emotional intelligence and leadership styles

8/7/2019 Emotional Intelligence and Leadership Styles

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ASTD 2008 International Conference & Exposition

Using Multi-Rater Assessments to Measure EmotionalIntelligence and Leadership Behaviors in Middle ManagersSession # TU-215

Denise Sawyer-Johnson, D.M.Leadership and Talent Development Manager

BMW of North America, [email protected]

Ben Palmer, PhD.Chief Executive Officer

[email protected]

Session Learning Objectives :

1. Assess the value of emotionallyintelligent middle managers in yourorganization.

2. Develop the business case based onresearch findings.

3. Examine a best practice multi-raterassessment approach.

www.astd.org



Emotional Intelligence and Leadership Styles

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OverviewA number of research studies have examined the relationship between emotional

intelligence and leadership styles. However, few studies have examined theserelationships within the middle level manager population. In this presentation we

present the findings of a study examining the relationship between emotional

intelligence and the leadership styles of middle level managers at BMW North America.

The assessments used, methodology adopted and findings of the study are presented

to help you:

1. Assess the value of emotionally intelligent middle managers in your

organization.

2. Develop the business case based on research findings.

3. Examine a best practice multi-rater assessment approach.

Emotional IntelligenceEmotional intelligence (EI) was first conceptualized in 1990 by Peter Salovey and Jack

Mayer as “a set of abilities to do with emotions and the processing of emotional

information”. Since this time a large number of different models and measures of EI

have emerged, providing alternative approaches to the application of the concept in theworkplace. These different models and measures of EI can be placed into three major

categories:

1. The ability approach to EI• Much like IQ assessments, EI-ability assessments measure individual

differences in emotional abilities

2. The trait approach to EI• Much like personality assessments, trait EI assessments measure

individual differences in emotion-related preferences and styles e.g., “It’s

fairly easy for me to express my feelings”; and “I’m sensitive to others

feelings”.

3. The competency approach to emotional intelligence• Much like typical multi-rater competency assessments, competency EI

assessments measure individual differences in how often EI related

behaviors are demonstrated.




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The development of alternative approaches to EI raises the question of “which

approach to the measurement and application of EI best suits learning and

development initiatives?

What are the attributes of an ideal EI model and assessment for learning and

development applications?

• Which approach “ability, trait or competency”

• How many dimensions would the assessment measure?

•

How long would it take to do?

• What information would be presented in the feedback report?

• What else would be important?




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The Genos model of emotional intelligence

The EI Skill Leaders with it: Leadership without itEmotional Self-

Awareness; perceiving and understanding your own feelings

Awareness of how their

feelings influence theirdecisions, behavior andperformance

Blind Spot

Emotional Expression; effectively expressing your own feelings

Build trust andunderstanding

Create a culture of artificialharmony and fear ofconfrontation

Emotional Awareness ofOthers’; perceiving and understanding others’ feelings

Generate engagement andextra effort

Generate high turnover,high satisfaction and KPIcompliance

Emotional Reasoning;

using emotional information in decision-making

Make effective decisions

and facilitate buy-in

Create ambiguity and a lack

of ownership

Emotional Self-Management; effectively managing your own feelings

Demonstrate resiliency, rolemodel positive behavior

Focus on emotions, sufferfrom stress, demonstrateinconsistent behavior

Emotional Management ofOthers; positively influencing others’ feelings

Facilitate high productivityand motivation

Low morale & productivity

Emotional Self-Control;effectively controlling strong emotions

Provide stability & focus inthe face of adversity

Put out fires they create




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Emotional intelligence and middle level managersGenos Role Analysis Profiler 1 = Almost Never; 2 = Rarely; 3 = Sometimes; 4 = Often; 5 = Almost AlwaysTo perform the role successfully, how often should a middle level manager…

Be aware of the things that upset him/her at work.

Be aware of how feelings influence the way he/she responds to colleagues.

Be aware of his/her body language at work.

Be aware of his/her mood state at work.

Emotional Self-Awareness Score (out of 20)

Provide positive feedback to staff.

Effectively express how he/she feels when upset by someone at work.

Effectively express optimism at work.

When frustrated by something at work, discuss their frustration appropriately. Emotional Expression Score (out of 20)

Understand the things that cause others to feel engaged at work.

Identify others’ non-verbal emotional cues (e.g., body language).

Understand the things that make people feel optimistic at work.

Understand what makes people feel valued at work.

