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During this period she worked on the project titled “LEADERSHIP IN 21ST CENTURY;
THE EFFECT OF EMOTIONAL INTELLIGENCE.” in partial fulfillment for the award of
degree of Master of Business Administration of Devi Ahilya Vishwavidhyalaya, Indore.
Her performance and conduct has been good throughout the period
Date: 20-04-2010
DR. JYOTI SHARMA
Place: Indore
ACKNOWLEDGEMENT
KHUSHBOO SINGH
MBA (MS)VIIIth sem
Im/2k6/32
DECLARATION
I hereby declare that the Project report on “Leadership in 21st
century-the effect of Emotional Intelligence “is a record of independent
work carried out by me, towards partial fulfillment of the
requirements for MBA course of International institute of
professional studies,DAVV University,
Date: 20/04/2010
KHUSHBOO SINGH
Place: Indore
MBA (MS) 5yrs, 8th SEM
TITLE
CHAPTER-1 ABSTRACT
CHAPTER-2 INTRODUCTION
CHAPTER-3 OBJECTIVE
CHAPTER-7 CONCLUSION
This paper suggests that feelings (moods and emotions) play a central role in the
leadership process. More specifically, it is proposed that emotional intelligence, the
ability to understand and manage moods and emotions in the self and others,
contributes to effective leadership in organizations.
The literature suggests that leadership skills in general and emotional intelligence in
particular, play a significant role in the success of executives in the workplace. This
argument, despite its popularity, remains elusive. This can be attributed to the fact that
although a few studies have provided evidence to support this argument, it has not
received an appropriate empirical investigation.
This study attempts to narrow this gap by empirically examining the extent to which
executives with a high emotional intelligence employed in the organizations effects their
leadership skills. The results indicate that emotional intelligence augments positive work
attitudes, altruistic behavior towards task and people. The result of the project indicates
that Emotional Intelligence and Leadership skills go hand in hand and is directly
proportional to each other.
CHAPTER -2
INTRODUCTION
Our World today has more civilized societies with ever expanding population, having
diversity in racial polarization, creed and gender. One common thread or feature in all
these people is that everyone has feelings and emotions, and emotions engender
emotional intelligence. We, being humans, are superior over other living creatures- we
can think, feel and rationalize. Because of that we are being deluded by many
behaviors, traits, perceptions, mindset patterns and attitudes. All these call for some
kind of set order where one can act and interact with one another in ways that are not
repugnant, but in harmony and with the decorum that portrays one to be civilized.
Leadership is a dynamic process of relationships building between individuals and
groups. The constant nourishing of individuals is at the core of effective leadership.
Effective leaders improve performance by assuming a level of competence and building
upon existing strengths. This paper briefly looks into the impact of emotional intelligence
on leadership.
Furthermore, emotional intelligence is gaining legitimacy due to studies that support its
theories as a valid construct. In fact, in the current millennium there will exist a very
competitive environment not only within boundaries but also in a global market.
Investigators are eager to obtain answers to how leaders can be more successful in an
ever changing business environment. Moreover, leaders who want to improve their
knowledge of EI must begin with an accurate analysis of one's self awareness because
it constitutes the main basis that supports EI theories. Therefore, executive coaches
have found success in those organizations that have seen in EI the back bone in total
organization.
In short, organizations that choose EI as a real framework to achieve goals will get
returns on their investment. The more comprehensive skill sets a leader uses, the better
environment to work will be created, thereby; benefits will also appear as a real
consequence. Employees not only will be happy to share their own emotions, but also
to contribute their best effort to accomplish the company's objectives. The interest in
emotional intelligence has been escalating since 1990. We have attempted to provide a
conceptual model linking the ingredients of emotional intelligence, social information
processing, and goal setting theories in influencing the work place effectiveness
outcomes. Providing such linkages is essential if the field is to integrate knowledge
across topical areas of organizational behavior and human relations.
