Unlocking Leadership Potential
Whether you are playing a musical instrument, a computer game, a sport, or the stock market, leadership skills are often indispensable for achieving success. This is because leadership entails other qualities, like personal discipline and dedication, clear communication and resilience, and sound judgment and strategic decision-making.
By Robert J. Gurney, Ph.D. | Chartered Managers Canada
That is why learning about leadership is integral to navigating the world; it empowers individuals to effectively navigate challenges, inspire others towards common goals, foster collaboration, and drive positive changes in both personal and professional realms.
For over 100 years, leadership literature has been extensive, and because of the overwhelming amount of content devoted to this topic, discussions about leadership are frequently perceived as information overload. This can be frustrating and confusing when approaching leadership style in various contexts and deciding on which style - or styles - to adopt.
Today, many post-secondary education programs, organizations, and companies have implemented leadership courses into their curricula, as mandatory components of professional development within organizations, or as standardized practices spanning various industries. The instruction of leadership concepts developed from a plethora of leadership guides, research on leadership, and journal and magazine articles on the practical applications of leadership in the workplace and in academia. However, the challenge in teaching leadership in any of these contexts lies in determining which leadership skills to teach, what resources to include with instructional content, and how practical approaches can be best applied to serve the interests and goals of students and employees.
This article presents the Emotional Intelligence Leadership Domains and how they have been practiced through experiential reflections of real-life coaching engagements.
Emotional intelligence is defined as the ability to recognize, understand, manage, and effectively express one's own emotions, as well as to perceive, interpret, and respond empathetically to the emotions of others.
Because emotional intelligence spans multiple skills, emotional intelligence (EI) domains refer to the various aspects of emotional intelligence, which encompass various skills and abilities related to understanding and managing emotions, both in oneself and in others. These domains are viewed as forming the core foundations and competencies required to develop effective leadership practices such as fostering trust, developing visionary thinking, inspiring others, and understanding others with empathy and compassion. The EI domains are:
- Knowing one’s emotions (self-awareness)
- Regulating one’s emotions (self-management)
- Recognizing emotion in others (empathy/social awareness)
- Handling relationships (relationship management)
Daniel Goleman, an American psychologist who adapted the EI domain model of intelligence first developed by Peter Salovey and John Mayer in 1990, has researched numerous companies and found that the most effective leaders possessed high levels of emotional intelligence, qualities which he identifies as essential attributes of 'great leaders.'[i]
The Competencies-Based Coaching (C-BC) System empowers people with a proven coaching system for developing skills competencies, learning-leadership profile, preferred leadership styles, emotional intelligence, coaching and relationship management. The C-BC System guides coaches and coachees through the discovery of skills competencies (strengths and weaknesses), assessing learner-leadership behaviours, strategies and practices for coaching engagements, coaching debriefs and evaluations using dimensions of psychological contracts. Developed by Robert J. Gurney, Ph. D., it’s widely used in higher education, workplace training and development and professional associations, to foster a culture of leadership and professional development.
Experiential Coaching Engagements: an edited summary of collective testimonials.
The competencies‑based coaching (C‑BC) system strengthens employee self‑awareness through structured critical self‑reflection. Its assessments prompt honest evaluation of strengths, weaknesses, and competencies, providing a clear understanding of personal performance and development needs. This reflective practice forms the foundation for effective self‑management.
Self‑awareness also supports social awareness by helping individuals understand their roles within a broader workplace context. Coaching discussions further enhance understanding of others, and access to colleagues’ evaluations can offer insight into their competencies and perspectives. This increased awareness improves collaboration, informs leadership approaches, and strengthens relationship management. Leaders can better tailor communication and empowerment strategies by recognizing different learning styles and preferences.
Self‑awareness includes recognizing personal emotions and understanding their impact on others. As the core of emotional intelligence (EI), it encourages empathy, emotional regulation, and effective relationship management. Resonant leaders use this awareness to stay attuned to group dynamics and promote positive team environments.
The C‑BC System assessments provided valuable insight into leadership styles and preferences, enhancing self‑awareness and clarifying what individuals desire in effective leaders. This system supports growth by helping employees identify areas for improvement and build confidence through targeted skill development.
Effective self‑management begins with the ability to regulate one’s own emotions. The C-BC System coaching sessions teach adaptability and resilience—skills are essential in rapidly changing workplaces. By reframing negative emotions and communicating more constructively, observations of immediate improvements can be seen in the quality of coaching interactions, a lesson applicable to all team environments.
The C-BC System coaching experience also strengthened one’s empathy. Understanding the coachee’s challenges stimulated strategies to tailor coaching sessions to their needs, a skill particularly valuable in diverse environments where communication and cultural differences can lead to misunderstandings. Attentiveness to verbal and nonverbal cues supports greater clarity and connection across these differences.
Leadership‑style assessments within the C‑BC System further enhance coaching by clarifying others’ preferences and values. This understanding improves teamwork and supports stronger customer relationships by aligning communication with others’ needs.
Relationship management, the most visible EI domain, integrates self‑awareness, self‑management, and social awareness. Effective leaders handle others’ emotions with authenticity and guide teams without manipulation, fostering trust and alignment.
Coaching sessions also develop key workplace skills such as delivering constructive feedback, supporting others’ growth, and celebrating achievements. Tailoring coaching strategies to individual leadership preferences reinforces these outcomes.
Additionally, the coaching process emphasizes inspirational leadership by establishing a shared vision. Understanding individual and group values helps build cohesion and ensures alignment toward common goals—an essential skill in academic and workplace teams.
Overall, the C‑BC System promotes growth across all four EI domains. The self‑assessments build accurate self‑awareness, its focus on self‑management supports improved performance, its social‑awareness components enhance empathy, and its emphasis on relationship management strengthens collaboration. These experiences have increased our confidence in leadership abilities and deepened our understanding of resonant leadership.
[i] Goleman, Boyatzis, & McKee, 2002
About the Author: 
Robert J. (Bob) Gurney, Ph.D., is an Educator, Researcher, Entrepreneur, and Consultant with over 40 years of experience. His expertise spans sports sciences and medicine, organizational development, leadership, business management, and coaching. He has taught for more than 30 years in colleges and universities, delivering health sciences and business courses across in‑person, online, and hybrid formats. His academic background includes degrees in Physical Education/Kinesiology, M.Sc. in Exercise Physiology, and a Ph.D. in Business and Economics.
Dr. Gurney has published in peer‑reviewed journals, contributed to books, and presented internationally. As an entrepreneur, he founded four consulting companies and created the Peer Coaching Professional Skills curriculum, which evolved into the Competencies‑Based Coaching (C‑BC) System ©. This system has been delivered to over 3,000 learners and adopted by the Canadian Institute of Management. He has consulted for sports organizations, corporations, non‑profits, and government agencies.
Email: skillpair@gmail.com
