Emotional intelligence relates to the ability of an individual to perceive access and generate emotions to assist thought, understand emotions as well as emotional knowledge and be able to regulate reflectively these emotions to promote emotional and intellectual growth (Druskat, Mount, & Sala, 2013).
Goleman’s theory of emotional intelligence, therefore, relates specifically to lifelong learning versus overall successful leadership in the sense that it attaches the emotional intelligence to leadership. As such components of emotional intelligence like empathy, self-awareness, social skills and self-regulation are regarded fundamental in leadership. An individual is thus expected to be able to be continually curious to learn brought about by their internal motivation and propensity to pursue their goals or that of the organization with persistence and energy (Goleman, Boyatzis, & McKee, 2013).
People can, therefore, continue to be lifelong leaders into their 90s long after they have had an employer that is providing them with professional development opportunities in the following ways. Hess, & Bacigalupo, (2014) explains that through effective control of their emotions as well as a team, individual’s can improve their performance. Secondly, to continue to be a lifelong leader, one needs to be able to monitor and discriminate against their own and others emotions so as to use the information in guiding their thinking. These will shape an individual’s interaction with others, define what they learn and how, enable one set priorities, and also determine how one acts. Through involving emotional intelligence, research suggests that it will contribute to 80% of the success in one’s life.

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