hello I have a case scenario with two questions based on the reading only.

case scenario you need to do:

Case 12.1:

Mike Sebastian has been the director of facilities for more than 30 years. Up until the past three years, the facilities department had low turnover. Today, however, the turnover rate is 30 percent, causing concern for Rena Shah, the chief human resources officer at the hospital. To understand the problem, Rena pays a visit to several of Mike's former employees. FIRST WORKER. I retired because of him. I couldn't take the constant panic he gave me. He wasn't that bad when he first started~a little temperamental but nothing to complain about. But he changed a lot in my last years there. He would blow his top when he found out something was not done or someone made a complaint about us. It was hard to live with. SECOND WORKER. I quit six months after he hired me. Mike was a screamer. People outside the department didn't know because he seemed great with everyone else. Behind closed doors, though, he could dress you down. No job was worth that. Even though I needed the money and was really looking forward to being eligible for the pension plan, I decided to leave for my own peace of mind. THIRD WORKER. Forget about talking to him! He would never listen He's old school. He thinks it's his way or the highway. I once tried to reason with him to calm down the situation, but he fired me. And I put in the best years of my life in that job. With all due respect, Ms. Shah, you should give him the boot and give him a taste of his own medicine. Case 12.1 Questions 1. How should Rena addiess the problem with Mike? 2. What do you think triggered Mike's transformation in the past three years? Exercise 12.1 As mentioned earlier, emotional intelligence may be managed through learning and improving both personal and social competencies. Personal competency includes self-awareness, selfcontrol, and self-motivation. Social competency, meanwhile, includes social awareness, empathy, collaboration, and teamwork Go to the website of Consortium for Research on Emotional Intelligence in Organizations (WW) and develop a list of the specific leadership behaviors that characterize emotional intelligence. How do these behaviors match up with your own? REFERENCES Dye, C. F., and A. N. Gal-man. 2015. Exceptional Leadership: 16 Critical Competencies 182 for Healthcare Executives, 2nd ed. Chicago: Health Administration Press. Coleman, D. 1998. Working with Emotional Intelligence. New York: Bantam Books. Goleman, D., R. Boyatzis, and A. McKee. 2013. Primal Leadership: Unleashing the Power of Emotional Intelligence. Boston: Harvard Business Review Press. Mycek, S. 1997. \"Getting Beyond Industrial Logic: Renewing Our Faith in the Value of Health.\" Healthcare Forum Journal 40 (4): 1&20. Salovey, P., and J. D. Mayer. 1990. \"Emotional Intelligence.\" Imagination, Cognition, and Personality 9 (3): 185211. Singh, K. 2010. \"Developing Human Capital by Linking Emotional Intelligence with Personal Competencies in Indian Business Organizations.\" International Journal of Business Science and Applied Management 5 (2): 2942. Weisinger, H. 1998. Emotional Intelligence at Work: The Untapped Edge for Success. San Francisco: Jossey-Bass. Winters, R. 2013. \"Coaching Physicians to Become Leaders.\" Howard Business Review. Published October 7. Wm WM. SUGGESTED READINGS Boak, G. 2016. \"Enabling Team Learning in Healtlicare.\" Action Learning: Research and Practice 13(2): 10117. Jain, M. H C. Dem, and S. Choden. 2016. \"Emotional Intelligence and Employee Creativi : Moderating Role of Proactive Personality and Organizational Climate.\" Business Perspectives and Research 4 (1): 5466. Schlaerth, A., N. Ensari, and 1, Christian. 2013. \"A Metaanalytical Review of the Relationship Between Emotional Intelligence and Leaders' Constructive Conflict Management.\" Group Processes and Intergroup Relations 16 (1): 12636. Spano-Szekely, L., M. T. Quinn Griffin, J. Clavelle, and J. J. Fitzpatrick. \"Emotional Intelligence and Transformational Leadership in Nurse Managers,\" Journal of Nursing Administration 46 (2): 10118. Thompson, .1. A., and R. Fairchild. 2013. \"Does Nurse Manager Education Really Matter. " Nursing Management 44 (9): 1&14. Tyczkowski, B., C. Vandenhouten, J. Reilly, G. Bansal, S. M. Kubsch, and R. Jakkola. 2015. \"Emotional Intelligence (E1) and Nursing Leadership Styles Among Nurse Managers.\" Nursing Administration Quarterly 39 (2): 172a30. 183 Matters.' Accessed May 18, 2016. www.dalecarnegie.com/assets/1/7/driveengagement 101612 wp.pdf. Gallup. 2016a. "The Culture of an Engaged Workplace: Q12 Engagement." Accessed March 30. www.gallup.com/services/169328/q12-employee-engagement.aspx. CHAPTER 12 2016b. "Employee Engagement." Accessed May 18. www.gallup.com/topic/employee engagement.aspx. Graber, S. 2015. "The Two Sides of Employee Engagement." Harvard Business Review. Published December 4. https://hbr.org/2015/12/the-two-sides-of-employee- Emotional Intelligence engagement Harter, J., and A. Adkins. 