Emotional intelligence (EI) is defined as one's ability to manage and monitor one's own
emotions; recognize different types of emotions in others; distinguish the difference
between one's emotions and those of others; and possess the ability to direct
information towards one's decision making actions. In fact, EI has been identified as a
real measure for distinguishing superior leadership skills and abilities, and in recent
years has become an important topic in social and organizational science. Moreover,
the influence of emotional intelligence on popular culture and the academic community
has been rapidly growing. Therefore, the study of EI has stimulated a great number of
research initiatives under a wide range of psychological patterns that have created a
gap between what we know and what we need to know . In the same way, emotional
intelligence has caught the attention of business leaders and scholars; and its concepts
are within an area of interest for executive development consultants. While technical
skills and core competencies are essential for sustainable competitive advantage, the
ability to outperform other organizations largely depends on how employees manage
their relationships with others.
2.2 EVOLUTION
The term Emotional Intelligence is defined in very common terms as a ability, capacity,
or skill to perceive, assess, and manage the emotions of one's self, of others, and of
groups. The evolution of Emotional Intelligence goes as follows: it has its roots in the
concept of "social intelligence," first identified by E.L. Thorndike in 1920. Psychologists
have discovered three types of intelligences and have grouped them mainly into three
clusters: abstract intelligence (the ability to understand and manipulate with verbal and
mathematic symbols), concrete intelligence (the ability to understand and manipulate
with objects), and social intelligence (the ability to understand and relate to people).
This includes inter and intrapersonal intelligences.
Social intelligence is defined as "the ability to understand and manage men and women,
boys and girls -- to act wisely in human relations." These two intelligences comprise
social intelligence and are defines as -Interpersonal intelligence is the ability to
understand other people: what motivates them, how they work individually and
cooperatively. Many successful salespeople, politicians, teachers, clinicians, and
religious leaders are generally the individuals with high degrees of interpersonal
intelligence. Intra personal intelligence is a correlative ability, turned inward. It is a
capacity which forms an accurate model for oneself and makes that model usable so
that it can operate effectively in the life. Inter and Intrapersonal intelligence involves
abilities that may be categorized into four dimensions:
Self-awareness: This means observing yourself and recognizing all the feelings as and
when it happens.
Managing emotions: This refers to handling feelings and sentiments; realizing what is
behind those feeling and finding ways to handle fears and anxieties, anger, and
sadness.
Motivating oneself: This means moving the flow of emotions in line with the goals;
emotional self control; delaying gratification and controlling impulses.
Empathy: This refers to seeing things with other point of views; sensitivity to others'
feelings and concerns and taking their perspectives.
2.3 THEORIES:-
1. Ability-based EI models
2. Mixed models of EI
3. Trait EI model
The ability-based model
Mixed models of EI
Reuven Bar-On (2006) developed one of the first measures of EI that used
the term Emotion Quotient. He defines emotional intelligence as being
concerned with effectively understanding oneself and others, relating well to
people, and adapting to and coping with the immediate surroundings to be
more successful in dealing with environmental demands. Bar-On posits that
EI develops over time and that it can be improved through training,
programming and therapy. Bar-On hypothesizes that those individuals with
higher than average E.Q.’s are in general more successful in meeting
environmental demands and pressures. He also notes that a deficiency in EI
can mean a lack of success and the existence of emotional problems.
Petridis et al. proposed a conceptual distinction between the ability based model and a
trait based model of EI. Trait EI is "a constellation of emotion-related self-perceptions
located at the lower levels of personality". In lay terms, trait EI refers to an individual's
self-perceptions of their emotional abilities. This definition of EI encompasses
behavioral dispositions and self perceived abilities and is measured by self report, as
opposed to the ability based model which refers to actual abilities, which have proven
highly resistant to scientific measurement. Trait EI should be investigated within a
personality framework. An alternative label for the same construct is trait emotional self-
efficacy.
The trait EI model is general and subsumes the Goleman and Bar-On models discussed
above. Petridis et al. are major critics of the ability-based model and the MSCEIT
arguing that they are based on "psychometrically Meaningless" scoring procedures
(e.g., Petrides, Furnham, & Mavroveli,). The conceptualization of EI as a personality
trait leads to a construct that lies outside the taxonomy of human cognitive ability. This
is an important distinction in as much as it bears directly on the operationalization of the
construct and the theories and hypotheses that are formulated about it.
The TEIQue provides an operationalization for Petridis and colleagues' model that
conceptualizes EI in terms of personality. The test encompasses 15 subscales
organized under four factors: Well-Being, Self-Control, Emotionality, and Sociability.
