Assessing and Implementing Emotional Intelligence by

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Assessing and Implementing Emotional Intelligence Training for Managers by Trisha A. Ziemba A dissertation submitted to the faculty of Wilmington University in partial fulfillment of the requirements for the degree of Doctor of Education in Innovation and Leadership Wilmington University March 2016

Transcript of Assessing and Implementing Emotional Intelligence by

Page 1: Assessing and Implementing Emotional Intelligence by

Assessing and Implementing Emotional Intelligence

Training for Managers

by

Trisha A. Ziemba

A dissertation submitted to the faculty of

Wilmington University in partial fulfillment

of the requirements for the degree of

Doctor of Education

in

Innovation and Leadership

Wilmington University

March 2016

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Assessing and Implementing Emotional Intelligence

Training for Managers

by

Trisha A. Ziemba

I certify that I have read this dissertation and that in my opinion it meets the academic

and professional standards required by Wilmington University as a dissertation for

the degree of Doctor of Education in Innovation and Leadership.

Joseph L. Crossen, Ed.D., Chairperson of Dissertation Committee

Michael S. Czarkowski, Ed.D., Member of the Dissertation Committee

John C. Gray, Ed.D., Professor and Dean, College of Education

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Dedication

This research is dedicated to the researchers and practitioners of emotional

intelligence, and to students who are evolving because of emotional intelligence.

May your findings lead you to yourself and guide you in your relationships.

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Acknowledgements

First and foremost, I want to thank my husband for his never-ending support,

encouragement, and the occasional kick in the pants to keep this process moving

forward. You put up with many late nights, early mornings, waking up at 2am to the

glow of the computer, and what seemed like a bottomless pile of paperwork and

books on the kitchen table. I cannot thank you enough for being my rock and for

having high expectations of me as I pursued this goal. To my mother, who always

kept me focused even when it felt like I would never reach the end. Many thanks to

my advisors for the weekly meetings and constant emails over the years, and for your

endless support and guidance through my research. Without your questions and

direction, I would still be stuck in chapter 1. And finally, to my Cohort 17 members,

who have all led the way and provided me with friendship and a support system. In

our first course, we presented our vision of LEADing the way – Learning, Exploring,

Assessing, and Delivering results. Now we all maneuver through our daily routines,

but we will always stand together as former students, as leaders, and now as doctors

of innovation.

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Abstract

Emotional intelligence is rapidly gaining awareness in all areas of business,

and research suggests that emotional intelligence training, specifically in managers,

will have an impact on employee productivity. The intent of this research is to

provide persuasive evidence that a formalized management training for emotional

intelligence training will improve the perceived leadership and managerial skills of

participants. Accordingly, it will also provide evidence that such a training program

will have an indirect impact on employee productivity and the overall profitability of

a company. This study provides surveys a group of managers in one department to

gain a baseline of leadership behaviors and emotional intelligence, and provides an

outline for recommended training. The postulation is that increased levels of

emotional intelligence in managers will bridge relational gaps evident among the

management team, helping to create a more cohesive and efficient business unit from

the top down.

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Table of Contents

Dedication ...................................................................................................................iii

Acknowledgements ......................................................................................................iv

Abstract .........................................................................................................................v

List of Figures .............................................................................................................ix

Chapter

I Introduction to Management and Emotional Intelligence ................................1

Overview ...............................................................................................8

Organizational Context .........................................................................9

Problem Statement ..............................................................................12

Purpose ................................................................................................13

Need for Study ....................................................................................13

Summary .............................................................................................15

II Literature Review ............................................................................................18

Emotional Intelligence in Management and Leadership ....................27

Relevance of Emotional Intelligence Training in Leaders .................38

Adult Learning and Training Design .................................................41

Wholesale Parts Department Survey .................................................49

Scoring ....................................................................................51

Analysis of Management Team Self-Ratings .........................52

Analysis of Individual Manager Self-ratings versus

Observer Ratings ....................................................................54

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Manager 1 ...................................................................55

Manager 2 ...................................................................58

Manager 3 ...................................................................60

Manager 4 ...................................................................62

Manager 5 ...................................................................64

Manager 6 ...................................................................66

Influencing Factors .................................................................67

Summary .............................................................................................68

III Training Recommendations and Implications ................................................71

A Framework for Training Design .....................................................72

Recommendations ...............................................................................74

Conduct group training for understanding of emotional

intelligence and its significance in the workplace ..................74

Activities, exercises, and homework ..........................75

Follow through and active support .............................78

Document results ........................................................79

Provide opportunities for individual training options for

increasing emotional intelligence based on the survey

results ......................................................................................79

Activities, exercises, and homework ..........................81

Follow through and active support .............................82

Document results ........................................................83

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Determine additional opportunities for group and

individual training to encourage continuous improvement

based on outcomes and discoveries during initial

trainings ..................................................................................84

Activities, exercises, and homework ..........................84

Summative Evaluation ........................................................................86

Additional Recommendations and Areas of Opportunity ..................88

Conclusion ..........................................................................................89

References ...................................................................................................................91

Appendices ................................................................................................................102

A: Recommended Training Outline .............................................................102

B: Leadership Practices Inventory Survey, as distributed ...........................109

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List of Figures

Figure 1: Manager Self Evaluations versus Management Group Average ...............52

Figure 2: Management Team Average versus Observer Group Average ..................53

Figure 3: Manager 1 Self Rating Compared to Observer Group Average ................55

Figure 4: Manager 1 Graph Depicting Group Averages against LPI Average .........56

Figure 5: Manager 2 Self Rating Compared to Observer Group Average ................58

Figure 6: Manager 2 Graph Depicting Group Averages against LPI Average .........58

Figure 7: Manager 3 Self Rating Compared to Observer Group Average ................60

Figure 8: Manager 3 Graph Depicting Group Averages against LPI Average .........60

Figure 9: Manager 4 Self Rating Compared to Observer Group Average ................62

Figure 10: Manager 4 Graph Depicting Group Averages against LPI Average .......62

Figure 11: Manager 5 Self Rating Compared to Observer Group Average ..............64

Figure 12: Manager 5 Graph Depicting Group Averages against LPI Average .......64

Figure 13: Manager 6 Self Rating Compared to Observer Group Average ..............66

Figure 14: Manager 6 Graph Depicting Group Averages against LPI Average .......66

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Chapter I

Introduction to Management and Emotional Intelligence

“The rules for work are changing. We’re being judged by a new yardstick:

not just be how smart we are, but by how we handle ourselves and each other”

(Goleman, 1998, p. 3). A company’s sustainability is highly dependent on two

factors: 1) the rare abilities of a salesperson to influence others to become customers

(Freedman, 2010), and 2) the abilities of management to maintain employee

engagement in order to keep a motivated team with high performance. Trends show

that a decline in employee engagement stems from a lack of understanding of mutual

needs between the co-workers and the company, with immediate supervisors as the

middle liaison (Schein, 1964). This lack of engagement in the work place decreases

performance levels, reduces employee involvement, and can lead to higher turnover

rates.

For centuries, studies on effective leadership and management attempt to

identify characteristics specific to effective leadership and high producing

management. Kotter (1996) states that “…leadership is what the future should look

like, aligns people with that vision, and inspires them to make it happen despite the

obstacles” (p. 25). Often times, there are several factors that are overlooked. One

such factor that is rapidly gaining awareness is the significance of emotional

intelligence in company management and leadership. Poor management and

ineffective leadership is a problem too often seen in corporate America, and a lack of

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emotional intelligence displayed in the managerial ranks may result in less effective

leadership and be a constraint to company growth.

To understand the importance of strong leadership from managers, it is first

important to understand the difference between the two terms as they are used to

define individuals within a company. While management may be a title that is

appointed, leadership is a title often earned before being given (Chambers & Craft,

1998). The teams “manager” and “leader” are not always interchangeable terms,

though they are often utilized in this manner. According to the Business Dictionary

Online, a manager is defined as an individual who is in charge of a certain group of

tasks, or a certain subset of a company; a manager often has a staff of people who

report to him or her (Manager, n.d.). A leader is defined as a person that holds a

dominant or superior position within its field, and is able to exercise a high degree of

control or influence over others (Leader, n.d.). Some common characteristics of

quality leaders and of effective leadership are flexibility, vision, communication, and

delegation (McBeath, 1990).

By these definitions, managers and leaders are not necessarily one and the

same. The philosophy of leadership is different for everyone, but it is the observable

distinctiveness of leaders versus managers that people tend to respect. Leadership

requires the capacity to adapt to and facilitate change in an evolving business

environment, the ability to be honest with yourself in order to lead with integrity and

ethics, and the desire to be successful for both self and company. Managers are

expected to have these qualities, but are not always considered when interviewing

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candidates for such positions. As changes occur, it is through strong leadership, not

management, that adaptation to that change happens. Leaders will ultimately become

facilitators of change, embracing it and becoming an agent of change as the company

takes strides to become more versatile in the marketplace. Therefore, it is leadership,

and more specifically the leadership of managers, that will continue to actively

engage employees in the company.

The manager’s job description is two-fold: he or she is responsible for

individual performance and meeting company objectives, standards, and goals.

Robert Haas, former CEO of Levi Strauss & Company, stated in an interview that

“…[t]he people on the front line really are the keys to [a company’s] success, then the

manager’s job is to help those people and the people that they serve’ (Howard, 1990,

p. 3). Managers are the glue that keeps a company running, and the responsibilities

come with huge risks and huge rewards; therefore, it is important that the manager

can relate to his or her team members in order to maximize employee engagement

and performance results. The emotionally intelligence manager will be highly

efficient in this task.

Emotional intelligence is a range of multi-faceted, non-cognitive abilities

(Goleman, 1995; Lynn, 2005; Mayer & Salovey, 1997). The most widely accepted

definition is

the ability to perceive accurately, appraise, and express emotion; the ability to

access and generate feelings when they facilitate thought; the ability to

understand emotion and emotional knowledge; and the ability to regulate

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emotions so as to promote emotional and intellectual growth. (Mayer &

Salovey, 1997, p. 5).

“In simple terms, EI is the ability to recognize your emotions, correctly

identify the emotion you are feeling, and know why you are feeling it” (Stanley,

2013, p. 4). Without an understanding of what we are feeling, we cannot effectively

manage our emotions (Goleman, Boyatzis, & McKee, 2002).

While the definition is accepted, it is still incomplete when looking at

emotional intelligence and leadership in the workplace. It is important to look at the

bigger picture of management and leadership, and encompass all of the

responsibilities and expectations that it entails. With that, there are five components

for management and leadership

1. Self-Awareness and Self Control: The ability to fully understand oneself

and to use that information to manage emotions productively.

2. Empathy: The ability to understand the perspectives of others.

3. Social Expertness: The ability to build genuine relationships and bonds,

and to express caring, concern, and conflict in healthy ways.

4. Personal Influence: The ability to positively lead and inspire others, as

well as oneself.

5. Mastery of Purpose and Vision: The ability to bring authenticity to one’s

life and live out one’s intentions and values. (Lynn, 2005, pp. 39-40)

Three of the components are internally focused, which is where the previous

definitions end. The latter two are externally focused, focusing on the influence of

others. All five are the foundation for emotional intelligence and the beginning of

strong leadership in managers.

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The five components are also consistent with Kouzes and Posner’s leadership

model and the five practices of exemplary leadership (2003). The first is Model the

way. “Credibility is the foundation of leadership” (Kouzes & Posner, 2003, p. 13),

and leading by example is a universal truth. Inspire a shared vision ignites passion in

everyone that will influence change and a desire to move in the same direction.

Exemplary leaders will look for opportunities outside the norm and challenge the

process. Leaders will allow the freedom of choice and shared power, building trust

and cooperation through enabling others to act. Lastly, a leader will always

recognize the contributions of others and celebrate individual and team successes

which will encourage the heart of others (Kouzes & Posner, 2003).

Great management is about character, not technique (Teal, 1996; Kouzes &

Posner, 2003). Companies do not outperform competitors and operate successfully

without exceptional leadership. In a twenty-year study, Jim Collins revealed that

companies with level 5 leaders, leaders that encompass a “…deep personal humility

and intense professional will”, are more successful than competitors (Collins, 2005, p.

3). Goleman offers support to Collins findings with his emotional intelligence

research, siting “…differences between outstanding performers and those who are

merely good” (Goleman, 2000, p. 1).

Researchers have been studying emotional intelligence since its first strong

appearance in the 1990’s. Goleman is one of the first to explicitly study emotions as

a stand-alone intelligence (1995; 1998; Goleman, Boyatzis, & McKee, 2002), and

since has worked with several others on the importance of emotional intelligence

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(Goleman, Boyatzis, & McKee, 2002). In the times of the Industrial Revolution,

there was a strong push to keep emotions out of the workplace (Ashford &

Humphrey, 1995). However, since the turn of the century, emotions have been in the

forefront of organizational behavior and leadership development (Ashkanasy &

Dasborough, 2003), and leadership has been studied more than any other topic in

human behavior (Dulewicz et al., 2005; as cited in Danehy, 2005)

It was once thought that only a small focus of emotional intelligence was

utilized in business. The fields of psychology and management present a lot of

evidence in support of behavioral responses being linked to emotions, and several

studies have noted the value of emotional intelligence but never integrated the

concept directly with performance (Borg & Johnston, 2013). Goleman’s study of 181

positions across 121 companies and organizations showed that 67% of all “…abilities

deemed essential for effective performance were emotional competencies.” (1998, p.

31). Emotional competency becomes particularly important with higher positions

(Danehy, 2005; Dulewicz, Young, & Dulewicz, 2005; Goleman, 1998). Research has

also linked leadership competency with above average performance by subordinates

(Danehy, 2005).

Several tests and assessments have been created to measure emotional

intelligence in leadership. These include, but are not limited to, the following:

1. The Emotional and Social Competency Inventory [ESCI] by the Hay

Group (Goleman et al, n.d.).

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2. The Leadership Practices Inventory [LPI] by Kouzes and Posner,

originally created in 1995 and currently in its 4th edition (2003).

3. The Emotional Competence Inventory [ECI] created by Boyatzis and

Goleman (Goleman, Boyatzis, & McKee, 2002).

4. The Mayer-Salovey-Caruso Emotional Intelligence Test [MSCEIT]

(Mayer, Salovey, & Caruso, 2002).