2015. "What Great Managers Do to Engage Their No matter what leaders set out to do-whether it's creating strategy or Employees." Harvard Business Review. Published April 2 . mobilizing teams to action-their success depends on how they do it. https://hbr.org/2015/04/what-great-managers-do-to-engage-employees. -Daniel Goleman, Richard Boyatzis, and Annie Mckee (2013) Ryan, L. 2015. "What Does 'Employee Engagement' Mean?" Forbes. Published April 4. www.forbes.com/sites/lizryan/2015/04/04/what-does-employee-engagement- mean/#19cd2a729ab3 D URING LUNCH AT an off-site leadership seminar, a group of middle managers from the same health system participates in an open dialogue about the vice presidents in their various hospitals. KYLA. The strongest of the group is Melissa Varga. Her departments meet budgets year in and year out. Their clinical outcomes are high, and their retention is great. I'd like to work for that vice president. ANDREW. Well, I do work for her and I wish I didn't. Melissa is an emotional roller coaster. Some days she is calm, and some days she just seems crazed. Behind closed doors, she is not beyond using threats to get us to achieve our goals, but often all that outsiders see is this calm and controlled leader. She's far from that. We're expected to work many hours, and she's always frowning when we take vacation. My business units are all work and no play. We're really stuck with her because she has all the clinical departments reporting to her. BJ. I heard she throws tantrums. I was going to apply for a job working for her, but someone warned me. I'm glad to work for Mike Randolph. This guy is one cool cucumber. He constantly gets things done and does not get overexcited when things go wrong. He expresses thanks to us and respects our work, so we respect him back. He has very good interpersonal skills and controls his emotions. Even under pressure, he doesn't lose his composure. KYLA. He sounds like a robot, but better than Melissa, it seems. What's the difference then-they actually both achieve high results? ANDREW. Both of them are pretty strong execs. I think the difference is emotional 172 173intelligence. 13]. Well, that's just a catchall phrase without much meaning. What is it, really? KYLA. It means the person has a good grasp of his or her emotions and feelings and how those are displayed externally. Leadership is not exclusively about getting results. It's getting results without emotional outbursts or allowing anger to take over. Actually, I think there's some pretty good research that shows that emotional intelligence is a legitimate thing. IN THE LATE 19905, writer Daniel Goleman popularized the concept of emotional intelligence, setting off further inquiries into the relationship between feelings and intellect. Researchers Peter Salovey and Jack Mayer (1990, 189), two pioneers of emotional intelligence, define the term as follows: \"Emotional intelligence [is] the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and actions.\" Emotional intelligence has two components: energy and maturity. Energy (or the spark or zeal for life) refers to the liveliness and stamina with which people approach their work. It keeps leaders fresh and motivated when others have had enough and are ready to give up. Maturity, meanwhile, refers to people's refinement, social graces, tact, capacity to grow and change, and ability to interpret signals from others. It makes leaders aware of signals from others. It reminds leaders to apologize, express gratitude, harbor no ill will, empathize, have a sense of humor, and respect others. Also, maturity keeps leaders poised during times of distress and wise during times of pressure. Although maturity is often associated with old age, it can be learned at a young age. Emotionally intelligent leaders make every effort to develop their leadership skills, knowledge, and abilities. They also work hard to be aware of their inner emotional selves and the world around them. They are confident and enthusiastic and have self-esteem and a positive attitude. They discern nuances in (and thus are sensitive to) people's words and actions. They are aware of the effect that their (and others') needs, beliefs, motivations, and feelings have on their surroundings. They know how damaging passive-aggressive behaviors and one-upmanship can be in the workplace. They are watchful of situations in which they and others deal with conict, criticisms, stress, pressure, and difficult people. They use a self-awareness lens, which enables them to see the communication and behavioral patterns that showcase the worst in people, including 174 themselves. Simply put, emotionally intelligent leaders have a robust capability for reading people and receiving and giving critical feedback. This ability comes from their firm understanding of their own and others' feelings and the environment in which they operate. Your first and foremost job as a leader is to take charge of your own energy and then to orchestrate the energy of those around you. Peter Drudter (quoted in Mycek 1997) THE SELF-AWARENESS FACTOR In the book Emotional Intelligence at Work, author Hendrie Weisinger (1998) sets out the following steps to improving emotional intelligence: . Develop high self-esteem. . Manage your emotions. . Motivate yourself. . Develop effective command skills. . Develop interpersonal expertise. . Help others help themselves. According to