Leadership Communication: - Motivating with Emotional Intelligence

Transcription

1 Signe Møller Thostrup Student no.: May 5, 2011 Leadership Communication: - Motivating with Emotional Intelligence Supervisor: Simon Lind Fischer Number of characters: 54,496

2 Summary Emotions take up more and more focus in today s organizations. It is recognized that workers have feelings that should be considered in order to keep them motivated. However, this has not always been the case. When the Industrial Revolution was taking place, workers were being treated as machines; simply as a tool to produce. And it was believed that people would perform any task if the pay was high enough. But with time comes change and today money is not the desired form of motivation tools. Today leaders should be able to recognize each individual for the creative and intelligent human beings they are. Only this way is it possible to make sure that a workforce will get and stay motivated. An interesting, rather new, concept is Emotional Intelligence. This concept is about how one is able to monitor one s own and others feelings and use the information to develop oneself and others. This is especially interesting for contemporary leaders. Organizational communication has changed over time, and leaders could very well benefit by developing their emotional intelligence in order to get to know their employees even better. This is a way to learn about what employees need in order to feel happy and comfortable and hence enhance their want to perform above and beyond. Having a motivated workforce is crucial for an organization, especially when the world economy is unstable. It is the workforce that makes sure results can be seen on the bottom line and that the organization can survive. This thesis will look into how contemporary leaders can succeed in their attempt to motivate their employees by developing their own emotional intelligence. It will give an overview of the development within organizational communication to show how it has changed regarding the emotional focus. Furthermore, this thesis have a leadership perspective, therefore guidelines to becoming a great leader will be carefully touched upon. This will show how any leader in any organization can develop their skills when it comes to creating a workplace atmosphere that is safe and motivating. Following is a focus on emotional intelligence. This elaborates on the different components within the concept as well as the importance of developing one s emotional intelligence. Also, the importance of IQ (Intelligence Quotient) and EQ (Emotional Quotient), respectively, will be touched upon. All the above will flow into the connection between emotional intelligence and motivation. Why motivation is important, and what emotional intelligence can add to the equation. All information throughout the thesis is derived from research and studies. Several viewpoints are evaluated on to show as precise a result as possible. Research is being used

3 to show that the concepts and ideas are applicable to any organization as long as the organizational communication approach follows the general development. The research will show how important it is for leaders to develop their skills all the time; status quo is not an option. It will show how important it is for leaders to get to know themselves, their values and ideas for the future before they will be able to lead others to success as well. Furthermore, the thesis will present the importance of emotional intelligence in today s organizations in relation to motivation. The reader will be able to see a clear connection between emotional intelligence, motivation and success. Success for leaders, their subordinates and the organization as a whole. Summary character count: 2,948

4 Table of Contents 1 Introduction Problem statement Method and Structure Scientific Theoretical Position Theoretical Framework Delimitations Historical development Classical Approach Human Relations Approach Human Resources Approach Leadership What makes a great leader? The Five Practices of Exemplary Leadership Model the Way Inspire a Shared Vision Challenge the Process Enable Others to Act Encourage the Heart Emotional Intelligence Self-awareness Self-regulation Motivation Empathy Social Skill IQ vs. EQ Motivation Importance of motivation in the workplace Effect of Emotional Intelligence on motivation Conclusion Works Cited Appendices... 29

5 1 Introduction Leadership communication has evolved a great deal over time. For many years the general idea was to leave emotions out of the workplace and focus only on the tasks at hand and how to get those tasks done in the most beneficial way (Miller 17-18). Today, more focus is on the exact opposite. Contemporary leaders have a much larger focus on emotions, feelings and psychology in general than ever before. It is generally recognized that in order to get a highly effective workforce, leaders need to motivate their employees based highly on psychological aspects (Goleman, Boyatzis and McKee, 5). What is important to remember is that to motivate employees, leaders must be aware of how they communicate and act in the organization. This is where emotions come into play. If the employees feelings are left out of the equation the leader will most likely fail in communicating anything. And if worse comes to worst, the organization could lose a very effective workforce. In order to understand why emotions are so important in contemporary leadership communication, it is important to understand how communication has developed over time. Therefore, this thesis will take the reader through the journey of organizational communication, starting with the Classical approach focusing on the machine metaphor, through the Human Relations approach ending with the Human Resources approach. A very long time ago workers were seen as nothing but a tool and today they are seen as the human beings they are. This is the development that is important to know in order to truly understand why it is important for leaders to keep emotions and feelings in mind when communicating with their employees. Following the historical overview of organizational communication, comes a thorough description and evaluation of what a great leader is. What makes a good leader? What does the contemporary leader consist of? The reason for this part is to give the reader a clear picture of what a leader should keep in mind in today s organizations in order to connect with the employees and create a motivated and effective workforce. There are several ideas about what makes a great leader, but due to the restrictions in page length, this part of the thesis will only dig into the Five Practices of Exemplary Leadership. Because of the simplicity of these practices, they are very good guidelines to great leadership. Page 1 of 36

6 If a leader follows the Five Practices mentioned above, he or she should have created a very trustful and respectful work environment. What leaders say and do is a crucial dimension in leadership (Goleman, Boyatzis and McKee, 4). This leads to a very important aspect of leadership: Emotional Intelligence. This part of the thesis will give an introduction to what Emotional Intelligence is and how important it is in today s organizations. There are several components to Emotional Intelligence, and each one will be thoroughly evaluated. Furthermore, the section will look at the difference between IQ and EQ; whether EQ is the new IQ or if a mix of the two is the best. The reader should then have an idea of the historical development in organizational communication, how a leader should communicate and act and why. The focus will be pointed towards the importance of Emotional Intelligence, which is apparent in many leaders. All this will lead to motivation. This section will be about why motivation is even important in a workplace. Also, different people get motivated based on different aspects, so to relate the whole thesis, the section will look at how the use of Emotional Intelligence can help leaders in the surge to motivate employees. Finally, when all aspects of the thesis have been explored, it will all be connected in a conclusion. All the research, interpretations and discussions will be summed up in order to give a clear overview of the findings. Also, in the end an answer to the problem statement will be presented. Obviously the answer will be based on findings from the entire thesis. 1.1 Problem statement As mentioned earlier, leadership communication has evolved quite a bit over time and today focus is more and more on the people doing the work; the human resources. Their emotions and feelings are taken into consideration in order to create motivation among all. A large part of this contemporary leadership style is the focus on emotional intelligence, which really is about ( ) the ability to monitor one s own and others feelings and emotions, to discriminate among them and to use this information to guide one s thinking and actions (Salovey and Mayor 189). In relation to this, a problem statement has been worked out, which will be answered from findings throughout the thesis. How could contemporary leaders succeed in their attempt to motivate employees by developing their own Emotional Intelligence? Page 2 of 36

