Emotional intelligence and its role in leading - Essay Example

Emotional Intelligence Table of Contents 0 Introduction 3 2.0 Report detail 3 2 Emotional intelligence 3 2.2 Critical analysis and comparison of main theories 4 2.3 Role of emotional intelligence in leading 7 2.4 Role of emotional intelligence in performance 8 2.5 Role of emotional intelligence in wellbeing 9 3. Conclusion and recommendations 10 Reference List 11 1.0 Introduction Emotional intelligence is the capability of an individual to recognise the emotion of people as well as themselves with the objective to understand the differences in feelings and thereafter, guide them appropriately influence behaviour and thinking (Mayer and Salovey, 1990). It has been found that emotional intelligence plays a vital role in helping people to cope with their daily stresses in lives. It also helps to improve work productivity, performance and develop leadership skills. Emotional intelligence of a person leads to wellbeing as it helps to control and manage the behaviours of others and themselves. This essay discusses some important theories of emotional intelligence and how it influences performance, leadership and wellbeing. The paper covers the various arguments and theoretical perspectives of practitioners and scholars by critically reviewing and presenting the implications of their findings on the daily lives of an individual. 2.0 Report detail 2.1 Emotional intelligence The study conducted by Mayer and Salovey (1990) defined the term emotional intelligence under the category of social intelligence. They stated that Emotional Intelligence (EI) is defined as the process through which an individual is able to understand and manage emotions of others as well as themselves. It is believed that people having high emotional intelligence are aware of their feelings and how emotions can affect others (Goleman, 1997). The authors have pointed out that the definition of emotional intelligence is centred on different aspects such as social intelligence and interpersonal skills. The author has classified different types of intelligence because it is a broad field. The ability of an individual to manage or understand others falls under the social aspects of intelligence. To a certain extent it also includes the ability to understand others. The authors have however excluded other types of intelligence such as mechanical and abstract intelligence to focus on the main purpose of their research (Pappas et al, 2004; Goleman, Boyatzis and McKee, 2002). (Source: Pappas et al, 2004) 2.2 Critical analysis and comparison of main theories Mayer and Salovey (1990) postulated in their theory that emotional intelligence can be defined as cognitive aptitude which is related to general intelligence but not the same. Their theory proposed a model that identifies four different abilities – emotional facilitation, understanding, perception and management. The first level or the basic level involves an individual’s ability to distinguish emotion. This stage involves skills that are based on successful interpretation of facial expressions. The next stage involves ability to use the information obtained in previous stage and react accordingly. The third level involves understanding and marking the possible changes or shifts in emotion. The final level is concerned with the ability to manage emotions effectively and also the feelings of others (Mayer and Salovey, 1990). The final stage ensures that one is able to calm down after getting angry or alternatively ease the anxiety of someone else. This model is the fundamental model for development of EI (Clarke, 2006). A more comprehensive and recent model on human behavioural model was explained by Goleman (1997). The theory of emotional intelligence by Salovey and Mayer was proposed in the year 1990. Over the years many researchers have continued their research and proposed distinctive models on emotional intelligence. According to Goleman (1997), emotional intelligence has a relationship with performance and his theory explains how performance is influenced by EI. The framework of Goleman (1997) is directly application to an individual’s job performance and organisational efficiency. Hence, according to Goleman’s proposed theory, emotional intelligence is one of the key elements for becoming successful in life. In the original theory, Goleman (1997) defined the term emotional intelligence as a set of characteristics and dexterity that drives performance and leadership. Goleman’s model highlights the importance of EI by contrasting and comparing with intelligence quotient (or technical expertise). In fact presence of EQ in an individual is far more important than technical dexterity. The theory of Goleman (1997) is also known as referred as the mixed model and focus on skill that influences performance (Rock, 2004). The original model identifies five most important characteristics for EI development that are explained as follows: 1. Self-awareness - Theories on EI and leadership as stated by Goleman (1997) suggest that an individual will be able to benefit from the attribute of self-awareness. Being self-aware helps the employee to get a clear idea of strengths and weakness (Goleman, 1997). 2. Self-regulation - Studies have found that leaders who can regulate themselves effectively also have high degree of EI. The concept of self-control helps leaders to control their anger in critical scenarios and do not make the mistake of rushed decisions. Historically, it is been proved that leaders who have taken rash, emotional decisions during employee appraisal have been found to compromise their values. Hence, self-regulation is an important attribute of EI (Goldenberg, Matheson and Mantler, 2006). 