Effective Leadership and Emotional Intelligence - Case Study Example

Curtin University Effective Leadership and Emotional Intelligence: Relevance for Project Managers Student Name: Student Number: Email Address: Date Submitted: Lecturer: Word Count: 1,583 14 September 2015 (Signature/Date) Introduction Emotional intelligence (EI) has rapidly become an important aspect of effective leadership (Chung & Lo 2007; Law, Wong, Huang, & Li 2008; Wood, Parker, & Keefer 2009). Effective leadership involves the ability to motivate others to do more than they originally thought could be done, while increasing the motivation and organizational commitment of subordinates (Kouzes & Posner 2007). Leadership challenges facing project managers have changed markedly in recent decades, including increased generational shifts, multicultural environments, skill gaps, force shaping, and technological enhancements, especially based on the entrance of Gen Y (Hinton 2001). On the concept of leveraging EI in large and complex projects, Mersino (2007, 197) noted that many project managers see their career progression as taking on larger and more complex projects. Project managers who want to succeed with their projects must have high EI. It is possible to get by on small or even medium-sized projects with low EI, but large and complex projects contain very little room for error, as the projects involve too many stakeholders and too many opportunities for breakdown (Mersino 2007, 205). The scope of this essay focused on the application of leadership and EI in solving the organizational challenges for project managers in the 21st century. The essay concluded with a critique of the theories and a comparative analysis of the different views. Main Body There is a demonstrated need for strong emotionally intelligent leadership in organizational environments (Salovey, Mayer, Caruso, & Seung Hee 2008; Schutte, Malouff, & Bhullar 2009; Stough, Saklofske, & Parker 2009). Such evidence points to the fact that emotional intelligence refers to skills such as identifying, understanding, and managing the emotions of self and others (Ashkanasy & Daus 2002). Leaders must possess the competencies necessary in meeting current performance targets, and capacity to practice actions and behaviors that support current and future organizational challenges. The relationship between individual emotional intelligence dimensions and leadership styles needs more investigation (Koman & Wolff 2008). While individual emotional intelligence dimensions are correlated abilities included under the broader construct of emotional intelligence, the "skills associated with the management of emotions" (Antonakis, Ashkanasy, & Dasborough 2009, 253) may prove to be of utmost importance. Because within the managing emotions branch is the point at which individuals began to turn emotions into behavior and actions, this branch may demonstrate the greatest predictability of transformational leadership style. To this end, answers may provide greater insight and better understanding of the influences each emotional intelligence dimension has on leadership style, thereby further strengthening current leadership theory. Goleman, who popularized the concept of emotional intelligence, "argues that the contribution of EI to effective performance at work is as much as 66% for all jobs and 85% for leadership jobs" (as cited in Kunnanatt 2004, 489). Leadership is instrumental in many aspects to individual and organizational effectiveness. Specifically, leaders have a key role in the performance, motivation, and organizational commitment of those they lead. As such, a strong understanding of the ways in which leaders can most improve their transformational leadership will, in turn, maximize the effectiveness not only of individuals, but of organizations as well (Kouzes & Posner 2007). To this end, the defined transformational leader behaviors encourage followers toward commitment to a shared vision, innovative thinking, and development of followers' leadership ability (Bass & Riggio 2006). The information gained through this study may present the need for greater emotional intelligence on the part of senior enlisted leaders, thus demonstrating stronger leadership toward creating a more effective leadership approach. The theory of emotional intelligence has contributed greatly to leadership and organizational development. Emotional intelligence is defined as "the subset of social intelligence that involves the ability to monitor ones' own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's own thinking and actions" (Salovey et al. 2008, 189). On a large scale, emotional intelligence is the ability to assess emotion-laden information, use that information to direct intellectual functions such as problem solving, and to concentrate energy on required behavior (Salovey et al. 2008). In effect, the role of emotional intelligence not only supports the development of individual performance, but it also serves in increasing performance of teams and organizations (Brown, Bryant, & Reilly 2006, 330). Present emotional intelligence theory provides a four-branch model. Each branch independently provides necessary cognitive skills associated with emotional intelligence. Collectively, the four branches refer to the abilities typical of emotional intelligence. As such, these branches illustrate the skills and competencies exhibited of emotionally intelligent individuals (Salovey, Mayer, & Caruso 2002, 158). The first branch, Perceiving Emotions, is the point where true emotional intelligence begins. Within the first branch individuals demonstrate the ability to perceive and express feelings by "registering, attending to, and deciphering emotional messages as they are expressed in facial expressions, voice tone, or cultural artifacts" (Salovey et al. 2002, 161). The second branch, Using Emotions, is the belief that emotions facilitate cognitive