7 In order to be able to find an answer to the problem statement it is necessary to resolve several sub-questions. First of all, what makes a great leader? What capabilities do they have and how can they become even better? After that, the focus will be on emotional intelligence and how it relates to motivation. The first question to answer in relation to that is: what is emotional intelligence? And how can leaders use it to motivate their employees? Another question is why it is even important to motivate employees who benefits from it? All of the above are questions that this thesis will present an answer to. Trough thorough research, a detailed description, profound analysis and well thought discussions will be presented in this thesis in order to deliver an answer to the problem statement. 1.2 Method and Structure The content of this thesis will be a description, evaluation and discussion of theory and research. Information and viewpoints will be taken from a number of different researchers to give the reader a broad and in-depth view of the different areas in focus. However, the thesis will also present criticism that has been given to the use of emotional intelligence. The reason why both sides will be presented is that the thesis will then show a realistic view on the different subjects touched upon. Also, the interpretation will be based on solid knowledge about both sides of the case. Besides interpreting and evaluating on the theory and research, the thesis will also present outcomes from different studies conducted within the different fields. This will show the reader that the theory presented works in practice and that it is not just based on assumptions but facts. The reason for choosing theory and research as basis for the thesis is that it will show how it is possible to apply the findings to all organizations and all leaders. The goal is to show that this has worked in numerous cases and not just one or two, and that it can work wherever people set their minds to it. Theory will show how leaders could use a tool such as emotional intelligence to enhance motivation and to develop the organization. If point of departure was taken from one single organization, it would not be possible to show how applicable the research is; it would only show how great it worked out in that one isolated case. It has already been touched upon how this thesis will be structured in the introduction. However, to make it clear, this thesis will be structured like a funnel. In the beginning the focus will be broad in order to give the reader a good overview of the historical development, which is basis for the whole thesis. Then, the focus will be narrower as the Page 3 of 36

8 thesis develops. Every aspect of the thesis will be looked at, described, discussed and evaluated on. Every step of the thesis will lead the reader to an answer to the problem statement. It will be a natural journey through the different elements and the reader will be able to see a clear connection between the different steps of the thesis. Finally, all the information from the thesis will be connected and there will be a clear answer to the problem statement based on thorough research and discussions Scientific Theoretical Position In relation to the above mentioned use of theory and interpretation of research, a scientific theoretical position has been taken. This whole thesis will be based on the interpretation of information and research, and therefore hermeneutics will be the basis of this thesis. Hermeneutics is concerned with the interpretation of texts (Daymon & Holloway 151). According to this statement, this thesis definitely belongs within the theory of hermeneutics. Throughout the thesis all research and theory will be interpreted in order to reach a conclusion. If this is not done, the thesis will only be a reproduction of already published research, which is not the goal. One might think about what is involved in the process of interpreting. Daymon and Holloway give a very clear statement to this thought: ( ) you aim to interpret the underlying sense of behavior, the language of participants and the context in which they occur (151). From this statement it is very clear that interpreting is about really understanding what the writer was thinking and feeling when writing the given work. It is almost about putting yourself into the writer s shoes in order to understand where they come from. Richard Palmer agrees with this by stating that ( ) understanding as an art is the reexperiencing of the mental processes of the text s author (86). Furthermore, this thesis will present both advocates of given subjects, but also people who question the purpose. Because of this it is even more important to be able to interpret the research and the thoughts behind in order to give the reader as real a look into the different aspects as possible. To narrow down the scientific theoretical position even more, one might say that the basis is more specifically classical hermeneutics. Classical is just a subcategory within hermeneutics, so all the above still stands. Classical hermeneutics focuses on the text and the sender. As mentioned before it is about the interpreter putting himself in the place of Page 4 of 36

9 the writer. In this thesis, this shows from the fact that it is based on research; on theory. Everything is interpreted from a basis of already derived knowledge. It is about how the interpreter evaluate on given research, which will always be biased by knowledge from future experiences. Palmer supports this by saying that ( ) we understand something by comparing it to something we already know (87). However, even though this is inevitable, the evaluations are also made on the basis of the entire texts presented as theory. The interpretations are made by moving back and forth between parts of the text and the whole (Daymon and Holloway 151), which is basis for a comprehensive and valid interpretation and evaluation. It allows the interpreter to fully understand the meaning of the texts by looking at the works from different point of views. Furthermore, to back up the interpretation of the theory and research a use of positivism will also show in parts of the thesis. The point of view of positivism is ( ) that scientific knowledge should in some way be derived from the facts arrived at by observation (Chalmers 3). Especially in the sections that include emotional intelligence, positivism will be the basis together with classical hermeneutics. Studies have been made in order to prove the importance and relevance of emotional intelligence, and these studies will be used to back up other research and theory in order to give the reader in-depth knowledge about the subject. To be more specific the thesis will take basis in induction within positivism. For the inductivist the source of scientific truth is experience not logic (Chalmers 55). The examples that will be used in this thesis are derived from studies where experience is key. The studies have been conducted on numerous occasions within several different organizations. Hence, the facts derived are based on observation and experience and belongs to the theory of induction. 1.3 Theoretical Framework As mentioned before, this thesis is based on theory and research. Therefore, this part of the introduction will focus on the different theorists chosen to help answer the problem statement as well as why they have been chosen. There are four areas of this thesis, which are important to go through in order to find an answer to the problem statement. These are Organizational Communication, Leadership, Emotional Intelligence, and Motivation. It is obviously not possible to go through all research within these four areas. However, relevant aspects of each part have carefully been chosen for a relevant focus throughout the thesis. Page 5 of 36