3. Social skills - Emotional intelligence is greatly influenced by social skills or relationship management skills of the leaders. Studies show that leaders having adequate communication skills are good in resolving conflicts and managing change diplomatically. It depends on the ability of the leaders to interact smoothly with the team members and accurately read social situations. In practice, the leaders use social skills to negotiate, settle disputes and persuade employees (Ugoani et al., 2015). 4. Empathy - Studies show that it is important for leaders to have empathy especially to manage a team of people with diversified backgrounds. Leaders, who have the attribute of empathy, generally take business critical decisions after considering themselves in someone else’s scenario. This is a very practical approach through which leaders get an insight on the thought process of the members of the team. Basically, the essence of empathy lies with the fact that if the leaders understands why and how a team member reacts to favourable or adverse situation, then he or she will be in a better position to provide constructive feedbacks and identify those acting unjustly (Chan, 2005). 5. Motivation - Literature and theories on motivation reveals that self-motivated leaders have been found to possess high standards and quality of work and also work consistently to achieve goals. The essence of motivation is that the inspiration to attain objectives of the organisation will supersede individual emotions (Brody, 2004). Another very important theory and framework on emotional intelligence was proposed by Petrides (2011). This model provides theoretical distinction between two models of emotional intelligence – the trait model and the ability model. The trait theory of emotional intelligence considers emotion as a collection of self-perception at minor levels of personality (Petrides, 2011). Hence, on the basis of trait theory, emotional intelligence can be interpreted as a person’s self-perceptive ability to identify emotions. On the basis of this theory, the definition of EI includes self-perceived abilities and behavioural temperament. In contrast, the ability based model concentrates on actual capabilities whose measurement is difficult. The author argued that according to the trait theory, emotional intelligence should be investigated with reference to a personality framework. The essence of this theory is that the trait model of EI subsumes the model proposed by Goleman (1997). The critical analysis of the main theories on emotional intelligence reveals that the studies of Goleman assumed that EI is also a type of intelligence. Some authors have argued that this assumption was not substantiated by the author (Sharma, 2008). According to Mayer and Salovey (1990), it will be possible to test the emotional intelligence of individuals by identifying their facial expressions and body language in critical situations. The present model of Salovey and Mayer’ emotional intelligence is known as MSCEIT (or Mayer-Salovey-Caruso’s emotional intelligence test) (Salovey, Mayer, and Caruso, 2004). This model is based on problem solving abilities of an individual for emotion based problems (Roberts et al., 2001). The ability model proposed by Mayer and Salovey has also been criticised by some scholars that argue that the framework has not measured cognitive ability (Boyatzis, Stubbs and Taylor, 2002). The essence of this criticism is followed from the cognitive state that debates that in some cases people knows how to behave emotionally in some scenarios but might not be able to execute the same (Brody, 2004). 2.3 Role of emotional intelligence in leading According to Sharma (2008), leaders that inspire and motivate their subordinates to work in consensus and drive towards a common goal are capable of managing and controlling their emotions within themselves. In other words, these leaders have been found to possess significant level of emotional intelligence. The studies conducted by Clarke (2006) reveal that leadership attributes are not limited to management of business operations. Leadership plays an important role in making certain that employees are motivated to perform at their best at workplace. Similarly, Sadri (2012) stated that the contemporary business environment is changing rapidly due to influence of globalisation and increased competition. It was found that emotional intelligence influences leadership development process more than intelligence quotient. As a result business firms are concentrating on developing the leadership qualities. It is widely believed that by creating effective leadership improvement programmes it will be possible to create a positive work environment and motivate employees to generate higher outputs. In the recent years, many studies have been conducted by scholars to determine the role of emotional intelligence on leadership development (Sadri, 2012). Some authors argue that presence of high degree of EI in manager results in heightened professional and personal success (Braun and Clarke, 2006). According to Balogun and Johnson (2004), a person having emotional intelligence also has the ability to recognise, appraise, manage and predict emotional of others surrounding him/her. Hence, such a person will be able to motivate and lead others more effectively compared to a person having low emotional intelligence (Rock, 2004). Emotional intelligence plays a vital role in leading by increasing productivity of individuals through effective interaction between team members Sharma (2006). According to Brotheridge and Grandey (2002), it will be possible to create a positive bond between leaders and their subordinates as high emotional intelligence in leaders help to control emotional imbalances of themselves and others. In short, it will be possible to increase the effectiveness of an employee and motivating him/her to work harder through effective leadership. On the other hand, effective leaders in contemporary business have been found to possess emotional intelligence. Thus, emotional intelligence plays an important role in leading by generating attributes such as self-awareness, empathy, self-regulation, social communication skills and motivation (Goleman, Boyatzis and McKee, 2002). 