The psychometric properties of the TEIQue were investigated in a recent study on a
French-Speaking Population, where it was reported that TEIQue scores were globally
normally distributed and reliable. The researchers also found TEIQue scores were
unrelated to nonverbal reasoning (Raven’s matrices), which they interpreted as support
for the personality trait view of EI (as opposed to a form of intelligence). As expected,
TEIQue scores were positively related to some of the Big Five personality traits
(extraversion, agreeableness, openness, conscientiousness) as well as inversely
related to others.
2.4 LEADERSHIP:-
Leader
One must have an honest understanding of who you are, what you know, and what you
can do. Also, note that it is the followers, not the leader or someone else who
determines if the leader is successful. If they do not trust or lack confidence in their
leader, then they will be uninspired. To be successful you have to convince your
followers, not yourself or your superiors, that you are worthy of being followed.
Followers
Different people require different styles of leadership. For example, a new hire requires
more supervision than an experienced employee. A person who lacks motivation
requires a different approach than one with a high degree of motivation. You must know
your people! The fundamental starting point is having a good understanding of human
nature, such as needs, emotions, and motivation. You must come to know your
employees' be, know, and do attributes.
Communication
One lead through two-way communication. Much of it is nonverbal. For instance, when
you "set the example," that communicates to your people that you would not ask them
to perform anything that you would not be willing to do. What and how you communicate
either builds or harms the relationship between you and your employees.
Situation
All situations are different. What you do in one situation will not always work in another.
You must use your judgment to decide the best course of action and the leadership
style needed for each situation. For example, you may need to confront an employee for
inappropriate behavior, but if the confrontation is too late or too early, too harsh or too
weak, then the results may prove ineffective.
Also note that the situation normally has a greater effect on a leader's action than his or
her traits. This is because while traits may have an impressive stability over a period of
time, they have little consistency across situations.
Various forces will affect these four factors. Examples of forces are your relationship
with your seniors, the skill of your followers, the informal leaders within your
organization, and how your organization is organized.
This model suggests that leaders can be put into one of these four categories and there
are times when one approach is appropriate and times when it would not be. That is,
any style can be effective or ineffective, depending upon the situation. Relying on only
one of these approaches would be inadequate, thus we should strive to be conscious of
all four approaches, and not just depend on one or two. For example, during a major
organization change, a Structural leadership style may be more effective than a
Symbolic leadership style; during a period when strong growth is needed, the Symbolic
approach may be better. We also need to understand ourselves as each of us tends to
have a preferred approach. We need to be conscious of this at all times and be aware
of the limitations of just favoring one approach.
Structural Framework
In an effective leadership situation, the leader is a social architect whose leadership
style is analysis and design. While in an ineffective leadership situation, the leader is a
petty tyrant whose leadership style is details. Structural Leaders focus on structure,
strategy, environment, implementation, experimentation, and adaptation.
Human Resource Framework
In an effective leadership situation, the leader is a catalyst and servant whose
leadership style is support, advocating, and empowerment. while in an ineffective
leadership situation, the leader is a pushover, whose leadership style is abdication and
fraud. Human Resource Leaders believe in people and communicate that belief; they
are visible and accessible; they empower, increase participation, support, share
information, and move decision making down into the organization.
Political Framework
In an effective leadership situation, the leader is an advocate, whose leadership style is
coalition and building. While in an ineffective leadership situation, the leader is a hustler,
whose leadership style is manipulation? Political leaders clarify what they want and
what they can get; they assess the distribution of power and interests; they build
linkages to other stakeholders, use persuasion first, then use negotiation and coercion
only if necessary.
Symbolic Framework
In an effective leadership situation, the leader is a prophet, whose leadership style is
inspiration. While in an ineffective leadership situation, the leader is a fanatic or fool,
whose leadership style is smoke and mirrors. Symbolic leaders view organizations as a
stage or theater to play certain roles and give impressions; these leaders use symbols
to capture attention; they try to frame experience by providing plausible interpretations
of experiences; they discover and communicate a vision.
Managerial Grid
The Blake and Mouton Managerial Grid (1985) uses two axes:
1. "Concern for people" is plotted using the vertical axis
2. "Concern for task or results" is plotted along the horizontal axis.
