Leadership through Emotional Intelligence

LEADERSHIP THROUGH EMOTIONAL
‘Yinka Akinnubi
INTELLIGENCE (EQ)

LEADERSHIP IS ABOUT INSPIRING TRUST?

TABLE OF CONTENT
S/N Outline Slide number
1 Learning Objectives 4
2 What is Leadership? 5
3 Nature of Leadership 7-10
4 Leadership Across Culture 11
5 Sources of Managerial Power 12
6 Power- Key to Leadership 13-15
7 Empowerment 16
8 Leadership Model 17-21
9 Transactional VS Transformational 22
10 Emotional Intelligence (EQ) 23-24
11 EQ & IQ 25
12 EQ Framework 26
13 EQ & Leadership 27
14 References 28

LEARNING OBJECTIVES?
By end of presentation, you will understand:
• The concept of Leadership and its characteristics
• Leadership Styles
• Leadership Models
• Emotional Intelligence

What is Leadership?
"Leadership is a process whereby an individual influences a group of individuals to achieve a common goal."-
Peter G. Northouse
‘‘ Leadership is about the relationship between the leader and the people around him or her’’. - Richard Boyatzis
(Professor, Departments of Organizational Behaviour, Psychology, and Cognitive Science, Case Western Reserve
University, Cleveland Ohio, USA)

• Caring
• Approachable
• Has Integrity
• Accepting of people
• Respectful
• Affirming
• Understanding
• Enthusiastic
• Thoughtful
Most Common Characteristics
• Bring out the best in people
• Positive
• Supportive
• Has a vision
• Good listener
• Challenging
• Inspiring
• Sense of Humour

Personal Leadership Style
 The specific ways in which a manager chooses to influence others shapes the way that manager
approaches the other principal tasks of management.
 The challenge is for managers at all levels to develop an effective personal management
style.
The Nature of Leadership

PERSONAL LEADERSHIP STYLE
8
Autocratic style of leadership
 A leader who centralizes authority, dictates work methods, makes unilateral decisions, and limits
employee participation
Democratic style of leadership
 A leader who involves employees in decision making, delegates authority, encourages participation in
deciding work methods and goals, and uses feedback to coach employees
 A democratic-consultative leader seeks input and hears the concerns and issues of employees but makes
the final decision him or herself
 A democratic-participative leader often allows employees to have a say in what’s decided

Resonant
• Visionary
• Coaching
• Democratic
PERSONAL LEADERSHIP STYLE
9
Dissonant
• Commanding

The Nature of Leadership
Distinction between managers and leaders
 Managers establish and implement procedures to ensure smooth functioning
 Leaders look to the future and chart the course for the organization

Leadership Across Cultures
Leadership styles may vary among different countries
or cultures.
 European managers tend to be more people-oriented than American or Japanese
managers.
 Japanese managers are group-oriented, while U.S managers focuses more on
profitability.

Power: The Key to Leadership
Legitimate Power
 The authority that a manager has by virtue of his or her
position in the firm.
Reward Power
 The ability of a manager to give or withhold tangible and
intangible rewards.
 Effective managers use reward power to signal to
employees that they are doing a good job.

• Coercive Power
The ability of a manager to punish others.
• Examples: verbal reprimand, pay cuts, and dismissal
• Limited in effectiveness and application; can have serious negative side effects.
• Expert Power
• Power that is based on special knowledge, skills, and expertise that the leader possesses.
• Tends to be used in a guiding or coaching manner

• Referent Power
 Power that comes from subordinates’ and coworkers’ respect , admiration, and loyalty
 Possessed by managers who are likable and whom subordinates wish to use as a role model

Empowerment: An Ingredient in Modern Mgt
The process of giving employees at all levels in the organization
the authority to make decisions, be responsible for their outcomes,
improve quality, and cut costs :-
• Empowerment increases a manager’s ability to get things
done
• Empowerment increases workers’ involvement, motivation,
and commitment
• Empowerment gives managers more time to concentrate on
their pressing concerns

Leadership Models
• Trait Model
 Attempt to identify personal characteristics that cause for effective leadership.
 Research shows that certain personal characteristics do appear to be connected to effective leadership.
 Many “traits” are the result of skills and knowledge and effective leaders do not necessarily possess all of these
traits.

