EMOTIONAL INTELLIGENCE: THE EFFECT ON LEADERSHIP
Abstract
The study of emotional intelligence is relatively new. The research began less than 20 years ago and has been used to determine the effect on the success of an organization as a whole. There are varying degrees of opinions on what emotional intelligence is and how, and if, it can help an organization succeed. The implications that emotional intelligence has on an organization have been tested through various assessments and the results, thus far, are inconclusive. This paper identifies the different viewpoints on emotional intelligence. The purpose is to create awareness of the topic and acknowledge that this is an area of research that is much talked about and will continue to be researched and defined.
Emotional Intelligence: The Effect on Leadership
Several industries are beginning to evaluate, understand, and appreciate the link between the emotional intelligence of their leaders and the overall success of their organization. This paper will define emotional intelligence, discuss the research that has been done on the subject, list resources and assessments available to measure emotional intelligence, and provide examples of how it is impacting education, health care and business.
Having emotional intelligence describes the awareness a person has of their own emotions as well as those around them. Emotional intelligence can come with age, but it also can be developed with proper training and guidance. For some it comes naturally and for others it is an ongoing challenge. Just as the controversy on whether leaders are born or made, the same is true in the study of emotional intelligence. Most researchers believe that having emotional intelligence has a positive impact in becoming a successful leader while other researchers caution the theory.
There are many benefits to becoming an emotionally intelligent leader. An emotionally intelligent leader is secure enough with him or her self to encourage others to obtain goals that they might not think are possible. Others who are trying to achieve greater things both for themselves and the organization within which they work do not threaten them. They are able to think before they react and choose an appropriate response to address a situation. They excel in fulfilling relationships both inside and outside of work, which helps them better communicate to employees, clients, customers, suppliers and vendors. They lead by example and provide a consistent environment for those around them. They also encourage others to view their language and actions in hopes that they too will obtain emotional intelligence.
The first major instigator of emotions in organizational behavior was Arlie Hochschild (1983), who introduced the concepts of emotional labor and emotional work. These ideas soon migrated to organizational behavior, largely through a conceptual review authored by Rafaeli and Sutton (1989), which identified emotional expression as an important phenomenon in organizational research (Ashkanasy, & Dasborough, 2003).
Mayer and Salovey (1997) defined emotional intelligence (EI) as comprising four branches: “the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth” (Ashkanasy, & Dasborough, 2003).
Vitello-Cicciu (2003) reported:
Experts define emotional labor as the process of regulating both feelings and expressions to achieve organizational goals or expectations, or, as the effort, planning, and control needed to express organizationally desired emotions during interpersonal transactions (n1). Organizationally desired emotions, also referred to as display rules are considered the standards of behavior that indicate not only which emotions are appropriate in relationship with others, but also how these emotions should be publicly displayed or expressed (p. 1).
Mayer, (2004) reported:
From a scientific (rather than a popular) standpoint, emotional intelligence is the ability to accurately perceive your own and others’ emotions; to understand the signals that emotions send about relationships; and to manage your own and others’ emotions. It does not necessarily include the qualities (like optimism, initiative, and self-confidence) that some popular definitions ascribe to it (p. 1).
Although the study of emotional intelligence is relatively new, more researchers are beginning to study and write about it. Although the concepts are similar, the definitions of emotional intelligence tend to vary as shown in the paragraphs above. And the viewpoints on whether emotional intelligence has an impact on organizational success are as different as the ongoing question about whether leaders are born or made. What is known, however, is that the research on emotional intelligence continues and is now being studied in business schools, primary and secondary schools as well as in the health care industry.
Daniel Goleman, Co-chair of the Consortium for Research on Emotional Intelligence in Organizations based at Rutgers University’s Graduate School of Psychology, is discussed frequently in the research found on this topic. Goleman hypothesized that emotional intelligence can be learned and improved with age. Psychologists Peter Salovey and John Mayer, on the other hand, concluded that emotional intelligence develops with age and can be learned. Listed in the next few paragraphs are resources and assessments available to learn more about and measure emotional intelligence.