They both have a range of 0 to 9. The notion that just two dimensions can describe a
managerial behavior has the attraction of simplicity. These two dimensions can be
drawn as a graph or grid:
Most people fall somewhere near the middle of the two axes — Middle of the Road. But,
by going to the extremes, that is, people who score on the far end of the scales, we
come up with four types of leaders:
The goal is to be at least in the Middle of the Road but preferably a Team Leader —
that is, to score at least between a 5,5 to 9,9.
Authoritarian Leader
(high task, low relationship)
People who get this rating are very much task oriented and are hard on their workers
(autocratic). There is little or no allowance for cooperation or collaboration. Heavily task
oriented people display these characteristics: they are very strong on schedules; they
expect people to do what they are told without question or debate; when something
goes wrong they tend to focus on who is to blame rather than concentrate on exactly
what is wrong and how to prevent it; they are intolerant of what they see as dissent (it
may just be someone's creativity), so it is difficult for their subordinates to contribute or
develop.
Team Leader
(high task, high relationship)
This type of person leads by positive example and endeavors to foster a team
environment in which all team members can reach their highest potential, both as team
members and as people. They encourage the team to reach team goals as effectively
as possible, while also working tirelessly to strengthen the bonds among the various
members. They normally form and lead some of the most productive teams.
Impoverished Leader
(low task, low relationship)
A leader who uses a "delegate and disappear" management style. Since they are not
committed to either task accomplishment or maintenance; they essentially allow their
team to do whatever it wishes and prefer to detach themselves from the team process
by allowing the team to suffer from a series of power struggles.
The most desirable place for a leader to be along the two axes at most times would be a
9 on task and a 9 on people — the Team Leader. However, do not entirely dismiss the
other three. Certain situations might call for one of the other three to be used at times.
For example, by playing the Impoverished Leader, you allow your team to gain self-
reliance. Be an Authoritarian Leader to instill a sense of discipline in an unmotivated
worker. By carefully studying the situation and the forces affecting it, you will know at
what points along the axes you need to be in order to achieve the desired result.
Total Leadership
What makes a person want to follow a leader? People want to be guided by those they
respect and who have a clear sense of direction. To gain respect, they must be ethical.
A sense of direction is achieved by conveying a strong vision of the future.
When a person is deciding if she respects you as a leader, she does not think about
your attributes, rather, she observes what you do so that she can know who you
really are. She uses this observation to tell if you are an honorable and trusted leader or
a self-serving person who misuses authority to look good and get promoted. Self-
serving leaders are not as effective because their employees only obey them, not follow
them. They succeed in many areas because they present a good image to their seniors
at the expense of their workers.
Be Know Do
The basis of good leadership is honorable character and selfless service to your
organization. In your employees' eyes, your leadership is everything you do that effects
the organization's objectives and their well-being. Respected leaders concentrate on:
What makes a person want to follow a leader? People want to be guided by those they
respect and who have a clear sense of direction. To gain respect, they must be ethical.
A sense of direction is achieved by conveying a strong vision of the future
2.8 LEADERSHIP STYLES
Leadership style is the manner and approach of providing direction, implementing plans,
and motivating people. Kurt Lewin (1939) led a group of researchers to identify different
styles of leadership. This early study has been very influential and established three
major leadership styles. The three major styles of leadership are
Authoritarian or autocratic
Participative or democratic
Delegative or Free Reign
Although good leaders use all three styles, with one of them normally dominant, bad
leaders tend to stick with one style.
Authoritarian (autocratic)
This style is used when leaders tell their employees what they want done and how they
want it accomplished, without getting the advice of their followers. Some of the
appropriate conditions to use it is when you have all the information to solve the
problem, you are short on time, and your employees are well motivated.
Some people tend to think of this style as a vehicle for yelling, using demeaning
language, and leading by threats and abusing their power. This is not the authoritarian
style, rather it is an abusive, unprofessional style called bossing people around. It has
no place in a leader's repertoire.
The authoritarian style should normally only be used on rare occasions. If you have the
time and want to gain more commitment and motivation from your employees, then you
should use the participative style.
Participative (democratic)
This style involves the leader including one or more employees in the decision making
process (determining what to do and how to do it). However, the leader maintains the
final decision making authority. Using this style is not a sign of weakness, rather it is a
sign of strength that your employees will respect.
This is normally used when one have part of the information, and your employees have
other parts. Note that a leader is not expected to know everything -- this is why one
employ k n o w l e d g e a b l e and s k i l l f u l employees. Using this style is of mutual
benefit -- it allows them to become part of the team and allows you to make better
decisions.