2.4 Role of emotional intelligence in performance According to Kerry (2003) there is a connection between emotional intelligence performance of professional executives and managers. According to Sharma (2008) the managers make sure that the subordinates maintain appropriate level of performance and behaviour at workplace. The studies of (Chapman and Hayslip, 2005) analysed the association between emotional intelligence and performance of employee on the basis of psychological distress and ability to cope emotional stress. It was found that during organisational transition the management of emotional stress of junior level staff is very difficult tasks. An interesting correlation was found which highlights the fact that managers having significant level of emotional intelligence are able to motivate their subordinates to work harder and perform at their best. Emotional intelligence is useful developing, monitor, directing and controlling the feelings and actions of the workers. By properly balancing these factors leaders motivate workers to enhance their performance levels Chan (2005). According to Carmeli and Josman (2006), emotional intelligence is dependent on clarity and repairing (or regulations) of emotions. By controlling and balancing these components it will be possible for an individual to overcome depression and stress. Studies show that when a person is suffering from depression or stress (may be due to professional or personal reasons), they act irrationally. As a result their performance at workplace is adversely affected. In other words, a person with low emotional intelligence is not capable of easily coping with adverse situations which results in underperformance. By developing emotional intelligence it will be possible to maintain, regulate, control and manage emotions which will result in enhanced performance levels. The studies conducted by Kiazad et al (2014) reveal that employee engagement depends on the emotional state of mind of the employee. According to theory of engagement, it will be possible to disengage, engage and actively engage a worker through appropriate motivation. Emotional intelligence helps managers to regulate and direct the emotions of themselves and others. Workers that are highly engaged with their work are also highly motivated. Such workers are more committed to achieve organisational objectives voluntarily by performing beyond their scheduled work responsibilities. This results in enhanced performance, higher outputs and improved state of mind. 2.5 Role of emotional intelligence in wellbeing The significance of emotional intelligence is not limited only to professional lives of individuals but also has noteworthy impact on their daily lives. So far this paper has discussed that emotional intelligence influences leadership skills, behaviour or workers, performance at work place, social interactions skills, etc. Scholars like (Gosling and Mintzberg, 2004) have also argued that emotional intelligence plays a vital role in emotional stability, wellbeing by fostering contentment within an individual. Well-being or happiness refers to positive feelings of serenity, content and joy. EI has been found to play important role employee’s physical and psychological well-being. Cameli (2003) examined the degree to which senior management of public sector enterprises having considerable emotional intelligence tend to develop positive attitudes and outcomes. The findings of this study suggest that increased emotional intelligence helps managers to handle stressful situations successfully, yield desired results, job satisfaction and fewer conflicts in work place and home. Well being is highly associated with positive psychology. A study was conducted by Dean, Ciarrochi, and Anderson (2002) that involved evaluation stress levels and thereby, understanding the association between three health related variables namely, suicidal tendencies, depression and hopelessness. Studies also argue that distress among the professional could also create confusion and frustrations in personal lives and hence, people with low emotional intelligence are more likely to be affected by negative psychologies (Embertson, 2006). People with high emotional intelligence tend to possess the ability to tackle changes in their surroundings smoothly. Such individuals are able to shift priorities according to requirements or surroundings as well as handle multiple demands. The findings of the study reveal that stress is associated with greater depression, hopelessness and suicidal tendencies. People with high emotional quotient (or experiencing less stress) are found to be more optimistic, healthy and high performers. According to Goldenberg, Matheson and Mantler (2006) emotional intelligence allows individuals to manage their daily anxieties of life by working productively and also contributing to the society. Such positive activities and attitudes lead to personal and social wellbeing of a person (Seligman, 2002). 