Emotional Awareness of Others Score (out of 20

Ask others how they feel about different solutions when problem solving.

Demonstrate to colleagues that he/she has considered others’ feelings.

Consider the organization’s values when making important decisions.

Communicate decisions at work in a way that captures others’ attention.

Emotional Reasoning (score out of 20)

Engage in activities that make him/her feel positive at work.

Effectively deal with things that annoy him/her at work.

Appropriately respond to colleagues who frustrate him/her at work.

Quickly adjust to new conditions at work.

Emotional Self-Management (score out of 20)

Create a positive work environment for others. Motivate others toward work related goals.

Help people find effective ways of responding to upsetting events.

Help people deal with issues that cause them frustration at work.

Emotional Management of Others (score out of 20)

Remain focused when anxious about something at work.

Demonstrate excitement at work appropriately.

Hold back his/her initial reaction when something upsets him/her at work.

Still think clearly when upset at work.

Emotional Self-Control (score out of 20)




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Emotional intelligence and middle level managers

How does EI relate to middle level management success?Discussion Notes:




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The research - research measures

Genos Multi-Rater Emotional Intelligence Assessment Scale• A behavior-based competency assessment – 70 questions• Measures how often individuals demonstrate emotionally intelligent

workplace behaviors aligned to the Genos model• Has a rater familiarity and consistency index• Provides benchmarked results via percentile scores

Multifactor Leadership Questionnaire• Behavior-based leadership style assessment – 45 questions • Measures how often individuals demonstrate different leadership styles

according to the Bass & Avolio transformational/transaction leadership model • Provides benchmarked results




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The research question

The research process

Emotional intelligence

Leadership effectiveness

•Extra Effort•Satisfaction

•Effectiveness

Emotional intelligence



•Effectiveness



•Effectiveness




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Research findingsMiddle level managers’ skill at managing emotions within themselves and others

predicts their skill at:Encouraging Innovative Thinking (IS; 21%)

Acting with Integrity (IB; 21%)

Inspiring Others (IM; 39%)

Building Trust (IA; 55%)

Coaching People (IC; 35%)

Rewarding Achievements (CR; 22%)

Generating Extra Effort (30%)

o Getting others to do more than they expected to do

o Heighten others’ desire to succeed

o Increase others’ willingness to try harder

Effectiveness (46%)

o Are effective in meeting others’ job related needs

o Are effective in representing others to higher authority

o Are effective in meeting organizational commitments

Satisfaction (48%)o Uses methods of leadership that are satisfying

o Work with others in a satisfactory way

Middle level managers skill at demonstrating emotional self-awareness and emotional

expression predicts their skill at:

Acting with integrity (IB; 8%)

Inspiring Others (IM; 6.8%)

Rewarding Achievements (CR; 5.5%)

Middle level managers’ skill at perceiving and understanding others’ feelings (Emotional

Awareness of Others’) predicts their skill at:

Building Trust (IA; 3.6%)

Extra Effort (30%)

Effectiveness (36%)

Satisfaction (34%)




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Research conclusions:Middle level managers’ skill at effectively managing emotions within oneself and

others; understanding others’ emotions; and expressing emotions:

Provides a foundation for leaders to be open to challenging assumptions and

seeking different opinions

Enables the expression of values, purpose and the ability to garner trust

Facilitates the expression of behaviors that encourage constructive actions,

instill pride, show confidence and promote enthusiasm

Facilitates the expression of motivation and inspiration in remote locations

Facilitates outcomes of effective leadership (extra effort, effectiveness &

satisfaction).

Notes:




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Implications for leadership practice

Can EI be developed and does that development result in

enhanced leadership capability?

Can EI be used in recruitment and selection to identify

leadership talent and if so what does this produce?

Should we be using multi-rater EI & leadership assessments

to challenge conventional top down methods of performance

evaluation?

