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The Relationship Between Emotional & Social Intelligence and Conflict

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The Relationship Between Emotional & Social Intelligence and Conflict Nova Southeastern University NSUWorks Department of Conflict Resolution Studies Theses CAHSS Theses and Dissertations and Dissertations 1-1-2014 The Relationship Between Emotional & Social Intelligence and Conflict Management Behavior in Leadership Suzzette A. Harriott Nova Southeastern University, [email protected] This document is a product of extensive research conducted at the Nova Southeastern University College of Arts, Humanities, and Social Sciences. For more information on research and degree programs at the NSU College of Arts, Humanities, and Social Sciences, please click here. Follow this and additional works at: https://nsuworks.nova.edu/shss_dcar_etd Part of the Peace and Conflict Studies Commons Share Feedback About This Item NSUWorks Citation Suzzette A. Harriott. 2014. The Relationship Between Emotional & Social Intelligence and Conflict Management Behavior in Leadership. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, College of Arts, Humanities and Social Sciences – Department of Conflict Resolution Studies. (41) https://nsuworks.nova.edu/shss_dcar_etd/41. This Dissertation is brought to you by the CAHSS Theses and Dissertations at NSUWorks. It has been accepted for inclusion in Department of Conflict Resolution Studies Theses and Dissertations by an authorized administrator of NSUWorks. For more information, please contact [email protected]. The Relationship Between Emotional & Social Intelligence and Conflict Management Behavior in Leadership by Suzzette Ann Marie Harriott A Dissertation Presented to the Graduate School of Humanities and Social Sciences of Nova Southeastern University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Nova Southeastern University April 17, 2014 Abstract The purpose of this work was to evaluate the relationship between emotional and social intelligence (ESI) and the conflict management behavior (CMB) of lower level members of management or managers in training in a public sector organization in a country in the British Caribbean. The instruments that were utilized were SPSS, the Emotional Intelligence Appraisal-Me Version, and the Conflict Dynamic Profile- Individual (CDP-I). In all cases, due to non-normality, Spearman’s rho was used in order to test the five hypotheses incorporated within this study. The Spearman rho, which is also known as the Pearson correlation coefficient between ranked variables, is a nonparametric measure of statistical dependence between variables, which assesses how well the relationship between the independent variable of ESI and the dependent variable of CMB, can be described through the employment of a monotonic function. The results of this research highlighted the influence that the emotional & social intelligence of a leader may have on his or her ability to manage interpersonal conflict between subordinates effectively, and to display personalized deliberations that move toward the reduction of workplace conflict. Copyright © by Suzzette Ann Marie Harriott April 17, 2014 Dedication This dissertation is dedicated to my wise and inspiring husband, Christopher Powell, whose motivation and confidence has helped me to surpass every boundary. I am fortunate to have married my mentor. To our sweet, exuberant, and kind-hearted little girl, Isabelle Alexandria Powell, who showed me how fast life really moves from the moment she was born. My siblings, Jerome, Kaleith, Gregory, and Roger and their families, their encouragement will never be forgotten. Finally, I dedicate this work to my always encouraging and faithful parents – Earle and Audrey Harriott. Acknowledgment When I began to think about forming my dissertation committee, it was not only essential for me to assure that they could work as one cohesive unit, but also that they were passionate about their own individual work as catalysts of the peace process. It is with genuine thought and appreciation that I acknowledge the value that I have gained in being stretched beyond my limits by my very encouraging dissertation committee. Through this process was birthed a dissertation that is not only timeless, but is also applicable to the multi-facets within the process toward peace. I would like to express my deepest appreciation to my committee chair, Professor Neil Katz, who has the attitude and substance of a genius. He persistently and credibly conveyed a spirit of adventure in regard to the blending of theories and practice, as well as excitement when it came to mentoring me through the process of this inquiry. His sage counsel, insightful criticisms, and patient reinforcement assisted in keeping me grounded. Without his guidance and tireless support, this dissertation would have not come to fruition. “It’s as if the family is living in the impossible dream” I wish to thank my committee members—Professor Elena Bastidas and Professor Toran Hansen—who were exceptionally liberal with their expertise and valuable time. Their passion and willingness to deliver feedback, coupled with their patience throughout the entire process, made the achievement of this investigation a gratifying experience. I would also like to thank God, who planted in me the desire and passion for humanity. “For I know the plans I have for you, ‘declares the Lord,’ plans to prosper you and not to harm you, plans to give you hope and a future.” Jeremiah 29:11 Table of Contents List of Tables ..................................................................................................................... vi List of Figures ................................................................................................................... vii List of Abbreviations ....................................................................................................... viii Chapter 1: Introduction to the Study ................................................................................... 1 Background of the Problem .......................................................................................... 4 Statement of the Problem .............................................................................................. 7 Purpose of the Study ..................................................................................................... 7 Significance of the Study .............................................................................................. 8 Nature of the Study ..................................................................................................... 11 Theoretical Framework ............................................................................................... 14 Values Theory ............................................................................................................. 15 Self-Direction ........................................................................................................ 17 Stimulation ............................................................................................................ 17 Hedonism .............................................................................................................. 17 Achievement ......................................................................................................... 18 Power .................................................................................................................... 18 Security ................................................................................................................. 18 Conformity ............................................................................................................ 18 Tradition ................................................................................................................ 18 Benevolence .......................................................................................................... 19 Universalism ......................................................................................................... 19 Intelligence Theory ..................................................................................................... 20 Leadership Theory ...................................................................................................... 21 Situational Leadership .......................................................................................... 22 Shared Leadership ................................................................................................. 23 Path-Goal Leadership ............................................................................................ 25 Social Capital Theory ................................................................................................. 26 Definition of Terms ..................................................................................................... 30 Assumptions ................................................................................................................ 30 Limitations .................................................................................................................. 32 i Delimitations ............................................................................................................. 33 Summary ..................................................................................................................... 33 Chapter 2: Literature Review ............................................................................................ 35 Emotions ....................................................................................................................
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