EMOTIONS, EMOTIONAL INTELLIGENCE AND

LEADERSHIP: A BRIEF, PRAGMATIC PERSPECTIVE

JAY INGRAM, M . A .
Western Kentucky University
Bowling Green, Kentucky

D R . JOSEPH CANGEMI
Emeritus Professor of Psychology
&
Scholar-In-Residence
Department of Psychology
Bowling Green, Kentucky

When people think of emotions, usually they think of different

states of being, such as happiness, sadness, or anger However,
emotions generate very powerful chemicals that can create pos-
itive feelings, such as motivation and enthusiasm, or they can
create more negative responses, such as offending and even
attacking others. When an emotionally charged situation occurs,
understanding the process taking place then and there can help
leaders become more objective decision-makers. Bradberry and
Greaves (2009) posited:
The daily challenge of dealing effectively with emotions is crit-
ical... because our brains are hard-wired to give emotions the
upper hand... every thing you see, smell, hear, taste and touch
travels through your body in the form of electric signals. These
signals pass from cell to cell until they reach...the place where
rational, logical thinking takes place. This journey ensures you
experience things emotionally before your reason can kick into
gear (authors' emphasis) (p. 6).

How Emotions Affect Us: A Brief predictor of performance in the workplace

Introduction to Emotional Intelligence
When searching for an understanding
of E.I. (Emotional Intelligence), also
referred to as E. Q. (Emotional Quotient),
it is clear the term has various interpreta-
tions. Wharam's (2009) definition "EQ is
to the heart what IQ is to the brain" (p. 7)
seems appropriate. Emotions can have a
great deal of influence on rational behav-
ior. Emotionally intelligent leaders are
more sensitive to their own emotions and
the effect they have on others. Bradberry
and Greaves (2009) found emotional intel-
ligence is the single most significant
and accounts for 58 per cent of perfor-
manee across-Uie-board in the work worid.
Emotions comefi-omreactions to expe-
riences in life. Victor Frankl (1959)
remarked the only thing human beings can
control is their own reactions (emotions)
to the situations in which they find them-
selves. How one chooses to deal with not
only one's own emotions, but the emotions
of others as well, will determine a great
deal about the experience one has both in
life and in leadership situations.
The following is an example of the
power of emotions and how an act of mak-

771
772 / Education Vol. 132 No. 4
ing people feel significant can make a last-
ing, positive impression:
Sam Preston, who retired from S.C.
Johnson Wax after many years of
service as an executive vice presi-
dent. . .used to make it a point to send
handwritten notes when he noticed
somebody doing something that
merited recognition. The note would
say, "Congratulations on a job well
done," with the letters "DWD"
scrawled across the top. DWD stood
for "damned well done." When he
retired, the company held a retire-
ment party for him. He was amazed
at the number of people who lined
up clutching wrinkled yellow pieces
of paper, fifteen years old, with
"DWD" scrawled across the top.
That little act of recognition and
appreciation meant so much to the
people under him that they kept
those notes all those years. A seem-
ingly insignificant act with a
significant outcome. The lesson: It's
important to make people feel appre-
ciated (Sanbom, 2006, pp. 52-53).
Leadership
Leaders with high emotional intelli-
gence can create situations like Sam
Preston did. Lesser developed leaders will
struggle to attain this, if ever. If leaders
cannot develop a genuine desire on the part
of others to follow them, team and orga-
nization goals will be at risk of failure.
Defining leadership can be difficult.
According to Stogdill (1974) leadership
has as many definitions as there are peo-
ple defining it. The numerous styles, roles,
and types of leadership behavior make
developing a single definition challenging.
Leaders come in many different venues,
from the highest ranking officer in an orga-
nization to the well respected floor
sweeper. Sanborn (2006) and Cangemi
(2011) stated leadership is about influ-
ence. Title alone will not necessarily deliver
influence.
It is interesting to observe how many
successful leaders generally tend to attract
others who want to be with them and
around them. These leaders have a posi-
tive, encouraging disposition in their
relationships (Glasser, 1998), creating in
others a sense of being valued. They are
keenly sensitive and perceptive and rec-
ognize life is heavily affected by emotions
- especially their own.
The saying "you can't learn to surf by
reading books about it" goes for leader-
ship as well. Ten years reading about
leadership means very little when one is
responsible for a group's success. The dif-
ference between merely reading about
leadership and actually leading is sub-
stantial, because there is a certain feel
connected with leadership that simply read-
ing cannot deliver. Consider the first time
General Eisenhower actually led combat
troops in World War 11. Before that time
he had developed a reputation as one of
the Army's most renowned planners
(Korda, 2007) but he had never personal-
ly experienced combat leadership. Result:
his first real combat experience, code
named Operation TORCH, the Invasion of
North Afiica, November 7,1942, bordered