This is not a style to use so that you can blame others when things go wrong, rather this
is a style to be used when you fully trust and confidence in the people below you. Do
not be afraid to use it, however, use it wisely!
There is a difference in ways leaders approach their employee. Positive leaders use
rewards, such as education, independence, etc. to motivate employees. While negative
employers emphasize penalties. While the negative approach has a place in a leader's
repertoire of tools, it must be used carefully due to its high cost on the human spirit.
Negative leaders act domineering and superior with people. They believe the only way
to get things done is through penalties, such as loss of job, days off without pay,
reprimand employees in front of others, etc. They believe their authority is increased by
frightening everyone into higher lever of productivity. Yet what always happens when
this approach is used wrongly is that morale falls; which of course leads to lower
productivity.
Also note that most leaders do not strictly use one or another, but are somewhere on a
continuum ranging from extremely positive to extremely negative. People who
continuously work out of the negative are bosses while those who primarily work out of
the positive are considered real leaders.
Keeping the above in mind, it seems that some picture paternalistic behavior as almost
a barbaric way of getting things accomplished. Yet, leadership is all about getting things
done for the organization. And in some situations, a paternalistic style of decision-
making might be required; indeed, in some cultures and individuals, it may also be
expected by not only those in charge, but also the followers. That is what makes
leadership styles quite interesting -- they basically run along the same continuum as
Hofstede's PDI, ranging from paternalistic to consultive styles of decision making. This
allows a wide range of individual behaviors to be dealt with, ranging from beginners to
peak performers. In addition, it accounts for the fact that not everyone is the same.
However, when paternalistic or autocratic styles are relied upon too much and the
employees are ready and/or willing to react to a more consultive type of leadership
style, then it normally becomes quite damaging to the performance of the organization.
Fiedler's contingency theory postulates that there is no single best way for managers to
lead. Situations will create different leadership style requirements for a manager. The
solution to a managerial situation is contingent on the factors that impinge on the
situation. For example, in a highly routine (mechanistic) environment where repetitive
tasks are the norm, a relatively directive leadership style may result in the best
performance, however, in a dynamic environment a more flexible, participative style
may be required.
Fiedler looked at three situations that could define the condition of a managerial task:
1. Leader member relations: How well do the manager and the employees get along?
Another aspect of the contingency model theory is that the leader-member relations,
task structure, and position power dictate a leader's situational control. Leader-member
relations are the amount of loyalty, dependability, and support that the leader receives
from employees. It is a measure of how the manager perceives he or she and the group
of employees is getting along together. In a favourable relationship the manager has a
high task structure and is able to reward and or punish employees without any
problems. In an unfavourable relationship the task is usually unstructured and the
leader possesses limited authority. The spelling out in detail (favourable) of what is
required of subordinates affects task structure.
Positioning power measures the amount of power or authority the manager perceives
the organization has given him or her for the purpose of directing, rewarding, and
punishing subordinates. Positioning power of managers depends on the taking away
(favourable) or increasing (unfavourable) the decision-making power of employees.
The task-motivated style leader experiences pride and satisfaction in the task
accomplishment for the organization, while the relationship-motivated style seeks to
build interpersonal relations and extend extra help for the team development in the
organization. There is no good or bad leadership style. Each person has his or her own
preferences for leadership. Task-motivated leaders are at their best when the group
performs successfully such as achieving a new sales record or outperforming the major
competitor. Relationship-oriented leaders are at their best when greater customer
satisfaction is gained and a positive company image is established.
CHAPTER-3
OBJECTIVE:-
To study the relationship between Leadership and Emotional Intelligence. The research
is basically being conducted to find out how Emotional Intelligence of Executives,
working in an organization effects their Leadership qualities.
To find out the impact of Emotional intelligence on the two traits of Leadership i.e.,
Concern for People, and Concern for Task.
Emotional Intelligence is a very critical area now-a-days for management to deal with. It
encompasses the whole of individual’s personality, perception, values and attitude
towards work. Emotional Intelligence in leadership is a deciding factor for the success of
the leader as he has to make people wok according o him and this can only be done if
the leader has the ability to direct the emotions of people working under him.
Nearly almost all the employees are driven by their emotions in one way or the other
and this fact makes Emotional Intelligence one of the most important factor for success
in work. The reason for choosing this topic is because of its imperative importance in
workplace and its powerful impact over people.