EMONET is an excellent resource for those interested in the study of emotional intelligence:
EMONET, established in January 1997, is an organization devoted to the study of emotions in organizational settings. Their aim is to facilitate scholarly discussion of all matters relating to the study of emotion in organizational settings. They have over 300 members who host conferences and provide research on the subject (EMONET Online. Home page. Retrieved September 12, 2004 from the World Wide Web: http://www.business.uq.edu.au/research/emonet/index.htm).
Another resource available is The Institute for Organizational Performance:
The Institute was created by Six Seconds, a leading authority on how to increase emotional intelligence, to bring Six Seconds’ effective learning technology to the organizational market. Six Seconds is a nonprofit organization founded in 1997 that is dedicated to bringing emotional intelligence into practice in organizations, schools, and communities (The Institute for Organizational Performance Online. About page. Retrieved September 16, 2004 from the World Wide Web: http://www.eqperformance.com/about.php).
Like EMONET, The Institute for Organizational Performance hosts conferences, provides training sessions, and publishes articles to create an awareness of how emotional intelligence increases value for all stakeholders by improving the workplace climate.
There are also measurements available to test where a person is in regards to obtaining emotional intelligence. Mayer and Salovey developed a measurement known as the Mayer, Salovey, and Caruso Emotional Intelligent Test (MSCEIT) in order to study the effects that emotions play in organizations.
Another researcher of emotional intelligence, Bar-On, developed the Emotional Quotient Inventory (EQ-I) in 1997, which is a self-report measure designed to assess non-cognitive factors that influence the ability to manage environmental demands. More specifically, the EQ-I is designed to measure one’s awareness, understanding and control over expressive emotions. The EQ-I contains five composite scales: intrapersonal, interpersonal, stress management, adaptability, and general mood, which tap into the sub-dimensions of assertiveness, empathy, impulse control, and flexibility (Douglas, Ceasar, Frink, Dwight, Ferris, Gerald, 2004).
One piece of the puzzle in emotional intelligence is having a positive attitude. Maintaining a positive attitude plays a key role in how successful and satisfied a person can become both personally and professionally. A person’s outlook on life can have a dramatic impact when they are faced with tragedy and sorrow. Having a choice should not be taken for granted. In Viktor Frankl’s classic book, Man’s Search for Meaning we are reminded that: while we may not be able to control what happens to us, we can control how we respond to it. The power of choice is ours; we can choose how we think, how we feel, and how we respond (Stokes, & Stewart, 2004).
According to Goleman, Boyatzis, and McKee (2004):
A leader’s emotions often are the first form of influence that employees experience and are arguably the most important element in establishing the climate of the organization. If a leader evokes positive emotions from those they lead, they create resonance. Laughter and smiling are powerful creators of resonance. Conversely, if a mood or personal style expresses negative emotions within the workplace, dissonance may result. Emotionally intelligent leaders are successful because they create resonance by combining good judgment, technical competence, positive mood, and effective action to influence the people they lead (p.56).
The author’s go on to describe traits of emotionally intelligent leaders such as being authentic, having the ability to laugh at themselves, awareness of their values, knowing what makes them tick, remaining optimistic and becoming empathetic. Think back to a time when you worked for an individual who did not possess these traits. Was this person motivating, inspiring, and have a passion for what they did? How did their attitudes and beliefs affect your work situation?
Mendes (2003) stated:
Two key elements of emotional intelligence are self-awareness and self-management. Self-awareness entails identifying your own emotional state—knowing when you feel frustrated, and why. Self-awareness includes being able to distinguish between your own feelings and those of others. Self-management, on the other hand, is the ability to manage your emotions and use them to move toward a desired outcome. Self-managing behavior might include taking some deep breaths or calming yourself with internal suggestions, such as “relax” or “I can handle this”. Once you have achieved self-control, it is easier to listen and respond to others with I-messages. I-messages are clearly and calmly stating how another person’s statement is affecting you (p.2).