3. Conclusion and recommendations This report defined the term emotional intelligence and critically compared the main theories of emotional intelligence. Emotional intelligence is the ability of a person to manage and control emotions of themselves and others. The concept of emotional intelligence is very important to be successful in the world of 21st century and hence, it is a much talked about topic in the world of profession and academics (Kaifi, 2010). This essay critically analysed and compared the main theories on emotional intelligence and found that emotional intelligence plays a vital role leading, performance and well-being. Hence, the findings of this paper can be very useful to corporate professionals, practitioners and academicians. Emotional intelligence helps a person to develop good leadership skills by controlling emotional conflicts and outbursts. It also helps to improve productivity of workers. Conclusively, emotional intelligence is recommended because it leads to improved organisational performance, leadership development, higher outputs, increased individual productivity, wellbeing, and overall satisfaction in professional and personal life. Reference List Balogun, J. and Johnson, G., 2004. Organizational restructuring and middle manager sensemaking. Academy of Management Journal, 47(1), pp. 523-549. Boyatzis, R.E., Stubbs, E. C. and Taylor, S. N., 2002. Learning cognitive and emotional intelligence competencies through graduate management education. Academy of Management Journal on Learning and Education, 1(2), pp. 150–162. Braun, V. and Clarke, V., 2006. Using thematic analysis in psychology. Qualitative Research in Psychology, 3(1), pp.77-101. Brody, N., 2004.  What cognitive intelligence is and what emotional intelligence is not. Psychological Inquiry, 15 (3), pp. 234–238. Brotheridge, C., and Grandey, A., 2002. Emotional labor and burnout: Comparing two perspectives of “people work”. Journal of Vocational Behavior, 60(1), pp. 17–39. Cameli, A., 2003. The relationship between emotional intelligence and work attitudes, behaviors and outcomes. Journal of Managerial Psychology, 18(8), pp. 788–814. Carmeli, A. and Josman, Z. E., 2006. The relationship among emotional intelligence, task performance, and organizational citizenship behaviors. Human Performance, 19(1), pp. 403–419. Chan, D. W., 2005. Emotional intelligence, social coping, and psychological distress among Chinese gifted students in Hong Kong. High Ability Studies, 16(2), pp. 163–178. Chapman, B. P. and Hayslip, B., 2005. Incremental validity of a measure of emotional intelligence. Journal of Personality Assessment, 85(2), pp. 154– 169. Ciarrochi, J., Deane, F., & Anderson, S. (2002). Emotional intelligence moderates the relationship between stress and mental health. Personality and Individual Differences, 32, pp. 197–209. Clarke, N., 2006. Developing emotional intelligence through workplace learning: Findings from a case study in healthcare. Human Resource Development International, 9(4), pp. 447–465. Embertson, M. K., 2006. The importance of middle managers in healthcare organizations. Journal of Healthcare Management, 51(4), pp. 223–232. Goldenberg, I., Matheson, K., and Mantler, J., 2006. The assessment of intelligence: A comparison of performance-based and self-report methodologies. Journal of Personality Assessment, 86(1), pp. 33–45. Goleman, D., 1997. Emotional intelligence: Why it can matter more than IQ. New York: Bantam Books. Goleman, D., Boyatzis, R., and McKee, A., 2002. Primal leadership: Realizing the power of emotional intelligence. Boston: Harvard Business School Press. Gosling, J. and Mintzberg, H., 2004. The education of practicing managers. MIT Sloan Management Review, 45(4), pp. 19–22. Huy, Q. N., 2002. Emotional balancing of organizational continuity and radical change: The contribution of middle managers. Administrative Science Quarterly, 47(1), pp. 31–69. Jamieson, J. C., 2003. Retaining good managers. Behavioral Health Management, 1(1), pp.21-24. Kaifi, B. A., 2010. Comparing the emotional intelligence, personal traits, and work impacts of performing versus high-performing middle managers. [pdf]. Available at: . [Accessed 16 Dec. 15]. Kerry, T., 2003. Middle managers as followers and leaders: Some cross-professional perspectives. Management in Education, 17(3), pp. 12–15. Kiazad, K., Kraimer, M. and Seibert, S., 2014, January. A Job Embeddedness Perspective on Responses to Psychological Contract Fulfillment. In Academy of Management Proceedings, 1(1), p. 123. Pappas, J. M., Flaherty, K. E., and Wooldridge, B., 2004. Tapping into hospital champions: Strategic middle managers. Health Care Management Review, 29(1), pp. 8–16. Petrides, K. V., 2011. Ability and Trait Emotional Intelligence. [pdf]. Available at: . [Accessed 16 Dec. 15]. Roberts, R. D., Zeidner, M. and Matthews, G., 2001. Does emotional intelligence meet traditional standards for an intelligence? Some new data and conclusions. Emotion, 1(1), pp. 196–231. Rock, M., 2004. Emotional intelligence in the workplace: An interview with Dr. Michael Rock. [Online] Available at: < http://www.canadaone.com/ezine/july04/eq_interview.html> [Accessed 12 December 2015]. Sadri, G., 2012. Emotional intelligence and leadership development. Public Personnel Management, 41(3), pp. 535-548. Salovey, P. and Mayer, J. D., 1990. Emotional Intelligence. Imagination, Cognition, and personality, 9(1), pp. 185–211. Salovey, P., Mayer, J. D., and Caruso, D. R., 2004. Emotional intelligence: theory, findings, and implications. Psychological Inquiry, 15(3), pp. 197-215. Seligman, M., 2002. Authentic happiness. New York: Free Press. Sharma, R. R., 2008. Emotional intelligence from 17th century to 21st century: Perspectives and directions for future research. Vision: The Journal of Business Perspective, 12(1), pp. 59–66. Ugoani, J. N., Amu, C. U. and Kalu, E. O., 2015. Dimensions of emotional intelligence and transformational leadership: a correlation analysis. Independent Journal of Management & Production, 6(2), pp. 563-584. Read More