5. The Reuven Bar-On Emotional Quotient Inventory (EQ-i) (Bar-On, 2000).

Through these assessments, companies have been able to identify key predictors and

key characteristics of individuals with high emotional intelligence. In addition, the

DISC personality test is a good baseline for dominant personality traits, and can be

indicators of strong characteristics.

“While the concept has generated considerable debate, EI does show some

important links…in the field of [training].” (Sadri, 2012, p. 544). It has been found

that the characteristics that differentiate the outstanding performers are those

associated with social and emotional skills. (Boyatzis, 2008; Goleman, 1995, 1998).

High performance is comprised of three parts: technical skills, an intelligent quotient,

and an emotional quotient. The emotional intelligence is twice as important as the

other two components, as it is responsible for 85-90% of all high performance in

effective leaders. “In general, the more emotionally demanding the work, the more

empathic and supportive the leader needs to be” (Goleman, Boyatzis, & McKee,

2002, p. 17).

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Leadership from managers is the crossroad of emotional need in the

workplace, striking a balance between company objectives and employee needs.

Managers often rely on policies and procedures, yet sometimes it is using your

emotional quotient and choosing to do the right thing proves to be the key to success.

So often we find ourselves doing the wrong things for the wrong reasons because our

priorities are not in order (Blanchard & Gottry, 2004). Emotional intelligence is, at

its core, doing the right thing, and good leaders do the right thing (Bennis &

Goldsmith, 2003). A manager with high emotional intelligence is more likely to be

influential as he relates more directly with his employees, gaining trust and thereby

taking on more of a leadership role. Therefore, the focus should be on increasing

emotional intelligence and creating great leadership throughout the management team

in order to have highly engaged, productive team members.

Overview

Chapter I provides background information on the company for which this

research topic was conceived and defines the role of emotional intelligence in

leadership and management. It connects the need for increasing emotional

intelligence awareness for strong leaders in management. Chapter II delves deeper

into the emotional intelligence research and adult learning, and how it can be utilized

as a training component for managers. An analysis of emotional intelligence and

managers’ leadership behaviors will reveal that an increase in emotional intelligence

at the managerial level will create more efficient leaders and have positive effects on

its business unit. The intent of this paper is to provide guidance and

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recommendations for implementing a training program that incorporates emotional

intelligence training and best practices for managers in the workplace. Chapter III

will provide a framework for training and development.

Organizational Context

There is a significant difference between employment at large companies,

especially nationally recognized companies, and employment at smaller, regional,

local or family owned companies. Generally, large companies have more resources

available and a hierarchy in place that compartmentalizes each area of the company.

Training is typically a part of the hiring process and happens during an individual’s

first few months of employment with the company. It is an outlined process with

structured classes or steps to be taken to learn the company procedures and processes,

as well as the details of the specific position. Smaller companies, however, may have

a similar process, but often times do not. Nucar falls into the latter.

Nucar is a small, privately owned company located in the New Castle,

Delaware. It has three major components: automobile sales, service and retail parts,

and wholesale parts distribution. In addition to the three main departments, there is

an administrative department that handles the human resources, accounting,

information technology, communication, marketing, and other administrative duties

that are required for maintaining the operations for all of the segments.

The automobile sales include the Nucar Chevrolet and Nucar Mazda

dealerships. This department includes sales managers and the sales team who are

responsible for the sale of the new and used vehicles, the finance manager(s) who is

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responsible for financing the vehicle through various banks and brokers for each

customer. There are typically three or four managers per dealership, with a team of

eight to twelve sales team members, and one finance manager.

The parts and service department provide parts and service to Nucar

customers and customers who own Chevrolet or Mazda vehicles. Retail part includes

the purchase of after-market parts, such as new wheels and tires, as well as

performance parts for vehicle enhancements, mostly high end performance, specialty,

and race cars. This department also handles any servicing of the vehicles, including

oil changes, warranty repairs, and other mechanical issues that could occur with a

vehicle. This department will have Service Countermen that answer phones and

handle the incoming traffic of customers, with a lead or manager to handle customer

complaints and oversee daily operations. There is a team of mechanics that complete

the maintenance on the vehicles. There is a team of parts specialist that handle the

sale of parts, both in person and over the phone.

The Wholesale Distribution Center is the largest of the three divisions. It is

responsible for delivering parts daily to auto body and mechanical shops throughout

Delaware, Northern Maryland, the Eastern Shore, New Jersey, and Southern

Pennsylvania, with General Motors, Mazda, and Kia parts as the three largest

manufacturers in inventory. The department is made up of three sections:

Management, Warehouse Operations which houses shipping and receiving as well as

distribution and drivers, and Sales.

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The Management Team oversees the daily operation of the two departments.

There are four significant managers: the Wholesale Manager, the Parts Manager, the

Shipping Manager, and the Sales Manager. All decisions within the Wholesale

Distribution unit go through one or more of the managers.

Shipping and receiving and the Parts department is responsible for shipping

and receiving of parts, both mechanical and collision, that enter and exit the

warehouse. There is an estimated $6,000,000 in parts that Nucar stocks daily,

covering six different vehicle manufacturers. There are deliveries from our

manufacturer dealers nightly that need to be unloaded, coded and stocked every day.

The overnight warehouse crew receives the parts from the manufacturers, puts the

stock items away, and pulls items that come through orders.

There are 37 trucks that delivery daily, some twice daily, and two express

delivery trucks that are routed within a 30-mile radius. Each truck has a specific

delivery route number and assigned driver. The drivers, along with the warehouse

crew, receive orders, pick parts, load the delivery trucks and deliver parts to our

customers.

The sales team is responsible for creating and maintaining business

relationships with both current and potential customers. There are nine inside phone

sales team members that take incoming calls from customers placing orders. There

are two counter sales team members to handle in person orders. There are three

outside sales team members that are responsible for finding new business partners and

maintaining current customer contacts – two in house and one contracted through an

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outside agency. The outside sales representatives also handle customer complaints,

errors in billing, delivery issues, and cancellations.

With only three outside sales representatives and nine inside sales

representatives, Nucar Wholesale Parts Distribution may be small but is producing

big results, being ranked first in collision parts in the region, second in the region in

sales, and tenth overall in the country. What Nucar is lacking is a distinct training

program, specifically a training program designed for management, to include both

emotional intelligence training and best practices for incorporating in the workplace

in order to build and maintain a strong team foundation with high performance

results.

While the managers are capable of training a new employee on price level

options, product lines, and inventory, it takes more than just knowing the basics of

what Nucar has to offer to be competitive with Original Equipment Manufacturer

[OEM] or factory parts in a market that is saturated with aftermarket alternatives.

Even more, it takes more than knowledge of the product to keep a team motivated to

continue the efforts and produce results. Employees need to feel that their efforts are

necessary and appreciated. The emotionally intelligent leader will deliver on this

challenge, and in doing so, will harvest a more emotionally intelligent team.

Problem Statement

It is unknown what the content, process, and impact of a formal training for

managers would be. Nucar Wholesale Parts Distribution does not currently have a

program or process in place for training managers. In addition, the lack of

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engagement and emotional intelligence in the existing employees is evident through

lack of consistency between departments in terms of customer service and employee

values.

Purpose

The purpose of this paper is a) to determine if there is need for a training

program and b) if a need is determined, to propose an option for an in-house training

program designed specifically for managers that incorporates both best practices in

management strategies and emotional intelligence training. The intent is to provide

information regarding the relationship between emotionally intelligent managers and

co-worker engagement and performance, and to develop training for managers to

increase emotional intelligence levels based on the findings. The goal would be to

improve team performance and increase revenues, both directly and indirectly

through better actions and decisions by management.

Need for Study

Emotional intelligence training has a significant role in leadership, and

ownership, management and team members need to know the objectives of such a

training, what the training will consist of, and how to evaluate the training. The

assumption is that the content and impact of training will have a direct effect on

management practices and an indirect effect on employee engagement in the

workplace and ultimately team performance. In this study, there will be exploration of

emotional intelligence training on managers, and the affects it has on team

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performance. In this company, the information is significant to the success of the

wholesale department.

The focus questions guiding the study are as follows:

1. How does emotional intelligence fit into management strategies?

2. How does emotional intelligence affect a manager’s leadership abilities?

3. What will be used to determine training needs, topics, and strategies?

4. Will manager training in emotional intelligence have a direct impact on

employee engagement, productivity, and performance quality?

The definition of emotional intelligence, the effects of emotional intelligence,

and how to effectively use emotional intelligence to motivate employees and produce

results are at the core of great leaders. Companies are missing an opportunity to

provide an environment that is stimulating and effective at producing results. The

good news is that emotional intelligence can be improved, therefore having a bottom

line impact (Stanley, 2013, p. 10). The Consortium for Research on Emotional

Intelligence in Organizations states that improved emotional intelligence will increase

retention rates, sales, and net revenue (Stanley, 2013).

Even with the propagation of Emotional Intelligence, there is still a lack of

training for managers in relation to emotional intelligence, more specifically

emotional intelligence as it relates to management and team performance (Borg &

Johnston, 2013). Bar-on (2000) refers to a survey conducted by the US Department of

Labor in the 1980s on qualities sought by employers in entry level employees; the

results were predominantly social and emotional qualities. The recent increase in

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executive coaching is in response to the lack of social skills, specifically in leaders

(Danehy, 2005; Jay, 2003). “With a possible shortage of workers, organizations need

to identify [training needs] early and take appropriate steps to…provide opportunities

to increase and expand the [emotional intelligence] qualities that already exist.”

(Grensing-Pophal, 2002, as cited in Tarantino, 2006, p. 9). The most important

resource in a company, and the continued success of a company, relies on the present

and future employees (McBeath, 1990). Managers need to have skills in

understanding people in order to hire the right people, train based on individual

needs, and lead the players to individual and team success.

Summary

Management requires the ability to manage both people and process. There is

brilliance in connecting knowledge of the given industry with managerial skills and

emotional intelligence to lead an effective team. It requires not luck, but skill, to put

the right people in the right positions, and to manage different personalities and use

motivating factors to get everyone moving in the same direction. Dr. Lew Atkinson, a

professor at Wilmington University, began one of his classes with a statement and a

question:

The places in which decisions turn into change are in a small room with

important people, and the people in that room are the best story tellers,

compelling others to action. When the time comes for you to be in that room

with those important people, will you have the best story? (L. Atkinson,

personal communication, September 12, 2007)

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Though the question is generalized, the resolve behind its intent is crucial to

success of managers in any industry at any level: influence. Being able to influence

and motivate others through actions and communication is essential in management

leadership.

Key business strategies drive the need for talent management, linking

emotional intelligence and leadership development to strategic goals and corporate

cultures. (Lockwood, 2006).

A great deal of time and money is often devoted to planning and delivery of

management training, and there is a lot of flexibility in training for emotional

intelligence and co-worker engagement with room for improvement. Some of the

benefits for a company or department to explore emotional intelligence training

include:

1. Finding a shared vision and common core values for the department, the first

step towards more effective leadership and a more productive workforce. It is

possible for a company to link a certain branding or company adage to desired

employee behaviors; for example, JPMorgan-Chase sets the tone for its

employees through the company slogan of “One firm, one team, be a leader.”

(Lockwood, 2006).

2. Crafting individual and/or group development plans to engage managers in

actively participating in creating and managing cultural change through

improved emotional intelligence and leadership behaviors. Leadership

development needs to be a top priority (Daniel, 2006).

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3. Promoting communication and follow through between department managers

as well as between managers and employees.

4. Improving effectiveness and efficiency of task completion and performance

from leaders and teams.

5. Reducing inconsistencies throughout department. Managers will be working

towards the shared vision and common core values.

6. Setting a standard of excellence for employees and lead by example,

influencing team members to achieve greatness based on the shared vision and

core values.

Managers are in a position to influence change and lead a company towards

success because they oversee the company’s most valuable asset – the human capital.

They need to be prepared and equipped with the tools to cultivate, influence and

motivate their teams to not only move forward, but move in the same direction and at

the same time and with an urgency that will directly impact performance results.

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Chapter II

Literature Review

“Perhaps no other topic in the field of management has been continuously and

actively investigated… than management development” (Chambers & Craft, 1998, p.

1). Companies have been interested in finding best practices for managers for quite

some time. In line with that, the research regarding emotional intelligence in the

workplace has been on the rise since its insurgence in the 1980’s. The first written

findings were by a scholar by the name of Wayne Leon Payne, Ph.D. During his

doctoral studies for the Union Institute in Cincinnati, in which he stated that “he

believes emotional intelligence to be a skill that involved a creative relationship with

the states of fear, pain, and desire.” (Hahn, Sabou, Toader, & Radulescu, 2012). The

first published works on emotional intelligence were by John D. Mayer and Peter

Salovey, deemed the parents of the new intelligence (Freedman, 2010; Hahn et al.,

2012). By 1995, Daniel Goleman joined the scene and quickly became known as the

father of emotional intelligence after he authored the best-selling book Emotional

Intelligence. The wisdom of these men has had a profound impact on the subject of

emotional intelligence, and it has carried into management without them ever

understanding the importance of the role each has had in the 21st century.

Once the theory of Emotional Intelligence appeared in writing, men and

women in business became intrigued, and even outraged, at the idea of emotions

taking the place of intellect and skill. Many argue that emotional intelligence can be

a better determining factor in success (Sadri, 2012). Critics, however, argue that

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much of the interest and claims are based on books rather than being based on

empirical data and factual results from research.

Criticism over emotional intelligence starts with the idea of it being a stand-

alone intelligence. Sadri (2002, p. 539) cited many researchers with evidence against

the concept of emotional intelligence:

Locke argues that EI is defined too broadly, that the definition of the concept

is continuously changing and that the combination of reasoning with emotion

in the definition of EI is contradictory. He also feels that although intelligence

can be applied to many aspect of life, including emotions, emotional

intelligence itself is not truly a form of intelligence. Hedlund and Sternberg

find that conceptualizations of emotional intelligence “exceed the boundaries

of a reasonable definition of intelligence.” Davies, Stankov and Roberts call

emotional intelligence an “elusive concept.”

In order to understand emotional intelligence as a stand-alone intelligence, we must

take a look at each item against the definition individually.