10 Since there is a clear path throughout the thesis, this theoretical framework section will be structured the same way. The major researchers from each area will be described, their works will be mentioned and the reason why they will be used in this thesis will also be touched upon. There will be included information from other researchers than the ones mentioned in this section. The reason for this is that there are so many who have opinions on all the areas, and there is no idea in mentioning them all in this section. It will however, as mentioned, focus on the main researchers for each part. The rest will be supporting research. The first area, which is an overview of the development within Organizational Communication, will be based on information from Katherine Miller s book Organizational Communication: Approaches and Processes. Katherine Miller has a Ph.D. in Organizational Communication from University of Southern California. She has, among others, published several books and numerous journal articles on her research within Organizational Communication (Faculty Profiles). The reason why she will be the source when looking at the historical development, is that she uses knowledge from several different researchers in her writing. She is basing her ideas and assumptions on solid research done by other major theorists within the field of organizational communication. Katherine Miller takes information from several of the major works within the field and compresses it to information that gives a great overview for the reader. Since her book is based on numerous researchers work, it is not necessary to include other works in the section on historical development; the work of Katherine Miller already has the necessary research included. The second part of the thesis will focus on leadership and what makes a great leader. The focus will be on James Kouzes and Barry Posner s work on the Five Practices of Exemplary Leadership. Their research on leadership begun over two decades ago but has continuously been adjusted and research shows that their work is still relevant today (Kouzes & Posner 27). Their findings are based on observations on leaders around the world. They have discovered that there are some common practices one can follow in order to become a great leader. They have made these practices into a model which is called the Five Practices on Exemplary Leadership (Kouzes & Posner 26). James Kouzes and Barry Posner are both professors of leadership at Santa Clara University in California. They are both preeminent researchers, award-winning writers, and highly sought after teachers in the field of leadership (Authors). The reason why Kouzes and Posner are the main source for this part Page 6 of 36

11 of the thesis is that their model is for everyone. You don t have to have certain prerequisites to follow the Five Practices. You just need to want to become a great leader. It is simple and possible for any organization and any leader to follow. There are many leadership theories and opinions on what makes a great leader. However, the Five Practices are more than just a theory; it is guidelines one can follow and learn from. When Kouzes and Posner explain the different practices, they use examples from the real world. They explain their experiences in a way that anyone can understand and relate to, which is probably the most important reason why their point of view is so great for this thesis; it is relatable. How can a leader learn anything if it is too hard to implement in their daily routine? Daniel Goleman will be the main source when it comes to Emotional Intelligence. He ( ) is codirector of the Consortium for Research on Emotional Intelligence in Organizations at Rutgers University and the best-selling author of multiple books on emotional and social intelligence (Gallos 25). The section on Emotional Intelligence will be based on several works of Goleman. The two primary sources will be his book Primal Leadership and his article from Harvard Business Review, What makes a leader?. The reason for choosing Daniel Goleman as the main researcher for the section on Emotional Intelligence is that he is the leading researcher within the field. Furthermore, he focuses on how to implement it in leaders and organizations (Goleman 2). Since this thesis has a leadership focus, Goleman s work is very relevant and important. The fourth and final part of this thesis is Motivation. This section will show what effect Emotional Intelligence might have on motivation; whether there is an effect at all. To a certain extent, this section will also be based on research done by Daniel Goleman. There is a clear connection between the section on Emotional Intelligence and the section on Motivation. Therefore, it is quite relevant to keep looking at Goleman s findings. Furthermore, Goleman incorporates findings of other researchers in his own work, which show that his ideas and findings are trustworthy and that his work does not stand alone. Also, it should be mentioned once again, that there will be included information from other researchers as well, especially in the part on Motivation, since this is where all the information from the thesis come together. This is the section that will show whether or not Emotional Intelligence can be used to enhance motivation. Page 7 of 36

12 1.4 Delimitations Numerous writers and theorists distinguish between the definition of a leader and a manager. However, this thesis is written based upon several different theories, surveys and data. Furthermore, there is a variety in the vocabulary used by all these different researchers. Due to this fact management and leadership is used interchangeable throughout this thesis. There are several different viewpoints to all the different areas of this thesis, and each and every researcher has their own specific opinion on the subjects. However, in order to make the thesis coherent in order to answer the problem statement, relevant researchers have carefully been chosen. The reason for not applying all viewpoints and theories is due to page restrictions and the focus has to be very specific and precise. Therefore, only the most important and relevant research have been chosen to answer the problem statement. 2 Historical development An understanding of the development within organizational communication is crucial in order to understand where leadership communication is today and how it can and probably will develop in the future. It has been mentioned earlier how important this part of the thesis is, since it is the basis for a complete understanding of the following subjects. This section of the historical development will cover organizational communication approaches from classical through human relations to human resources. It will present an overview of how the view on employees has changed from a leadership point of view. 2.1 Classical Approach The development of the classical approaches to organizational communication began in the early twentieth century and has since been further developed. The most popular and important theorists from this field are Henri Fayol, Max Weber, and Frederick Taylor. They do have slight variations in their view on classical approaches, but they also present one common belief that organizations should be modeled after machines (Miller 16-17). The machine metaphor is central to the classical approach because of the changes that happened in society during the Industrial Revolution. The world was changing and moved from farming to industrial societies (Miller 17). It was new to everyone to figure out how to Page 8 of 36

13 manage this change. The machine metaphor presents three aspects which are of importance. The first aspect is specialization. Katherine Miller compares the aspect of specialization with a car engine. She states: Every part of the engine has a specific function (17). This is applicable to employees as well. Every single worker has their own specific function. They specialize in a single task and only that task; they become specialists. It might seem like a pretty good idea to have specialists in all areas. However, it might kill the motivation at some point when workers have to perform the same task every single day, all day. In relation to this is the second aspect of the machine metaphor, which is standardization that includes replaceability (Miller 17). Every task is structured in a way so that another person could easily take over that task. If one employee does not perform, the organization can easily replace that person with another who can jump right into the task and perform just as well. Furthermore, the organization runs according to specific rules and standards (Miller 18). This is the idea of the final aspect, which presents machines as predictable. It is about how the organization can solve any dysfunction by rational consideration because of the rules and standards that are set. The idea is that any problem can be solved as if it was a dysfunctional machine of some kind (Miller 18). Even though the machine metaphor is a common belief in the classical approach there are also some variations presented by Henri Fayol, Max Weber, and Frederick Taylor. A short overview of their different views will be presented in the following. Henri Fayol presents five elements of management which are: planning, organizing, command, coordination, and control. He presents these elements as tools to use to make sure that the organization functions in the manner planned (Miller 19). What is very interesting to notice is that he has not included communication as an element. Obviously the tasks cannot be carried out without someone telling the employees to do so, but he does not see communication as the most important element in an organization. This relates to his idea that organizations should be highly structured and hierarchical (Miller 19) and that each individual knows where he or she fits (Miller 22). Henri Fayol does not leave much room for individual thinking, which relates back to the idea about the machine metaphor. Max Weber proposed the theory of bureaucracy. He sees bureaucracies as working through a system of authority, power and discipline (Miller 23). Furthermore, Weber proposed that a bureaucracy is a closed system driven by a rational-legal authority (Miller Page 9 of 36