Weisinger, self-awareness is the main driver of these steps. Self-awareness is a universal panacea for negativity and enables leaders to accept (even anticipate) constructive criticism; avoid feeling defensive; support those around them; be assertive but not aggressive; have confidence in their ability to initiate change; view scenarios as winwin; not be hostile, overbearing, or impatient; and take charge of situations. Conversely, leaders who are not self-aware misinterpret events and others' comments, throw tantrums or act out, and are reactive rather than proactive. Many executives, because of their high rank, have become so removed from daily operations and workers that they do not even realize how others in the organization perceive them. When in the office, they primarily deal with their direct reports, a group that mainly consists of other senior managers who are likely also isolated from staff. As a result, these executives' workplace reality becomes distorted and their emotional intelligence dulls. Worse, their self-awareness is based on incomplete information or incorrect assumptions about themselves and others. TI-[E CONCEPT IN PRACTICE The following principles can enhance emotional intelligence. Develop Personal and Social Competence Experts suggest that emotional intelligence may be managed through learning and improving both personal and social competencies. Personal competency includes self- awareness, self-control, and self-motivation. Social competency, meanwhile, includes social awareness, empathy, collaboration, and teamwork. According to Singh (2010, 41), \"An attempt to develop the personal competencies of executives in [an] organization can go a long way to improve their emotional intelligence.\" Characteristics of Emotionally Intelligent Leaders Comfortable and self-aware. They are confident with their skills, goals, and visions but value continuous improvement Thus, they welcome feedback. Reective listener. They show a genuine interest in other people and their ideas. They encourage others to lead discussions or give input, They rarely interrupt, preferring instead to wait their turn. Nonthreatening and nonintimidating. They are open and approachable. They do not use power to manipulate their followers, and they are aware that the trappings of their high rank are easily misunderstood and could corrupt their reputation. Available. They avoid appearing constantly busy, as it signals that they do not highly regard the everyday tasks and challenges of employees. They invite others to speak with them directly, and they attend events of great importance to staff. I saw how the inability to manage emotions and communicate effectively often led to unresolved and repetitive conflicts among staff, low morale, and diminished productivity. Hendrie Weisinger (1998) Seek Feedback Emotionally intelligent leaders do not feel threatened by feedback, whether from direct discussions or through 360-degree assessment tools. These executives relish the chance to receive ratings and cements from peers, subordinates, and other associates because they understand the role of feedback in their personal and professional development. Appendix B presents the Emotional Intelligence Evaluation Form, a tool that leaders can use to obtain direct feedback. This instrument works best when there is participation from staff and associates at all levels of the organization so that a comprehensive result can be generated. To ensure the confidentiality of the feedback, participants are discouraged from sharing their comments. Ideally, a neutral third party should administer the tool, collate comments, and provide a full report to the leader being evaluated. Set a Personal Path and Follow It Many individualsleaders includedpossess little sense of personal direction, especially when they get caught up in the busyness of daily operations. These leaders may be effective in establishing and monitoring organizational objectives, but they may fall short when managing their own careers. Emotionally intelligent leaders, in contrast, frequently take stock of where they have been and what they have accomplished. They know their long-term and short-term personal goals and seek to work in organizations that provide opportunities for fulfilling those goals. In other words, they look for fit between their personal mission and the organization's mission so that both entities can benefit from the union. For example, an individual who intends to make a difference in the public health system is not served well by working in a large for-profit. Some emotionally intelligent leaders weigh their career options by occasionally interviewing for open positions 177 even when they do not intend to leave their jobs. This exercise allows them to compare their skills and accomplishments with current standards and expectations. Leaders who are not attuned to their personal intentions or path can more easily get derailed by the unceasing demands of healthcare management. View Annual Retreats as a Time for Self-Reection Most members of religious orders and some laypersons often take religious retreats. These are planned getaways, lasting a few days to a week, that focus on intense introspection. Although these retreats