The definition of emotional intelligence can be summarized in the four-branch

model following Mayer and Salovey’s research: 1) accurately perceive, appraise, and

express emotions; 2) use emotions to facilitate thought; 3) understand emotions and

emotional knowledge; and 4) regulate and manage emotions (Lassk & Shepherd,

2013). “Schmidt and Hunter (2000: 3) defined intelligence as the ‘ability to grasp

and reason correctly with abstractions and solve problems’.” (Cote & Miners, 2006,

p. 3). In comparison, emotional intelligence can be defined as the ability to grasp and

reason correctly with emotional abstractions and solve emotional problems. While

the definition may be broad, it gives an accurate portrayal of the more exact definition

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outlined in Chapter I and is in line with the general concept and definition of

intelligence (Cote & Miners, 2006).

More in depth was the study performed by Mayor, Caruso and Salovey (1999)

to determine that emotional intelligence is a form of intelligence (Cote & Miners,

2006). “The criteria for a standard intelligence are 1) that it consists of mental

abilities, 2) that those abilities meet certain correlational criteria, and 3) that the

abilities develop with age.” (Mayer, Caruso, & Salovey; 1999, p. 291). Mayer,

Caruso, and Salovey (1999) created the Multifactor Emotional Intelligence Scale

[MEIS] studying twelve facets of emotional intelligence in adolescents and adults.

The study of the twelve abilities broke down into four sub categories correlating with

the four-branch model, conceptualizing a distinct set of abilities. The study also

showed that the abilities correlate strongly with verbal intelligence, “indicating a

relation to other intelligence without being the same as them” (Mayer, Caruso, &

Salovey; 1999, p. 288). The study measured the abilities of both adolescents and

adults, and “as predicted, adults performed at higher abilities than adolescence”

(Mayer, Caruso, & Salovey; 1999, p. 291). The conclusive result disproved the

statements cited by Sadri (2012), as emotional intelligence does meet the required

conceptual, correlational, and developmental criterion to be considered a true

intelligence.

Another criticism is that emotional intelligence is being termed incorrectly,

and that the term “emotional wisdom” better describes the ideology. This idea is

grounded in facts when addressing the idea of emotional intelligence versus

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emotional wisdom, but the concept may be lacking depth. While both emotional

intelligence and emotional wisdom require self-awareness, the adversity comes from

self-interests in emotional intelligence versus the interest of others through emotional

wisdom (Bagozzi, Belschak, & Verbeke, 2010). “The goal of emotional self-

regulation ought to be to encompass both the social environment and the self in a

coordinated way” (Bagozzi, Belschak, & Verbeke, 2010, p. 1004). In that thought,

wisdom is being described as the ability to use knowledge based on values to achieve

a common goal for the interest of one self, other people, and the company. This

requires a shift in perception of oneself to being a part of the whole, allowing for

informed and balanced decisions (Bagozzi, Belschak, & Verbeke, 2010).

In counter argument, wisdom is considered the product of learning (Bagozzi,

Belschak, & Verbeke, 2010; Sternberg, 1998). The most common definition of

wisdom listed in the Merriam Webster Dictionary is described as knowledge that is

gained by having many experiences in life. Generally speaking, we have a better

understanding as adults than as children, and under this concept, emotional wisdom

would be a combination of general intelligence and emotional intelligence, pulling

resources from both aspects over a period of time to be able to make better decisions.

Emotional intelligence realizes conflicts and contradictions are inevitable in social

situations, and with respect and civility, utilize intelligence and emotion to reach

common goals and meaningful results (Bagozzi, Belschak, & Verbeke, 2010). It is

understood, then, that both terms exist as separate and distinct characteristics, with

emotional intelligence being critical to the success of emotional wisdom.

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Critics also target the measures of emotional intelligence, claiming poor

reliability and lack of validity evidence (Sadri, 2012). The research is scarce and can

seem conflicting when attempting to define a scope of measurement. It is linked to

the idea of interpersonal skills and personality traits being key factors in emotional

intelligence, and being defined by skills such as communication and collaboration,

neither of which are concrete or definitive. Subsequently, the philosophies behind

measuring these interpersonal skills have been just as ambiguous (Borg & Johnston,

2013). Reliability, creativity, empathy, social skills, leadership, and communication

are a few of the skills that have been linked to measuring interpersonal skills (Borg &

Johnston, 2013). How do you measure any of these key skills as stand-alone

entities? At best, the measurements were subjective, based on the evaluators

experience and knowledge. It is agreed there is an importance in interpersonal skills

and emotional intelligence, yet measuring the concept of interpersonal skills is still

debatable (Borg & Johnston, 2013).

More recently, the idea of personality testing in the selection process and in

measuring performance has come full circle, making its way back into business

cultures. While there is still great debate on the relevance of personality testing,

“current evidence suggests that properly designed and administered tests are a valid

selection tool…” (Johnston & Marshall, 2003, p. 334). When it comes to job

performance, however, measuring interpersonal skills is more difficult. The thought

is that some level of distinction should be visible between individuals with higher

emotional intelligence and those without, and also show significant changes in

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performance and job satisfaction after emotional intelligence training, regardless of

gender (Muyia & Kacirek, 2009). While there is a correlation between emotional

intelligence skills related to job satisfaction between genders, in relation to job

performance, the findings are still inconsistent (Lassk & Shepherd, 2013). Some

studies show little to no significance in results, while other similar studies have

shown statistically significant differences (Muyia & Kacirek, 2009), contributing to

the ongoing criticism and skepticism of scientific research on emotional intelligence

(Cote & Miners, 2006).

Still, several authors throughout time have argued that emotional stability

creates success. Employees who have a better ability to manage their emotions

effectively are often more successful (Goleman, 1995). Performance is directly

related to the individual’s ability to manage emotions and continue to work for

results, even when challenges are present, through “better decision making, stress

tolerance, interpersonal facilitation and overall performance” (Muyia & Kacirek,

2009, p. 6). Specific to the sales industry, situations often arise that lead to high

levels of frustration and irritability, such as the constant of hearing “no”. The studies

are showing that emotional intelligence is the key to maintaining composure and

being successful in these situations (Hahn et al., 2012). Studies also suggest that high

emotional intelligence in management contributes to team performance (Muyia &

Kacirek, 2009), and Lassk and Shepherd (2013) found a positive relationship between

emotional intelligence and both job satisfaction and job performance. These two

findings contribute to the growing body of evidence in supporting the idea that

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emotionally intelligence leaders will be more effective as managing teams to higher

levels of performance results (Lassk & Shepherd, 2013).

What is consistent across studies of emotional intelligence is the relevance of

different dimensions of interpersonal skills contributing in a holistic approach to the

integration of better coping and social adaptability in various situations. In utilizing

all ideas and conflicting theories together, the research conclusively shows a link

between emotional intelligence, interpersonal skills, and performance results. In most

research, interpersonal skills and emotional intelligence are interchangeable terms,

“…regarding interpersonal skills as a key element in emotional intelligence, and vice

versa.” (Borg & Johnston, 2013, p. 42). This is constant across research identifying

different types of emotional workers through Myers-Briggs typology and other

management theories in emotional intelligence (Bagozzi, Belschak, & Verbeke,

2010).

Research continues to address the issue of how to measure emotional

intelligence and the characteristics and specifications used to do so utilizing theories

and practices. In the Mixed Model Approach to emotional intelligence, a

combination of emotional abilities and dimensions of personality are used as

measures of emotional intelligence. This concept was adapted to performance

measurement, specifically in sales performance. Comparing emotional intelligence

characteristics to a list of interpersonal skills has many overlapping dimensions,

supporting the existing studies of correlation between the two realms. On the same

lines, Mayer, Caruso, and Salovey (1999) perceive emotional ability as a distinct

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ability to reason about and use emotion to achieve desired results, understanding that

behaviors are based on emotions. It is called the Mental Ability model, and uses the

four cores of emotional intelligence as a basis for measurement against behaviors.

However, there are still gaps in the concept to utilize as a measure of performance of

emotional intelligence on management styles.

In order to understand specifics about gaps in management, there has to be

strong groundwork and understanding of gaps between emotional intelligence in

employees. Borg and Johnston address the gaps through the conceptualization of the

IPS-EQ model, detailing that the mental abilities to perceive and express emotions,

understand and analyze emotions to facilitate thought, and manage own and others’

emotions through conversation between two or more people. These abilities are

mirrored in behavioral responses of words, tonality, and nonverbal communication

such as body language, and the conversation will result in a residual effect of either

trust and cooperation or conflict and noncooperation (Borg & Johnston, 2013).

There are three hypotheses surrounding the IPS-EQ model:

1. The greater a person’s interpersonal skills, the greater his or her ability to

perform.

2. The greater a person’s interpersonal skills, the more capable he or she is at

resolving conflict in a satisfactory manner.

3. The greater a person’s interpersonal skills, the more skillful he or she is in

shaping a relationship through strategic actions. (Borg & Johnston, 2013,

p. 43)

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In management, having greater interpersonal skills will result in having a higher

performing team, becoming more capable at resolving conflicts, and shaping team

relationships through strategic actions.

The use of the IPS-EQ model in sales allows for the flexibility of a give and

take relationship, with a person sensing conflict, adapting to it, and addressing the

concern, and through an emotional strategy, moving the process forward (Borg &

Johnston, 2013). Adapting the IPS-EQ model to address management specifically

allows for the give and take relationship between the manager and the employee,

addressing conflicts and concern with an emotional strategy specific to the individual

that will allow for self-actualization and actions specific to each employee instead of

a general flow of business.

Research shows that emotional intelligence can make up for lower cognitive

development. However, the case has been built for research on emotional intelligence

through explanation of variances in job performance beyond cognitive intelligence

(Cote & Miners, 2006). Emotional intelligence should not be a substitute for

knowledge and abilities in the technical realm of a position. Skills acquired over time

both in knowledge and emotional control should be done in tandem and will often

lead to increased performance (Hahn et al., 2012). However, the need for a strong

base of emotional intelligence concepts has been formulated since the onset of

emotional intelligence in business, and an influx of management training initiatives

could lead to an influx of business success.

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Emotional Intelligence in Management and Leadership

Leadership is a topic that always draws attention, and over the last 30 years

there is probably no other topic in human behavior that is more widely studied than

leadership abilities (Dulewicz et al., 2005). “An effective leader can wield great

power.” (Chambers & Craft, 1998, p.1), and a lack of skill in the area of management

and leadership can create a company-wide problem (Allen, 1994). Strong leadership

will dictate the strength of the team, while a shortage of leadership is the greatest

obstacle for organizations (Fulmer & Goldsmith, 2001).

Research has shown that more than fifty percent of new managers will fail

within a period of eighteen months (Eblin, 2006). The executive level of corporate

America is much different than that of entry level technical work, and the same

knowledge, skills, and emotional stability that was recognized and promoted may not

be the same qualities needed to stay there (Chambers & Craft, 1998). Management is

more than being able to do a job well; it encompasses the human aspect as well

(Belker & Topchick, 2005). Hoy and Miskel (2001) define leadership as “a social

influence process in which an individual exerts influence on others to structure

activities and relationships in a group or organization” (p. 425). As stated previously,

influence is in direct proportion with strong emotional intelligence.

While expectations of the management are high, it is a rare occasion to find

those expectations clearly defined (Chambers & Croft, 1998). Managers are often

promoted into managerial roles because of strong performance but are not given the

tools to successfully adapt and transition into the new role as leaders (Grensing-

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Pophal, 2002). New managers have a tendency to rely heavily on the technical skills

that got them there, but are unprepared and lack the ability to understand their

presence in the bigger picture of managerial and organizational goals (Schein, 1964).

They do not fully understand their role to influence and motivate the group or team

they now lead. Organizations cannot expect to integrate effective leadership without

employee engagement and emotional intelligence, and specific guidelines are

required with the use of innovative solutions through active co-worker involvement

(Chambers & Croft, 1998). Employee involvement is one of the easiest ways to

induct creativity into leadership and management, and high quality management and

effective leadership is one of the fundamentals of gaining and retaining a competitive

advantage (McBeath, 1990).

Under the right conditions, managers are chosen for both technical knowledge

and leadership abilities. Effective leaders are comprised of three parts: technical

skills, an intelligence quotient, and an emotional quotient. Leadership is 85%

emotional intelligence, and only 15% technical presence, and emotional intelligence

is responsible for 85-90% of all high performance in effective leaders (Goleman,

1998; Hahn et al., 2012). PepsiCo conducted a study on emotional intelligence in

their division leaders around the world and found that the highest performing division

leaders had six or more emotional and intelligences abilities, consistently

outperformed their colleagues, and had a return on investment with increase

productivity and decreased turnover rates (Freedman, 2010; Goleman, 1999).

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Management is balance of leading both people and process, not just one of the

other, with the focus on people first, having the team complete tasks and processes,

followed by his or her own tasks of auditing and reporting on the activities of his or

her team (Belker & Topchick, 2005). Emotionally intelligent leaders are capable of

dealing with the human factor first, focusing on personality and trust, and the ability

to understand the differences that exist between individuals. It is also important to

understand one’s own workings and personality in order to minimize conflict through

emotional management. It is derived through mutual respect. Effective managers

will lead through encouragement, challenging employees to become better than they

believe they can be (Drucker, 2006).

Almost everyone has a definition of management and leadership, along with

theories on how effective management can be achieved. Peter Drucker and other

experts have written numerous books on the topics. Yet, the easiest way to lead is by

modeling the basics of management theories (Allen, 1994). Common characteristics

include flexibility, communication, vision, and interpersonal skills present in

emotional capabilities (McBeath, 1990). According to Kouzes and Posner’s

leadership practices (2002) and Goleman’s model of emotional intelligence (2002),

specific characteristics for successful leadership include emotional maturity, problem

solving skills, confidence, teamwork, tolerance, and interpersonal skills, all of which

are in line with emotional intelligence competencies.

Danehy (2005) found that several authors examined the relationship between

emotional intelligence and leadership, with a strong correlation between the two.

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One’s ability to identify and understand emotions in oneself and others, a key

component in emotional intelligence, is an essential skill in effective leadership. A

good leader will control negative emotions and not allow them to do harm to the

goals and desired results. Goleman stated that “[l]eaders who freely vent their anger,

catastrophize, or otherwise let their distressing emotions run amok can’t also lead the

group into a positive register, where the best work gets done” (Goleman et al, 2002,

p. 46). In other words, the effects that would happen if a manager were to publicly

vent any anger could be detrimental to the morale of the company or department, as

in public criticism. In opposition, if a manager can learn to control emotions and find

positive ways to divert anger, there would be an increase in co-worker engagement

with positive benefits for the organization. “The quality of leadership people

experience is significant not only for those individuals, but to the overall functioning

of the organization” (Heiken, 2006, p. 20).

