Emotional Intelligence: The Most Important Leadership Quality?
Arriving in a new district or taking up a new position in an organisation is always fraught with anticipation, uncertainty and worry. This was particularly true when my husband took a pastoral position in an area with which he was not familiar. Shortly upon arrival, one well-meaning church member offered him very insightful advice. He said: ‘You cannot tell the people from our region what to do; you can only invite them to follow you’. What are the leaders’ characteristics that will inspire others to follow?
There is no shortage of literature identifying the most pertinent qualities that every good leader ought to have. We are told that amongst other traits leaders should possess cognitive strength, analytical reasoning, technical skills, inspirational motivation, vision, integrity, fairness, confidence and emotional intelligence. It is to be expected that a highly intelligent pastor or head of a department who oozes with confidence will generate respect from his congregation or his team. However, there are some indicators to suggest that it is in fact emotional intelligence, or as some termed it emotional literacy, that separates ordinary leaders from those capable of great things. What is more, it has been suggested that an ‘emotionally illiterate life’ that is often accompanied with emotional numbness and inability to respond to the emotional needs of others, is a significant shortcoming of those called to lead others.
Emotional intelligence, a concept that emerged in the 80s, has gradually entered into the vocabulary of psychologists, counsellors, life coaches and other professionals and it seems to be here to stay. However, what is emotional intelligence or emotional literacy? One of many available definitions suggests emotional intelligence to be ‘effective awareness, control and management of our own emotions and awareness and understanding of other people’ . This human quality has captured the imagination of researchers resulting in what appears to be a convincing argument for the benefits of emotional sensitivity whilst pointing to the shortcomings in the case of its absence.
The far-reaching consequence of limited, or even non-existent emotional awareness is documented by an evaluation of the leadership qualities of past American presidents. Following the analysis of public communication, organisational capacity, political skill, vision, cognitive style and emotional intelligence of eleven presidents the authors acknowledge that ‘in the world of imagination it is possible to envisage a cognitively and emotionally intelligent chief executive, who happens also to be an inspiring public communicator, a capable White House organiser, and the possessor of exceptional political skill and vision. In the real world, human imperfection is inevitable, but some imperfections are more disabling than others.’ Having identified several presidents who despite some noteworthy historical achievements are responsible for ‘the most unhappy episodes of the twentieth century’ the authors reach a bold conclusion: ‘Beware the presidential contender who lacks emotional intelligence. In its absence all else may turn to ashes’.
This strong statement is not surprising given that an absence of emotional insight appears to have a profound effect not only on the leaders’ ability to understand his or her co-workers, but it is also responsible for the inaccurate appraisal of self. Daniel Goleman identified self-awareness as the first quality possessed by emotionally literate leaders. This includes ‘having a deep understanding of one’s emotions, strengths, weaknesses, needs and drives.’ What is it that is making me happy, fulfilled and content? What, when and who brings the worst out in me? These are just some of the questions that need answering in an attempt to become an emotionally aware individual. Those people, the author continues ‘are neither overly critical nor unrealistically hopeful. Rather, they are honest with themselves and others.’
A good starting point in becoming in tune with self and others is a systematic appraisal of ones own strengths and weaknesses. This soul-searching exercise is not about naming what I should or ought to be good at; instead, it seeks to identify the areas in which I do particularly well, the skills I accomplish with ease, and the tasks that capture my imagination. It is about the input that generates positive feedbacks from those I know are honest with me. Having identified all of my strengths, my limitations need careful and sincere consideration. Which aspects of my job make me very anxious or do not result in a positive response from others? What would those closest to me identify as my weakest point as a leader? Do I need help with any aspect of my life? Conducting an accurate evaluation of one’s weaknesses has the potential to contribute to a realistic approach to the challenges that any job brings. This is expected to include utilising strengths appropriately whilst being careful when engaging in the areas recognised as weaknesses. Furthermore, identifying appropriate strategies that will address the weaker aspects of my own performance is also an important aspect of this self-discovery.
