I

The  Role of Emotional Intelligence in Leadership  

Table of  Contents  

Table of  Contents  I

List  of Abbreviations  II

List  of Figures  III

1  Introduction  1

2  Emotional Intelligence: Theoretical Framework  2

2.1  Definition of Important Termini  2

2.2  Models of Emotional Intelligence and its Measuring  4

3  Leading with Emotional Intelligence  8

3.1  It Is All About Primal Leadership  8

3.2  The Four Dimensions of Emotional Intelligence: Goleman’s  

Leadership  Competencies  9

3.3  How to Become a Resonant Leader: The Five Discoveries  11

4  Conclusion  13

4.1  Importance of Emotional Intelligence in the Workplace  13

4.2  Critique on the Emotional Intelligence Model  14

Appendix 1  Salovoy and Mayer’s 1990 EI model  IV

Appendix 2  Emotional Intelligence Test - Example  V

Appendix 3  Summary of EI Models  VI

Appendix 4  Exercise “Am I a Resonant Leader  VII

Appendix 5  Exercise: Leadership Self-Study  VIII

Appendix 6  Integral Total Management (ITM) Checklist  IX

Bibliography   X

Declaration  In Lieu of Oath  XI

Table of  Contents  

Nadine  Pahl  

List of Abbreviations

Dr. Professional degree / Title, Doctor

e.g. Latin, exempli gratia (for example)

ECI Emotional Competency Inventory

EI Emotional Intelligence

ESCI Emotional and Social Competency Inventory

et al. Latin, et alii (and others)

ibid. Latin, ibidem (at the same place)

IQ Intelligence Quote

MSCEIT Mayer-Salovoy-Caruso Emotional Intelligence Test

p. Page

s.a. Latin, sine anno (without year)

s.l. Latin, sine loco (without place)

s.p. Latin, sine pagina (without page)

III

The  Role of Emotional Intelligence in Leadership  

List  of Figures  

Figure  1: History of EI  

Figure  2:Salovoy and Mayer’s 1997 model of EI.  

Figure  3: Emotional Competencies Model (Goleman Model) 1998  

Figure  4: Emotional Intelligence Dimensions and Associated Competencies  

  (Goleman)  

Figure  5: The Five Discoveries of the Self-Directed Learning  

Figure  6: Salovoy and Mayer’s 1990 model of EI  

Figure  7: Summary of EI models (1)  

Figure  8: Summary of EI models (2)  

Figure  9: Exercise: Am I a Resonant Leader’  

Figure  10: Exercise: Leadership Self-Study - Step 1  

Figure  11: Exercise: Leadership Self-Study - Step 2 (continued)  

Figure  12: Exercise: Leadership Self-Study - Step 2  

Figure  13: Exercise: Leadership Self-Study - Step 3 and 4  

Figure  14: Exercise: Leadership Self-Study - Special Note  

List  of Figures  

Nadine  Pahl  

1 Introduction

Today, in a fast changing business environment, leaders need to manage an empowered workforce and go more and more beyond consultative, cooperative and democratic leadership styles. The today’s workforce does not accept an autocratic leadership style as they have now far more options and choices. In addition, there is a growing sense of democracy and independence in the workforce.

Emotional Intelligence has become a vital and more and more important part of how today’s leaders meet the significant challenges they face. Emotion is known to alter thinking in many ways. It seems that Emotional Intelligence can help leaders in an evermore difficult leadership role, one that fewer and fewer leaders seem capable of fulfilling. And especially in the highest levels in organizations Emotional Intelligence can give developing leaders a competitive edge. The bottom line is that the manager who can think about emotions accurately and clearly may often be better able to anticipate, cope with, and effectively manage change.

But provides the concept of Emotional Intelligence the answer to the question what the best leader differentiates from the average one?

The following assignment aims at clarifying the role of emotional intelligence in leadership. Chapter 2 gives an overview of the theoretical framework surrounding the emotional intelligence concept by stating the most important models and its measurements. Chapter 3 points out the leaders’ emotional intelligence competencies to successful manage the organizations tasks. It also provides ways and even exercises of how to develop emotional intelligence and resonant leadership? To get the big picture, the last chapter explicitly summarizes the importance of emotional intelligence in the business field by also pointing out some critics to the Emotional Intelligence model.