on disaster - with considerable loss of life
(Korda, 2007; Budiansky, 2011). His
record after this first-hand experience
speaks for itself.
Leadership is about supporting and
guiding associates to achieve success. San-
bom (2006) stated those who choose to
lead build people up, support and encour-
age them, and then create them into heroes
(p. 52). In reality, leadership is not about
becoming a star; it is ahout creating stars
(www.creativeleadershipandchange.com).
Leaders project attitudes and feelings
that affect others. Unless leaders can sep-
arate emotion, there will be a risk that
emotion will sway judgment and intelli-
gent decision making. According to Caruso
and Salovey (2004) intelligent, rational
decision making can be facilitated by emo-
tions, resulting in more appropriate
behavior. Dealing with strong emotions
like anger, dislike, and disappointment, for
example, and having the ability to make the
right judgment/decisions while these emo-
tions are pressing for expression, is an
important key to choosing the best of
behavior alternatives available to the leader
at the moment. Leaders are responsible for
how they feel about a situation at the
moment they are experiencing it, and make
the best of it.
E-Motivation
Segal (1997) made the point the word
emotion comes from the Latin moiere,
which means "to move." It is not a coin-
cidence the words emotion, motion, and
motivation are all spelled nearly the same.
Motivation simply is the drive to accom-
plish something (Wareham, 1991).
Emotions... /773
Emotions motivate us to act instead of
being lethargic. Being passionate about
something is what motivates us to pursue
it. No emotions, no activity!
In Lee Iacocca's book Where Have All
the Leaders Gone? (2008), he highlighted
the struggles of being in a family of Ital-
ian immigrants and the discrimination he
experienced against him and them. It would
not be a stretch of the imagination to
assume this discrimination, and a sense of
inferiority that may have developed as a
result of this, created an intense motiva-
tion in Iacocca to achieve success.
Abraham Maslow (1976) pointed out
humans have a need to feel significant and
useful Lombardi (1975) stated all human
beings are trying to achieve a sense of
importance, a sense of significance, and
have a high need to feel capable. Do these
ideas perhaps explain the intense feelings
behind Iacocca's motivation that led to his
extraordinary success?
Leaders must create a culture that
inspires and moves associates to pursue
goal attainment—both theirs and the orga-
nization's. It is within this type of culture
motivation can be developed and sustained.
It would be an oxymoron to believe an
authoritarian culture encourages the type
of motivation described in this article.
Most people confuse fear with real moti-
vation. Real motivation is inside. External
motivation —such as fear created by a
leader —is outside and usually will dis-
appear as soon as the authoritarian leader
is out of the picture. Individuals in the
workplace prefer a culture that promotes
a sense of support and recognition, thus
encouraging the development of motivation
774 / Education Vol. 132 No. 4