An additional benefit of being aware of one’s own strengths and weaknesses might result in increased confidence as well as in the readiness to acknowledge one’s own limitations. I have recently been asked to teach and work closely with a young, sharp and very intelligent scholar who is leading some ‘cutting edge’ work in his area of expertise. It would be dishonest of me to omit the fact that I was concerned about being intimidated by him, but quite the opposite happened. In addition to his enthusiasm and his superior handling of knowledge, his readiness to freely identify areas which he apparently ‘knew little about’, and his modesty about his expertise made him not only approachable but also stimulated learning. This is not surprising because genuine humbleness, not unlike empathy, to be discussed next, is a quality that has enabling properties.
Empathy has been acknowledged as an important dimension of emotional intelligence that, whilst most easily recognisable, is frequently absent from the repertoire of essential leadership skills. And yet, an empathetic leader might be able to prevent the team and individuals from becoming overwhelmed, disillusioned, and even depressed in the course of duty. He or she will not remain silent about the professional challenges or personal hardships his co-workers are going through. Showing genuine interest in his or her workforce will be an integral aspect of the leadership style employed by an emotionally literate leader. Empathy discussed here however is not an ‘un-businesslike’ sentimental style of leadership, but a leadership capable of taking notice of employees circumstances, feelings and ability ‘in the process of making intelligent decisions’ . These leaders are in tune with ‘the messages beneath the words being spoken’. This will also include unequivocal respect for others as well as commitment to understanding the way culture impacts upon human interactions.
As a social work academic I am frequently involved in attempting to teach students to be both aware of their own feelings as well as being sensitive to the needs of those they will be working with. Positive regard for every individual alongside a related set of traditional values that, amongst others, includes acceptance, a non-judgmental attitude and a respect for people are deeply embedded in the knowledge base and skills passed on to social work students. Despite the noble intentions and genuine motivation of most students, this approach to training often feels as though one is trying to teach budding social workers to create a beautiful master-piece by ‘painting by numbers’. As a Christian who teaches at a State University I often question whether it is indeed possible to develop those qualities through education and training alone? Could it be that identified leadership techniques, including the emotional intelligence, might remain just a mechanical exercise without drawing on the power available to those who have a meaningful spiritual life?
There is no doubt that many Adventist leaders are known for their excellent leadership that includes the vast repertoire of skills expected of an effective Christian leader. Equally, as most leaders know, in the ‘hustle and bustle’ of pursuing the common goal, it is very easy to overlook one’s own emotional needs alongside the needs of co-workers. I have attempted to argue that a leadership that is committed to developing the emotional intelligence that includes keen knowledge of self and dedication to the understanding of others has the potential to overcome this omission. I would like to conclude by acknowledging that emotional intelligence that draws from Christ’s example and uses his power in achieving this goal will give real meaning to this important leadership skill. After all, He was the ultimate leader who only needed to say: ‘Follow me’, and the rest is history. [tedNEWS]
1 Adair, J. (1997). Leadership Skills. London: IDP House; Cranwell-Ward, J., Bacon, A and Mackie, R. (2002). Inspiring Leadership: Staying Afloat in Turbulent Times. London: Thomson.
2 Goleman, D. (2011). Leadership: The Power of Emotional Intelligence. Kindle Edition.
3 Steiner, C. (1997). Achieving Emotional Literacy. London: Bloomburg.
4 Neale, S., Spence-Arnell, L. and Wilson, L. (2009). Emotional Intelligence Coding: Improving Performace for Leaders, Coaches and the Individuals. London:Kogen Page, (p. 15).
5 Greenstein, F. I. (2000). The Presidential Difference: Leadership Style from FDR to Clinton. Oxford: Princeton University Press, (p. 200).
6 Goleman, D. (2011). Leadership: The Power of Emotional Intelligence. Kindle Edition. See also Goleman, D., Boyatzis, R. and McKee A. (2004). Primal Leadership: Learning to Lead with Emotional Intelligence. Boston: Harvard Business School Pres.
8 Parrot, L. (2010). Values and Ethics in Social Work Practice, (2nd ed.) Exeter: Learning Matters Ltd.
Dr Lidija Godina, Senior Lecturer, Applied Social Sciences at University of Bedfordshire
Leadership Development Journal - March 2012