Goleman, Boyatzis, and McKee (2002) cite data which supports the claim that

managers who demonstrate higher levels of emotional intelligence are more

successful in their careers. The studies show that individuals with excellent

experience, high qualifications, and superior managerial skills such as the ability to

delegate tasks, decision making, and knowledge, but lack emotional intelligence are

recognized by employees as bad leaders (Hahn et al., 2012). These leaders are often

recognized by the team’s lack of engagement, creating a culture of silence which can

come at a high price.

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To validate some of Goleman’s claims of a relationship between emotional

intelligence, leadership, and performance, Dulewicz et al. (2005; see Danehy, 2005)

conducted a study of the British Royal Navy. The utilized the Leadership

Dimensions Questionnaire in conjunction with internal job performance

measurements systems, measuring intellectual, managerial, and emotional

competencies. The results revealed that intellect, managerial skills, and emotional

competency were all significantly related to performance, yet only managerial and

emotional competencies were significant for officers. Of the two, emotional

competency accounted for 13% of the variances compared to less than 10% from

managerial. Interesting enough, there was a strong correlation between promotion

and the importance of emotional competency (Danehy, 2005).

“Research shows that more than 70% of employees’ perceptions of an

organizational climate result directly from a manager’s morale and behavior, which

stimulates employees’ morale, emotions, and behaviors.” (Momeni, 2009, p. 1). Six

Second Consulting Group conducted research over the course of three decades, and

found that feelings of the management, the job, and other employees is directly linked

to the manager behaviors (Momeni, 2009; Freedman, 2010). The power and

influence of a manager can have a direct impact on the performance of his or her

direct reports (Chambers & Craft, 1998).

There is a belief that managers can modify behaviors through self-

management, understand their impact, and behave in a way to increase morale

through relationship management with direct employees (Momeni, 2009). Gardner

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concluded that the use of interpersonal and intrapersonal intelligence, two of

Gardner’s original seven intelligences, can aid in that relationship management

process for managers. Interpersonal intelligence pertains to one’s ability to work with

others, know how to understand others accurately, and to empathize. Intrapersonal

intelligence is one’s knowledge of oneself and the ability to utilize information

effectively (Heiken, 2006).

This is most closely related to the topic of emotional intelligence in

leadership. Goleman’s emotional intelligence research (1998, 1999; Goleman et al,

2002) and McLlelland’s leadership research (1975, 1984, 1998) both conclude that

successful leaders must be able to work effectively with others and be able to

understand motives, drives and intentions in order to lead effectively. In addition,

accurately assessing their own emotions and regulating them effectively is essential to

emotional wisdom and earned respect (Sternberg, 1998).

Managers will set the tone, and a transformational manager is someone who

not only has the vision to see where the company needs to go and how to get there,

but also has the charisma to convey excitement to carry the team with them

(McBeath, 1990). Per Goleman, the Primal Leadership Theory states that effective

leaders draw on emotions to influence employees in a positive direction (Goleman et

al, 2002; Danehy, 2005). When people feel good, their work performance improves

and are more likely to provide exceptional customer service, and exceptional

customer service, whether by an individual or the sales/service team, is what

motivates customer loyalty. The “feel-good” experience of the employee starts with

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leadership and creates a positive impact through the chain of reactions. This chain of

reactions revolves around emotional intelligence, both internally with emotional

stability and externally in emotional relations with individual team members, driven

by the guidelines of building the right team, finding the right balance, and creating a

disciplined culture (J. Collins, 2001, 2005).

Building the right team involves an emotional struggle to find and hire the

right people, move or remove the wrong people, and determine the common goal (J.

Collins, 2001, 2005). In linking emotional intelligence and interpersonal skills, there

is an obvious value in selecting the right people initially (Borg & Johnston, 2013). In

order to do this, a manager must be able to manage his or her own emotions and

correctly analyze others in order to create a strong team. The manager should be

looking for an emotionally intelligent individual with four core competencies that are

indicators of a contributing team member (Burke, 2002):

1. Dedication to customer satisfaction: the ability to build and maintain

customer relationships.

2. Driven by results: self-motivated towards success and the ability to

encourage others.

3. Technically competent: has some insight in the industry in order to

facilitate achievement.

4. Aptitude for learning: ability to accept change and transition learned

information into performance results.

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People are the key in strategic customer relationships, having a strong ability

to relate to others and build rapport quickly. It is assumed that employees are hired

because they are equipped with the knowledge of the products or services, skills to

implement actions, and attitudes necessary to handle diversity in both the internal and

external context (Salopek, 2006). However, not all employees are created equal; not

all employees have the same level of interpersonal skills. This creates a high level of

importance for managers to select the right person (Borg & Johnston, 2013), and for

executives or business owners to hire or promote the right manager. There is

significance in the saying, “Hire people skills; train technical skills whenever

possible.” (Chambers & Craft, 1998, p. 209). Let it be known, though, that emotional

intelligence should not be a substitute for technical competence. “Emotional

intelligence increases the chances of success of the manager but does not guarantee

his performance in the absence of knowledge.” (Hahn et al., 2012, p. 745).

Still, research shows that it is a lack of interpersonal skills, or emotional

intelligence abilities, that result in low sales performance, and it is a lack of emotional

intelligence that accounts for 90% of the reasons for a bad hire as well. Managers

hire based on prior experience or a proven success record, but people are often fired

because of insubordination or misconduct. You cannot teach internal morale and

ethics, nor can you teach intrinsic motivation. The difficulty comes in the adaption of

emotional responses on how information is perceived by the intended audience.

Managers have been known to be unprepared for the bigger, emotional responses

(Schein, 1964).

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While researching the importance of emotional intelligence and creativity has

grown, there is not much research on exactly how a manager can induce creativity

higher performance. In other fields, research has identified factors that can enhance

or inhibit creativity, including emotional intelligence training initiatives. What is

more noteworthy is that “research has identified a positive relationship between

employee creativity and the emotional intelligence of their immediate manager”

(Lassk & Shepherd, 2013, p. 25), with evidence suggesting that a leader’s emotional

intelligence is directly related to a subordinates’ work outcomes (Kafetsios, Nezlek,

& Vassiou, 2001; Rego, Sousa, Pina e Cunha, & Saur-Amaral, 2007). Ashkanasy and

Daus (2002) present the Affective Events Theory, suggesting that managers are the

link between employees and the organization, providing preventative techniques and

positive emotional climate (Danehy, 2005).

In 2003, Zhou and George introduced a theory that stated emotionally

intelligent leaders will influence the creativity of their teams through five interactive

stages: identification, information gathering, idea generation, evaluation, and

modification (Lassk & Shepherd, 2013). Each stage requires a level of emotional

understanding and the ability to relate to each individual separately in order to foster

positive emotional responses in the work place.

Workers feel encouraged to develop creative strategies and solutions when

they feel it is acceptable even if it is different, and recognize that leaders with

high emotional intelligence can help to work through confrontation in relation

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to using [their own] creativity to address problems. (Lassk & Shepherd, 2013,

p.27)

There is no question that an emotionally intelligent leader can nurture an

environment of creativity and heighten employee’s intrinsic motivation. The key for

a manager is finding a balance between internal factors and external forces of

emotional intelligence.

Finding the right balance also includes the ability to remain emotionally stable

while creating a hedgehog-like understanding. Isaiah Berlin wrote The Hedgehog

and the Fox and states “The fox knows many things, but the hedgehog knows one big

thing.” (2013, p. 1). The fox compounds his experiences to guide his life, but it

becomes complex over time. The hedgehog only knows one way and sticks to that

knowledge, keeping things simple. It is a metaphor for emotionally intelligent leaders

to find a simple purpose in each of three key areas: the organization, the people, and

the economic demands. Emotional intelligent leaders must find the balance between

what the organization does best, the strengths of his sales team, and the demands from

customers (V. Collins, 2001). One of the greatest challenges facing a manager is how

to relate to each team member on a personal level with a targeted plan based on

individual strengths as they relate to the company, the employees, and the clientele

(Burke, 2002).

There are a variety of leadership styles, each serving a distinct purpose. The

visionary, coaching, affiliative, and democratic styles are used to present clear goals,

connect employees to goals and to the team, and build an overall consensus.

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Pacesetting and commanding styles are used to get immediate and direct results in

challenging situations (Danehy, 2005). Goleman believes that great leaders read,

manage, assess, and direct people and emotion through utilization of those leadership

styles as needed (Goleman et al, 2002).

Managers should embrace emotional intelligence growth to improve the

organization and the quality of management within the organization (Hahn et al.,

2012). Emotional intelligence affects relationships at all layers of an organization,

and “[t]he development of leadership comes from the inner desire to capitalize on the

employees’ actions in a human way” (Hahn et al., 2012, p. 746), but development

cannot take place without the understanding that who we are as people and who we

are as leaders are linked (Hahn et al, 2012). Leadership skills and emotional

intelligence are connected, and training in these areas happens together. By

understanding one’s own emotional side and harmonizing with the emotional needs

of the team members allows for a deeper understanding and knowledge of how to

motivate, as individuals and as members of a cohesive and effective unit (Hahn et al.,

2012).

The final piece for an emotionally intelligent leader is creating a culture of

discipline. By using emotions to guide leadership principles, a manager can create a

culture of three disciplines: disciplined people, disciplined thought, and disciplined

action (V. Collins, 2001). Disciplined people remove the need for hierarchy and

allows for emotional response. Disciplined thought removes negativity and allows

for acceptance. Disciplined action creates positive habits and produces results.

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Emotionally intelligent leaders will guide his team towards this disciplined culture,

and create an environment of emotional understanding, emotional stability, and

emotional management in relationships both internally and externally.

Daniel Goleman stated that “the business environment is constantly changing,

and a leader must respond in kind…executives must play their leadership styles like a

pro – using the right one at just the right time and in the right measure. The payoff is

in the results.” (Goleman, 2000, p. 90). Business has evolved to the point of

differentiation based on the people, not the products or services, and the only way to

manage this is through improving emotional responses of our managers.

Relevance of Emotional Intelligence Training for Managers and Leaders

Many researchers are in support of the benefits of training on emotional

intelligence in the workplace (Ashkanasy & Daus, 2002; Bar-On, 2000; Goleman,

1998). In the new era, companies must be ready for the constant shifts of change in

order to remain competitive and effective (Drucker, 2006). Change is the only thing

guaranteed, and a “sustained excellence in management will require, above all,

adaptability to change.” (Johnston & Associates, 1986, p. 5). Ashford and Humphrey

(1995) state that the process for developing dramatic changes within an organization

require a commitment to the mission and values of the organization, utilizing emotion

for the pursuit of the common goal. “A situation that serves no one gives all parties

incentive to change.” (Johnston, 1986, p. 191), and harnessing this idea and

understanding the importance of progressive talent development will lead to a

competitive advantage (Burke, 2002). “Anytime we can increase the knowledge of

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our people, we will raise their value to themselves and to the organization.”

(Chambers & Craft, 1998, p. 215).

In a long term study of doctoral students conducted from graduation and

careers, Goleman found that emotional intelligence factors were four times more

significant than IQ (Heiken, 2006). Borg and Johnston’s (2013) IPS-EQ model is a

depiction of the associations of emotional intelligence. Although they specifically

created the model relative to the salesperson-buyer relationship, it is possible to

replace salesperson-buyer with manager-employee, or other appropriate relationships,

and the associations in the IPS-EQ model are equally relevant.

McClelland considered characteristics of successful individuals: the ability to

influence others; high level of achievement, motivation, and initiative; good

interpersonal skills; high degree of confidence; orientation towards customer needs

(Von Daehne, 1994; Danehy, 2005). These characteristics are also true of great

leaders, specifically the leadership needed in a manager. Successful managers have a

combination of quality and drive to take initiative, seize opportunities, and make new

things happen (McBeath, 1990). Resumes and performance history can be a good

indication of the future success in the same type of position, but companies have

started to seek more interpersonal qualities in managers. Individuals who can master

the skill set associated with emotional competencies will be more successful with an

improved capability to perform conflict management tasks, which is necessary in

fulfilling a relational-behavioral management style (Borg & Johnston, 2013). There

has been a focus shift to hiring personality, developing skill sets, and constantly

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assessing the current workforce against projected customer needs. Understanding the

business advantage of linking management training to emotional competencies will

reap the benefits of increased performance and productivity from direct reports.

“Research shows that more than 70% of employees’ perceptions of

organizational climate result directly from a manager’s morale and behavior, which

stimulates employees’ morale, emotions and behavior” (Momeni, 2009, p. 35). Many

authors argue the importance of emotional intelligence, stating that it is essential to

effective team performance and function (Sadri, 2012). There is also evidence in

responses to emotional intelligence training. A study performed for American

Express compared advisors working under managers either with or without emotional

intelligence training. “Advisors who worked for trained managers were able to grow

their business at a rate of 18.1 percent over 15 months compared to 16.2 percent for

those advisors who worked under a manager who did not receive training.” (Sadri,

2012, p. 539). In a separate study, a 25% increase in worker productivity over a year

was noted after implementing an emotional intelligence training (Sadri, 2012).

Goleman (2002) states that emotional intelligence “...can be nurtured through

adulthood with immediate benefits to our health, our relationships, and [most

importantly] our work” (p. 365). It is apparent that training on emotional intelligence

can have a significant impact.

Emotionally intelligent leaders can positively affect employee performance

(Danehy, 2005). Barling, Weber, and Kelloway (1996) conducted a study of

Canadian bank managers to test the effect of leadership training (Barling et al., 1996;

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Danehy, 2005). Through the use of a pre- and post-test design with a control group,

the results showed three outcome variances: subordinate perceptions, subordinate

commitments, and performance. Each of the three variances was higher in the group

with the training over the group without the training. The study provides evidence

that improving emotional skills can increase performance (Barling et al., 1996;

Danehy, 2005).

Clearly it is an investment to create a culture that nurtures leadership

development (Daniel, 2006; Lockwood, 2006). Putting processes in place that

encourage individual development in emotional intelligence will have a positive

influence on the relationships between management and team members. Having

managers equipped to handle emotional situations can be the difference between good

and great in job satisfaction and team performance.

