What makes a leader?

1. What makes a leader? Marketing 5320. Group1 presentation. Nov 15, 2011

2. Daniel Goleman, Ph.D • Born in California in 1946 • Education: Amherst College, Harvard • Acclaimed author and world-renowned expert on EQ • Career: lecturer, psychologist, researcher, reporter, visiting faculty member at Harvard. • Journalistic awards (Pulitzer Prize, Career Achievement)

3. Emotional Intelligence Book • The New York Times bestselling • Over 5 million copies in nearly 30 languages • Best selling in Europe, Asia, and Latin America

4. Dr. Goleman’s Research • Methodology: Ask senior managers from 188 companies to identify the most outstanding leaders in three categories • Technical skill • Cognitive abilities • Emotional intelligence • “IQ and technical skills are important, but emotional intelligence is the sine qua non of leadership” • Useful information : • Link between a company’s success and EQ • Develop EQ with the right approach

5. 5 Components of Emotional Intelligence EQ

6. Self-awareness • Understand one’s moods, emotions, needs, drives, and their effects on others • Hallmarks: realistic self-assessment, self-deprecating sense of humor, self-confidence • Problems: Weak appreciation of self-awareness from senior executives

7. Self-Regulation • Definition • The ability to control or redirect disruptive impulses and moods. • The propensity to suspend judgment – to think before acting • Hallmarks • Trustworthiness and integrity • Comfort with ambiguity • Openness to change

8. Why does it matter so much for leaders? • People who are in control of their feelings and impulses –people who are reasonable- are able to create an environment of trust and fairness • Politics and infighting are reduced, productivity is high • Talent flocks to organization • Trickle down effect • Fewer bad moods at the top mean fewer throughout the organization

9. Self-regulation and Competition • People who control their emotions are able to roll with the changes • Faced with change, they don’t panic; instead they are able to suspend judgment, seek out information and listen • With change comes leadership initiatives

10. Self-Regulation and Integrity • Negative organizational outcomes can be related to impulsive behavior • People with low impulse control just say “yes” • Self regulation leads to reflection, thoughtfulness, and integrity – an ability to say “no” to impulsive urges

11. Problem • Self Regulation is often down played • Masters of it are sometimes seen as “cold fish” - their considered responses are taken as a lack of passion • They lack fiery temperaments and not thought of as “classic” leaders

12. Motivation • Definition • A passion to work for reasons that go beyond money or status • A propensity to pursue goals with energy and persistence • Hallmarks • Passion for the work itself • Forever rising the performance bar • Like to keep score • Organizational commitment

13. Identifiers of Motivation • Passion for the work itself • People that seek out creative challenges, love to learn, take pride in a job well done • Energy to do things better, restless with the “status quo” • Ask questions about why things are done a certain way and are eager to explore new approaches to their work

14. Identifiers of Motivation • The need to raise the performance bar • Leaders will not settle for objectives that seem to easy to fulfill • Seek to be challenged and stretched beyond their limits • The need to keep score • Look for ways to track progress of themselves, their team, and their company

15. Other Traits of Motivation • People with high motivation remain optimistic even in the face of adversity and failure • Self awareness combines with motivation to recognize individual limits • Self regulation combines with motivation to overcome the frustration and depression that can set in after a setback or failure • See adversity and failure and opportunities to learn and grow

16. Benefits • Motivation leads to commitment • High levels of achievement motivation in a workforce lead to commitment to the organization • Committed employees are likely to stay with an organization even when faced with more lucrative offers • Leaders who set their performance bar high will be doing the same for the organization • A drive to surpass goals and an interest in keeping score can be contagious throughout the organization

17. Empathy • Definition • The ability to understand the emotional makeup of other people • Skill in treating people according to their emotional reactions • Hallmarks • Expertise in building and retaining talent • Cross-cultural sensitivity • Service to clients and customers

18. Empathy • Mosteasily recognized dimension of EQ • Means thoughtfully considering other’s feelings, along with other factors • Important component of leadership • Increasing the use of teams • Rapid pace of globalization • Growing need to retain talent • Problem: Rarely praised or rewarded in business “Leaders with empathy do more than sympathize with the people around them: They use their knowledge to improve their companies in subtle but important ways.”

19. Social skill • Definition • Friendliness with a purpose: moving people in the direction you desire • Have a network in place when the time for action comes • The culmination of the other dimensions of emotional intelligence • Hallmarks • Adept at managing teams • Expert persuaders • Excellent collaborators

20. Social skill • Problem: appear “not to work” • Key leadership capability

21. Can emotional intelligence be learned?

22. Can Emotional Intelligence Be Learned? • Are Leaders Born or Made? • Genetic Quality • Learned Behavior • What Do We Know About EI? • Increases with Age • Learned Behavior • Training Leaders

23. Can Emotional Intelligence Be Learned? • How Do We Learn EI? • Limbic System • Feelings • Impulses • Drives • NeoCortex • Concepts • Logic

24. Can Emotional Intelligence Be Learned? • How Do We Train People To Have More EI? • Old Behavioral Habits • Individual Approach • Training Varies with thePerson • Desire & Effort Key

25. EQ and Leadership Models • Transformational Leadership • What role does EQ plays in a successful transformational leader • Situational Leadership • Different situations require different types of leadership • Charismatic Leadership • The classic model, EQ challenges this style

26. Critique • Unfounded claims that have no empirical backing, such as EI having a higher predictive validity for performance in the work place than traditional measures of intelligence. There is no evidence to suggest this. • Matthews, G., Zeidner, M., & Roberts, R. (2002). Emotional Intelligence: Science & Myth. Cambridge, Massachusetts: The MIT Press. • Dr. Cary Cherniss neither argues against nor supports Goleman’s model, but states some of its history in his paper, Emotional Intelligence: What it is and Why it Matters • Graduate professor of Applied and Professional Psychology at Rutgers University in New Jersey • Steve Hein compiles Critical Review of Daniel Goleman • http://eqi.org/gole.htm#Table of Contents, page 3

27. EI assessments • http://danielgoleman.info/ei-assessments/ • Emotional and Social Competence Inventory (ESCI) – Co-designed by Daniel Goleman, Richard Boyatzis and Hay Group to assess the emotional and social competencies that distinguish outstanding leaders. Training and certification available from HayGroup in Boston and in London. • ESCI Technical Manual – Describes the most recent findings using the ECI as well as technical details such as reliability and validity. • The ESCI-U is designed for use at the college and graduate school level. • Emotional intelligence tests evaluated – To decide which EI assessment is most appropriate for a given use, see the evaluations by the Consortium for Research on Emotional Intelligence in Organizations.

28. Emotional Intelligence Questions?