Hypothesis:-
LITERATURE REVIEW
The most distant roots of Emotional intelligence can be traced back to Darwin’s early
work on the importance of emotional expression for survival and second adaptation. In
the 1900s, even though traditional definitions of intelligence emphasized cognitive
aspects such as memory and problem solving, several influential researchers in the
intelligence field of study had begun to recognize the importance of the non-cognitive
aspects. For instance, as early as 1920, Thorndike used the term social intelligence to
describe the skill of understanding and managing other people
.
Prior research has explored the concept of emotional intelligence, which is the ability
both to know one’s own emotions and to read others’ emotions as well. Work by
Goleman (1995; 1998) has assessed the link between emotional intelligence and
leadership ability. Goleman researched and analyzed 188 companies (primarily large
and global organizations), to determine the personal capabilities among leaders which
appeared to drive outstanding performance within these organizations, and to what
degree they did so. According to Goleman’s research, emotional intelligence proved to
be twice as important as technical skills and cognitive abilities for leadership jobs at all
levels of an organization. Intellect remained a driver of outstanding performance, and
cognitive skills such as big picture thinking and long-term vision were also important, but
mainly as “threshold capabilities”: entry level requirements for executive positions
In Gardner's view, traditional types of intelligence, such as IQ, fail to fully explain
cognitive ability. Thus, even though the names given to the concept varied, there was a
common belief that traditional definitions of intelligence are lacking in ability to fully
explain performance outcomes.
Pennsylvania State University study done by Sosik and Megerian (1999) looked at the
self-awareness component of emotional intelligence and transformational leadership.
The results of the study provided empirical support for emotional intelligence being the
foundation of other aspects of leadership. The data for the study were collected from
300 employees. Managers reported their assessment of their emotional intelligence and
leadership behavior; the subordinates reported their view of their manager’s
transformational leadership behavior and performance outcomes; and each manager’s
superior rated managerial performance. The study tried to answer two questions. The
first question tried to find "what aspects of [emotional intelligence] differentiate those
leaders who are in agreement with others concerning their transformational leadership
qualities from those who are not in agreement" and "how do non-military leaders who
are in agreement with others regarding their transformational leadership qualities differ
in terms of performance from those who are not in agreement"
The study comparing Benchmarks results with scores from the Baron Emotional
Quotient Inventory (EQ-i™), an assessment of emotional intelligence, found that ten of
the sixteen skills and perspectives assessed by Benchmarks were strongly associated
with one or more emotional intelligence measures. In other words, higher levels of
certain emotional intelligence components appear to be connected to better
performance in those ten areas.
Caruso et al. (in press) have also discussed theoretical relationships between emotional
intelligence and effective leadership and have hypothesised specifically how emotional
intelligence facilitates the functioning of an effective leader. These hypothesised
relationships are derived from Mayer and Salovey’s (1997) four-branch model of
emotional intelligence.
CHAPTER-5
RESEARCH METHODOLOGY
DATA COLLECTION METHOD
The source of the data collection is primary. This states that the data is taken directly
from the executives and not from the past data records.
The data is being collected through questionnaire related to Emotional Intelligence and
Leadership. The questionnaire consists 10 questions of Emotional Intelligence and 35
questions of Leadership.
Each question of Emotional Intelligence questionnaire has four options to mark and the
weightage marks is different for each option as per the requirement of the questions.
The questionnaire of Leadership is divided into two parts i.e. concern for task and
concern for people. Each question is assigned 1 marks. Questions are assigned to
these two parts individually and the marks are calculated accordingly individually for
concern for task as well as concern for people. Together, they give total score for
Leadership. Questions, that are assigned to concern for people are 3, 5, 8, 10,
15, 18, 19, 22, 24, 26, 28, 30, 32, 34 and 35. Remaining questions gives the score of
concern for task.
SAMPLING
The universe in the research is the Executives of the organization and the sample size
is 150.
TEST APPLIED
The datas are being arranged in the MS Excel sheet. After arranging the data, the test
is applied. The test applied is Pearson Correlation and Regression using SPSS
software.
CHAPTER-6
6.1HYPOTHESIS ANALYSIS:-
The null hypothesis that there is no significant relationship between the emotional
intelligence and the leadership has been rejected in this research.
