Abstract:

As organizations began to shut their physical doors and send people home, management were to think and act swiftly in efforts to maintain operation or attempt “business as usual.” However, not much can be considered usual as a result of the pandemic COVID 19. Many organizations have had to pivot from existing operational standards to implement new strategies resulting in functional and systematic changes. The unpredictability and inevitable changes through the course of this year has emphasized the importance of being a leader rather than a manager. Leaders have the ability influence, motivate, and allow other to contribute to organizational success. Organizational leaders strongly influence the work environment through routine interpersonal interactions (Drucker, 1999; Howkins, 2001). It can be suggested that an interpersonal skills-based model that draws on leaders’ abilities to motivate, communicate, and build teams will increase leaders’ success with change (Gilley, McMillan, & Gilley, 2009) In contrast a manager are often thought as controlling or managing a group to accomplish a goal. The qualities of a leader previously described can similarly be found in the competencies of emotional intelligence (EQ). EQ is theorized as the ability to perceive emotions, to access and generate emotions to assist thoughts, to understand emotions and emotional knowledge, and to reflect as practice to promote emotional and intellectual growth (Mayer & Salovey, 1997). Daniel Goleman further expanded on the concept outlining five components that comprise EQ: self-awareness, self-regulation, motivation, empathy, and social skill (Goleman, 1995). Through assessment, awareness, coaching, concerted effort and practice, it is capable to build one’s emotional intelligence (Goleman, McKee, & Achor, 2018). This suggests the possibility for managers to become better leaders through EQ awareness and development.

This qualitative study investigates how EQ coaching can impact managers to become better leaders in a volatile, uncertain, Complex, and ambiguous (VUCA) times. Over 150 working professionals enrolled in a distance learning graduate program participated in emotional intelligence coaching development for the duration of one semester. Participants completed an emotional intelligence assessment prior to the start of the semester. Additionally, participants engaged in three one-on-one coaching sessions and weekly journal reflections. Coaching sessions were conducted virtually after assessment completion for debriefing and goal setting, at the mid-point of the semester for progress monitoring and goal adjustment if necessary, and lastly at the end of the semester to reflect on growth and continued development plan. Participants also completed weekly predetermined prompted journal reflections in which feedback from coaches was provided. Lastly, bi-weekly optional group meetings were held for participants to freely discuss progress, difficulties, and provide support to peers. Participants self-reported their progress in both coaching sessions and journal reflections.

Keywords:

Uncertain, Volatile, Complex, Ambiguous, Coaching, Emotional Intelligence.