2 Emotional Intelligence: Theoretical Framework

2.1 Definition of Important Termini

To understand the concept of Emotional Intelligence (EI) requires exploring its two component terms, intelligence and emotion. Since the 18 ^th century, psychologists have recognized an influential three-part division of the mind into cognition, affect and motivation.

The cognitive sphere includes such functions as human memory reasoning, judgement and abstract thought. ¹ The term intelligence characterizes how well the cognitive sphere functions. ² Therefore, intelligence pertains to abilities such as “power to combine and separate” concepts, to judge and to reason, and to engage in abstract thought. 3

Emotions belong to the affective sphere of mental functioning, which includes the emotions themselves, moods, evaluations and other feelings states, including fatigue or energy. 4

Motivation as third sphere of personality is defined as a state which generates actions and is similar to desire. ⁵ Motivation refers to biological urges or learned goal-seeking behaviour. 6

In short words, EI refers to the ability to perceive, control, and evaluate emotions. ⁷ Of course, there are various definitions of EI, often depending on the favoured EI model of the corresponding author: Some researchers suggest that EI can be learned and strengthened, while other claim it is an inborn characteristic.

Since 1990, Peter Salovoy and John D. Mayer have been the leading researchers on EI. Mayer 8 and Salovoy 9 define EI as “[...] the ability to perceive emotions, to access and generate emotions so as to assist thought,

¹ See Salovoy et al. (1997), p. 4.

² Ibid.

³ Ibid.

⁴ Ibid.

⁵ See http://en.wikipedia.org/wiki/Emotion, 13.05.2008.

⁶ See Salovoy et al. (1997), p. 4.

⁷ See http://psychology.about.com, 09.05.2008.

⁸ John D. Mayer is Professor of Psychology at the University of New Hampshire, Durham, New Hampshire.

⁹ Peter Salovey is psychologist and currently working at Yale University.

to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth.” ¹⁰ Their EImodel is part of chapter 2.2.

In 1995 the concept of EI was popularized after the publication of Daniel Goleman’s bestseller book Emotional Intelligence: Why It Can Matter More Than IQ. According to Goleman 11 (1998), “Emotional Intelligence refers to the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and our relationships.” ¹² His EI-model is also part of chapter 2.2.

Salovoy, Mayer and Goleman have formed the field of EI and they are even today the leading researchers in this field:

Figure 1: History of EI

Source: Dattner (s.a.), p. 6.

¹⁰ Salovoy et al. (1997), p. 5.

¹¹ Daniel Goleman is psychologist and New York Times science writer.

¹² Dattner (s.a.), p. 2.

2.2 Models of Emotional Intelligence and its Measuring

As stated in chapter 2.1, there is a wide range of EI definition. Up to the present day, there are the two most popular models of EI:

N Ability-based EI models

N Mixed models of EI

A summary of the existing EI models is attached to this document (appendix 3).

The most famous ability-based model is that of Salovoy and Mayer published in 1997. This model is a revised one based on Salovoy and Mayer’s original model of EI - published as first formal model of EI in 1990 (for details to the Salovoy and Mayer’s 1990 model see appendix 1). 13

In 1997, Mayer and Salovoy presented a revised and refined conceptualization of EI that strictly constrains EI to a mental ability concept. The revised ability model of EI shown in figure 2 defines EI as a collection of emotional abilities that can be divided into four branches 14 being arranged from more basic to higher-level skills. Within each branch, four representative abilities are described. The Mayer and Salovoy Ability-Based Model views emotions as useful sources of information that help one to make sends of and navigating the social environment. ¹⁵ The model proposes that individuals vary in their ability to process information of an emotional nature and their ability to relate emotional processing to a wider cognition: 16

¹³ According to Salovoy and Mayer’s early work in 1990, EI comprises three conceptually related mental

processes involving emotional information: a) appraisal and expression of emotion, b) regulation or

control of emotion and c) utilization of emotion in adaptive ways:

¹⁴ Due to the division into four branches, this model is also known as the four-branch model of EI.

¹⁵ See http://en.wikipedia.org/wiki/Emotional_intelligence, 09.05.2008.

¹⁶ See http://en.wikipedia.org/wiki/Emotional_intelligence, 09.05.2008.

Figure 2:Salovoy and Mayer’s 1997 model of EI. Source: Schulze et al. (2005), p. 37.