6.2 CORRELATION BETWEEN EMOTIONAL INTELLIGENCE AND TOTAL SCORE
OF LEADERSHIP
EMOTIONAL
INTELLIGENCE TOTAL
N 150 150
N 150 150
N 150 150
N 150 150
6.3 CORRELATION BETWEEN EMOTIONAL INTELLIGENCE AND
CONCERN FOR TASK
N 150 150
N 150 150
6. 4ANALYSIS OF CORRELATION
This means that there is a strong relationship between your two variables. This means
that changes in one variable are strongly correlated with changes in the second
variable. In our example, Pearson’s r is 0.985. This number is very close to 1. For this
reason, we can conclude that there is a strong relationship between our water and skin
variables. However, we cannot make any other conclusions about this relationship,
based on this number.
This means that there is a weak relationship between your two variables. This means
that changes in one variable are not correlated with changes in the second variable. If
our Pearson’s r were 0.01, we could conclude that our variables were not strongly
correlated.
When Pearson’s r is positive (+)…
This means that as one variable increases in value, the second variable also increase in
value. Similarly, as one variable decreases in value, the second variable also decreases
in value. This is called a positive correlation. In our example, our Pearson’s r value of
0.985 was positive. We know this value is positive because SPSS did not put a negative
sign in front of it. So, positive is the default. Since our example Pearson’s r is positive,
we can conclude that when the amount of water increases (our first variable), the
participant skin elasticity rating (our second variable) also increases.
This means that as one variable increases in value, the second variable decreases in
value. This is called a negative correlation. In our example, our Pearson’s r value of
0.985 was positive. But what if SPSS generated a Pearson’s r value of -0.985? If SPSS
generated a negative Pearson’s r value, we could conclude that when the amount of
water increases (our first variable), the participant skin elasticity rating (our second
variable) decreases.
It can be concluded that there is no statistically significant correlation between your two
variables. That means, increases or decreases in one variable do not significantly relate
to increases or decreases in your second variable.
It can be concluded that there is a statistically significant correlations between your two
variables. That means, increases or decreases in one variable do significantly relate to
increases or decreases in your second variable.
The Pearson’s r for Correlation between Emotional Intelligence and Total Leadership
score is .080. This means that there is a relationship between the two variables. So it
can be concluded that changes in one variable is correlated with changes in the second
variable.
The sig (2-tailed) value for correlation between Emotional Intelligence and Total
Leadership score is 0.333 which again shows a relation between the two variables.
The sig (2-tailed) value for correlation between Emotional Intelligence and Concern for
People is 0.186 which further strengthens the relationship between the two variables.
The sig (2-tailed) value for correlation between Emotional Intelligence and Concern for
Task is 0.606 which shows a relationship between the two variables.
Model Summary
The value of R is 0.803 and R Square is 0.601, which shows that the relationship between
Emotional Intelligence and Total Leadership score is strong as the model fits the data well.
If the significance value of the F statistic is small (smaller than say 0.05) then the
independent variables do a good job explaining the variation in the dependent variable.
If the significance value of F is larger than say 0.05 then the independent variables do
not explain the variation in the dependent variable, and the null hypothesis that all the
population values for the regression coefficients are 0 is accepted.
Coefficients
Standardized
Unstandardized Coefficients Coefficients
The value of F statistic is 0.030, which is smaller than 0.05. this shows that the
relationship between the independent variable i.e. Emotional Intelligence and the
dependent variable i.e. Total Leadership score is strong.
6.7 REGRESSION BETWEEN EMOTIONAL INTELLIGENCE AND CONCERN
FOR TASK
Variables Entered/Removed
Variables Variables
Model Entered Removed Method
1 EMOTIONAL . Enter
a
INTELLIGENCE
Model Summary
Adjusted R Std. Error of the
Model R R Square Square Estimate
The value of R is 0.425 and R Square is -.501, which shows that the relationship
between Emotional Intelligence and Total Leadership score is strong as the model fits
the data well.
ANOVA
Model Sum of Squares df Mean Square F Sig.
The value of F statistic is 0.027, which is smaller than 0.05. this shows that the
relationship between the independent variable i.e. Emotional Intelligence and the
dependent variable i.e. Total Leadership score is strong. In this the independent
variables do explain the variation in the dependent variable.
