Health Services Administration class work Please read through and make sure you fully understand the Material. There is a separate folder with the assignment and instructions attached. Thank you
Running head: EMOTIONAL INTELLIGENCE CASE STUDY 0
Emotional Intelligence Case Study
Name:
Professor:
Date Due: February 22, 2021
Emotional Intelligence Case Study
Question 1: Dr. Jones Emotional Intelligence (EI) on the scale of 1-10
Dr. Jones emotional intelligence level on a scale of 1-10 is one. My reason is because he lacks emotional intelligence at all based on his action. In self-awareness, he does not know how his emotion and action will affect Mrs. Ford and Ms. Smith. He failed to self-control his emotions once Ms. Smith calls him at night to remind him of the delivery he was to undertake. In terms of self-regulation, Dr. Jones failed to regulate himself effectively so that he will not verbally attack others. When Ms. Smith called Dr. Jones to ask for an order and get more information regarding Mrs. Ford's condition he got upset with the phone calls and he yelled back at Ms. Smith by indicating he will be in the hospital in the short time possible.
Dr. Jones got more upset when Ms. Smith questions why he plans to do a C-section instead of normal vaginal delivery. Furthermore, Dr. Jones was not self-motivated to work consistently towards their goals and to have an extremely high standard for the quality of their work. He planned to do a C-section without informing the patient. He schedules that procedure because it would take lesser time to do the delivery. After the birth of the child, he did not show compassion because he had already decided that the child will not live long. Dr. Jones lack empathy, therefore, he lacks the skill of sensing other people emotion, understanding their perspective and taking an active interest in their concern (Goleman, & Boyatzis, 2017).
Despite Ms. Smith questioning most of Dr. Jones decision, he did not want to understand Ms. Smith's perspective and be able to take an active interest in their concerns. In terms of social skills, Dr. Jones scored lesser because he was able to take charge but failed to inspire Ms. Smith or to convince her why C-section was the preferred procedure.
Question 2: Ms. Smith Emotional Intelligence (EI) on a scale of 1-10
Ms. Smith scores 6 on a scale of 1-10 based on how she performed in the entire situation. In term of self-awareness, Ms. Smith scores above 5 in this emotional intelligence because she was able to read and understand the emotion and recognize her emotion impact work performance, relationship, and like. When Dr. Jones yelled at her she get worried but she did not yell back instead she was able understand the doctor’s emotions. In terms of self-management, Ms. Smith was able to keep his disruptive emotion and impulses under control. Ms. Smith received unpleasing response from Dr. Jones when she tried to question some of the Dr. Jones decision but that only made get worried to fear questioning Dr. Jones decision. She was able to manage her emotion and adjust her self-based on the changing situation.
In terms of social awareness, Ms. Smith was able to sense Dr. Jones and Mrs. Ford's emotions by understand their perspective, and take an active interest in their concerns especially Mrs. Ford concern. She was able to understand Mrs. Ford's concern about C-section because she was not informed about the procedures. In terms of social skills, Ms. Smith was able to cultivate and maintain proficiency and the ability to de-escalate disagreement by choosing to keep quiet instead of continuing to confront Dr. Jones decision (Goleman, & Boyatzis, 2017).
Question 3: Any consequence for Dr. Jones as result of his behavior
The doctors can be sued for medical malpractice for changing the delivery procedure from normal delivery to C-section without giving reason about the health of the mother and child. The Dr. Jones argument on why to do C-section instead of vaginal delivery was about the time the procedure will take and not medical complication. The argument for taking action against Dr. Jones can be valid if there were written records that specify the procedure and any complication the doctors noted before choosing to do C-section. If Ms. Smith could agree to be a witness and obtain the record of the scheduled delivery procedures could help file a substantive medical malpractice case but if the case lack supporting evidence and witness then it is difficult for Dr. Jones to take responsibility for his action.
Question 4: Ms. Smith Questions Dr. Jones order for feeding the terminal baby
Ms. Smith should not continue to question Dr. Jones orders because doing so will further escalate the issues between nurses' and physicians' relationship. Instead of asking the physician's orders, he should be able to talk with Mrs. Ford about the decision to feed her child. She should inform Mrs. Ford that the child will live longer than expected if fed but the decision will be futile for a long time. Informing Mrs. Ford of the consequence of the doctor's decision to allow her to feed her child will make her aware of the result of the decision.
Question 5: Patient, Mrs. Ford stake in all this decision
The patient should not get involved in the conflict surrounding her because doing so will affect her emotionally. The patient gets involved in the conflict surrounding her case if she believed that there is medical malpractice committed to her but based on the case; Dr. Jones did not disclose to the patient about vaginal delivery or C-section therefore there is no reason of getting involved in the conflict.
Question 6: Action hospital should take to try to educate the staff about emotional intelligence
Teaching staff about emotional intelligence will begin by doing a 360-degree evaluation. This step involves receiving confidential, anonymous feedback from people from the people who work around them (Hodzic, Scharfen, Ripoll, Holling, & Zenasni, 2018). Diagnosis from multiple viewpoints would be essential in improving emotional intelligence because those who need help will have blind spots.
The feedback obtained through 360-degree evaluation would connect how individual staff weakness is tied to their inability to display emotional intelligence competencies. The training will be then deployed based on an individual deficiency in emotional intelligence. Several procedures of teaching staff about emotional intelligence involve teaching meditation for self-management, develop team building activities that would help foster empathy and promote understanding of others. Online check-ins or micro learning module that includes questions will help staffs think about those question hence promoting self-awareness and get insight about principles of emotional intelligence.
Question 7: How teamwork training would help this neonatal ICU team
Teamwork training targeting the Neonatal ICU team would help individuals and groups focus on what is important, rewarding and productive when working as team. Teamwork training would help stimulate people's critical thinking regarding teamwork in the workplace making it enjoyable, building relationships, fuel open communication, good work ethic, flexibility, and a better understanding of each other roles and expectations. Teamwork training will help reduce any work conflict that might affect teamwork because the training will inform the members on how to resolve workplace conflict and things to avoid while working as team that usually fuels work conflicts.
References
Goleman, D., & Boyatzis, R. (2017). Emotional intelligence has 12 elements. Which do you need to work on. Harvard Business Review, 84(2), 1-5.
Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., & Zenasni, F. (2018). How efficient are emotional intelligence training: A meta-analysis. Emotion Review, 10(2), 138-148.
Feedback to Learner
Thank you for an excellent and comprehensive response to the assignment. You were able to give examples of the EI Model to the behaviors of the "actors' In the Case study.