Mendes also sites an example of a 23 year veteran teacher who is convinced that establishing a good rapport with his students motivates them to work harder. Showing confidence and providing encouragement to a student or a subordinate can only promote that person’s ability to believe in themselves, which in turn will help them as well as the organization succeed.
Self-awareness has been consistently identified as crucial in identifying higher success in managers and leaders, and it is felt to be the cornerstone of emotional intelligence found that higher-level executives tend to overrate themselves by 15% on the self-awareness cluster compared with lower level executives. That is, they rated themselves 15% higher in this dimension than others in their work environment in a 360-degree assessment. He also found that there was a significant positive relationship between level of management and self-misperception of this ability. Perhaps as the executive rises in the ranks, the feedback from others is decreased sufficiently enough to impact the executive’s ability to accurately assess his or her emotional awareness (Campbell, & Macik-Frey, 2004). The results of assessments such as a 360-degree survey are powerful tools that, when taken seriously, can provide enormous benefit in becoming a better person, a better communicator, more cooperative, and a better leader.
American history suggests not only that emotional intelligence is an indispensable ingredient of political leadership but also that it can be enhanced through sustained effort. George Washington had to work hard to control his fiery temper, Abraham Lincoln had to overcome deep melancholia to display bravery and warmness, and Franklin Delano Roosevelt became empathetic and patient only after he was stricken with polio (Gergen, 2004). History has shown that President’s such as Richard Nixon and Bill Clinton did not master this ingredient of political leadership, although both learned a lot from their lack of emotional intelligence.
Much of the research found on emotional intelligence also shows a link between emotional intelligence and building relationships. In order to begin to build relationships many researchers suggest using the following tools: acknowledge responses and questions, mention names and ideas, use self-disclosure/be real, use responses such as, “I agree,” “I appreciate,” “I respect”, “I understand”, display empathy, listen, and ask questions about observations and interests. Incorporating these responses and behaviors will go a long way in gaining the trust and respect of others that a leader should obtain. An emotionally intelligent leader creates an environment for their employees that increases job satisfaction, employee retention and recruitment, and overall customer service.
Aristotle wrote many years ago, “Anyone can become angry; that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way—this is not easy”. Aristotle sums up the thought with these words, “The challenge is to
manage our emotional life with intelligence. Our passions when well exercise, have wisdom; they guide our thinking, our values, our survival. But they can easily go awry, and do so all too often” (Hagenow, 2001, p.# ). An emotionally intelligent person will address an issue in the present and not allow a small issue to become an even larger one at a later date.
Building emotional intelligence is a process that takes time. To begin, one researcher suggests the following: keep a reflection journal, meditate daily, engage in positive visualization, use appreciative inquiry, and practice empathetic listening. Keeping a reflection journal allows a chance for introspection. Meditation provides more awareness of how emotions affect behavior. Positive visualization is envisioning a positive outcome when faced with a challenging situation. Appreciative inquiry is respecting and acknowledging what people are doing right and encouraging them to move towards a better future (Vitello-Cicciu, 2003)
In conclusion, the research on emotional intelligence has begun to attract much attention. Obtaining emotional intelligence should be a goal that all individuals strive for. It not only can help in becoming successful in business, it can help foster more open communication between family, friends and relationships. Emotionally intelligent leaders make a conscientious effort to deal with and address situations in the present. Because of this they are often skilled in communicating with employees, clients, customers, suppliers and vendors. They possess an awareness of those they lead and lead by example. They are secure with who they are and are not threatened by those who are also trying to achieve “bigger and better” things. This creates a healthier work environment. The education, health care and business industries are beginning to utilize the research available and discuss the impact of emotional intelligence in leadership and the link in creating a healthier organization. Successful leaders learn how to build relationships with people. The ability to “read between the lines” in order to connect with people is a powerful tool. This comes more naturally for some than others; however, there are resources and assessments available to provide awareness and to measure emotional intelligence for those who are interested in joining the journey.
References
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