Description
Emotional Intelligence
Dec 2026 Examination
Q1 Department head at a multinational corporation is promoted to oversee two new, culturally diverse teams. Initial meetings reveal hesitancy among team members to voice opinions, and collaboration is limited by misunderstandings. The leader recognizes that without understanding their own emotional triggers and biases, they may unintentionally reinforce divisions or overlook key perspectives. The leader seeks to enhance self-awareness, reduce blind spots, and foster openness through multi-rater EI assessment (360 degree) and self-reflection. How should the leader apply the behavioral component of self-awareness, particularly using self-reflection and multi-rater EI assessment (360 degree), to build both personal insight and a culture of trust within these new teams? What steps can be implemented to ensure emotionally intelligent decision-making in this multicultural setting? (10 Marks)
Ans 1.
Introduction
Taking charge of two culturally diverse teams exposes a leader to blind spots that years of technical competence never had to confront. Hesitant team members and frequent misunderstandings are rarely caused by a single bad meeting. They usually trace back to the leader’s own unexamined triggers, assumptions, and biases, which can unintentionally reinforce the very divisions the leader is trying to close. Building genuine self-awareness through structured self-reflection and 360 degree multi-rater feedback gives the leader a reliable way to surface these blind spots, and from that foundation, to build the trust and emotionally intelligent
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Q2 (A) During a critical leadership succession planning exercise, the HR team at an IT firm considers using both Salovey and Mayer’s ability model and Goleman’s mixed model to assess candidates. The team is divided: some believe ability-based testing ensures objective measurement, while others argue that mixed models capture real-world leadership behaviours better. Evaluate the suitability of these two emotional intelligence assessment approaches for leadership selection, considering their objectivity and relevance to job performance. (5 Marks)
Ans 2(A).
Introduction
Leadership succession decisions carry real consequences, so the choice between an ability based model and a mixed model for assessing emotional intelligence is not a minor methodological preference. Salovey and Mayer’s ability model and Goleman’s mixed model start from different definitions of what emotional intelligence even is, and this difference shapes how objective and how
Q2 (B) Rajesh, a highly analytical project manager at a financial services firm, consistently achieves targets on technically challenging projects. Despite his high IQ test results, his team members report feeling unsupported, which has led to increased turnover and declining productivity. The HR department is debating whether to introduce formal EQ assessments in its leadership pipeline, but some executives argue that technical proficiency should remain the key criterion for advancement. Evaluate the relative importance of including emotional quotient (EQ) assessments alongside traditional IQ metrics for leadership readiness at this firm. (5 Marks)
Ans 2(B).
Introduction
Rajesh hits every technical target his projects set, yet his team reports feeling unsupported, and turnover is climbing on his watch. High IQ test results clearly have not protected the firm from the real cost of weak interpersonal leadership. This gap is exactly the case for weighing emotional quotient alongside traditional IQ metrics when deciding who is genuinely ready for