Adult Learning and Training Design

All great and famous teachers of ancient times – Confucius, Aristotle,

Socrates, Plato – were teachers of adults, not children. They had a different

learning/teaching process from the dominant concept used in current, traditional

education. “These notable perceived learning to be a process of mental inquiry, not

passive reception of transmitted content. Accordingly, they invented techniques for

engaging learners in inquiry” (Knowles, Holton, & Swanson, 2005, p. 35). An

understanding of what is known of teaching and learning is imperative to better

understand where society is today with adult learning.

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It was thought that adults could not learn, that the growing minds of children

were the only minds that could expand. However, Thorndike focused on learning

abilities in his studies and provided evidence that adults can learn (Goleman, 1995;

Knowles et al., 2005).

Pavlov’s law of simple psychology, or classical conditioning, supports that

behaviors can change with stimuli and positive reinforcements (Knowles et al., 2005).

Reinforcement is an essential characteristic of learning. Functionalism positions that

we are motivated problem solvers, and is the basis for current education. (Knowles et

al., 2005). Behaviorism is from the Gestalt theories, insisting that experience is a

structured reaction to stimuli (Knowles et al., 2005). In other words, adults reason

through a problem based on previous experience that constructed a learned reaction,

similar to the Cognitive Theory developed by Piaget (Blanchard & Thacker, 2004).

Gestaltists believe that there is a view of memory linking past to present (Knowles et

al., 2005). The information is accurate for today’s learners as well, both adult and

children. The difference is that children have less experience to lean on when

utilizing memories to reach conclusions.

Shortly after the end of WWI, both in this country and in Europe, a growing

body of notions about the unique characteristics of adult learners began

emerging. But only in the past few decades have these notions evolved into

an integrated framework of adult learning. (Knowles et al., 2005, p. 36)

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Sigmund Freud, Carl Jung, and Erik Erikson all provided information on

behavior and development through psychology that have shaped adult learning

theories (Knowles et al., 2005).

Adult education starts when a situation requires change, and experience is the

driver of problem solving in adult learning, both positive and negative. “In

conventional education the student is required to adjust himself to an established

curriculum; in adult education the curriculum is built around the students’ needs and

interests.” (Lindeman, 1926, p. 8-9; as cited in Knowles et al, 2005, p. 37).

Traditional management training in the form of a professor/student instruction setting

covering basic, general, or broad topics is unlikely to suit the current, fast-paced

environment of today’s ever changing society. Often it is rather disjointed and

informal, and is usually not linked to any organizational goals or long-range company

or career objectives (Blanchard & Thacker, 2004; Grensing-Pophal, 2002; Knowles et

al, 2005; McBeath, 1990). In addition, a one-time training that does not account for

continuation of the program or any earlier efforts will produce low results (Duerr,

2007; Sparks & Hirsch, 1997). Instead programs need to be built “…based on sound

theory but focused on results vital to the organization” (Fulmer & Goldsmith, 2001, p.

13).

Much of the research surrounding adult learning theory and andragogy

suggest that learning in adulthood is fluid and interactive. Adults learn through

analysis of experience, which should be the core methodology for training, allowing

for communication with other learners to address similarities and differences

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(Knowles et al., 2005). Training for adult learners needs to include hands-on learning

practices that are interesting and integrated, and still have the ability to be

individualized and developmentally appropriate.

As teachers or trainers, it is easy to ignore the individual characteristics of

each learner (Forshay, 2000). Kevin Elliott, Regional Manager for the international

company Ehrlich-Rentokil, once said in a training, “The most unequal thing you can

is treat unequals equal” (K. Elliott, personal communication, May 2007). He stated it

was said to him by one of his former managers, and that it struck a chord with him.

Everyone is driven by different motivational factors, just like everyone learns in a

different manner. The expectation that one way of doing things will be sufficient is

poor management, and it is unrealistic to expect everyone to respond similarly to one

form of encouragement.

There is no one set model that can accompany all learners, and there is no one

set teaching structure found to have the highest level of transfer of learning (Knowles

et al., 2005). Types of training vary based on trainer styles, training needs, time and

space, budget, and other factors. Some of the most common forms of training include

lectures, demonstrations, computer based training, games and simulations, and on-

the-job training (Blanchard & Thacker, 2004). A variety of teaching modalities will

be more effective than a single mode of teaching. Training can be instructor led, self-

directed, or decided upon as a group and conducted individually with accountability.

Each has an appropriate place in training and development, and must be used in the

context with the materials being presented and the learning environment.

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The majority of the research does support the need for information to be all-

encompassing (Blanchard & Thacker, 2004; Forshay, 2000; Knowles et al, 2005). In

other words, from beginning to end, the learner’s experience is guided by the three

dimensions of learning – purpose, substance, and practice (Forshay, 2000). In terms

of purpose, it must stem from a business need, be aligned with strategic planning and

integrated with business objectives that are vital to the organization, and be based on

sound adult learning principles (Forshay, 2000; Fulmer & Goldsmith, 2001;

McBeath, 1990). In terms of substance, it needs to include clarification of the

situation for context, strategy for handling the change across various units, and how

training fits into the strategy (Blanchard & Thacker, 2004). Of the three dimensions,

the teaching practice is non-negotiable (Forshay, 2000). While the purpose and

substance can be negotiated based on needs assessments or requests for more

information or resources, the actual teaching/training of any subject will remain the

same regardless of the situation.

Before any training can be designed, a needs assessment or analysis must be

completed. This can be done through a job analysis, job descriptions, task analysis,

market research, benchmarking, or any combination of strategies used to determine if

there is indeed a problem to correct (McBeath, 1990). Question and answer sessions

with management may provide valuable feedback on lack of support or gaps

regarding abilities and skill levels, desired objectives, resources available or resource

needs, and other areas that maybe we not previously discussed. What is important in

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conducting the needs assessment is that the objectives are clear and the type of

assessment is suitable to those objectives (Blanchard & Thacker, 2004).

The choice in training design should take into account how adults learns and

the findings of the needs assessment. There are visual learners, auditory learners, and

kinesthetic learners. The methods used need to accommodate all of these dominant

learning styles. In addition, all training should encompass the five domains of

learning: motor skills, verbal information, intellectual skills, cognitive strategies, and

attitude reinforcement (Knowles et al, 2005; Blanchard & Thacker, 2004).

The best process for training is one that is clearly outlined, comprehensible,

universal to the industry and specific for the company (Knowles et al, 2005). A broad

spectrum outline in design and implementation for a training for adult learners is to

include six steps: define business outcomes, design the complete experience, deliver

for application, drive follow through, deploy active support, and document results

(Wick, Pollock, Jefferson, & Flanagan, 2006).

The first step is to define business outcomes. Training is an investment of

time, money, and resources, and therefore has an expected return on investment.

Greater effectiveness, improved productivity, greater customer satisfaction, and more

efficient processes, are some areas that management will evaluate for the return on

investment (“Emotional Intelligence”, n.d.). Training requires a company to have set

core values in order to determine business objectives based on the end results, and it

will be an integral part of the training strategy (Covey, 2003).

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It is important to design a complete experience. Adult learning goes beyond

the classroom, and adult learners need to be actively engaged in the learning process

for it to translate easily from learned material to desired behaviors. “High impact

programs appreciate that learning begins before, and continues after, the course itself”

(Wick et al., 2006, p 3). The finish line is not the end of training but the documented

results; only then does learning create value for a company.

Deliver the training for application in the workplace. The purpose of training

is to close the knowing-doing gap (Stanley, 2013). Information should be designed

and presented in a way that takes the learner from classroom learning to real-world

application.

Follow through is an important component in the transfer of learning. The

process of follow up should be actively managed to ensure utilization of skills and

encourage continuation. This step also solidifies the how and why for the learner,

increasing the percentages of knowledge and closing the gap between knowing what

to do and doing what you know.

Trainers or managers should deploy active support. “Support for learning

transfer is everyone’s responsibility” (Wick et al., 2006, p 7). Without verbal

communication and ongoing support from top executives, the success of a

management development program will be inconsistent at best (Kotter, 1996). Be

available, or have resources available, to support the needs during the transition

period, and thereafter. Active support is ongoing, and will have a profound impact on

the work environment.

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Finally, document results. First, learners who can see results in action tend to

make lasting transitions. Second, documented results, especially those which can be

duplicated, justify the investment for training. It is important to not only the success

of the training, but also continued support for future training. Lastly, evaluations

allow for an accurate assessment of the process and outcomes of the training.

There are two forms of evaluation. Formative evaluation should take place

during and after training has occurred to assess the process of training, participant

satisfaction and attitudes towards the training. Questionnaires, interviews, journals,

and discussions are examples of formative evaluation (“Formative”, 2010).

Summative evaluation focuses on the learning outcomes of a training, to determine if

the training reached the specified goals. Observations, performance reviews, and pre-

and post-testing are forms of summative evaluations (“Summative”, 2010).

“Leadership development is self-development” (Kouzes & Posner, 2003, p.

4), and the need for self-development comes when there is an understanding of areas

of improvement in order to help the greater good. From a learner’s standpoint,

training needs to be tied to personal gain. It is important to create opportunities for

individual growth yet still maintain a position that is both internally and externally

responsive (Fulmer & Goldsmith, 2001). When training strategies are not tied first to

personal growth, and second to the connection of the position within the organization

and with relevance to the daily responsibilities with ongoing support, the

implementation process and transfer of learning is hit or miss (Darling-Hammond,

2005).

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The purpose of a training program is to provide a variety of learning

opportunities with a range of topics to continuously encourage growth in a way that

both the employees and the organization will benefit from the program (Burke, 2002).

Top learning development functions help to meet current and future competitive

demands, and providing the right people with the right programs will ultimately

create the winning combination for the success of the company, both for immediate

results and long-term accomplishments (Fulmer & Goldsmith, 2001).

Participants are more likely to become actively engaged when their

effectiveness is monitored, their successes are communicated to capitalize on “quick

wins”, and they can see an overall progress towards the end result (Fulmer &

Goldsmith, 2001). By implementing a specific strategy that incorporates continuous

feedback and ongoing learning opportunities, individuals can facilitate their own

growth by identifying areas of strength and areas of improvement to increase abilities

and improve over time. By providing a training that is targeted, detailing specific

action steps, and engaging in follow ups and an evaluation process, training becomes

more effective and companies can expect to see results more quickly. The ultimate

goal is to increase the bottom line figures of the company, either directly or indirectly,

through its employees.

Wholesale Parts Department Survey

A survey was conducted through the Wholesale Parts Department within the

Nucar organization. The chosen method for this study was a 360-degree survey

developed by Kouzes and Posner, the Leadership Practice Inventory [LPI], 3rd edition

(2003).

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This survey was developed following twenty years of research focused on

middle management whose daily lives were on the front lines, leading

community and school projects, managing departments, running programs,

starting small businesses, opening new sales territories, and expanding

product lines – people who were taking the initiative to change their lives,

businesses, and communities. (Kouzes & Posner, 2003, p.3)

This survey has been tested and verified to have high reliability and validity

across industries and disciplines, and offers 360-feedback from managers, direct

reports, and colleagues. It provides a complete picture of leadership abilities from

those who are directly impacted, and can be used as a tool to determine areas for

improvement. “The best leaders seek feedback – positive and negative – about how

they’re doing in their relationships…” (Kouzes & Posner, 2003, p. 5-6).

Another reason this survey was selected over other options was the adaption

of emotional intelligence with leadership behaviors. Leadership is relational on all

levels within an organization, building on the foundations of emotional intelligence in

self-awareness, empathy, social expertness, personal influence, and mastery of

purpose. The LPI is based on five practices of exemplary leadership that align with

emotional intelligence: model the way, inspire a shared vision, challenge the process,

enable other to act, encourage the heart. The similarities in each of the five sections

as outlined in review of literature primed the LPI as the best choice for this study.

The survey was distributed to 62 participants, with participation being

completely voluntary; a total of 40 surveys were returned including six managers

(self-reporting) and their direct reports, co-workers or same level management, and

supervisors. There were no external participants. The demographics included all

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employees over the age of eighteen. While gender is not reflected in the survey

results specifically, the gender population is predominantly male, as there is only one

female employed in the positions surveyed. The information was made confidential

by removing all identifying names, instead using only position titles and the relation

to the leaders. The participation of the leaders/managers was discussed prior to the

distribution of the survey, as willingness to participate and receive feedback was

necessary for continuation with the study. The paper will remain anonymous,

reflecting information only in terms of manager 1, manager 2, etc. However, the

results of the survey are available for additional feedback to the company and/or to

individual managers upon request.

Scoring. The LPI survey has scoring software that was used to record and

analyze the data collected. The survey is comprised of a “self” version and an

“observer” version, both consisting of 30 statements rated on a 10-point scale. Each

of the five practices is delineated by six statements reflecting leadership behaviors of

that practice. Each self-rating will range in score from 1 to 10 for each statement, and

a scale of 6-60 on each practice. The observer ratings will be totaled and averaged

for reporting against the self-rating of each manager, out of 10 for individual

statements and 6-60 for each practice. The higher the score, the more effective at that

statement or practice.

While the entire breakdown of the survey results is available for review, the

focus for this study remained on the overall self-rating versus observer ratings,

accounting for individual self-ratings, management team average ratings, observer

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ratings by group, and total observer average rating. There is both a group analysis of

results, comparing the management team to both individual manager self-ratings as

well as average observer ratings. In addition, the study reflected on individual self-

ratings versus the observer ratings for that manager. The consistencies and

discrepancies, along with the score value, will indicate areas of strength and areas for

improvement. To remain consistent, the study used the same result section for each

manager. Results can be delineated further into each practice and are available for

review and additional information.

Analysis of management team self-ratings. It is often regarded that self-

rating surveys are difficult to use due to observer bias. Often times, the vision we

have of how we behave are optimistic in comparison to how we are perceived

(Knowles et al., 2005). In this case, based on individual self-ratings versus the

management team average self-rating, there is a wide enough range in which to

assume that the self-ratings are fairly accurate assessments.

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Figure 1. Individual self-ratings versus management group average.

Each manager feels he is effective in the different practices, rating himself at

or above a score of 30 in a range of 60 possible points. Even with each manager

scoring himself as effective, there is evidence to substantiate room for improvements.

Only Manager 5 is showing a high regard for himself in terms of leadership abilities

in all five practices, scoring above the management team average in each leadership

practice. This may indicate some level of self-bias and is not uncommon (Knowles et

al., 2005). The benefit to the company in this is that while it is assumed that the over-

confidence would have a negative effect on performance, when in fact, the opposite is

true. Research shows that self-assurance drives performance, and therefore a

manager who believes he is capable will be capable (Buckingham, 2005).