Coefficients
Standardized
Unstandardized Coefficients Coefficients
Variables Entered/Removed
Variables Variables
Model Entered Removed Method
1 EMOTIONAL . Enter
a
INTELLIGENCE
The value of R is 0.108 and R Square is .005, which shows that the relationship
between Emotional Intelligence and Total Leadership score is weak as the model does
not fit the data well.
ANOVA
Model Sum of Squares df Mean Square F Sig.
The value of F statistic is 0.429, which is smaller than 0.05. this shows that the
relationship between the independent variable i.e. Emotional Intelligence and the
dependent variable i.e. Total Leadership score is strong. In this the independent
variables explains the variation in the dependent variable.
Coefficients
Standardized
Unstandardized Coefficients Coefficients
CHAPTER 7
CONCLUSION:-
They also illustrate how the manager who can think accurately and clearly about
emotions, may often be in a better position to anticipate, cope with, and effectively
manage change. A leader has to have emotional intelligence to align personal and
subordinate goals to accomplish company goals.
Leaders who are high in EI may be better equipped to develop stronger teams, and to
communicate more effectively with others. People high in EI will build real social fabric
within an organization, and between an organization and those it serves, whereas those
low in EI may tend to create problems for the organization through their individual
behaviors. This story is still being written and we urge both researchers and
practitioners to proceed knowing that new findings will continue to change and improve
our understanding
Emotional Intelligence does not fit the classic historical models of leadership. The latter
are usually associated with great figures of military history and conjure up charismatic
and sometimes despotic images. However, people often use the same language for
leadership today - bold, brave and tough with a strong sense of purpose and resolve.
However, this does not fit today's needs, because:
• Today’s workforce does not accept the autocratic style often adopted by leaders
following historical models of leadership.
• employees now have far more options and choices than the foot soldiers of
yesterday
Emotional intelligence plays a critical role in our working lives since the relationships we
form are governed by rules of behaviour - of cooperation and dominance, among others
- that are triggered by our emotions. Being able to understand emotional intelligence,
and its impact on personnel and the organization, is what makes an individual, at least
in part, emotionally intelligent. Not surprisingly, then, business leaders who can
"embrace the emotional side of an organization will infuse strength and meaning into
management structures, and bring them to life.
The phrase "emotional intelligence" was coined by Yale psychologist Peter Salovey and
the University of New Hampshire's John Mayer to describe qualities like understanding
one's own feelings, empathy for the feelings of others and "the regulation of emotion in
a way that enhances living “The systematic study of emotional intelligence (EI) is often
dated to the early 1990s, when scientific articles suggested that there existed an
unrecognized but important human mental ability to reason about emotions and to use
emotions to enhance thoughts. From self-awareness, understanding one’s emotion and
being clear about one’s goals.
The most effective leaders we have known possess great reserves of empathy,
interpersonal astuteness, awareness of their own feelings, and awareness of their
impact on others, but more importantly, they apply these capabilities judiciously as best
benefits the situation. The key to this is self-regulation: having some minimum level of
these emotional intelligences will help one be effective as a leader, as long as they are
channeled appropriately. Having a large amount of these capabilities may be too much
of a good thing if they are allowed to drive inappropriate behavior.
In addition, emotional intelligence alone does not guarantee good leadership. From a
moral standpoint, emotional intelligence is neither good nor bad. Emotionally intelligent
leaders can be manipulative, selfish, and dishonest, just as they can be altruistic,
focused on the general welfare, and highly principled. It is also not the only way that an
effective leader needs to be “intelligent”. Serious consideration of other qualities that
make for effective leadership, such as mental capacity, confidence, integrity, drive, and
wisdom, must also be factored in.
All in all, investigating how leaders’ capabilities in the emotion domain or their emotional
intelligence contribute to their effectiveness certainly seems worthy of future empirical
research and theorizing. The research has helped in unfolding the reasons behind my
topic i.e. “A study of relationship between Emotional Intelligence and Leadership”.
.
..
CHAPTER-8
LIMITATION OF STUDY
Due to time constraint and cost, the study is not diversified instead, it is confined
to a particular target group of Executives.
The sample composition in this research did not control for biographical factors.
The data generated by this research, therefore, is limited to the demographic
confines of the sample population.
The sample size is not sufficient to get the accurate result of the study.