1 / 19

Developing the Emotionally Intelligent Leader

Developing the Emotionally Intelligent Leader. Susan Kruml Millikin University Mark Yockey The University of South Dakota. What is Emotional Intelligence ( EI )?. The ability to read the political and social environments The ability to intuitively grasp what others want and need

tao
Download Presentation

Developing the Emotionally Intelligent Leader

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Developing the Emotionally Intelligent Leader Susan Kruml Millikin University Mark Yockey The University of South Dakota

  2. What is Emotional Intelligence (EI)? The ability to read the political and social environments The ability to intuitively grasp what others want and need The ability to intuitively identify others’ strengths and weaknesses The ability to remain unruffled by stress The ability to be engaging. Stein & Book 2000

  3. EI and Leadership • Academic research links EI skills to successful leaders • Annual earnings • Positive peer evaluations • Change management • Organizational success • Career advancement

  4. EI and Leadership “A leader’s intelligence has to have a strong emotional component … No doubt, emotional intelligence is more rare than book smarts, but my experience says it is actually more important in the making of a leader. You just can’t ignore it.” Welch, 2004

  5. Can EI be developed? Initial studies indicate: YES! Boyatzis & Saatcioglu, 2008; Chang, 2006; Dulewicz & Higgs, 2004; Groves, McEnrue, & Shen, 2008; Jaeger, 2003

  6. What’s Missing? • Training and delivery considerations • Computer aided vs. face-to-face • Program length • Learner considerations • Who benefits most – high vs. low EI?

  7. Research Questions Can individuals improve EI through an experiential curriculum? Does length of program influence the effectiveness of an EI training program? Does mode of delivery influence the effectiveness of an EI training program? Are potential benefits of EI training dependent upon initial EI score?

  8. Research Design Group 1 = face-to-face, 16 week (25) Group 2 = hybrid, 16 week (21) Group 3 = face-to-face, 7 week (18) Group 4 = hybrid, 7 week (14)

  9. Participants 78 MBA students enrolled in Leadership Development course Mean age = 28.6 years 59% female

  10. Instrument • Bar-On EQ-i (emotional quotient inventory) • 133 self-report questions • Total EQ (Mean = 100, s.d. = 15) • 5 composite scales • Intrapersonal, Interpersonal, Stress Management, Adaptability, General Mood • 15 subscales

  11. Elements of Effective EI Training Self-assessment and reflection Development plan Gaining knowledge of sound organizational behavior principles Observation and analysis of real life situations Practice and application

  12. Intervention Procedure Administered EQ-i with 1 hour feedback sessions Self-assessments (Whetten and Cameron, 2007) Reflections and observations Mini-lectures Case studies Exercises and role plays Film clips Research paper and presentation Final exam – film analysis Post EQ-i administration

  13. Findings Can individuals improve EI through an experiential curriculum? Participants showed statistically significant improvement in Total EQ (t = -5.06, p=.000) Participants showed statistically significant improvement in 4 of 5 composites (exception Stress Management) Participants showed statistically significant improvement in 13 of 15 subscales

  14. Does length of program influence the effectiveness of an EI training program? Results indicate no difference in program length on effectiveness of EI training (Wilks’ Lambda = .681, F = 1.25, p = .251)

  15. Does mode of delivery influence the effectiveness of an EI training program? Results indicate no difference in delivery format on effectiveness of EI training (Wilks’ Lambda = .814, F = .611, p = .893)

  16. Are potential benefits of EI training dependent upon initial EI score? Separated students into 3 groups: low, average, and high initial EQ Results show low and average groups significantly increased their EQ Results show that EQ did not increase for the high group

  17. Discussion and Implications • Adds additional support to previous research showing that EI can be learned using an experiential curriculum • Leaders’ EI can be developed • Curriculum is transferable to corporate training settings • Not all learning is equal • 85% stand to benefit • Lowest initial EQ scorers benefit most

  18. Discussion and Implications, cont. • Organizations have flexibility in delivery of EI training programs • Program length adaptable to organizational needs • Nature of the learning process (self-assessment and reflection) is conducive to computer-aided training

  19. Questions?

More Related