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EMOTIONAL INTELLIGENCE COMPETENCIES AND THEARMY LEADERSHIP REQUIREMENTS MODEL
A thesis presented to the Faculty of the U.S. Army Command and General Staff College in partial fulfillment of the requirements for the degree MASTER OF MILITARY ART AND SCIENCE General Studies
by TANEKKIA M. TAYLOR-CLARK, MAJOR, U.S. ARMY B.S.N., University of South Alabama, Mobile, Alabama, 2003 M.S.N., University of South Alabama, Mobile, Alabama, 2011
Fort Leavenworth, Kansas 2015
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1. REPORT DATE 12 - 06 - 2015 (DD-MM-YYYY) 2. REPORT TYPE Master’s Thesis 3. DATES COVERED AUG 2014 – JUN (From 201 - (^) 5 To) 4. TITLE AND SUBTITLE Emotional Intelligence Competencies and the Army Leadership Requirements Model
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6. AUTHOR(S) Major Tanekkia M. Taylor-Clark, U.S. Army
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- ABSTRACT** Stewards of the profession and protectors of the nation, Army leaders have an immense responsibility to ensure thecurrent and future success of the Army. This responsibility is less about the hard skills of cognitive intelligence, technical knowledge, and tactical proficiency and more about the soft skills of emotional intelligence. Emotionalintelligence competencies parallel, enhance, and even enable the Army leader attributes and competencies. The Army leadership doctrine fails to identify a direct relationship between emotional intelligence competencies andthe Army leader attributes and competencies, yet implies that emotional skills are an integral part of the characteristics and capabilities of an Army leader. This study examines the relationship between emotionalintelligence competencies and the attributes and core competencies required of an Army leader. A clear understanding of the emotional intelligence requirements that Army leader’s use in the act of leading creates amore balanced and comprehensive illustration of Army leader requirements. An understanding of the relationship between emotional intelligence and what is required of an Army leader can lead to modifications in Armyleadership doctrine, leader assessments, professional Army leader development programs, and Army leader evaluation practices. 15. SUBJECT TERMS Emotional Intelligence, Army Leader Attributes, Army Leader Core Competencies 16. SECURITY CLASSIFICATION OF: 17. LIMITATION OF ABSTRACT^ 18. NUMBER OF PAGES^ 19a. NAME OF RESPONSIBLE PERSON a. REPORT (U) b. ABSTRACT (U) c. THIS PAGE (U) (^) (U) 120 19b. PHONE NUMBER (include area code ) Standard Form 298 (Rev. 8 Prescribed by ANSI Std. Z39.18 -98)
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ABSTRACT
EMOTIONAL INTELLIGENCE COMPETENCIES AND THE ARMY LEADERSHIP
REQUIREMENTS MODEL, by Major Tanekkia M. Taylor-Clark, 120 pages. Stewards of the profession and protectors of the nation, Army leaders have an immense responsibility to ensure the current and future success of the Army. This responsibility isless about the hard skills of cognitive intelligence, technical knowledge, and tactical proficiency and more about the soft skills of emotional intelligence. Emotional intelligence competencies parallel, enhance, and even enable the Army leader attributes and competencies. The Army leadership doctrine fails to identify a direct relationship between emotional intelligence competencies and the Army leader attributes andcompetencies, yet implies that emotional skills are an integral part of the characteristics and capabilities of an Army leader. This study examines the relationship between emotional intelligence competencies and the attributes and core competencies required of an Army leader. A clear understanding of the emotional intelligence requirements that Army leader’s use in the act of leading creates a more balanced and comprehensiveillustration of Army leader requirements. An understanding of the relationship between emotional intelligence and what is required of an Army leader can lead to modifications in Army leadership doctrine, leader assessments, professional Army leader development programs, and Army leader evaluation practices.
