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Leadership and Emotions
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University of Phoenix Material

Leadership and Emotions

Note. This lecture is property of the University of Phoenix, not the course facilitator.

Doctoral students of leadership must obtain a strong theoretical foundation and be able to translate theory into effective leadership practice. Now that learners have studied leadership from various theoretical perspectives, they must be able to demonstrate core leadership competencies. Emotional intelligence (EI) is a critical leadership competency that has generated significant attention since the 1990s. According to Goleman (1998), effective leaders possess strong EI. EI is a form of intelligence unrelated to technical or functional expertise. Leaders who display EI possess a set of social skills that enable them to guide and motivate followers to achieve company goals.

Most people know from their own work experiences very bright, skilled individuals promoted into leadership positions because they performed well in their individual contributor roles. Yet, these individuals failed to display sound leadership. Most people also know individuals with average intellectual abilities who were promoted to leadership positions and excelled. According to Goleman (1998), the difference between these two sets of individuals is their emotional intelligence levels. Although standard IQ and technical skills are important functional capabilities, Goleman’s research cited emotional intelligence as a critical component of leadership. According to Goleman (1998), “without [emotional intelligence], a person can have the best training in the world, an incisive, analytical mind, and an endless supply of smart ideas, but he still won't make a great leader” (p. 94).

Studies of managerial derailment frequently correlate low performance with low EI. According to Lombardo and McCauley (1998), managers with low emotional intelligence are often involuntarily terminated, demoted, or their careers plateau below anticipated achievement levels. In many cases, derailment occurred due to lack of self-awareness (Shipper & Dillard, 1994), failure to adapt (Leslie & Velsor 1996), and failure to manage relationships (Lombardo & McCauley, 1998). These pro-social behaviors comprise emotional intelligence. To be successful in a leadership role, individuals must demonstrate both technical and functional competence and emotional intelligence. Goleman (1998) cited five elements of emotional intelligence at work: self-regulation, self-awareness, empathy, motivation, and social skill.

Self-Regulation

Consider the following scenario: An employee presented inaccurate data to a customer and lost an important account. The individual’s boss was angry and disappointed the employee lost the sale. In a situation like this, a leader has many behavioral options for expressing anger and disappointment. The leader can communicate concerns respectfully and appropriately or can publicly display hostile, aggressive behavior. Leaders who demonstrate self-regulation choose appropriate emotional responses. These leaders are able to maintain composure under duress. Self-regulation is an important leadership trait. Goleman (1998) stated:

Many of the bad things that happen in companies are a function of impulsive behavior. People rarely plan to exaggerate profits, pad expense accounts, dip into the till, or abuse power for selfish ends. Instead, an opportunity presents itself, and people with low impulse control just say yes. (p.98)

Individuals who are able to self-regulate are introspective, demonstrate high frustration tolerance, and negate impulsive drives. Although aggressive, short-tempered individuals are frequently viewed as "classic" leaders, their inability to self-regulate often creates difficulty for themselves and for others (Goleman, 1998).

Self-Awareness

Self-awareness is the ability to conduct an honest self-appraisal. Self-aware people know their strengths and weaknesses. Self-aware individuals are honest with themselves and with others. Self-aware individuals also recognize the effecttheir behavior has on others and on their work performance. For example, a self-aware individual who realizes procrastination creates stress ensures work is completed ahead of time. A self-aware person also knows that that his or her perfectionism may communicate unrealistic expectations to others. Self-aware people are nondefensive and open to feedback about their behavior (Goleman, 1998).

Self-aware people are honest with themselves and can assess themselves realistically. Self-aware people can identify their strengths and weaknesses and can comfortably talk about them. They are nondefensive and can accept and apply constructive feedback. Leaders with high self-awareness are approachable and accepting of employee feedback. People with low self-awareness view constructive criticism as an attack or a symptom of failure, and employees are reluctant to approach these individuals (Goleman, 1998).