0

10

20

30

40

50

60

Model Inspire Challenge Enable Encourage

Manager Self Evaluations

MGR 1 MGR 2 MGR 3 MGR 4 MGR 5 MGR 6 MRG AVG

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Figure 2. Management team average versus observer group average.

Figure 2 above shows the self-rating average of the management team against

the averages of each group of observers. In terms of the management team against

the observer average ratings, the management team is comparable and within a

reasonable variance from the group ratings. It is interesting to note the opposition

across the board. The more effective ratings (model, enable, encourage) are the areas

in which the observers find management to be lacking, while the areas the

management team thinks they are least effective the observers score them higher. It is

also important to note that the supervisor average ratings are more consistent across

the practices. One reason could be that supervisors are not in a position to receive

discipline from the managers and therefore may provide more objective feedback.

35

45

55

MODEL INSPIRE CHALLENGE ENABLE ENCOURAGE

Ave

rage

Rat

ing

(ran

ge 6

-60

)

Axis Title

Management Team Average vs.

Oberver Average by Group

SUPERVISOR DIRECT CO-WORKER SELF AVG

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The areas of improvement would include the practices with a higher variance

in scores, areas in which the management team self-rated higher than all observer

group ratings, or areas where there is consensus across all groups. Based on the

results of this survey, it would be suggested that the management team work to

reduce the score gap in the areas of Model, Enable, and Encourage, and to improve

personal practices in the areas of Inspire and Challenge.

Analysis of individual manager self-ratings versus observer ratings. The

individual manager ratings were analyzed using two of the LPI scoring system’s

automated comparison graphs. The first is the self-rating average against the average

by group per leadership behavior. By comparing average scores of the self-ratings to

the average score of observer groups, the managers can determine specific areas of

improvement, and even drill down to how to use the leadership abilities to better

communicate with that particular group.

The second graph is the average ratings against other survey takers within a

normal distribution of ratings. This compares self-ratings and average rating of the

group against others who have taken the LPI survey. This gives a larger scale view of

the effectiveness of each leadership practice.

There is more information available in the scoring of the LPI survey available

to the managers upon request. This includes a breakdown of ratings per practice, per

question, and per individual observer.

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Manager 1.

Figure 3. Manager 1: Self-rating compared to observer average by group.

Figure 4. Manager 1: Graph by group in percentiles against the LPI averages

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The manager and the observer scores are consistent in the Model the Way,

Inspire a Shared Vision, and Challenge the Process practices, which establishes

consensus in perceived leadership abilities. There is consistency in ratings among the

groups in both Model the Way and Challenge the Process with only a difference of 1-

2 rating points. This indicates agreement on the level of effectiveness for the

practice. Although there is agreement, there is still room for improvement based on

the score averages below 40. There are other areas of improvement that are more

apparent based on the larger gap in ratings, as shown in the Encourage the Heart

practice, for example, with a variance of over 10 points average from those who

report directly to Manager 1.

In comparison to other LPI scores, Manager 1 not only scored himself in the

low percentile, but all the peer groups’ scores are in the low percentile also. This

graph is showing the more than 70% of the individuals who have completed the LPI

scored themselves at a higher rating, and less than 30% of survey takers scored

themselves or their managers in a similar fashion. This could be an indicator that all

leadership practices are areas of improvements, but more likely it is evidence that the

issue lies within the manager’s confidence levels.

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Manager 2.

Figure 5. Manager 2: Self-rating compared to observer average by group.

Figure 6. Manager 2: Graph by group in percentiles against the LPI averages.

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Manager 2 has the lowest overall ratings in Model the Way and Encourage the

Heart. These are also the two areas that the manager rated himself higher than his

peers, and also has a higher variance between scores. It is important to note that

while the Inspire and Challenge practices also have a high variance, the manager

rated himself lower than or consistent with the peer groups. This may indicate an

area where building confidence in his abilities may be more beneficial than a training

on how to increase behaviors in that discipline, as the peer group already rates him

effectively.

The graph shows the direct reports scoring the manager in the 70th percentile,

indicating very strong behavior tendencies, in the areas of Inspire and Challenge. The

self-ratings are within normal range of other managers who have taken the self-rating

survey. These two ratings lines are significant in Manager 2’s ratings, as they

represent a more accurate assessment of the manager’s leadership abilities. Although

lower than the self-rating, the “other” group tends to follow a similar pattern at the

self-rating, again displaying reasonable accuracy in leadership abilities.

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Manager 3.

Figure 7. Manager 3: Self-rating compared to observer average by group.

Figure 8. Manager 3: Graph by group in percentiles against the LPI averages

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It is said that good leaders often see the room for improvements over areas in

which they excel (Clark, 2015). Manager 3 self-ratings are below those of the peer

groups in all but one category, indicating the manager’s natural inclination for self-

improvement. This could represent a lack of confidence and a self-perceived area of

improvement. Focus on building confidence in all five abilities will result in

increased performance and increased engagement from his team.

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Manager 4.

Figure 9. Manager 4: Self-rating compared to observer average by group.

Figure 10. Manager 4: Graph by group in percentiles against the LPI averages

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Again, this is a manager who is seeing areas of improvements with larger

variances over areas in which he excels. Persistently providing evidence of a job well

done will reap the highest benefits for managers who are always seeking ways to

improve (Clark, 2015). Manager 4 scored himself at or below the scores of his direct

reports in all categories. It is interesting to note that the direct report ratings follow

the same pattern as the self-rating, demonstrating agreement in the perceived

behaviors and a realistic self-rating of his strengths and weaknesses. Manager 4 will

be joining Manager 3 in the training with a focus on building confidence in all areas,

building on strengths while increasing abilities in the weaker areas. The area for most

improvement opportunities is Challenge the Process, with the largest difference in

score at 15 ratings points, over a range of 2-6 points for the other disciplines.

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Manager 5.

Figure 11. Manager 5: Self-rating compared to observer average by group.

Figure 12. Manager 5: Graph by group in percentiles against the LPI averages

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Manager 5 had the highest return rate for survey responses. This provides the

most thorough assessment and reflection of perceived leadership abilities. The results

of the survey showed that Manager 5 rated himself as effective in most categories,

and higher than the average of his peers and subordinates in all categories. This is an

attribute of successful leaders. Self-assurance motivates higher performance; the

belief that they are capable and effective makes them capable and effective

(Buckingham, 2005).

The self-rating listed Enabling Others and Encourage the Heart as the highest

skill areas, with Inspire a Shared Vision as the lowest. In similarity, the highest score

among peers was Encourage the Heart. This correlates as a strength, and an area of

reassurance. In contrast, the largest difference in ratings were under Model the Way,

with the differences in average ranging from 10 to 22 points. In terms of

relationships, the strongest correlational is between those in similar positions, and the

highest differential is evident between the Manager and those who report directly to

him.

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Manager 6.

Figure 13. Manager 6: Self-rating compared to observer average by group.

Figure 14. Manager 6: Graph by group in percentiles against the LPI averages

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Manager 6 also rated himself higher than his peers in all categories. The self-

assured manager will be successful (Buckingham, 2005). The variances are lower for

internal leadership behaviors – Model the Way, Inspire a Shared Vision, Challenge

the Process, and the higher difference in scores are for the external relationships –

Enable Others to Act and Encourage the Heart. The closest rating is in Challenge the

Process with a difference of only 4 rating points, and the largest variance is in

Encourage the Heart at 14 rating points. The pattern for the self-ratings and direct

report ratings are similar, scoring higher and lower in the same categories. The

realistic assessment may be hindering his full potential performance (Buckingham,

2005).

Influencing factors. What are not accounted for in the survey are the

variances that could reflect this gap. There are many factors that influence how a

manager is perceived.

Position. For the managers that received supervisor feedback, the

strongest correlational is between those in similar positions (manager and

supervisor), while the highest differential is evident between the Manager

and those who report directly to him.

Tenure. Tenure with the company ranges from 8 months to 32 years.

Different working relationships could develop with time being a factor.

Interaction, or lack thereof. The amount of time spent with individuals

build trust and rapport, and can affect the working relationships.

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Personal relationships. In a small company, relationships can border

between professional and personal, and knowledge of personal references

can affect the internal working relationship negatively or positively.

Survey participation was voluntary, and may also have affected the outcome of the

survey, and also accounts for differences in survey analysis. There are many factors

beyond those listed here that could affect the degree of accuracy in the survey. It

should not be utilized in any performance review, but instead be used as tool to

provide information, recognize obstacles, make a plan and decide on developmental

actions that can influence behaviors and improve relationships.

Summary

Relationship management is the basis of emotional intelligence. Managers

who are skilled in emotional intelligence act as change agents, providing influence

and developing others. A high level of expertise in managing relationships is a

prerequisite in any business setting (Heiken, 2006), and “[p]roponents of emotional

intelligence argue that it may be more important than intellectual intelligence (IQ) in

determining leadership success.” (Sadri, 2012, p. 535). There is more information

available today than ever before on the effects of emotional intelligence in the

workplace. There is an influx of information available in the fields of psychology

and management, and the information is beginning to move into all industries.

The relationship between emotional intelligence and effective leadership is

growing in strength, supported by researchers in the fields of psychology, business

and management. Research shows that improved emotional intelligence in leadership

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is linked to higher sales and profits, increased performance, improved customer

satisfaction, and decreased attrition rates (“Emotional Intelligence”, n.d.).

There is more work to be done to grow the body of evidence, yet there is

value in the knowledge that large companies across the world are turning to

emotional intelligence in order to improve organizational performance. Companies

such as American Express, Avon, Shell, Nestle, Boeing, Hilton, and Johnson &

Johnson have centered training on the very topic of emotional intelligence in order to

build stronger relationships (Freedman, 2010). Integrating emotional intelligence into

the workplace can improve effective leadership and teamwork and increase

performance results.

There are many paths to leadership greatness, but careful planning is critical

to success. Careful planning starts with useful training. An emotionally intelligent

leader will understand himself well enough to manage his emotions in times of stress

and frustration. In doing so, he will also better understand and empathize with his

team, bridging gaps and building relationships, creating a more fluid unit, ultimately

influencing positive behaviors that will lead to increased performance over time. He

will continue to lead with purpose and vision, leading an engaged team towards a

common goal (Lynn, 2005).

Managing is not just a matter of negotiating or influencing people towards

success; it is understanding the core of the decision to make a change for the good of

the company. It is understanding the drivers of people, and while each person and

each situation is different, each is led by emotion. That is not something you can

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teach, only something you can learn to understand. That is emotional intelligence,

and although the measure of emotional intelligence remains fluid as people grow and

adapt, its popularity is growing and the reputation of emotionally intelligent leaders is

showing a return on investment. Therefore, maybe “[t]he measuring of emotional

intelligence using a scale of values does not have as practical an importance….as the

profile to help its development” (Hahn et al., 2012, p. 745).

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Chapter III

Training Recommendations and Implications

Emotional intelligence and leadership are connected more today than ever

before. Studies demonstrate emotional intelligence as a dynamic element in

leadership, and researchers are immersed in the significance of emotional intelligence

within a business environment. Jim Collins, Stephen Covey, and Daniel Goleman are

three notable authors citing topics and research surrounding emotional intelligence (J.

Collins, 2001, 2005; Covey, 1989; Goleman, 1995, 1998; Goleman et al, 2002).

Companies are funding emotional intelligence trainings, and they are hiring based on

personality and training on technical skills instead of hiring on skill alone (Freedman,

2010; Stanley, 2013). Yet, there is something to be said for working to increase the

emotional abilities of the people a company already employs.

Goleman et al. (2002) state that people with high levels of relationship

management are more influential over others, act as change agents, show excellent

problem-solving skills, and collaborate effectively; these are the expectations that

companies have of a manager. This study suggests, and research confirms, that

emotional intelligence training for managers can impact working relationships and

performance results.

In this chapter, recommendations for the design and implementation of

training are suggested, topics and activities are outlined, and processes for delivery,

evaluation, and results are discussed. Recommendations include the following:

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1. Conduct a group training for understanding of emotional intelligence and its

significance in the workplace.

o Importance of emotional intelligence in leadership.

Leadership practice: Model the way (Kouzes & Posner, 2003).

Emotional intelligence traits: Self-awareness, self-control, and mastery

of vision and purpose (Lynn, 2005; Goleman, 1995,1998; Goleman et

al, 2002).

2. Provide opportunities for individual training options for increasing emotional

intelligence based on the survey results.

o Individual strengths and areas of improvement

Leadership practices: Inspire a shared vision, Challenge the process,

Enable others to act, Encourage the heart (Kouzes & Posner, 2003).

Emotional intelligence traits: Empathy, social expertness, personal

influence, and mastery of purpose and vision (Lynn, 2005; Goleman,

1995,1998; Goleman et al, 2002).

3. Determine additional opportunities for group and individual training to

encourage continuous improvement based on findings during initial trainings.

A Framework for Training Design

Management development should necessitate from strategic business needs

driven by core principles. The design and implementation of such a program should

also incorporate the current environment, performance standards, corporate and

organizational cultures, and the employees (McBeath, 1990). Each section of training

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incorporates the following steps to maximize consistency and build a strong

foundation for evaluating results.

1. Define business outcomes. As Covey (2003) explains as one of the habits of

effective people, begin with the end in mind. Decide how the future will be in

order to plan and work towards it. The training sections will explain the

reasons for the training and connect the learners’ expectations to the company

objectives. As outlined in Chapter I, the business outcomes include:

a. Establish a shared vision and common core values for the department.

b. Development plans for greater emotional intelligence and better

leadership behaviors.

c. Effective communication and follow through.

d. More effective and efficient task completion for higher performance

results.

e. Reduce inconsistencies throughout department.

f. A standard of excellence based on a shared vision and common core

values.

2. Design complete experience / Deliver for application. The outline of the

training will incorporate activities, describe appropriate types of training,

important information to integrate, and delivery suggestions for the highest

percentage of transfer of learning.

3. Drive follow through / Deploy active support. Training creates value when

the transfer of learning from the classroom to the work environment is

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successful (Wick et al., 2006). Follow through and active support are crucial

for continued efforts in the workplace.

4. Document results. Evaluating results is important to determine if the return

on investment was valuable. Documentation also provides information on

changes or additions that might be needed in future trainings for increased

effectiveness. It also helps to uncover obstacles that may still be influencing

bad behaviors.

