In Episode 40 of The Critical Path, we explore why emotional intelligence is such an important part of effective leadership.

Leadership is not only about making decisions, managing schedules, controlling risk or delivering results. It is also about understanding people, including yourself.

This episode looks at the key elements of emotional intelligence: self-awareness, self-management, empathy and relationship management, and how they influence the way leaders respond to pressure, conflict, bad news and difficult conversations.

We also explore the importance of creating an environment where people feel able to challenge decisions, raise concerns and communicate problems early.

Emotional intelligence does not replace technical competence, accountability or good judgement. Instead, it helps leaders use those capabilities more effectively.

The key message is simple: recognise your emotions, understand the emotions of others, and choose your response rather than simply reacting.

Key references:

1. Gerhardt, K., Bauwens, R., & van Woerkom, M. (2025). Emotional Intelligence and Leader Outcomes: A Comprehensive Review and Roadmap for Future Inquiry. Human Resource Development Review.

2. Paredes-Saavedra, M., Huanca-Cruz, J. M., Mamani-De la Cruz, Z. R., Calsin-Pacompia, J., & Morales-García, W. C. (2026). Emotional Intelligence, Transformational Leadership, and Team Effectiveness: A Systematic Review and Correlational Meta-Analysis. Administrative Sciences, 16(3), 116.

3. Gaur, V., & Vallabh, P. (2026). Emotional Contagion in Virtual Leadership: A Webcam-Based Study of Expressivity, Psychological Safety, and Team Output. Acta Psychologica, 264, 106488.P

4. Kawashima, T., Ota, Y., Aikawa, G., Watanabe, M., Ashida, K., & Sakuramoto, H. (2025). Effectiveness of Emotional Intelligence Training on Nurses' and Nursing Students' Emotional Intelligence, Resilience, Stress, and Communication Skills: A Systematic Review and Meta-Analysis. Nurse Education Today, 151, 106743.

5. Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional Intelligence: Theory, Findings, and Implications. Psychological Inquiry, 15(3), 197–215.

6. Edmondson, A. C. (1999). Psychological Safety and Learning Behavior in Work Teams. Administrative Science Quarterly, 44(2), 350–383.

7. Microsoft / Satya Nadella. Recommitting to Our Why, What, and How (2025), together with Microsoft's material on empathy and innovation.

In this episode of The Critical Path, we explore the role of lessons learned in project management and how they differ from individual feedback.

While feedback helps people improve, lessons learned operate at a wider level — helping teams, projects and organisations understand what worked, what did not, and what should change in the future.

The episode looks at why lessons-learned processes often fail, particularly when organisations wait until project closure, create environments where people are reluctant to speak openly, or simply document lessons without applying them.

We also explore the value of structured after-action reviews and the importance of asking four simple questions: What did we expect? What actually happened? Why was there a difference? And what should we do differently next time?

The central message is simple: a lesson is not truly learned until it changes future behaviour, decisions, processes or ways of working.

Key references:

1. Annabi, C. A., Badman, J. P. M., & Said, A. M. (2025). A Scoping Review on Project-Based Organization’s Knowledge Transfer Using the Systemic Lessons Learned Knowledge (Syllk) Model as an Interpretative Structural Model. Electronic Journal of Knowledge Management.

2. Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do Team and Individual Debriefs Enhance Performance? A Meta-Analysis. Human Factors, 55(1), 231–245.

3. Ajmal, M. M., & Koskinen, K. U. (2008). Knowledge Transfer in Project-Based Organizations: An Organizational Culture Perspective. Project Management Journal, 39(1), 7–15.

4. NASA — Lessons Learned Information System (LLIS).

5. NASA APPEL Knowledge Services — Lessons Learned.

6. NASA/JPL (2012). Closed-Loop Infusion of Lessons Learned into Center Procedures & Training. NASA Lesson Learned No. 6856.

7. U.S. Government Accountability Office (2010). Defense Acquisitions: Strong Leadership Is Key to Planning and Executing Stable Weapon Programs — GAO-10-522.

In Episode 38 of The Critical Path, we explore why honest, constructive feedback is one of the most important tools in leadership, project management and professional development.

Good feedback helps people identify blind spots, understand where performance can improve and turn experience into learning. But feedback is not automatically effective. Poorly delivered feedback can create defensiveness, while specific, timely and actionable feedback can help individuals and teams improve.

The episode looks at the difference between criticism and constructive feedback, why feedback should focus on behaviours rather than personality, and why leaders should create environments where people feel comfortable both giving and asking for feedback.

We also explore how feedback operates beyond the individual supporting stronger teams, better project delivery and organisational learning through practices such as debriefs and After Action Reviews.

The key message is simple: feedback should not be a judgement of who someone is. It should be useful information about where they can improve next.

Key references:

1. Anseel, F., & Sherf, E. N. (2025). A 25-Year Review of Research on Feedback in Organizations: From Simple Rules to Complex Realities. Annual Review of Organizational Psychology and Organizational Behavior, 12, 19–43.

2. Hao, S., Song, L. J., Mostafa, A. M. S., Han, P., & Wang, Q. (2026). When does negative feedback promote or undermine employee learning? The interpersonal mechanism of goal-driven help-seeking. Journal of Occupational and Organizational Psychology, 99(2), e70118.

3. Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284.

4. Edmondson, A. C. (1999). Psychological Safety and Learning Behavior in Work Teams. Administrative Science Quarterly, 44(2), 350–383.

5. Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do Team and Individual Debriefs Enhance Performance? A Meta-Analysis. Human Factors, 55(1), 231–245.

6. Feedback Orientation: A Meta-Analysis (2023). Human Resource Management Review, 33(4), 100986. This meta-analysis included 46 independent samples and 12,478 workers.

7. U.S. Army Training Management Directorate (2025). TC 7-0.1: After Action Reviews.