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Emotionally Intelligent Leadership: A Guide for Students (2nd ed.) Marcy Levy Shankman, Scott J. Allen, and Paige Haber-Curran San Francisco, CA: Jossey-Bass, 2015, 288 pages, $30.00 (softcover).
In the past 15-20 years, college student leadership development has focused signif icantly on elements of human emotion, relat ional leadership, and socially responsible leadership (Komives, Dugan, Owen, Slack, & Wagner, 2011). In 2008, the first edition of Emotionally Intelligent Leadership was published with the aim to combine research from both emotional intelligence and student leadership development into an effective model for everyday practice and personal growth. Authors Marcy Shankman, Scott Allen, and Paige Haber-Curran (2015) have now written a 2nd edition continuing the emphasis on emotional intelligence as a "core function of effective leadership" (p. 9).
In this user-friendly 2nd edition, the authors introduce readers to three facets of leadership: consciousness of self, consciousness of others, and consciousness of context. They define 19 different capacities young leaders can use to learn knowledge, skills, and attitudes to enhance leadership development. Readers familiar with the first edition will find the overall content similar but the information presented more concisely and with enhanced readability.
Emotionally Intelligent Leadership: A Guide for Students walks readers through the three facets and 19 capacities illustrating each clearly and complementing the descriptions with student quotes and reflection questions. The chapters, each highlighting one of the 19 capacities, are relatively short, easy to digest, and practically presented to allow for application to individual experiences and circumstances.
Introductory and concluding chapters tie together important concepts. Emotionally intelligent leadership (EIL) is defined and conceptualized. The order of the book has shifted in this new edition, possibly to reflect recent research showing that leadership development for students occurs linearly beginning with an emphasis on self-development, then a group focus, and then a societal or community focus (Dugan, Bohle, Woelker, & Cooney, 2014). In the first edition, the authors addressed "consciousness of context" and then proceeded to discuss "consciousness of self" and "consciousness of others." This newest edition begins with self, moves to others, and then finally ends with...