are intended to reconnect participants with their original aspirations, some people go a step further: They reect on their own strengths and weaknesses and incorporate their abilities into their leadership style. One nun admits to designing a succession plan while on a retreat. Get a Coach Executive or leadership coaching has become one of the fastest-growing areas of consulting, as leaders have realized the benefits of having a neutral adviser. These coaches can assess current behavior, management style, and performance; offer unbiased feedback; and teach practical skills for improvement and for managing perceptions. In addition, coaches are helpful in establishing a clear career vision or direction. Large numbers of physician leaders, in particular, use leadership coaches. Winters (2013) reports that they \"feel underqualified to lead,\" so they seek coaches to understand leadership and emotional intelligence issues more keenly. Many emotionally intelligent leaders rely on their coaches, with whom they discuss private details of their jobs and from whom they seek counsel. The book Exceptional Leadership (Dye and Garman 2015, 195203) presents an entire chapter on how to use executive coaches. Several coaching websites also offer information on this topicsee, for example, www.theexecutivecoachingforumcom and www.coachnet.com. Manage Your Emotions Managing emotions is not the same as lacking emotions. In this era of social mediawhen sharing personal information, opinions, and reactions has become routine practice for anyone with an accountit is easy to assume that those who maintain composure have no feelings or are \"robots.\" Emotionally intelligent people do, in fact, have a lot of emotions only they tend to show more positive feelings (e.g., optimism, sympathy, confidence), rather than negative ones (e.g., defeat, anger, vengeance). Most important, they manage their emotions. Emotionally intelligent leaders know that positive messages are inuential, inspiring followers and keeping them enthused about initiatives, even the diffith ones. Negative emotions, on the other hand, are not motivational. They instill fear and anxiety, and they could erode trust and respect. Executives do reach points at which their frustrations take overa natural occurrence in management. Over time, these emotional outbursts could devolve into an anng personality that the person is not able to discern in himself. Cursing, shouting, name-calling, chronic complaining, and impatience are some signs of poor emotional control. Weisinger (1998) notes that physiological changes can be observed in people who \"lose their cool,\" including heart palpitations, perspiration, and rapid respiration. Although emotions are a natural response to everyday stimuli, they can become detrimental in the workplace if they are not appropriately displayed. Leaders should watch out for their personal emotional triggers (and the responses described by Weisinger) in an effort to slow down or transform their reactions. Emotional competence is particularly central to leadership... Interpersonal ineptitude in leaders lowers everyone's performance: It wastes time, creates acrimony, corrodes motivation and commitment, builds hostility and apathy. Dar|iel Golenran (1998) Expect Setbacks Leaders respond to setbacks differently. Because they are more optimistic, emotionally intelligent leader's cope well with challenges. Some of these leaders take a mental or physical break from the activity and return with renewed commitment, while others View setbacks as a personal test they 179 must pass. To better deal with setbacks, one CEO carries around a laminated card with the following message: You will get knocked down at times. You will taste dirt occasionally. But it is through this process that You will better enjoy the return to the air above. Maintain Physical and Mental Health Healthcare delivery is physically and mentally exhausting work, even for those who do not provide direct care. As such, healthcare leaders must maintain their health, which enables them to be of service to their staff and patients. Appropriate amounts of rest, sleep, and exercise and a balanced diet go a long way toward wellness. A regular visit to the doctor, vacations or time off, and a stress-decreasing routine also help. The point is that leaders who are too tired or too physically and mentally rundown are ineffective, negative, and short-tempered. They are not approachable, and they behave unpredictably, to the detriment of the employees and the organization. Emotional intelligence cannot be developed and sustained in an unhealthy mind and body. View Everything Holistically Highly effective leaders know that life has ups and downs, and that, as leaders, they will likely have more ups and downs than other workers do. Maintaining perspective and seeing the whole picture, however, helps them manage emotions. Exhibit 12 1 shows how this ows. Exhibit 12.1 Flow of Holistic Thinking Sew-awareness: Self-management: Knowing others' Managing your emotions perception of you and reactions to others Sell-awareness: Knowing yourself Leading appropriately: Using your emotions appropriately Using emotional intelligence CONCLUSION Emotional intelligence is more critical today given that the commandand- control style of leadership is no longer the norm. More and more leaders understand that they have to earnnot expectrespect and trust. Being emotionally intelligent is one way to practice this understanding. Emotionally intelligent leaders do not use their power to gain an advantage over others; are aware of their intentions, accomplishments, and shortcomings; manage their emotions; and welcome feedback. This level of maturity requires a lot of work, something that an emotionally intelligent leader puts in every day. Self-Evaluation Questions Q How isolated have I become from direct personal feedback? a How well do I know myself? 