It is important to remember that adult learning is fluid. The desire to learn and

improve is self-initiated, and it will remain fluid and change with experiences. Each

learner could potentially have a different agenda, so the design must remain flexible

enough to incorporate both professional concerns and company objectives but fit

personal interests as well.

Recommendations

Conduct group training for understanding of emotional intelligence and

its significance in the workplace. The most basic foundation of emotional

intelligence is understanding oneself and others (Lynn, 2005; Stanley, 2013). Self-

awareness, self-control, empathy, and mastery of purpose and vision are emotional

intelligence traits that will guide the managers’ decisions and actions, and increase

consistency from each manager. Consistency builds the employees’ trust in

management, both at an individual level and as a management team. By conducting

this training as a group, the group can also adopt common core values they want to

portray as a unified team and begin to develop best practices and consistency at a

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team level as well. By including the roles and requirements of leadership and the

basics of managing, you are defining clear expectations of the outcomes of the

training, and communicating the expectation that managers should lead by example,

following a set of values that are clearly communicated through actions.

The methodology for this group training will be a combination of lectures and

open discussions around the emotional intelligence traits listed above, and the link

between those and the leadership practice Model the Way. The lecture will review

topics using power point or hand-outs, reviewing research information and studies on

how improved self-awareness affects communication and relationships, morale, and

performance. The discussions will include experiences, best practices, suggestions,

and other topics that will help to determine the best course of action for the

management team to move forward under a united vision, supported by individual

beliefs. This could also be a time to determine a theme or underlying value(s) that

will guide the team through the training process and for the course of at least one

year.

Activities, exercises, and homework. At the beginning of the training, prior to

the exploration of emotional intelligence in leadership, participants will be asked to

make a list of effective leaders, managers, coaches, or mentors they have

encountered. Along with the name, they will be asked to write down specific

attributes that made these people effective (Stanley, 2013). A similar exercise is

outlined as part of the Leadership Practices Workshop guide, in which participants

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are asked to list specific groups of individuals, both famous and personal (Kouzes &

Posner, 2003).

In most instances, the list of attributes includes words such as care, genuine,

focused, and driven. Though the answers will vary by person, the one similarity is

that the majority will not include technical skills. Great leaders of the past - Martin

Luther King, Winston Churchill, Nelson Mandela, even Adolf Hitler – each had

followers along the path they each chose due to their charisma, their ability to lead a

life based on their values and belief system, and it was because of that belief system

that so many people were influenced (Stanley, 2013).

After the introduction to emotional intelligence and leadership, the individuals

will each go through additional personality testing. This will help to delineate

individual strengths and dominant personality characteristics. By having this

understanding, participants can begin to develop a connection between their

personality types, their behaviors and distinct characteristics that align with the

different personality types. In addition, having this information will be a baseline for

the basic understanding of others as well.

There are several options available for purchase, but there are options that can

be found and utilized free of charge. The DiSC personality testing is a popular

option. It is recommended that, for the purpose of this training, the DiSC personality

testing be completed in conjunction with a more thorough emotional intelligence

compilation for a complete portrayal of personality and emotional intelligence traits.

A good resource for this is through an online site, DISC Profiles 4U

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(www.discprofiles4u.com). It provides testing information and additional resources

for providing training.

The management team also needs to conduct a round table discussion about

the mission and vision of the department. This should be an open discussion about

the current state of the department in terms of cohesiveness and unity, effectiveness,

efficiency, strengths, areas to improve, etc. This is not a time for blaming or pointing

fingers, but a time to open up for suggestions and ideas for solutions. It is also a time

to determine the focus and objectives, and determine a period of time to commit to

transformation. The participants should be the ones to determine what behaviors or

traits should be evaluated, by what measure, and how quickly to expect changes in

behaviors (Knowles et al., 2005).

A starting point is to decide on a new vision and/or mission for the

department. It will be the focus area that each manager is committed to for the

duration of the transformation, and will be the center of all the activities of the

training. One suggestion is to have each manager write down three key items for the

department. The suggestions can go on a combined list, and a discussion and even

vote can distinguish the three most important that everyone agrees on. Following this

activity, the goal is to create a value statement and vision for the future of the

department. As an example, JPMorgan-Chase sets the tone for its employees through

the company slogan of “One firm, one team, be a leader.” (Lockwood, 2006).

At the conclusion of the group training session, participants will begin the

development of their personal leadership development plans. This document will be

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a working draft, a written agenda of the leadership behaviors that each will focus on.

As training and experience change behavior, the document will require revision. This

is not just an assignment, but a description of the behaviors, emotional intelligence

traits, and leadership practices to learn about and improve based on the survey results

and the new vision for the department. It should include specific behaviors or traits to

change, any barriers, support needed, and action steps, including the first step to take

with dates (Bennis & Goldsmith, 2003; Kouzes & Posner, 2003; Stanley, 2013). All

goals should be outlined in the SMART format – Specific, Measurable, Action

oriented, Realistic, and Time Sensitive.

There are tools available as guides, such as the LPI Participants workbook and

the LPI Leadership Development Planner (Kouzes & Posner, 2003). A simple three-

ring binder can also be used, separated into a few sections for organization and easy

reference. It will be a constant work in progress, housing training notes, written

goals, drafts of the leadership development plan, and documented results and

observations, all of which should be reviewed constantly and revised as necessary,

and will serve as a tool for continuous improvement.

Follow through and active support. Once the leadership development plans

have been drafted, it is suggested that regular meetings be scheduled, either as a

group or on an individual basis, to discuss revisions, current trends, obstacles, or

successes. Revisions should be made as needed, and new goals should be determined

accordingly. With each meeting, action steps should be outlined as a yardstick for

continued measurement and evaluation. Supervisors should offer support and

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resources, offer praise for observed successes, and encouragement to continue efforts

towards change. It is also a time for recommitment to the agreed upon vision

statement.

There is always room for continuous improvement in the area of self-

awareness and model the way. Reviewing leadership development plans to determine

and list resources that are available can help reach written and non-written goals.

There are many resources available for any interest area. Examples include books,

articles, blogs, and interactive programs and workbooks which are available in a wide

array of subject areas. There are even educational courses, certificate programs, and

continuous education classes available for even more knowledge.

Document results. For individual sections of the training, formative

evaluation is most conducive (Knowles et al., 2005; “Formative”, 2010). A short

survey at the end of the training can determine if the participants found the training

materials are helpful and if changes should be made to future trainings. In addition,

the participants should continue journaling as a part of the learning process,

monitoring behaviors and reactions, and making adjustments to techniques,

behaviors, and actions as needed. It should reflect personal efforts and results of

putting the learning into play in their respective roles. Efforts may consist of trying a

new technique, and the results may be how the team responded.

Provide opportunities for individual training options for increasing

emotional intelligence based on the survey results. The Leadership Development

Plan created in the group section of training, along with the survey results, will help

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participants what individual training is needed. It is expected that each participant

will have at least one other leadership practice as an area of improvement. In

addition, this section of the training will provide opportunities to practice what was

learned in the group training regarding personality types, how it fits into other areas

of emotional intelligence and leadership, and how we can use it to build rapport.

There will be a mixed methodology, utilizing lectures, personal development,

journaling, role play scenarios, sharing of experiences and best practices, and open

dialogue surrounding the topic(s). This section can be required as a group, offered as

optional training, or completed at an individual pace. The areas of this training will

cover the remaining four leadership practices – inspire a shared vision, challenge the

process, enable others to act, and encourage the heart – and there will be an

incorporation of emotional intelligence traits for each leadership practice that will

strengthen emotional intelligence and also enhance the learning process.

To inspire a shared vision and challenge the process, participants will need to

strengthen their empathy and social expertness. There will be a sharing of information

on understanding motivational drivers to better understand why people change. The

DISC associations will be revisited to refresh the memory of traits and behaviors of

dominant personality types. It will be utilized to better understand others based on the

characteristics displayed. In addition, there will be teachings on social expertness. In

order to build trust, employees need to know that managers are genuine in their

interactions, have care and concern for their wellbeing, and can handle conflicts in a

healthy, positive way (Lynn, 2005). Social expertness focuses on this ability, and

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builds on this foundation in order to move into other areas of emotional intelligence

and leadership naturally.

In order to improve in the leadership practice of enabling others to act,

participants will need to strengthen their social expertness and personal influence. In

terms of encouraging the heart, there has to be mastery of purpose vision. You

cannot lead others without knowing the direction of the bus (Clark, 2015). This will

connect back to the group training and the personal development plan. It is important

to always lead and live by your values in order to build on the trust needed to

influence others.

These training sessions can be determined through one on one meetings, and

the learning can be done either in a formal setting or at an individualized pace. The

participants can go through each section, as outlined in the Leadership Development

workbook, or individuals can focus only on the areas they have determined as areas

of improvement.

Activities, exercises, and homework. One of the first activities for the

individual training will require group participation. It can be used as a refresher from

the group training, and should occur fairly early during this section of the training.

Participants will be paired, and they will be given a set of questions or statements to

discuss. The goal is for the participants to determine which personality characteristic

(DiSC training) is dominant in their partner. This activity will help to tie the

personality traits to physical attributes – eye contact, posture, tone of voice,

demeanor, hand placement and other body language, and to give participants a chance

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to practice “reading” a person. At the end of the activity, the participants will share

what they determined and their dominant traits based on the personality testing, and

see if they were able to get a good read on their partner.

For the journaling assignments, participants need to spend some time

determining their own motivational drivers, the “why” of their performance. It is

important to always be self-aware through any circumstances. The more participants

can connect their behaviors and reactions to specific triggers or reasons, the better

they will become at understanding what they need to be successful, and the better

they will become at understanding what others need as well. Managers need to be

able to provide support, offer empathy, make decisions that are best for the company,

all without compromising personal values and beliefs.

Follow through and active support. For the individual training will consist of

regular meetings and open dialogue on what is going well, what obstacles are present,

ways to disrupt negative patterns and remove obstacles, and revisions to the

individual leadership development plans as necessary. In addition, again, finding

outside resources to support the behaviors which you wish to change or engage in

more actively could be valuable. There are a lot of books available on emotional

leadership in the workplace, and with a variety to choose from, there is bound to be

an author, writing style, and subject that is pertinent to each individual position and

role.

Towards the end of the training(s), the group should reconvene again for open

discussions on topics and focus areas on during individual training options, what

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everyone learned from the training, what things everyone agrees on could be

beneficial to the company objectives, and determine some action steps as a group to

begin infusing the training into the work environment as a management team. It is

also important to revisit the objectives, and determine the measurements that will be

utilized for success of the training. This should be determined by the individual

participants based on a combination of the individual trainings and personal

development goals.

It is also suggested that a follow up survey be conducted to measure any

changes in perceived leadership abilities and emotional intelligence factors. For the

most accurate assessment, at least 60-90 days should pass between the first survey

and any follow up surveys, and ever more time for subsequent surveys (Kouzes &

Posner, 2003). The same survey should be utilized, and as many of the same

participants should be involved.

Document results. Evaluation of the individual training can include a variety

of options. One method of evaluation recommended is called a “Manager’s Inbox”.

After a manager attends a workshop or training session, he or she will be required to

give a ten to fifteen-minute presentation to the other managers and/or to select

executive members, or even employees. This is for several reasons: first, it will help

to increase retention of the material; it forces the manager to pay attention during the

workshop, knowing he or she will be presenting the material to other members of the

management team. Second, it will be used to improve consistency between

managers by ensuring that all managers have knowledge and understanding of the

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same material. Third, it gives the executives a guideline to determine standards and

create an evaluation platform of desired outcomes in order to increase accountability

of the management team.

Continued journaling efforts are also recommended, including review and

revisions of the individual leadership development plans. This is to monitor the

process of working towards the learning outcomes and objectives through a formative

evaluation process (Knowles et al., 2005).

Determine additional opportunities for group and individual training to

encourage continuous improvement based on outcomes and discoveries during

initial trainings. It is important for both the company and the managers to see the

big picture. Where is the company heading? What obstacles are in the way? How

can I contribute to the big picture in my position? How does my position affect the

end result? How does my team fit into the big picture? This will happen in the

format of a round-table discussion about company objectives and end results. This

discussion should also include what performance measures the management team

would like to have in place, and the determining factors for increased performance.

The time frame for this part of the training should be a minimum of 90 days after the

conclusion of the original training. This should be an expansion of the information

previously learned and discussed.

Activities, exercises, and homework. Once the information about the

company’s current state and short-term plan is discussed, the group should begin to

put together the ideal bigger picture. This should include specific details about

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position titles, job roles and responsibilities, the type of leadership that will be in

place, the types of employees that will be involved, the vision and mission statement

to keep everyone actively engaged, how to increase encouragement, different

methods of interactions, etc. On an individual basis, managers should revise and add

to their individual Leadership Development plans how they will contribute to the

details that were discussed in terms the bigger picture, and what they can do today to

start the process.

Follow through, active support, and documentation of results should be

discussed in terms of resources and expected outcomes. Once again, beginning with

the end in mind will produce a list of areas of concern, confusion, or needing

improvement. Not everything that is brought to the forefront will be within control of

the individuals, and that is something that needs to be determined also. Once the

areas of focus have been determined, the next step is to determine barriers or

obstacles to success, and to begin brainstorming ideas on how to break down those

barriers and obstacles, work around them, or turn them into building blocks.

Determine what objectives are expected, and how to measure their success.

Refresher courses should be conducted periodically to reinforce the basic

necessities of knowledge and desired behaviors. A review does not have to be in a

training format or setting, but can be performed informally in meetings or through an

article in a company newsletter (Chambers & Craft, 1998). In addition, it should

allow for feedback and assessment through set parameters in the leadership

development plans, and continue in a long-term strategy (Burke, 2002).

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There is always room for additional learning and improvements, and a great

leader is always looking for ways to improve his or her abilities. One of the ways to

accomplish this is through self-directed learning. Reading, attending seminars or

taking classes are just some of the ways to increase knowledge and produce more

effective results. Some recommended books for managers are:

1. The On-Time, On-Target Manager (Blanchard & Gottry, 2004).

2. The EQ Difference (Lynn, 2005) & Quick Emotional Intelligence Activities

for Busy Managers (Lynn, 2007).

