Analyzing Emotional Intelligence in a Leadership Case Study

This case study examines the application of emotional intelligence (EI) in a workplace scenario, focusing on a store manager's leadership style and its impact on employee morale and performance. The analysis explores the manager's strengths and weaknesses in managing relationships, handling emotions, and making decisions, highlighting the importance of empathy, conflict resolution, and cultural intelligence. The student provides recommendations for improving the manager's approach, emphasizing self-awareness, adaptability, and the development of emotional competencies among staff. The study also discusses the role of EI in achieving business objectives, decision-making processes, and the integration of internal and external policies to foster a positive and productive work environment. Key elements include managing emotions, understanding cultural differences, and building effective teams through knowledge of individual personalities and learning styles. The case study underscores the significance of OHS/WHS regulations in ensuring a safe and healthy workplace for employees. The student leverages the concepts of emotional intelligence to analyze the case, offering insights into how to manage relationships, resolve conflicts, and build effective teams.

Running head: EMOTIONAL INTELLIGENCE 1
Emotional Intelligence Case Study
Name of Student
Name of Institution

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Emotional Intelligence Case Study
Question 1 A- Using empathy as an element of emotional intelligence, I would try to
manage and rebuild relationships within the store. I would listen to all the store employees in
order to understand their views and concerns. Using skills of conflict resolution, I would
discourage those considering leaving employment and reinforce organizational loyalty.
The model leadership behavior should be modeled on doing the work of change using
emotional intelligence. Goals will be broken down into steps which are achievable and feedback
will be encouraged from the staff (Morton, 2012). Staff support will be enhanced in the store in
order to assist the staff achieve their goals.
Question 1 B- The Store Manager did not demonstrate elements of managing
relationships and managing her emotions. Yelling to the store staff shows the lack of control over
her emotions. She did not manage the departmental managers by telling them to improve revenue
without giving meaningful leadership.
Question 1 C- The Store Manager should have used the competence of managing
relationships to deliver the annual report with care to all managers. Inclusive participation to
chart the way forward should have been encouraged by the Manager. Individual expectations of
employees should have been adjusted with protocol in order to plan ahead for the store.
Question 1 D- The lack of emotional competencies of handling stress and optimism have
worked to dampen the staff morale at the store (Geddes, 2017). Her inability to posture
confidence and optimism for the future has reduced staff morale and this will consequently
negatively affect performance.
Question 2 A- One misinterpretation is that of differences in social values that is based on
cultural diversity. Being foreign-born, her social values differ and may be misinterpreted as

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aloofness. Customs of her culture may also differ since she has been raised conservatively and
this may also be misinterpreted wrongly within her sales team.
Question 2 B- Cultural expressions may be misinterpreted on the basis of cultural
intelligence and its understanding (Jyoti & Kour, 2017). Building on emotional intelligence,
different workers may have differences in dressing, religious affiliation, customs, social values
and non-verbal behavior based on the culture from which they come from.
Question 2 C- The team should engage in understanding their individual Core and Flex
within the parameters of cultural awareness (Livermore, 2010). Knowing the things that cannot
change easily (core) and things that they can change and adapt (flex) will assist in promoting
effective communication and resolving misinterpretations.
Question 3 A- Drawing on the element of managing my emotions, I would self-regulate
my impulses not to negatively judge the staff in question. I would also be adaptable and flexible
to respond to the needs of this employee and give latitude of freedom when undertaking team
exercises (Livermore, 2011). I would also do a self-assessment to know my strengths and
weaknesses as the facilitator of team building in order to shift to a new paradigm.
On the element of managing other people’s emotions, I would focus on trying to
understand the perspective of the employee concerning team building activities. The feedback on
their opinion and feelings will help me get clues and signals about the employee. Using empathy,
I can tailor new team building activities that he can participate in comfortably in the future.
Question 3 B- Knowledge of learning styles, personality and communication styles help
in understanding employee behavior. Personality preferences such as extraverted/introverted,
intuition and thinking will affect their learning styles (Brady, 2013). Focus on communication

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will depend on their personality style such as appealing to feelings, use of concepts and theories
and visual aids.
Question 3 C- Meeting performance expectations based on self-awareness will leverage
on the following actions. Accurate assessment of my weaknesses and strengths will allow for
feedback which is candid from fellow employees. Competencies of self-control, adaptability and
conscientiousness will help me develop emotional intelligence in the workplace.
The employee’s emotional needs will be developed through social awareness skills which
will influence my fellow employees. The emotional competence of the staff working with me
will be developed through influence, effective communication, conflict resolution management
and team building. These competencies will enhance collaboration and cooperation within the
team in order to increase performance and productivity.
Question 4 A- Emotionally effective people contribute to attaining business objectives in
three ways. Competencies of emotional intelligence are leveraged in building customer capital,
human capital and organizational capital (Druskat, Sala & Mount, 2013). These three
components of business work in synergy for organizational success. Growth, stability and
efficiency can then be achieved in attaining the business objectives of an organization.
Question 4 B- Decision making based on emotion affects the person making the decision
and the target group that will be affected. The individual making the decision should manage
their emotions before making the decision while also considering the outcome of that decision.
Managing the emotions that will result will help in the future when new directives are to be
made.
Question 4 C- Decision making process should begin with the integral emotion. This
emotion is based on the focus to setting performance targets. The decision may involve delaying

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certain programs which may elicit incidental emotions from the managers. Anger is an emotion
that may result due to some programs being delayed in the store. Therefore the overall decision
has to manage the integral and incidental emotions attached in the process of decision making.
Question 4 D-Internal policies and procedures are instituted by an organization in order
to satisfy internal requirements on emotional intelligence. These may include policies and codes
of conduct such as ethics, duty of care such as equity and confidentiality and services to clients
who are linguistically and culturally diverse.
External policies are in the form of government regulations such as the Occupational
Health and Safety and the Work Health Safety policies and procedures. These government
regulations ensure that emotional intelligence requirements are met within organizations by
providing safe working environments.
Question 4 E- OHS/WHS is relevant to managers when implementing business decisions
in order to ensure that the workplace is safe. Hazards are identified and mitigated, risk
assessment is undertaken and control measures put in place (SafeWork SA, 2014). These
measures ensure that workers employed work in conditions which meet the government
standards required for organizations which conduct business.

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References
Brady, C. L. (2013). Understanding Learning Styles: Providing the Optimal Learning
Experience. International Journal of Childbirth Education, 28(2), 16-19.
Druskat, V. U., Sala, F., & Mount, G. (2013). Linking Emotional Intelligence and Performance
at Work : Current Research Evidence With Individuals and Groups. Hoboken:
Psychology Press.
Geddes, L. (2017). CONTROL YOURSELF. New Scientist, 90-93.
Jyoti, J., & Kour, S. (2017). Factors affecting cultural intelligence and its impact on job
performance. Personnel Review, 46(4), 767-791. doi:10.1108/PR-12-2015-0313
Livermore, D. A. (2010). Leading with cultural intelligence: The new secret to success. New
York: American Management Association.
Livermore, D. A. (2011). The Cultural Intelligence Difference : Master the One Skill You Can't
Do Without in Today's Global Economy. New York: AMACOM.
Morton, W. (2012). Everything You Need to Know About Emotional Intelligence & Leadership.
Newmarket, Ont: BrainMass Inc.
SafeWork SA. (2014). How to Manage Work Health and Safety Risks. Government of South
Australia. Retrieved from https://www.safework.sa.gov.au/show_page.jsp?id=113695