Case Study 1 – Senior Finance Executives10 senior finance executives

EI & leadership capability assessment pre-and-post the program

8 personal coaching sessions over a 3 month period (6 mth time 2 assessment

period)

Percentage of change (raters)

34%

54%

76%

59%

25%

0% 20% 40% 60% 80% 100%

Emotional Self-Control

Emotional Management ofSelf/Others

Emotional Reasoning

Emotional Awareness ofOthers

Emotional Self-Awareness/Expression

Percentage




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Case Study 1 – Senior Finance Executives (cont)

Case study 2 – Project team leaders – using EI to enhance team

performance

Percentage of change (Leadership Capability)

13%

9%

13%

11%

11%

0% 5% 10% 15% 20%

Customer Focus

Innovative Thought

Motivating Staff

Developing Staff

Role Model

Percentage

54

76

52

80

59

82

34

76

61

67

62

72

0 20 40 60 80 100

1

Percentile Scores

Emotional Self-Control - Time 2

Emotional Self-Control - Time 1

Emotional Management Self/Others - Time 2

Emotional Management Self/Others - Time 1

Emotional Reasoning - Time 2

Emotional Reasoning - Time 1

Emotional Understanding of Others - Time 2

Emotional Understanding of Others - Time 1

Emotional Self-Awareness/Expression - Time 2

Emotional Self-Awareness/Expression - Time 1Total EI - Time 2

Total EI - Time 1




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Case study 2 – Project team leaders – using EI to enhance team

performance

Case Study 3 – sanofi-aventis Sales Performance Enhancement

Percentage of improvement (Time 1 versus Time 2)

20%

19%

33%

25%

28%

45%

0% 10% 20% 30% 40% 50%

Perceived value of the team by thebroader business

Sense of identity with theteam/Intention to stay

Timeliness of the team's output

Quality of the team's output

The team's organising and planningability

The team's interpersonaleffectiveness

$420,000

$440,000

$460,000

$480,000

$500,000

$520,000

$540,000

Sep-05 Oct-05 Nov-05

Retail sales per territory ($)

Development Group

Control Group

$420,000

$440,000

$460,000

$480,000

$500,000

$520,000

$540,000



$420,000

$440,000

$460,000

$480,000

$500,000

$520,000

$540,000



Development Group

Control Group




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Case Study 3 – Recruiting emotionally intelligent employees

• A net revenue increase of $2,558,360.00• L’Oreal, selected a cohort of sales professionals on the basis of higher EI

and the cohort generated significantly more revenue than existing

employees

• 37% more life insurance policies sold in first two years of employment

• New sales professionals at Metlife high in EI sold more life insurance than

their less emotionally intelligent peers

Notes:




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References :

Bar-On, R. (1997). Bar-On Emotional Quotient Inventory. Toronto, ON: Multi-HealthSystems.

Gardner, L. and Stough, C. (2002). Examining the relationship between leadership andemotional intelligence in senior level managers. Leadership and Organisation Development Journal, Vol 23 , pp. 68-78.

Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.

Jennings, S. & Palmer, B.R. (2007). Enhancing sales performance through emotionalintelligence development. Organisations and People, 14, 55- 61.

Lynn, C.M, Mason, G.U. (2000). The relationships between emotional intelligence,personality, critical thinking and organisational leadership performance at upperlevels of management. Dissertation Abstracts International: Section B: TheSciences & Engineering, Vol 61 (2-B), pp.1121.

Palmer, B., Walls, M., Burgess, Z. and Stough, C. (2001), Emotional intelligence and effectiveleadership. Leadership and Organisation Development Journal, Vol 22 , pp.1-7.

Palmer, B.R., Gardner, L., & Stough, C. (2003). Measuring emotional intelligence in theworkplace. Emotional Intelligence in Organisations, Published by ICCM ISBN: 0-6396828-7

Palmer, B.R. (2007). Models and measures of emotional intelligence. Organisations and People, 14, 3-10.

Internet Links to Emotional Intelligence

1. http://www.genosamericas.com

2. http://www.eiconsortium.org

3. http://ei.haygroup.com

4. http://eqi.mhs.com

5. http://www.cjwolfe.com

6. http://www.eq.org




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Job Aid

Emotional Intelligence L&D Enhancement Methodology

1. Why - develop the “why” for EI, i.e., business case

2. Position – position EI as the method not the outcome

3. Research – present the theory & relevant research

4. Relevancy – have participants explore the relevancy of the

concept to what they do day-to-day

5. Insight – provide insight into their strengths and

opportunities for development with a multi-rater behavior-

based emotional intelligence assessment

6. Tools & Techniques – provide tools and techniques to help

them enhance the application of EI in their work

7. Practice Application – have the participants practice

applying the EI tools & techniques with their peers

8. Action & Follow-Up – have the participants complete

personal action plans, diary events as they complete them

and, in follow-up sessions, start with reflecting on what has

been done

emotional intelligence and leadership styles

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