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ACKNOWLEDGMENTS
This thesis would not have been possible without the support of my committee, COL (R) Mark McManigal, Dr. Greg Ruark, Dr. Sena Garven, LTC Joseph Kreb, and MAJ Wade Jackson. Thank you for your dedication, advice, and persistent faith in the project. I would also like to extend my gratitude and appreciation to LTC (R) Robert Garven, Dr. Terry Beckenbaugh, and Mrs. Venita Krueger for your valuable advice and support throughout the entire research process. To my five-year old son, Ayden…Thank you sweetheart for your patience and understanding. I will be forever grateful for your unconditional love and sacrifice. Ayden, you are my purpose, my strength, and every breath that I breathe. Mommy loves you “the most”! To my mother, Lisa…You are my biggest fan. Thank you for believing in my dreams. Your unwavering love, support, and kindness continues to inspire me. You are the most resilient person that I know. You taught me perseverance. Words cannot express my love for you. To my family, friends, peers, and mentors…Thank you for your support and encouragement. It truly takes a village and I am grateful for each of you. I have always admired and cheered for the “underdog”... he humbles me. The moment I looked in the mirror and realized I was the “underdog”... inspired me. Fight! And don’t stop fighting until you are victorious. ―MAJ Tanekkia M. Taylor-Clark
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- Goodness and Trustworthiness
- Researcher Position....................................................................................................... Limitations
- Delimitations
- Summary
- CHAPTER 4 ANALYSIS
- Part 1: Crosswalk Overview - Army Leader Attributes - Army Core Leader Competencies..........................................................................
- Levels of Army Leadership
- Army Leadership Requirements Model and Emotional Intelligence Crosswalk Self-awareness Competencies (Know Thy Self)
- Emotional Self-awareness
- Accurate Self-assessment.......................................................................................
- Self-confidence
- Self-management Competencies (The Hard Right versus The Easy Wrong)........... Self-control
- Trustworthiness
- Conscientiousness
- Adaptability............................................................................................................
- Achievement Orientation Initiative
- Social Awareness Competency Cluster (Servant Leadership)..................................
- Empathy
- Organizational Awareness
- Social Skills Competency Cluster (No Man is an Island) Service Orientation
- Influence
- Inspirational Leadership.........................................................................................
- Developing Others
- Communication Change Catalyst
- Conflict Management.............................................................................................
- Building Bonds
- Team Work and Collaboration...............................................................................
- Part 2: Leadership Vignette Discussion Summary
- Vignette #1 Discussion
- The Take-away.......................................................................................................
- Emotional Intelligence in Action
- Vignette #2 Discussion The Take-away.......................................................................................................
- Emotional Intelligence in Action
- Vignette #3 Discussion viii
- The Take-away....................................................................................................... Emotional Intelligence Missing in Action
- Summary
- CHAPTER 5 CONCLUSION AND RECOMMENDATIONS
- Conclusion
- Recommendations Future Research
- Army Leadership Doctrine Modifications
- Incorporating Emotional Intelligence Development Programs
- Emotional Intelligence Leader Development Strategies
- Self-awareness Development Strategies Self-Management Development Strategies
- Social Awareness Development Strategies
- Social Skills Development Strategies
- Summary
- GLOSSARY
- APPENDIX A DIRECT LEVEL LEADERSHIP VIGNETTE.........................................
- APPENDIX B ORGANIZATIONAL LEVEL LEADERSHIP VIGNETTE
- APPENDIX C ORGANIZATIONAL LEVEL LEADERSHIP
- REFERENCE LIST
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TABLES
Page Table 1. Army Leadership Requirements Model and Emotional Intelligence Competency Crosswalk ................................................................................... 40 Table 2. Leadership Action Chart Vignette #1 .............................................................. 82 Table 3. Leadership Action Chart Vignette #2 .............................................................. 88 Table 4. Leadership Action Chart Vignette #3 .............................................................. 97
CHAPTER 1
INTRODUCTION
Emotional intelligence is the ability to sense, understand, and effectively apply the power and acumen of emotions as a source of human energy, information, connection, and influence. ―Robert K. Cooper and Ayman Sawaf, Executive EQ: Emotional Intelligence in Leadership and Organizations
Background The Army continues to conduct full-spectrum operations in a complex global environment. While confronted with tremendous resource constraints, Army leaders at all levels face high demands to make rapid decisions in environments characterized by uncertainty and friction. The Army charges its leaders with building cohesive teams, promoting resiliency, cultivating trust, and fostering positive command climates, while avoiding ethical or moral misjudgments. Army leaders must develop and communicate a common vision and set clear mission goals for the organization to be successful. Stewards of the profession and protectors of the nation, they have an immense responsibility to ensure the current and future success of the Army (Thomas 2006). These requirements are less about the hard skills of cognitive intelligence, technical knowledge, and tactical proficiency and more about the soft skills of emotional intelligence (Lackey 2011). Emotional intelligence parallels, enhances, and even enables the Army leader attributes and competencies, driving the mental and social faculties that Army leaders apply in the act of leading. Emotional intelligence is “the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and
percentage of Army leaders make the transition to strategic level leadership, leading large complex organizations and influencing diverse audiences. The socially complex nature of Army leadership requirements highlight the importance of emotional abilities and skills. Emotional intelligence influences every aspect of organizational effectiveness and affects numerous elements of leadership capability and interpersonal effectiveness (Cherniss 2000). Army leadership has evolved to match the growing need for mutual trust, disciplined initiative, and independence amid a complex operating environment in a concept known as “mission command” (Department of the Army 2012a). The concept of mission command requires Army organizational and strategic level leaders to communicate a compelling vision, purpose, and mission goals, and lead empowered organizations. Studies have demonstrated that leaders who consistently perform at higher levels and lead successful organizations possess technical skills, but more importantly, have mastered emotional intelligence competencies.