3. Emotional Intelligence for Sales Success (Stanley, 2013).

4. The One Thing You Need to Know (Buckingham, 2005).

5. Learning to Lead (Bennis & Goldsmith, 2003).

6. The 7 Habits of Highly Effective People & The 7 Habits of Highly Effective

People Personal Workbook (Stephen Covey, 1989 & 2003).

There are so many others, too many to list, but the theme is common in the

throughout the above list: leading by example and having genuine concern for the

wellbeing of your employees in order to create an environment that is conducive to

high performance and positive gains.

Summative Evaluation

A summative evaluation is also relevant for this training. It is important to

assess whether the specified outcomes were achieved as a result of the training

(“Summative”, 2010). It is suggested that a follow-up group training should be

scheduled within 30-60 days of the initial training (Kouzes & Posner, 2003). This

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will elicit more active engagement in the days following the initial training, forcing

practice of the skills and techniques learned. In addition, it will allow for open

discussion and sharing of information between the managers on what is working,

what is not working, and how employees are responding to difference techniques.

Once all the managers are utilizing the resources and techniques learned at the

session, other types of evaluations will be necessary in order to ensure knowledge

retention and transfer of learning. Observations will play a role in evaluating whether

a manager is utilizing learned materials or resources. Executives and even other

managers can do mini-performance evaluations throughout the year based on certain

criteria relating to the training that has been pursued. Employee surveys would also

be used to evaluate manager performance based on certain criteria.

While the above evaluations will have an important role in training and on-

going education, the main evaluations for this training program are going to be

predominantly based around the second survey and annual performance reviews

(Goleman, 1998). With a set of specific expectations and standards with which to

hold managers accountable, raises and promotions should not be based on longevity

with the company but on performance. This is a performance-based company,

dependent upon continued and increasing volume and revenue. If the managers do

not perform at efficient levels, the teams under each manager will not perform at

efficient levels. The organization has to be well rounded across organizational

boundaries in order to continue thriving in the industry.

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Additional Recommendations and Areas of Opportunity

Emotional intelligence plays a prominent role in management and leadership,

but the benefits of emotional intelligence are not limited to leadership alone. There

are many advantages to the use of emotional intelligence in other areas of business as

well. If managers are increasing performance output by 30% with emotional

intelligence training, imagine what could happen if emotional intelligence was

infused into customer service and/or sales training? Once this training is successful

in wholesale, image how exceptional the company could become if emotional

intelligence was infused into every employee in other departments?

If emotional intelligence can help on an individual level to become more

focused and centered in our personal values, and on a company level, help to solidify

the ground between personal values and professional performance, then the company

is strategically setting itself in a position for success. The research supports emotional

intelligence training. Companies all over the world are turning to emotional

intelligence over technical skill with performance results to support the decision to

infuse emotional intelligence into their core values (Freedman, 2010). Top managers

are repeatedly out-performing their peers by 20-40%, and 85-90% of their high

performance is based on emotional intelligence competencies (Boyatzis, 2008;

Goleman et al, 2002; Sadri, 2012). There is some obvious truth to the importance of

emotional intelligence in leadership positions. Therefore, it would prove to be

beneficial to look at the outcomes of emotional intelligence training throughout the

business environment.

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Conclusion

A great English philosopher, John Stuart Mill (1867), during his inaugural

speech at St. Andrews, said, “Men are men before they are lawyers, physicians, or

[businessmen], and if you educate them to become capable and sensible men, they

will make themselves capable and sensible lawyers, physicians, and [businessmen].”

(“Rational”, 1990, p. 456). Even in the 19th century, emotional intelligence was

shaping leadership development. It is the backbone of every relationship that is

formed, and managing is leading people through relationships.

Extensive research suggests that emotional intelligence training will support,

not obstruct, the leadership behaviors, emotional abilities, and attitudes of managers

(Freedman, 2010; Goleman, 1998; Kouzes & Posner, 2003). Not only does the

training allow for opportunities to gain knowledge, skills, and abilities through

various learning styles, but it will engage experiences in real-world, situational

training to enhance the transfer of learning through active participation and

repetitious use of emotional intelligence practices. The research also supports that

higher emotional intelligence will result in higher performance from both managers

and their respective teams (Belker & Topchick, 2005; Freedman, 2010).

Successful training has some common factors. First, the participants must

understand what the training is for, what is entailed, and what the expectations will be

following the training. It should stem from business needs and be defined in terms of

business objectives (Knowles et al., 2005; Forshay, 2000; Fulmer & Goldsmith, 2001;

McBeath, 1990). As with Stephen Covey’s Habit #2, begin with the end in mind

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helps to set clear expectations and outline how success will be evaluated (1989). The

design and implementation should consider the topic, the objectives, and the

individual learners. There is no one form of training that will suit everyone’s learning

style, so the training needs to be designed to incorporate several methods to cover all

learning styles.

Training should be presented in a manner that encourages active participation

and application in real-time (Blanchard & Thacker, 2004; Forshay, 2000; Knowles et

al, 2005; Stanley, 2013; Wick et al., 2006). Follow through on the transition from

training to work should happen continuously, and resources should be available for

active support. Document all results, no matter how small, as this will provide

encouragement and instill confidence in the behavior change, and also reinforce the

purpose and benefit of the training (Wick et al., 2006).

Emotionally intelligent leaders will resolve each day with a residing presence,

not by title but by trust. Each day presents a set of new situational challenges that test

not only our ethics, but also our behaviors and attitudes. Doing the right things for

the right reasons is not always easy, but necessary in being a great leader. A distinct

fusion of spoken values and actions is noticeable in emotionally intelligent leaders,

and they use it to convey purpose and vision, encourage trust, portray social ease, and

influence others. They have the skill to know and understand what impacts others’

attitudes, and how to use that to encourage, influence and motivate behaviors for

desired results. Emotional intelligence is not just a factor in greatness; it is the

difference.

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APPENDIX A

Training Outline

Group Training: Lead yourself first.

I. Define business outcomes

A. Intro to group training

1. What you will learn.

2. What you can expect as a result

B. Emotional intelligence for leaders

1. Define EI

a. Intro Activity –Best and worst managers (Stanley – Pg

180)

b. Explanation and definition

2. How it fits into management

3. Understanding the role and requirements - the basics of managing

a. Good people

b. Clear expectations

c. Recognize and praise

d. Care and concern

II. Design complete experience / Deliver for Application

A. Leadership Behavior: Model the Way

1. EI Trait: Self Awareness & Self Control

a. Activities:

1. Individual survey reviews

2. Additional EI testing (method selection)

3. DISC training

b. Know and understand the personality types

c. How does it apply?

2. EI Trait: Mastery of Purpose and Vision

a. Begin with the end in mind

b. Individual survey reviews

c. Activity: Leadership Development Plan

1. Personal goals to help professional development

2. SMART goals

3. Action items

III. Drive Follow Through / Deploy active support

A. Group Meeting – 1x per week

1. Progress towards vision statement

2. Obstacles

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3. Best practices

B. Individual Meetings – 2x per month

1. Review leadership development plans

2. Adjust goals as needed

3. Document successes

IV. Document Results

A. Formative

1. Utilize journal (leadership development plans)

a. Results compared to desired outcomes

b. What needs to change

2. Survey at conclusion of training

a. What as good, bad, indifferent

b. What is working

c. Suggestions for future trainings

B. Summative

1. Re-group – 60-day review training

2. Observations

3. Performance evaluations

a. Measures of the defined outcomes in the first step(s)

V. Additional recommendations

Individual options: Then, lead others.

I. Define business outcomes

A. Intro activity – “Organized chaos”.

1. Importance of working towards a specific vision or goal.

2. Importance of working towards the same goal

B. Intro to individual training.

1. What you will learn in each section

2. What you can expect as a result

3. Determine who goes to what training

II. Design complete experience / Deliver for Application

(Training Options)

A. Inspire a Shared Vision

1. EI Trait: Mastery of Purpose and Vision (Review)

a. Begin with the end in mind

b. Individual survey reviews

c. Activity: Leadership Development Plan

1) Personal goals to help professional development

2) SMART goals

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3) Action items

2. EI Trait: Empathy

a. Understand motivational drivers

1) WHY people change

2) HOW they decide based on the above

b. DISC associations

1) How to recognize trait(s) in others

2) How to respond to differences and similarities

3) Role play activity.

c. Listening skills

1) Importance of listening.

2) Listening activity.

3. EI Trait: Personal Influence

a. Closing the gap: Performance reviews with clear

expectations and determining a plan of action

1) Ask

2) Repeat, repeat, repeat

3) “Practice doesn’t make perfect. Perfect practice

makes perfect.”

4) Play chess – be prepared to make the move

B. Challenge the Process

1. EI Trait: Empathy

a. Understand motivational drivers

1) WHY people change

2) HOW they decide based on the above

b. DISC associations

1) How to recognize traits in others

2) How to respond to differences and similarities

3) Role play activity.

c. Listening skills

1) Importance of listening.

2) Listening activity.

2. EI Trait: Social Expertness:

a. Relationship building: “The most unequal thing you can

do is treat un-equals equal.”

1) How does your team work?

i. Activity – List three team members and

their motivators

ii. Review Empathy

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iii. Homework: Find out what motivates

each team member (add to

journal/leadership development plan)

b. Connect the dots: Teaching over closing

1) Mastery of purpose and vision (review)

2) Helping others to see that vision

3) Getting a commitment

c. Be good at playing chess

1) Performance reviews

2) Hard choices

C. Enable Others to Act

1. EI Trait: Social Expertness:

a. Relationship building: “The most unequal thing you can

do is treat un-equals equal.”

1) How does your team work?

i. Activity – List three team members and

their motivators

ii. Review Empathy

iii. Homework: Find out what motivates

each team member (add to

journal/leadership development plan)

b. Connect the dots: Teaching over closing

1) Mastery of purpose and vision (review)

2) Helping others to see that vision

3) Getting a commitment

c. Be good at playing chess

1) Performance reviews

2) Hard choices

2. EI Trait: Personal Influence

a. Closing the gap: Performance reviews with clear

expectations and determining a plan of action

1) Ask

2) Repeat, repeat, repeat

3) “Practice doesn’t make perfect. Perfect practice

makes perfect.”

4) Play chess – be prepared to make the move

D. Encourage the Heart.

1. EI Trait: Personal Influence

a. Closing the gap: Performance reviews with clear

expectations and determining a plan of action

1) Ask what they need

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2) Repeat, repeat, repeat

3) “Practice doesn’t make perfect. Perfect practice

makes perfect.”

4) Play chess – be prepared to make the move

2. EI Trait: Mastery of Purpose and Vision (Review)

a. Review Leadership Development Plan

1) Personal goals to help professional development

2) SMART goals

3) Action items

b. Activity:

c. Homework: Have team members write out goals

1) Review

2) Their actions / commitments

3) Your actions / commitments

III. Drive Follow Through / Deploy active support

A. Constant communication

B. Resources and tools

C. Actively engage in support

1. What can I do to help?

IV. Document results

A. Formative

1. Leadership development plan

2. Homework

3. Survey at conclusion of training

a. What as good, bad, indifferent

b. What is working

c. Suggestions for future trainings

B. Summative

1. Re-group – 60-day review training

2. Observations

3. Performance evaluations

a. Measures of the defined outcomes in the first step(s)

V. Additional recommendations

Self-directed training. There is always room for improvements.

I. Define business outcomes

A. The big picture, the bigger picture

1. Define how position fits into the bigger picture

B. Extended commitment

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II. Design complete experience / Deliver for application

A. Review:

1. Mastery of purpose and vision.

a. What is our goal?

b. Where do we see ourselves?

c. How do we get there?

d. Activity: What are my strengths?

2. Inspire a shared vision.

a. How do we bring others with us?

b. How do we influence change?

c. Review the team vision statement.

3. Encourage the heart.

a. How do we keep momentum?

b. What can I do to encourage others?

c. Activity: A “thank you” goes a long way.

B. Homework:

1. Leadership development plan

a. What are you going to do in your commitment?

b. What can others expect?

2. Thank you for each team member

III. Drive follow through / Deploy active support

A. Lifelong learning

B. Resources - Books

C. Ask for help

D. Homework:

1. Select a topic you want to learn or skill you want to improve

2. Find a book focused on the above

IV. Document results

A. Formative

1. What did you learn?

2. What will you change?

3. When will you start?

B. Summative

1. Observation

2. Performance evaluations

3. Company results

4. Additional surveys

V. Additional recommendations

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Areas of Opportunity

I. Emotional intelligence in customer service and sales

A. Customer service basics

B. Infuse EI in the sales process

1. Prospecting: How to decide where to go

2. Relationship building: Are we friends yet?

3. The FAQs: Question and Answer

4. Negotiations: It’s more than just price!

5. Decisions, Decisions!

6. Follow through: There is always room for more discussions!

7. Referrals: Who do you know?

II. Expanding knowledge to other departments.

A. Retail sales

B. Car sales

C. Service

D. Administrative

III. Expanding to entire work force.

A. Who

1. Top down

2. Employees to customers

B. Company Culture

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APPENDIX B

Survey Distribution

Dear Participant, I am conducting a survey as part of the research for my final dissertation project for my Doctoral Degree, and I am requesting your assistance. You are being asked to participate by completing a questionnaire regarding leadership behaviors in yourself and/or your co-worker or manager. Each survey is 30 questions and should easily be completed in 5-10 minutes. The topic of the research is how well managers relate to employees, specifically looking at emotional intelligence levels and how it affects team performance. The purpose of the survey is to get a general reading on leadership abilities in your group, along with how each group rates its direct manager. The information will help to determine whether or not a management training program could be beneficial. The information will be kept confidential and anonymous, used only in general terms for reporting purposes. There should be no names, only position titles for the survey. All information will be segmented so that there is a minimum of 3 people per grouping to prevent identification and confirm anonymity. The instructions are included with each survey. The only identifying information is based on general position and the position of your direct manager as indicated by the instructions. If you would like additional feedback or to review the results, you may include your name and email. Participation is voluntary, but I ask that you take time to complete the survey(s) and seal them in the enclosed envelope. You have the option to hand deliver to the Wholesale Parts Distribution Office and deposit into the sealed drop box, or place the completed survey in the mail. Please complete within two weeks of today’s date. If you have questions, you may contact me at 302-354-8788 or by email at [email protected] or [email protected]. Thank you in advance for your participation, and for helping me to gather this information for my research. Sincerely,

Trisha A. Ziemba

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