14 24). That system has strict rules and a hierarchy where power is centralized. An organization run on Weber s Theory of Bureaucracy is highly impersonal and individuality is discouraged (Miller 24). By discouraging individuality every single employee become part of one large group, that is seen as nothing but resources to produce. If there is no room for a person to act and think as an individual he or she will at some point get frustrated and demotivated. John Miner supports this by stating that Bureaucratic systems dominate through knowledge ( ) The result is a climate of formal impersonality without hatred or passion hence without affection or enthusiasm (Miller 24). Frederick Taylor s focus is on the control of the individual at work (Miller 25). He works through time and motion studies in order to figure out the best way to perform a job. This best way is taught to all workers in the organization. He then focuses on finding the right person to do the job and train them to perform in the manner suggested by the time and motion studies (Miller 26). Taylor s idea is that if an employee is not a first-class worker (Miller 26), he or she should not be retained. He dehumanizes the employees by looking at them as something that can just be replaced and there is no room for mediocrity. This is clear from a statement made by Taylor himself: He *the worker+ is so stupid that the word percentage has no meaning to him, and he must consequently be trained by a man more intelligent than himself (Miller 28). From a common view of the machine metaphor to more specific views on how organizations should be run, it is quite clear that workers are nothing but workers. From a classical point of view, there is now room for individualism, responsibility, or development. If you are at the bottom of the pack, you have absolutely no chance of thinking independently. Katherine Miller suggests that today such a structure is most clearly represented by military organizations (31). 2.2 Human Relations Approach In contrast to the classical approach, the human relations approach emphasizes the importance of human needs in the workplace (Miller 36). This approach was developed from a number of research investigations from 1924 to 1933 which are known as the Hawthorne studies. The Hawthorn studies were to discover aspects of the task environment that would maximize worker output and hence improve organizational Page 10 of 36

15 efficiency (Miller 36), and was the springboard (Miller 38) to the human relations approach from classical approaches. Two theorists are very important for the human relations approach. These are Abraham Maslow and Douglas McGregor. Maslow developed the Hierarchy of Needs Theory 1 which proposes that humans are motivated by a number of basic needs (Miller 38). Maslow s concentration on the satisfaction of human needs especially the higher-order needs of esteem and self-actualization reflects the shift in organizational theorizing (Miller 40). Yet, There have been different opinions on the empirical accuracy (Miller 40) of this theory. Nevertheless, Maslow s perspective became the basis of a number of strategies for increasing workers job satisfaction by enlarging and enriching their jobs (Conrad and Poole 126). Douglas McGregor was one of the strongest advocates of the human relations approach and was the one who developed Theory X and Theory Y 2 (Miller 40). Theory X is representative of a manager influenced by the most negative aspects of classical management theories and believe that his employees are indolent, lacks ambition and prefers to be led (Miller 40). On the opposite of this idea is the Theory Y leader who adheres to the precepts of the human relations movement and sees his workers as bright, self-controlled and creative human beings (Miller 40-41). It is not difficult to see the differences from classical approaches to the human relations approaches. Where the classical approach uses the machine metaphor and believes that workers work the human relation approach uses that of a family and believes that workers feel (Miller 41). 2.3 Human Resources Approach The human resources approach is not so much a development from the human relations approach as a mix of classical and human relations. Human resources theorists recognize that individuals have feelings that must be considered and also recognize that individual labor is an important ingredient for meeting organizational goals (Miller 43). In short the human resources approach proposes the best from both worlds. What is new in this mix of approaches is that this approach appreciates the employees thoughts and ideas and sees 1 See Appendix 1 for illustration 2 See Appendix 2 for detailed overview of assumptions about Theory X & Y leaders Page 11 of 36

16 this as a cognitive contribution to the organization (Miller 43). The human resources manager sees employees as human resources who can actually enhance the functioning of an organization. However, in order to really make the human resources approach work in an organization, fundamental organizational changes need to be made (Miller 45-46). Two theories represent these changes: Blake and Mouton s Leadership Grid 3 and Likert s System IV 4. Blake and Mouton combines aspects of classical management and human relations and developed the Leadership Grid which is a tool for training managers in leadership styles that would enhance organizational efficiency and effectiveness and stimulate the satisfaction and creativity of individual workers (Miller 46). Where Blake and Mouton s Leadership Grid focuses on how a manager can combine the values of the human relations school and the classical school into a leadership style that will maximize the potential of human resources within the organization (Miller 47), Likert s System IV is concentrated about incorporation of ideals of the human resources movement (Miller 47). He presents four systems that he believes are more or less effective in satisfying organizational and individual goals (Miller 47). The human resources approach is probably closer to human relations than classical. However, it is still very clear how the human resources try to incorporate a little from both worlds. This approach focuses on how the employees as human beings can evolve as persons but also help the organization reach its goals. The human resources approach can be implemented in all organizations. It is up to the leaders to make sure that they are getting the full benefit from their creative and intelligent employees. Profit is crucial for an organization to survive, but the people making sure that this is possible should not be forgotten. If they are treated as human beings and valued to the same extend as the next, there is a very good chance for an effective and motivated workforce. As mentioned it is up to the leaders to make sure that all resources are valued. It is not an easy task and many aspects should be considered. James Kouzes and Barry Posner present some guidelines to how to become a great leader and hence be able to get the most from employees and still keep focus on the organizational goals. This will be elaborated on in the following sections. 3 See Appendix 3 for a figure of the Managerial Grid 4 See Appendix 4 for an overview of Likert s System IV Page 12 of 36