to achieve one's own goals as well as the
organization's goals.
How many people have quit one orga-
nization to work for another for far less
monetary reward? Often they are seeking
a working environment where fear is not
the leader's choice for motivating behav-
ior. Actually, most people don't quit jobs,
they quit their leaders. Internal motivation
continues without a leader's presence
because it does not depend on the leader.
The leader (often with input from associ-
ates) is responsible for creating the
organization's goals and environment,
where the motivation can develop. It is pos-
sible the positive environment created by
the leader is more important than mone-
tary compensation. Such leaders usually
have a transformational leadership style,
which is a process whereby the leader cre-
ates a positive connection with associates
that enhances their feelings (emotions) of
significance, generates the development of
higher levels of motivation, and encour-
ages the development of their highest
Four Skills Embodying Emotional Intelligence
potential (Northouse, 2007; Maslow,
1976).
Emotions/Emotional Intelligence at Work
Emotions exist for a reason and indi-
viduals can become victims of them or use
them to their advantage. Leaders have to
deal with the emotions of associates and
others, as well as their own, whether they
want to or not. Caruso & Salovey (2004)
emphasized.
If we can manage our emotions; that
is, blend emotion and thought, we
increase the chances that our deci-
sions will be more effective and our
lives more adaptive. This is the chal-
lenge of emotion management -
neither to suppress feelings nor to
vent them but to reflect on them,
integrate them with our thinking, and
use them as a source of information
and an inspiration for intelligent
decision making (p. 73).

Below is a diagram from Bradberry and Greaves (2005, p.23) of the four skills
embodying emotional intelligence. The top two skills are about how one manages
one's own emotions (Personal Competence), while the bottom two skills are about
dealing with the emotions of others (Social Competence).

SELF- SELF-
AWARENESS MANAGEMENT
\jr Personal ^k/
1 i/ft Competence W\j
Learn/know as much as you Control what you know about
can about yourself yourself and then manage it

SOCIAL RELATIONSHIP
AWARENESS N ¿f Social lA
MANAGEMENT
}^J Competence ''V ,
Be aware of the emotions Ease into more productive/positive
of others relationship behavior

The following sequence illustrates how
emotional intelligence unfolds and blends
when leaders are dealing with an associ-
ate or other stakeholders.
The sequence begins by leaders:
1. Identifying their own emotions in a
given situation (how they feel).
2. Managing their own emotions in that
situation and reflecting on them.
3. Then Understanding the emotions of
the individual/group with whom they
are interacting. Next, after sensing the
feelings - emotions - of the individual
or group, blending their own managed
emotions and thinking with the under-
standing of the emotions/feehngs of the
other(s), which leads to:
4. A more positive Interpersonal rela-
tionship and the probability of a more
successful outcome.
Identifying and Managing Emotions
Maslow ( 1976) understood how impor-
tant it is to use emotions in the right way
and offered the following as an example of
when to not show emotion:
".. .the leader in many situations
ought not to be as expressive and
open about himself as other people
are permitted and encouraged to
be...the example of the captain of
the ship which is in danger, or the
surgeon or the general in the army
who may entertain all sorts of dark
suspicions and fears, and so on, but
who had better keep their mouths
shut rather than open up freely about
their 'anxieties' (p. 172)."
Emotions... /775
According to Schmidt et al. (2007), non-
verbal messages we send are principally the
way the worid gets to know us and judge
us - no matter the setting (pp. 95-96).
Mehrabian (1972) found people convey
55% of their attitudes and feelings through
body language (how they approach, how
they stand, gesture, etc.), 38% through
voice tone, and only 7% through the actu-
al words themselves. Conclusion: the real
language of human beings is non-verball
As stated earlier, an emotionally intel-
ligent leader can identify, use and manage
emotions to solve problems. Unlike lead-
ers who are not as aware of their emotions
— and the emotions of others — emo-
tionally intelligent leaders understand the
difference between being too emotional
and not being emotional enough. Having
the ability to read body language, espe-
dally their own, gives them a distinct
advantage, for they know how to project the
message they want others to receive by
using their own body language. For exam-
pie, if a company is about to downsize part
of its workforce and the leader must make
the announcement to employees, an emo-
tionally intelUgent leader would realize the
message in all likelihood will be received
with fear and anxiety. This leader must be
able honestly to demonstrate feelings that
project concern and empathy for their
plight. An emotionally unaware leader
could cause major problems by portray-
ing a detached, unfeeling, distant attitude
toward the downsized employees, whose
emotions then could "bubble up," become
hostile, and drive them to tum on both the
leader and the company, resulting in con-
siderable destruction and sabotage
776 / Education Vol. 132 No. 4