activities such as extensive problem-solving, rationalizing, decision-making, and innovative undertakings. In the third branch, Understanding Emotions, individuals begin to recognize emotions, as well as, perceive the causes and magnitude. Through the third branch, individuals began to understand emotions, and to group and relate them to one another. Lastly, within the fourth branch, Managing Emotions, is the point to which individuals begin to become more attentive to feelings, monitor and reflect on them, and harness them into a manageable state, both in oneself and in others. Reflecting on aspects of emotional intelligence which facilitate transformational leadership, Harms and Crede (2010, 5) posited three emotional characteristics most associated with this phenomenon. As a result, empathy is a key component of transformational leadership (Harms & Crede 2010, 6). Leaders strong in empathy are more apt to show individual consideration toward constituents; allowing for stronger interpersonal relationships. Second, Harms and Crede (2010, 6) offered emotional management as a facet of transformational leadership. Emotional management enables emotionally intelligent leaders the ability to see beyond their current paradigms, allowing them the ability foster creativity and innovation with constituents. It is through emotional management that leaders "promote positive affect and confidence in followers expressing and generating new ideas....[these same skills] are also those more likely to put the needs of others ahead of their own personal needs" (Harms & Crede 2010, 7). Lastly, self-awareness allows leaders a "greater than average sense sense" (Harms & Crede 2010, 7) of self-confidence. It is with self-awareness leaders have the ability to foster climates "sensitive to emotional dimensions in interactions" (Brown, Bryant, & Reilly 2006, 334-335). Additionally, self-awareness enables allows transformational leaders to recognize their importance in guiding mood and feeling states in themselves and constituents, and use this knowledge to further guide behaviors toward creating a more effective organization (Harms & Crede 2010, 9). While presenting the traits of transformational leaders, Clarke (2010, 5) posited emotional intelligence as "a significant area of individual difference associated with effective leadership" (6). In doing so, identified were (a) trust and commitment, (b) knowledge exchange, (c) change leaders, and (d) empathy, as key components to navigating toward increased transformational leadership (Clarke 2010, 8). Accordingly, trust and commitment establish interpersonal relationships with constituents and peers within organizations - transformational leadership. "Transformational leaders change their organizations by influencing followers to embrace positive visions and ideals....[enhancing] subordinates' satisfaction and trust" (Barbuto & Burbach 2006,54). Although, transformational leaders support knowledge exchange in promoting shared knowledge during complex tasks, they are also capable of navigating high levels of ambiguity and change. Combining these abilities provides transformational leaders the pathway to better create motivation and inspiration in constituents (Clarke 2010, 19). The level of one's emotional intelligence is instrumental in the development of effective leadership skills (Barbuto, J., & Burbach, M. 2006, 61). How a leader harnesses his or her emotions in difficult situations can be the difference between successfully navigating conflict and undeniably damaging relationships. More important, heightened levels of emotional intelligence can be beneficial to others within the relationship; individuals who effectively harness emotions, "build teams, motivate staff, and integrate emotions into planning and decision making" (Caruso et al. 2002, 57). Emotions, or the knowledge of their existence, are important in creating relationships. Furthermore, emotional intelligence is instrumental in fostering effective leadership practices. With such knowledge of emotions, or more appropriately known as emotional intelligence, individuals can influence their own effectiveness as well as the effectiveness of those around them. London (2002) opined that "leaders who do not understand themselves are unlikely to have an accurate view of others or be sensitive to others' feelings, needs, and attitudes" (27). By combining abilities of emotional intelligence and transformational leadership, leaders are better able to remain conscious of their environment, gauge constituent attitudes, and motivate them toward accomplishing common goals. Conclusion Because emotions are so deeply rooted in how one thinks, performs, and responds to situations, emotional intelligence is important for developing the skills and traits expected of effective project managers as leaders. In conclusion, EI helps project managers to develop team leadership to ensure project success. Being a good project manager and leader who can inspire a diverse team to work together and deliver customer success is the key for the professional development of the project manager. The role of emotional intelligence is instrumental to developing effective leadership. To this end, researchers have linked emotional intelligence to many facets of effectiveness. Project managers embracing the skills and traits associated with emotional intelligence are able to develop stronger teams and have better decision-making ability. Leadership competency is important especially in project management organizational setting. References Antonakis, J., Ashkanasy, N. M., & Dasborough, M. T. 2009. Does leadership need emotional intelligence? The Leadership Quarterly, 20: 247-261. Ashkanasy, N., & Daus, C. 2002. Emotion in the workplace: The new challenge for managers. Academy of Management Executive, 16: 76-86. Barbuto, J., & Burbach, M. 2006. 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