
      1. INTRODUCTION
      2. OPC LEADERSHIP STUDY
      3. TEACHING SCHOOL ADMINISTRATORS TO BE MORE EMOTIONALLY INTELLIGENT
      4. FUTURE DIRECTIONS
      5. BEST PRACTICE SUMMARY
    6. REFERENCES
  10. CONCLUSION
  11. About the Editors