Emotions and thoughts, positive or nega- relationships and solve problems. Conflicts
tive, become actions. are a part of life and it is imperative lead-
Bradberry and Greaves (2005) con- ers learn to navigate through them
ducted a study utilizing more than 500,000 intelligently. Sixty-five percent (65%) of
people to determine how emotions play a performance problems at work happen
role in day-to-day life by focusing on how because of some type of conflict; i.e., per-
people perceived their own behavior and sonal conflicts, internal politics, different
body language versus how others perceived work styles, and stress (LeBaron, 2003).
them. The results showed a startling lack Emotionally intelligent leaders are able to
ofemotiortal awareness. According to the recognize the early stages of their own ris-
study, 67% of those sampled generally ing emotions and impending conflict and
were controlled by their own emotions, avoid them altogether, if at all possible.
were not able to identify them — nor able An imperative: control of emotions is
to use them to their benefit. Only about essential; combat is a choice.
33% were able to identify their feelings
(emotions) as they happened (p. 39), sug- Negative Emotions Also Are Valuable
gesting lack of emotional awareness is Projecting positive emotions may not
likely the basis for a great deal of inter- always be the best strategy from an emo-
personal conflict. Myers (2004) pointed tionally intelligent leader. Sometimes, it
out emotionally intelligent people tend to may be more productive to challenge sub-
be "smarter" than their "academically ori- ordinates emotionally and spark passion.
ented" colleagues because they are highly Take, for example, this approach utilized
self-aware and in control of their emotions by Jack Welch, the legendary leader of GE.
in the short-run for greater future gains. Welch was giving a dinner speech to an
They can "read" other people's emotions organization of poor-performing elites
at the moment, thereby controlling them- within GE's management called The Elfun
selves and responding appropriately and Society:
skillfiiUy (p. 35).
Welch bluntly told the assembled
Why EQ is Important for group they were...of little
Success — Especially in Leadership value.. .his speech was not received
The Greek philosopher Aristotle stated, with a great deal of warmth.. .This
"Anybody can become angry — that is message delivered a strong dose of
easy, but to be angry with the right person medicine that was needed because
and to the right degree and at the right time the patient.. .the Society - was sick.
and for the right purpose, and in the right Welch administered the cure, and it
way — that is not within everybody's hurt. The Elfun Society re-engi-
power and is not easy" (Citation, Brainy neered itself some time after Welch's
Quotes, 360 BC). Aristotle believed the attack — an attack we might now
ultimate goal for humanity is to improve view as a wake-up call and a chai-
 Emotions... 7 777

lenge...Sometimes, the emotional- infi-ontof their computers, iPhones, Black-

ly intelligent leader must confront berries, etc., away from communicating
others and generate conflict as well face to face with associates and others. In
as negative feelings in order to be this rapidly increasing digital network of
effective. The key is to know when decreasing social interaction, it has become
and how to do it, just as Welch did easy to hide emotions behind the warm
during that dinner speech (Caruso glow of a monitor or a text message. Yet,
& Salovey, 2004, pp. 174-175). emotions will always be there and leaders
must be aware of them. By being aware
of their own emotions and the emotions of
Leaders Beware ! others, leaders can gain control of their
During times of passion, emotions emotions instead of becoming victims of
become stronger than facts. Emotionally them. Although understanding when to use
unaware leaders may have a difficult time and when not to use emotions can be chal-
identifying and understanding the reasons lenging, the effectiveness of how a leader
why others, who love their jobs and who deals with his or her own emotions and the
are top performers, become emotional, quit emotions of others will have a significant
and go elsewhere, sometimes even earn- advantage both within and outside the orga-
ing less money \ Their reasons are nization when compared with leaders who
emotional — not economic. They leave do not have such capability. The best news
because they feel unappreciated, not val- yet: enbancing emotional intelligence
ued, talked-down-to, creating in them a can be learned.
feeling of insignificance. A recent study
by Sand, Cangemi, and Ingram (2011)
found the number-one reason people quit References
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