Self-aware people are self-confident. They know their capabilities and their limitations and are not afraid to ask others for help. Self-aware people work to capitalize on their strengths and minimize their weaknesses. Although self-aware people are an asset in the workplace, Goleman (1998) indicated senior executives often do not consider the self-awareness competency when hiring future leaders.

According toGoleman (1998) “many executives mistake candor about feelings for ‘wimpiness’ and fail to give due respect to employees who openly acknowledge their shortcomings. Such people are too readily dismissed as ‘not tough enough’ to lead others” (p.94).

Empathy

Empathy is the ability to understand how others feel (Pearson, 2002). To illustrate the concept of empathy, Goleman (1998) relayed how two managers informed employees about a pending company merger. The first department manager held a meeting, announced the merger would create job duplication, and informed the group that many people would be fired. The second manager was honest about the situation, acknowledged and validated employees’ fears, and committed to keep people informed.

The difference between how these managers communicated with employees was empathy. The first manager did not consider what employees were feeling,whereasthe second validated employees’ concerns and acknowledged their fears. Empathy is an important leadership component for building and leading teams and for attracting and retaining top talent (Goleman, 1998).

Motivation

Effective leaders are self-motivated and are driven to achieve beyond expectations. They are motivated not by status or reward, but by a desire to achieve for achievement’s sake. These people are passionate about their work. They seek challenge, take pride in doing a good job, strive to do things better, and seek continuous improvement. One way to recognize highly motivated individuals is their commitment to the organization or their affective commitment. Rhoades and Eisenberger (2001) noted affectively committed employees feel a sense of identification with their organization that increases involvement and desire to achieve organizational goals. Individuals with affective commitment are more highly motivated. Leaders with motivation to achieve create high performance standards for themselves and others and can create high-performance teams.

Social Skill

The self-regulation, self-awareness, and motivation competencies are self-management skills. Empathy and social skill reflect an individual’s ability to maintain effective interpersonal relationships with others. Although demonstrating social skills sounds easy, there is an element of complexity. People who demonstrate good social skills are not just being friendly. People who display good social skills display a purposeful type of friendliness designed to engage and influence people (Goleman, 1998). Using social skills could involve gaining others’ buy-in on an initiative or gaining agreement on a new process or procedure. Socially skilled individuals are able to build rapport with others. Building rapport does not mean socializing constantly; it means working with the mindset that important work requires cooperation from others. People with social skill tend to possess the other four dimensions of emotional intelligence. Individuals who can effectively manage relationships with others are usually able to control their emotions (self-regulation) and can identify with others’ feelings (empathy). People who are motivated tend to maintain a positive attitude that contributes to effective working relationships.

In comparison to the other dimensions of EI, social skill is a key leadership capability. Leaders must be able to manage relationships effectively. Leaders must accomplish work through other people, and leaders who display effective social skills can achieve collaborative results. Research suggests emotional intelligence is established by a person’s mid-20s (Goleman, 1998). However, emotional intelligence develops with experience, training, and learning over time. All people can increase their emotional intelligence with willingness and practice.

References

Goleman, D. (2001). Primal leadership. Harvard Business Review, 79, 42–54.

Goleman, D. (1998). What makes a leader? Harvard Business Review, 76, 93–102.

Leslie, J. B., & Velsor, E. V. (1996). A look at derailment today: North America and Europe. Greensboro, NC: Center for Creative Leadership.

Lombardo, M. M., & McCauley, C. D. (1998). The dynamics of management derailment. Greensboro, NC: Center for Creative Leadership.

Pearson, K. (2002). CEO superstar. Profit, 21, 8.

Rhoades, R., & Eisenberger, R. (2001). Affective commitment to the organization: Thecontribution of perceived organizational support. Journal of Applied Psychology, 86, 825–836.

Shipper, F., & Dillard, J. E. (1994). Comparing the managerial skills of early derailers vs. fast trackers, late derailers vs. long-term fast trackers, and mid-career derailers vs. recoverers. Paper presented at the Academy of Management Meeting, Dallas, TX.