17 3 Leadership What makes a great leader? In the previous sections it is clear that leaders are in charge of making things happen in an organization. They are the ones who make sure to get the most from the resources available, most important, the human resources. But are you a great leader just because you have the title? Are all leaders automatically perfect for the job because they worked their way up to the position? Are leaders born or made? The latter has been discusses for decades and still is. However, the truth is that it is probably a little bit of both. According to Wally Bock Leaders are sort of born and ( ) always made. First of all he believes that the only thing a person needs to be born with in order to become a leader is intelligence. The person does not have to be the smartest person in the room, but smart enough to get the job done (Bock). Further he argues that it is even more important what kind of person the potential leader is when he or she becomes an adult. Bock believes that when people grow up it is possible to see if they have the psychological and character traits necessary to become a leader. However, one might argue that people are affected by the milieu they grew up in. This is a matter of opinion. What is a common belief among several writers and researchers is that leaders are always made. Leaders develop their skills throughout their carrier. They learn from feedback from their boss, their peers and subordinates and they have the desire to develop (Bock). In relation to this, Kouzes and Posner propose five practices a leader can engage in, in order to develop their skills and get extraordinary things done in an organization. These practices will be described and evaluated on in the following sections. 3.1 The Five Practices of Exemplary Leadership Leadership ( ) is about practice (Kouzes and Posner 26). The Five Practices of Exemplary Leadership are common practices people can follow to guide others toward peak achievements (Kouzes and Posner 26). What is probably the most interesting about these five practices is that they are available to anyone, in any organization or situation, who accept the leadership challenge (Kouzes and Posner 26-27). That is what makes these practices so interesting; if you just have a desire to become great, it is possible by following the practices and if you are consistent. Page 13 of 36

18 3.1.1 Model the Way ( ) it s your behavior that wins you respect (Kouzes and Posner 27). A leader needs to show others the way; they cannot ask other people to do something they would not themselves do. It is very important that the leader consider what he or she wants to accomplish and how others should act. They need to set some guiding principles. First when this is done it is possible for the leader to model the way. Furthermore, the leader must communicate his or her thoughts, ideas and values in order to create an environment where people can feel a connection with the leader (Kouzes and Posner 27). People follow others they trust and feel a connection with. If ideas and values are shared it is possible to find a common ground and hence connect with each other. Kouzes and Posner makes it quite clear that in order for a leader to make sure that people will trust and support different actions, a trustful environment needs to be developed. If the leader acts according to his or her own beliefs and at the same time share them with others, people will show respect and involvement. Kouzes and Posner support this by stating that People first follow the person, then the plan (28) Inspire a Shared Vision The second practice is about inspiring a shared vision. It is about dreams and visions for the future. The dream or vision is the force that invents the future (Kouzes and Posner 28). Leaders have to have a vision of the future; they have to have a dream about what could be in the future. Leaders have a desire to make something happen, to change the way things are, to create something that no one else has ever created before (Kouzes and Posner 28). As great as this is, they will never reach their goal unless they inspire others to engage in the same vision. Leaders need to present their ideas and visions to others in a relatable manner. Kouzes and Posner state that ( ) leaders must have intimate knowledge of people s dreams, hopes, aspirations, visions, and values (28). If this is not the case, the leader has no chance of making his or her vision relatable. If they do not speak the same language as the ones they are trying to inspire, it is a waste of energy. However, if the leader spends time figuring out his or her audience and present a vision with enthusiasm and passion, people will be able to imagine how the future could look like. As soon as people have accepted the vision as their own, they will follow. Page 14 of 36

19 3.1.3 Challenge the Process Leaders are pioneers ( ) They search for opportunities to innovate, grow, and improve (Kouzes and Posner 29). The third practice is about how leaders challenge the process; they challenge the status quo. No leader is satisfied with the status quo and will therefore always try to seek new and better ways to go. Also, they are good at it. They adapt really well to change, because they know they need to in order to succeed. Furthermore, risks and failure go hand in hand with innovation, but a great leader accepts this and learns from it. Even though they know they might fail at some point they still proceed. However, leaders cannot do it all on their own, the need help from their constituents. According to Kouzes and Posner, not all people are equally comfortable with risks and failures (30). Therefore, a great leader must also make sure not to put people in positions where they do not feel safe. If people are forced to perform actions in which they do not feel safe, they will fail. Nevertheless, if leaders make sure that the people feel safe and work towards small victories, one at a time, there is a good chance that they will succeed in challenging the process Enable Others to Act Grand dreams don t become significant realities through the actions of a single person (Kouzes and Posner 30). In an organization it is extremely important that leaders see themselves as part of a group. There is no I in team. A project will only be a success if all involved are seen as part of the team. It is crucial that every single person feel the sense of teamwork. It is up to the leader to make this happen. According to Kouzes and Posner Exemplary leaders ( ) foster collaboration and build trust (30). They believe in every single worker to do their very best to make the project successful. They make everyone work together and they trust them to do the job and to do it right. By giving workers responsibility they will be more likely to produce extraordinary results, which will help the project and everyone working on the project succeed. It is extremely important to notice that the leader should not use threats to get the people to work; neither should they monitor every single move they make. Kouzes and Posner emphasize this by stating that Leaders understand that the command-and-control techniques of the Industrial Revolution no longer apply (31). Page 15 of 36

20 3.1.5 Encourage the Heart The final and fifth practice is about encouraging the people around you to carry on. It is about showing employees that they are appreciated so they get motivated to continuously do a great job. Genuine acts of caring uplift the spirits and draw people forward (Kouzes and Posner 31). The road to success is sometimes long and difficult and people get frustrated and exhausted. It is then up to the leader to make sure that people feel appreciated. It is important that the leader does not forget that their employees are human beings with real emotions. Encouragement is ( ) how leaders visibly and behaviorally link rewards with performance (Kouzes and Posner 32). People need to know and feel when they are performing well, and it is up to the leader to make sure this happens. It is not always about handing out financial bonuses, sometimes it is about the time the leader spends with the employees. It is about the affection they show and the way they act. No matter how it is done, it needs to come from the heart. If a leader manages to build some sort of community spirit within an organization it will be easier to go through tough times (Kouzes and Posner 32). The preceding five practices give a clear view of how leaders should act in order to be great. It takes time and it takes effort, but it is not impossible. What is common for all five practices is that leadership is all about relationships. Leaders cannot succeed without the help from the people around them. People might be willing to follow the leader, but the leader needs to give them a reason. The leader needs to treat them as creative human beings who need to be inspired and encouraged. Some people are most comfortable as followers, but they will never follow a person who they do not trust. It is a leader s finest task to create a trustful and comfortable environment where everyone is being treated as the next and where every idea is valued and appreciated. By following Kouzes and Posner s Five Practices of Exemplary Leadership it is possible to create such an environment and begin the journey towards grand success. It has now been established how a leader should act in order to reach success and a comfortable work setting build on mutual respect. It has been touched upon how important it is that leaders are able to inspire others and ignite passion, which leads to the next important area of this thesis: Emotions. Page 16 of 36