Problem Statement This study examines the relationship between emotional intelligence competencies and the attributes and competencies required of an Army leader. This study shows that emotional intelligence is a lynchpin to the Army leader attributes and competencies that drives the mental and social faculties that Army leaders apply in the act of leading. Therefore, the Army Leadership Requirements Model should incorporate emotional intelligence. The term “emotional” appears throughout Army leadership doctrine to describe emotional health as it relates to the holistic approach to fitness, emotional courage as it relates to Warrior Ethos, emotional energy as it relates to motivation and endurance, and
the emotional factors of self-control, balance, and stability. Army doctrine fails to identify a direct relationship between emotional intelligence competencies and the Army leader attributes and competencies, yet implies that emotional abilities and skills are an integral part of the characteristics and capabilities of an Army leader. The goal of the thesis is to examine the relationship between emotional intelligence competencies and the Army leader attributes and competencies. An understanding of the relationship between emotional intelligence and what is required of an Army leader can lead to modifications in Army leadership doctrine, leader assessments, professional Army leader development programs, and Army leader evaluation practices.
Research Question How are emotional intelligence competencies related to the Army leader attributes and competencies as described in the Army Leadership Requirements Model?
Significance of the Study This study will help to identify recommendations for Army leadership doctrine, leader assessments, professional Army leader development programs, and Army leader evaluation practices. The study may help to identify how emotional intelligence competencies or lack thereof affects an Army leader’s ability to lead effectively. The study could lead to new techniques to develop leaders with an emphasis on developing emotional intelligence competencies in concert with Army leader attributes and competencies. The researcher intends for this study to help Army officers understand the connection between emotional intelligence and the Army leader attributes and competencies and the importance of developing emotional intelligence in Army leaders.
CHAPTER 2
LITERATURE REVIEW
This literature review focuses on the relationship between emotional intelligence and effective leadership behaviors and competencies. The purpose of the thesis is to draw a theoretical link between mixed model emotional intelligence competencies and elements of effective leadership attributes and competencies as operationalized by Army leadership doctrine. Countless theories outline the characteristics that make up the most effective leader (Mandell and Pherwani 2003). Leadership is one of the most applied constructs to emotional intelligence competencies. This literature review discusses applicable research on emotional intelligence concepts, models, competencies, and assessments, as well as research regarding the relationship between emotional intelligence and leadership theory, leader behaviors, influence, individual performance, and organizational performance.
Background Research on emotional intelligence started as describing and assessing emotional intelligence. Recently, the focus of scholars shifted to understanding the purpose of interpersonal behavior and the role it plays in effective leadership (Zirkel 2000). The concept that emotions are one of the necessary mental operations in leadership, along with motivation and cognition provide the foundation for the emotional intelligence construct (Mayer and Salovey 1993). In fact, many emotion researchers posit that emotional intelligence represent an effective interaction between emotions and cognitions (Mayer and Salovey 1995; Mayer and Salovey 1997). Many research studies examine the
impact of emotions on effective decision-making (Mayer and Salovey 1993; Mayer, Caruso, and Salovey 2000). In the operational environment, emotions serve as indicators of threat and other negative experiences that help to drive responses to volatile circumstances.
