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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
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
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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
Leadership effectiveness
•Extra Effort•Satisfaction
•Effectiveness
Leadership effectiveness
•Extra Effort•Satisfaction
•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
$540,000
Sep-05 Oct-05 Nov-05
Retail sales per territory ($)
$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
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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