21 4 Emotional Intelligence In the beginning of this thesis it was emphasized how organizational communication has changed over time; from a classical approach where workers work to a human resources approach where workers feel (Miller 41). More and more attention is being put on emotions in the workplace, and that leaders need to think about how their employees think and feel. Guidelines to how a leader should act in order to create an inspirational workplace has been gone through and it has been established that leaders need to work together with their employees in order to build an inspiring, trustful and motivating workplace. Furthermore, Great leadership works through the emotions (Goleman, Boyatzis and McKee 3). It is a common belief among many researchers that leaders who have an understanding of how to handle their own and others emotions, sets the best apart from the rest. Goleman believes that an understanding of how emotions work will result in higher morale, motivation, and commitment in an organization (4-5). This understanding is called Emotional Intelligence, which by Salovey and Sluyter has been defined as the ability to perceive accurately, appraise, and express emotion; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotion and intellectual growth (10). In short, the idea behind Emotional Intelligence is that it is the factor that distinguishes star performers from mediocre ones. Daniel Goleman has studied the impact of emotional intelligence on organizations and among leaders and has discovered how important it is for the success of a company. He mentions in his article What Makes a Leader? in Harvard Business Review, a study made my David McClelland that shows that senior managers with a critical mass of emotional intelligence capabilities ( ) outperformed yearly earnings goals by 10% (4). Goleman himself has also found evidence that emotional intelligence is a crucial factor for a leader to be a star performer. He analyzed 188 companies to figure out what impact emotional intelligence has and states that ( ) my research, along with other recent studies, clearly shows that emotional intelligence is the sine qua non of leadership (2-3). There is no doubt that Goleman has evidence that a great leader knows how to manage emotions in the workplace, which is only supported by several other researchers. LaPierre observed *that+ effective management of emotional intelligence is a strong predictor of success in both our personal life and office (Nafukho 671). Page 17 of 36

22 The concept of emotional intelligence is a popular and important resource for organizations, especially in economies that are changing as rapidly as today. It is crucial that the most important resources an organization has, the human resources, are continuously being motivated to perform their very best and keep the organization in top of the competition. Leaders are the ones who take on this task, and by developing their emotional intelligence capabilities they have a better chance of success than their competitors with fewer capabilities. So far it has been shown that emotional intelligence can take leaders and organizations to greatness and by having this capability human resources are appreciated like never before. However, some researchers have also criticized the concept. Stephen Fineman argues that emotions are being commoditized; that emotions have been transformed into a marketable product (102). He believes that the concept is especially interesting for organizations as it proposes promises as how leaders can be part of an elite as star performers, which is very appealing for organizations. He argues that The popularization of emotional intelligence presents emotion in a form that can be contained and sold (102). Fineman is of the idea that emotional intelligence as a product is only being used to enhance organizational profit and criticizes this use of emotions. He might have a point, but for an organization to survive and be competitive in a given market, profit is necessary. Profit is what most people strive for when they start a business; it is often how success is measured. If a company can enhance profit by developing their leaders emotional intelligence and hence create a more motivated and happy workforce it does not matter whether the concept is being commoditized or not. An overview of what emotional intelligence is has now been presented from different viewpoints. But to return to the guru of the concept Daniel Goleman there are five components to emotional intelligence that shows how one can tell whether a person has high emotional intelligence or not. These are self-awareness, self-regulation, motivation, empathy, and social skill. These will be elaborated on in the following to give a more indepth understanding of the concept. 4.1 Self-awareness This first component is about having a deep understanding of one's emotions, strengths, weaknesses, needs, and drives (Goleman 5). It is about being aware of oneself and being Page 18 of 36

23 realistic about one s own capabilities and limits as well as others. Furthermore, people with high self-awareness know where they are going in life. They know what their goals and expectations are and they know how to reach them (Goleman 5). Goleman further argues that people who are high in self-awareness never put themselves in situations where there is a high risk of failing. They will always play to their strengths (6). What is interesting about this component is that people have to really feel comfortable in their own bodies. They have thought about their life, expectations, strengths and limits. They truly know themselves. This is not something that happens from one day to the other. It takes time and a lot of thoughts. It relates back to Kouzes and Posner s five practices, which emphasize how leaders need to be aware of their own wants and ideas before they can get others to follow. This is what self-awareness is about; if you do not know yourself, how should others be able to get to know you and hence follow you? 4.2 Self-regulation The second component is about how people deal with bad moods and emotional impulses. People who are high in self-regulation find ways to control their feelings so they do not burst out with all their feelings all the time. On the contrary they are able to channel their emotions in useful ways (Goleman 7). It is not about keeping all emotions and thoughts inside; it is about being able to communicate those emotions in a manner that does not hurt other people or make them feel uncomfortable. Goleman argues that this is very important for leaders since they then create an environment of trust and fairness. He believes this leads to higher productivity and will then attract talented people to the organization (8). He furthermore emphasizes how important this component is to leadership by stating that it enhances integrity, which is not only a personal virtue but also an organizational strength (8). It is quite clear that it is important to control one s emotional impulses. Who would trust or listen to someone who constantly burst out with negative comments? If leaders act only on their impulses it will cause the workplace to become tense and demotivating, which is the exact opposite of what the concept of emotional intelligence is all about. 4.3 Motivation If there is one trait that virtually all effective leaders have, it is motivation (Goleman 10). Goleman argues that effective leaders are driven to achieve beyond expectations; both their own and everyone else s. They are driven to achieve for the sake of achievement (10). Great Page 19 of 36

24 leaders enjoy the work for the work itself. They enjoy learning and aspire to do things better; they are not comfortable with the status quo (Goleman 10). Recall the five practices Kouzes and Posner have also discovered how great leaders challenge the status quo. When leaders are motivated to work towards set goals and they enjoy the work for the work and not for financial benefits for example, they are usually very committed to the organization. They want to stay because they find the work interesting. Goleman supports this by stating: When people love their job for the work itself they often feel committed to the organizations that make that work possible. Committed employees are likely to stay with an organization even when they are pursued by headhunters waving money (11). This is a vital factor in today s unstable economy; if an organization can hold on to their talented resources, it can place them in front of their competitors and hence give them a better chance of survival. 4.4 Empathy Usually one would think about empathy as the ability to feel what other people are feeling; to put oneself in their shoes. In relation to the concept of emotional intelligence Goleman argues that empathy means thoughtfully considering employees feelings ( ) in the process of making intelligent decisions (12). Empathy is the ability to think about other people s feelings instead of just your own; it is about being able to read between the lines. Empathy is extremely important in leadership today because of the increasing use of teams; the rapid pace of globalization; and the growing need to retain talent (Goleman 13). In teams there are always several different ideas and viewpoints and sometimes emotions are involved when people care about a given project. It is up to the leader to be able to see the point of view of everybody in the team. It is important as a leader to be willing to talk to and listen to everyone in order to reach a solution. Furthermore, because of businesses working across borders and cultures it is even more important now than ever for a leader to be able to sense what it is going on in other people. A leader with high empathy is able to read body language and sense what is being said between the lines. This is crucial especially when working in multicultural organizations. Also, recruiting and retaining talent is crucial for survival. Every time a talented employee leaves a business they take their knowledge with them, which is what keeps the business head over water. Coaching and feedback are basic Page 20 of 36