Emotional Intelligence Models Models depicting the definitions and competencies of emotional intelligence are categorized as ability-based or a mixture of abilities and personality traits (Mayer, Caruso, and Salovey 2000). According to Mayer’s and Salovey’s (1997) ability-based model, emotional intelligence is a type of intelligence, separate of personality traits indicating the adeptness to process emotional information. This model proposes that emotional intelligence satisfies the criteria for recognition as a type of intelligence because measures of emotional intelligence are developmental in nature, improves with age and experience, and correlate with other types of mental abilities (Mayer, Caruso, and Salovey 2000). Mayer and Salovey (1997) state that the four basic processes of emotional intelligence are emotional perception, emotional facilitation, emotional understanding, and emotional management. These processes range from very basic skills to more advanced abilities (Mayer and Salovey, 1997). Individuals with high levels of emotional intelligence develop these abilities more quickly than those with lower levels of emotional intelligence do (Mayer and Salovey 1997). The mixed emotional intelligence model integrates both ability elements and personality traits (Mayer, Caruso, and Salovey 2000). Goleman (1995) and Bar-On’s (1997) delineations of emotional intelligence are more comprehensive and incorporate various personality traits. Goleman’s (1995) initial research referred to emotional
studies. Research by Ruderman, Hammum, Leslie, and Steed (2001) shows links between certain elements of emotional intelligence and certain behaviors associated with leadership effectiveness and ineffectiveness. Goleman, Boyatzis, and McKee (2002) established that the concept of emotional intelligence competencies consists of two domains, personal and social. The personal domain consists of two fundamental capabilities, self-awareness, and self-management. The social domain also consists of two fundamental capabilities, social awareness, and social skills. Figure 1 illustrates Goleman’s, Boyatzis’, and McKee’s (2002) emotional intelligence competency model, defines the fundamental capabilities or competency clusters, and lists the specific competencies required for each capability. This study uses Goleman’s, Boyatzis’, and McKee’s emotional intelligence competency model as the conceptual framework to crosswalk with the Army Leadership Requirements Model.
Personal Competence Domain Social Competence Domain Knowing your own emotions and how they affect your work^ Self-Awareness performance; knowing your own limitations and strengths andwelcoming constructive criticism. Self-Awareness Competencies Emotional Self-awareness Accurate Self-Assessment Self-Confidence
Recognizing and understanding the emotions of others; listening^ Social Awareness attentively and grasping the perspective of others. Social Awareness Competencies Empathy Organizational Awareness Service Orientation Managing your own emotions and channeling them in useful^ Self-Management ways; showing resilience in stressful times and seeing setbacks asopportunities rather than threats.
Self-Management Competencies Self-Control Conscientiousness^ Trustworthiness Achievement Orientation^ Adaptability Initiative
Accurately reading social situations and networks; interacting^ Social Skill smoothly and using these skills to persuade, lead, negotiate, andsettle disputes for cooperation and teamwork. Social Skill Competencies Inspirational leadership Developing Others^ Influence Change Catalyst^ Communication Conflict Management Building Bonds Teamwork and Collaboration Figure 1. Emotional Intelligence Competencies Source:Realizing the Power of Emotional Intelligence Daniel Goleman, Richard E. Boyatzis, and Annie McKee, (Boston, MA: Harvard Business School Primal Leadership: Press, 2002).
Emotional Intelligence Assessments The opposing models of emotional intelligence shaped the creation of various emotional intelligence assessments (Dulewicz and Higgs 2000; Mayer, Caruso, and Salovey 2000). Emotional intelligence assessments fall into three categories: ability- based, self-report, and observer-rating methods (Mayer, Caruso, and Salovey 2000). Each of these assessments addresses the different components and competencies of emotional intelligence. Ability-based assessments asks the test-taker to perform a series of tasks designed to assess the individual’s ability to perceive, identify, understand, and work with emotion (Cherniss 2000). The Mayer Salovey Caruso Emotional Intelligence Test is an ability-