2] Would others say that 1 am plagued by frequent bouts of emotional inconsistency, such as outbursts of anger, hostility, or antagonism? CI How do I manage my emotions? Case and Exercise Case 12.1 Mike Sebastian has been the director of facilities for more than 30 years. Up until the past three years, the facilities department had low turnover. Today, however, the turnover rate is 30 percent, causing concern for Rena Shah, the chief human resources officer at the hospital. To understand the problem, Rena pays a visit to several of Mike's former employees. FIRST WORKER. I retired because of him. I couldn't take the constant panic he gave me. He wasn't that bad when he first started~a little temperamental but nothing to complain about. But he changed a lot in my last years there. He would blow his top when he found out something was not done or someone made a complaint about us. It was hard to live with. SECOND WORKER. I quit six months after he hired me. Mike was a screamer. People outside the department didn't know because he seemed great with everyone else. Behind closed doors, though, he could dress you down. No job was worth that. Even though I needed the money and was really looking forward to being eligible for the pension plan, I decided to leave for my own peace of mind. THIRD WORKER. Forget about talking to him! He would never listen He's old school. He thinks it's his way or the highway. I once tried to reason with him to calm down the situation, but he fired me. And I put in the best years of my life in that job. With all due respect, Ms. Shah, you should give him the boot and give him a taste of his own medicine. Case 12.1 Questions 1. How should Rena addiess the problem with Mike? 2. What do you think triggered Mike's transformation in the past three years? Exercise 12.1 As mentioned earlier, emotional intelligence may be managed through learning and improving both personal and social competencies. Personal competency includes self-awareness, selfcontrol, and self-motivation. Social competency, meanwhile, includes social awareness, empathy, collaboration, and teamwork Go to the website of Consortium for Research on Emotional Intelligence in Organizations (WW) and develop a list of the specific leadership behaviors that characterize emotional intelligence. How do these behaviors match up with your own? REFERENCES Dye, C. F., and A. N. Gal-man. 2015. Exceptional Leadership: 16 Critical Competencies 182 for Healthcare Executives, 2nd ed. Chicago: Health Administration Press. Coleman, D. 1998. Working with Emotional Intelligence. New York: Bantam Books. Goleman, D., R. Boyatzis, and A. McKee. 2013. Primal Leadership: Unleashing the Power of Emotional Intelligence. Boston: Harvard Business Review Press. Mycek, S. 1997. \"Getting Beyond Industrial Logic: Renewing Our Faith in the Value of Health.\" Healthcare Forum Journal 40 (4): 1&20. Salovey, P., and J. D. Mayer. 1990. \"Emotional Intelligence.\" Imagination, Cognition, and Personality 9 (3): 185211. Singh, K. 2010. \"Developing Human Capital by Linking Emotional Intelligence with Personal Competencies in Indian Business Organizations.\" International Journal of Business Science and Applied Management 5 (2): 2942. Weisinger, H. 1998. Emotional Intelligence at Work: The Untapped Edge for Success. San Francisco: Jossey-Bass. Winters, R. 2013. \"Coaching Physicians to Become Leaders.\" Howard Business Review. Published October 7. Wm WM. SUGGESTED READINGS Boak, G. 2016. \"Enabling Team Learning in Healtlicare.\" Action Learning: Research and Practice 13(2): 10117. Jain, M. H C. Dem, and S. Choden. 2016. \"Emotional Intelligence and Employee Creativi : Moderating Role of Proactive Personality and Organizational Climate.\" Business Perspectives and Research 4 (1): 5466. Schlaerth, A., N. Ensari, and 1, Christian. 2013. \"A Metaanalytical Review of the Relationship Between Emotional Intelligence and Leaders' Constructive Conflict Management.\" Group Processes and Intergroup Relations 16 (1): 12636. Spano-Szekely, L., M. T. Quinn Griffin, J. Clavelle, and J. J. Fitzpatrick. \"Emotional Intelligence and Transformational Leadership in Nurse Managers,\" Journal of Nursing Administration 46 (2): 10118. Thompson, .1. A., and R. Fairchild. 2013. \"Does Nurse Manager Education Really Matter. " Nursing Management 44 (9): 1&14. Tyczkowski, B., C. Vandenhouten, J. Reilly, G. Bansal, S. M. Kubsch, and R. Jakkola. 2015. \"Emotional Intelligence (E1) and Nursing Leadership Styles Among Nurse Managers.\" Nursing Administration Quarterly 39 (2): 172a30. 183