25 elements of being an empathic leader, which show in increased performance, job satisfaction, and decreased turnover (Goleman 14). 4.5 Social Skill The fifth and final component of emotional intelligence is social skill. It is not just about friendliness and ability to socialize. Goleman explains that Social skill, rather, is friendliness with a purpose: moving people in the direction you desire, whether that s agreement on a new marketing strategy or enthusiasm about a new product (15). However, this is not an easy task. Leaders have to know themselves and their own emotions before being able to make people follow. The social skill component of emotional intelligence is a culmination of the other components mentioned. Goleman explains: People tend to be very effective at managing relationships when they can understand and control their own emotions and can empathize with the feelings of others (15). There is a clear connection between this view of Goleman and the ideas of Kouzes and Posner; leaders need to get to know themselves first before they are able to lead the way for others. It has now been established how leaders should act in order to create an inspiring workplace, and furthermore, what capabilities that characterize them high in emotional intelligence. From the preceding evidence it is safe to say that leaders, who follow the Five Practices of Exemplary Leadership as well as focus on developing their emotional intelligence, are the ones Goleman characterizes as star performers. They are the ones who are just a little better than the rest and they are the ones who will take organizations to the top. However, is emotional intelligence all it takes to become a great leader; a star performer? What about intelligence; the good old IQ? The following will explore this a little further. 4.6 IQ vs. EQ The Intelligent Quotient (IQ) has been used for decades and still is to measure level of skills, knowledge and abilities. IQ is in short the raw talent a person brings to the table (Howe). IQ tests are often used to determine whether people can be accepted to different colleges, especially in the US. However, a study of Harvard Graduates found that their IQ scores had zero or negative correlation with their career success (Howe). So does this mean that IQ Page 21 of 36

26 really does not matter? Does it mean that if you have a low IQ score but a high EQ (Emotional Quotient) score you can still become a great leader? Goleman believes that IQ and technical skills are threshold capabilities; that is, they are the entry-level requirements for executive positions (2). From this statement it can be concluded that IQ still is an important factor in order to reach leadership positions. But it also says that those skills are only entry-level requirements, which suggest that in order to succeed in that leadership position you have to bring something more to the table. In order to become that star performer talked about earlier, leaders have to score high on EQ as well. Goleman has through his studies tried to figure out how important emotional intelligence is and his findings show that as an ingredient of excellent performance, emotional intelligence proved to be twice as important as the others for jobs at all levels (3). To this he adds When I compared star performers with average ones in senior leadership positions, nearly 90% of the difference in their profiles was attributable to emotional intelligence factors rather than cognitive abilities (4). There is plenty of evidence that will make EQ the winner when it comes to what is most important in becoming a star performer. However, IQ cannot be left out of the equation. It has been mentioned before, by Wally Bock, that leaders are born with intelligence. Leaders are intelligent from birth and as Goleman mentioned, IQ is the basis for reaching those top positions. After that, it is the level of EQ that separates the best from the good. So far it has been established that leaders need to know themselves before it is possible to create an inspiring workplace. Furthermore, by developing their emotional intelligence it should be possible to get their employees to follow on the road to success. However, is it that simple should leaders just develop their emotional intelligence and then everyone will follow? The next and final section will dig deeper into this question. 4 Motivation ( ) motivation is the will to perform (Brooks 80). Motivation is about when people go to work for the sake of the work. They enjoy their work because they believe it is important. It has been made quite clear throughout the thesis how leadership communication has changed over time, and how important emotions are in today s organizations. Looking back on the classical approach of organizational communication, the idea was that People could Page 22 of 36

27 ( ) be expected to tolerate any kind of work if they were paid enough (Brooks 81). However, today pay is not the only way to make people work. If employees like their job because of the work itself, pay is only secondary and it is the leaders job to make sure the employees feel this way. Hence, it is the leaders job to make sure their employees are motivated. There are several reasons why motivation is crucial in an organization. Some of these will be talked about in the following. Furthermore, the relation between emotional intelligence and motivation will be discussed in order to figure out if and how much emotional intelligence matter for organizations. 4.1 Importance of motivation in the workplace With the development in organizational communication approaches and focus on emotional intelligence it is clear that motivation is more important than ever before. But why is that? What advantages does an organization gain from having a motivated workforce? One reason, which has been touched upon earlier in the thesis by a skeptic of emotional intelligence, is how it shows in profit. According to analyses made by Goleman the climate how people feel about working at a company can account for 20 to 30 percent of business performance (Goleman, Boyatzis and McKee 17-18). In this unstable economy it is even more important than ever before that a workforce is motivated, because without profit organizations cannot survive. Profit is an important aspect of why motivation is crucial, but in general a motivated workforce makes it more likely that an organization will achieve all their organizational objectives (Brooks 80). Organizational objectives could be everything from developing a new product to becoming the market leader. There is no limit when it comes to setting objectives. However, reaching them will be easier if the workforce is motivated. Another important benefit of motivation is how it stabilizes the workforce (Importance of Motivation). It has been touched upon earlier that it is very important to keep talented employees. It creates stability in the organization, but it also generates a good reputation, which is what can put the organization in front of competitors. Furthermore, when the turnover is low, employees will create a trustful environment where they all know each other on some level. When people feel comfortable and happy in their work they will create a motivated environment, which will generate even more willingness to perform. Page 23 of 36