Leadership Models
Behavioral Model
Identifies the two basic types of behavior that many leaders engaged in to influence their subordinates:-
Consideration: leaders show subordinates they trust, respect, and care about them
 Managers look out for the well-being of their subordinates
 Do what they can to help subordinates feel good and enjoy the work they perform
Initiating structure: leaders take steps to make sure that work gets done, subordinates perform their work
acceptably, and the organization is efficient and effective
 Managers assign tasks to groups and let subordinates know what is expected of them

Contingency Models of Leadership
– What makes a manager an effective leader in one situation is
not necessarily what that manager needs to be equally
effective in another situation
– Whether or not a manager is an effective leader is the result
of the interplay between what the manager is like, what he
does, and the situation in which leadership takes place.

Contingency Models of Leadership
Fiedler’s Model
Effective leadership is contingent on both the characteristics of the leader and of the situation.
 Relationship-oriented style: leaders concerned with developing good relations with their
subordinates and to be liked by them.
 Task-oriented style: leaders whose primary concern is to ensure that subordinates perform at a
high level so the job gets done.

Fiedler’s Model
• Situation Characteristics
 Leader-member relations – extent to which followers like, trust, and are loyal to
their leader
 Task structure – extent to which the work to be performed is clear-cut so that a
leader’s subordinates know what needs to be accomplished and how to go about
doing it
 Position Power - the amount of legitimate, reward, and coercive power leaders
have due to their position. When positional power is strong, leadership opportunity
becomes more favorable.

TRANSACTIONAL VERSUS TRANSFORMATIONAL LEADERSHIP BEHAVIORS
22
• Transactional Leadership Behaviors
– Use their reward and coercive powers to encourage high performance—they exchange rewards for
performance and punish failure.
– Push subordinates to change but do not seem to change themselves.
• Transformational Leadership Behaviors
– Leadership that makes subordinates aware of the importance of their jobs are for the organization and how
necessary it is for them to perform those jobs as best they can so that the organization can attain its goals.

EMOTIONAL INTELLIGENCE (EQ)
 “An array of capabilities, competencies and skills that influence one’s ability to
succeed in coping with environmental demands and pressures” Reuven Bar On
 It is a factor in determining one’s ability to succeed in life
 Relates to potential for performance

“We are being judged by a
new yardstick; not just how
smart we are, or by our
training and expertise, but
also how well we handle
ourselves and each other.”
Daniel Goleman, Ph.D.
Working with
Emotional Intelligence
Emotional Intelligence (EQ)

HOW DOES EQ DIFFER FROM IQ
 EQ focuses on developing an
understanding of and ability to
mange emotions
 EQ can be developed and
enhanced through life
 Until recent years EQ has been
over looked in predicting a
persons potential for success
 IQ focuses upon developing cognitive
abilities and is more academically
orientated
 IQ is thought to be established at birth
and cannot be enhanced
 IQ has traditionally been used to
predict a persons potential for success

EQ COMPETENCIES FRAMEWORK
Self-Awareness
 Emotional self-awareness
 Accurate self-assessment
 Self-confidence
Social Awareness
 Empathy
 Organizational awareness
 Service
Self-Management
 Self-control
 Transparency
 Adaptability
 Achievement
 Initiative
 Optimism
Relationship Management
 Influence
 Inspirational leadership
 Developing others
 Change catalyst
 Conflict management
 Teamwork and collaboration

EQ AND LEADERSHIP
The Moods of Leaders
• Groups whose leaders experienced positive moods had better coordination.
• Groups whose leaders experienced negative moods exerted more effort.
Emotional Intelligence
• Helps leaders develop a vision for their firm.
• Helps motivate subordinates to commit to the vision.
• Energizes subordinates to work to achieve the vision.

References
 Bacon, T. & Spear, K. (2003). Adaptive coaching. Mountain View, CA: Davies-Black Publishing.
 Bergquist, W. (2004). Appendix D. Professional coaching: A preliminary taxonomy. In the Research Council of the ICCO and
the Research and Development Committee of the ICF, The Stewarship Forum: Research and Theory for Coaching in
Organizations, proposal submitted to Wingspread Foundation.
 Bossidy, Larry and Charan, Ram. Execution: The discipline of getting things done. New York: Crown Publishing, 2002.
 Boyatzis, R.E. (1982). The competent manager. New York: John Wiley & Sons, Inc.
 Buckingham, M. (2005). The one thing you need to know. New York: Free Press.
 Charan, R., Drotter, S., & Noel, J. (2001). The leadership pipeline. San Francisco: Jossey-Bass.
 Goleman, D. (2004). What makes a leader? Harvard Business Review, 82(1), 82-91.
 Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership. Boston, MA: Harvard Business School Press.

Leadership through Emotional Intelligence

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