28 Many other benefits of motivation can be mentioned; however the most important ones have been touched upon in the previous. What is probably even more relevant and interesting for this thesis is how emotional intelligence and motivation are related. This will be elaborated on in the following. 4.2 Effect of Emotional Intelligence on motivation As mentioned earlier, Goleman believes that if leaders have a high EQ and hence an understanding of how emotions work, it will result in higher morale, motivation, and commitment in an organization (4-5). There is proof throughout this thesis that if leaders can develop themselves and be aware of their own strengths and weaknesses, they will be able to create a work environment that is inspiring and motivating. By developing their emotional intelligence they will be able to reach their own goals as well as lead their employees and organization to success. Emotional intelligence is what set the best apart from the rest. But it is not just about every individual leader developing their EQ. It is also about how they work together as a management team. Goleman made a study of 62 CEOs and their top management team to see what impact emotional intelligence has. The study found that the more positive the overall moods of people in the top management team, the more cooperatively they worked together (15). If the management team does not work effectively together, how is it possible for the leaders to motivate their employees? Leaders need to be motivated as well, before they are able to motivate others. This is, as talked about earlier, an important component of emotional intelligence. The link is clear; leaders with high EQ foster a motivated workforce. Examples and theory have shown throughout the thesis how emotional intelligence and motivation is related. When an organization has leaders who are high in EQ, it can be seen in the business results; increasing profit. This is due to a workforce that performs because they enjoy their work and they are good at it. A joyful workforce will always foster motivation and commitment. There is no doubt that leaders have to be intelligent as well, but what sets the star performers apart from the rest is their level of emotional intelligence; their ability to control and develop their own emotions as well as understand how others think and feel. In short, leaders emotional states and actions do affect how the people they lead will feel and therefore perform (Goleman 18). Page 24 of 36

29 5 Conclusion This thesis has presented a view on leadership communication that identifies how important emotions are in today s organizations. When talking about communication, it is not just about what a leader says, but much more about how he or she behaves in relation to peers and subordinates. It is about finding a way to connect with employees so they can feel comfortable in the work setting, and at the same time create a leadership role that is respected and valued. The reason why it is so important for leaders to create this role is a growing focus on emotions in today s organizations. People no longer accept to be treated as machines that can be replaced in a second. People need to know and feel appreciated by their superiors in a way that show how valuable they are as well as their effort. Emotions have not always been in focus. The beginning of this thesis showed a clear historical development from when workers were treated as nothing but workers. It was a time where people were expected to take on any task as long as they were paid enough. Also, employees were working with a thought in the back of their heads saying that if they made a mistake, they could easily be replaced. However, times were changing and it was noticed how important it is to remember to treat employees as human beings with feelings, needs and individual thinking. It is now recognized how important it is to include everyone in order to reach organizational goals. Collaboration does not happen by itself, it is a leader s task to make sure that everyone feels happy and motivated. Therefore, this thesis has presented guidelines to how to become a great leader. Kouzes and Posner s five practices are very relevant to follow for a leader to become even greater. The leader is the glue that holds the organization together and therefore, it is crucial that he or she have thought about what they value and what their ideas and views of the future are. When they know themselves, they can communicate with their employees in a manner that will be valued and respected. The goal for any organization, large or small, should be to have a workforce who is motivated and who enjoy the work for the work itself. One way to make sure this is the case can be found in a rather new concept; emotional intelligence. Emotional intelligence is about the ability to monitor and understand one s own emotions as well as others. The thesis has presented several components of emotional intelligence and if a leader can manage to develop these components it will show in both employee motivation as well as on the bottom line of the organization. No one is born with a high degree of emotional intelligence, Page 25 of 36

30 but most will be able to learn. However, even though one is able to learn does not mean it is possible to incorporate in practice. The leaders who are willing to learn and who are willing to do some soul-searching will also be able to get a higher emotional intelligence. The concept of emotional intelligence is rather intangible; it cannot really be measured like the good old IQ. However, a leader s peers, subordinates and everyone else around them are the ones who can feel and tell the degree of emotional intelligence. They are also the ones the leader should learn from. They are the ones who can help the leader through feedback. Also, the organization can make courses available where the leader can learn to develop. When leaders are high in emotional intelligence, they are able to motivate their employees in ways that are not possible for a leader who does not consider emotions. Mutual respect and understanding foster a comfortable, safe and enjoyable workplace, which will give employees a natural want to perform and do better all the time. When they know their effort is appreciated, they are more likely to take initiative and to go the extra mile for the organization. Looking at the question asked in the very beginning of this thesis; the problem statement, the answer is not just black and white. Throughout this thesis, evidence shows that if leaders develop their emotional intelligence together with basic leadership skills they will be able to motivate their workforce. Obviously it can be questioned whether leaders with high emotional intelligence are better than the ones who are low. Studies and evidence clearly show that emotional intelligent leaders are more capable of creating positive results for organizations. They are able to create a workforce who is motivated to work and to take the organization to greatness. It has been made clear that emotional intelligence is what sets the best apart from the good. The emotional intelligent leaders are the main reason why organizations can get ahead of their competitors. They know themselves, their values and goals for the future and are able to show everyone else the road to success. If your actions inspire others to dream more, learn more, do more and become more, you are a leader. John Quincy Adams Page 26 of 36

31 Works Cited "Authors." The Leadership Challenge. 10 April 2011 < Bock, Wally. "Are Leaders Born or Made?" Three Star Leadership. 15 April 2011 < Brooks, Ian. Organisational Behaviour: Individuals, Groups and Organisation. 4. edition. Pearson Education Limited, Chalmers, Alan. What is this thing called Science? 3. edition. Open University Press, Conrad, Charles and Marshall Scott Poole. Strategic Organizational Communication In a Global Economy. 6. edition. Thomson Wadsworth, "Faculty Profiles." Texas A&M University. 10 April 2011 < Fineman, Stephen. Emotion in Organizations. 2. edition. SAGE Publications, Gallos, Joan V. Business Leadership. 2. edition. San Francisco: John Wiley & Sons, Inc., Goleman, Daniel. "What Makes a Leader?" Harvard Business Review November-December 1998: Goleman, Daniel, Richard E. Boyatzis and Annie McKee. Primal Leadership: realizing the power of emotional intelligence. Harvard Business School Press, Holloway, Christine Daymon and Immy. Qualitative Research Methods in Public Relations and Marketing Communications. London: Routledge, Howe, Stephen. "IQ versus EQ." Cygnus Business Media, Inc (2010): 36. "Importance of Motivation." Management Study Guide: Pave Your Way to Success. 21 April 2011 < Kouzes, James M. and Barry Z. Posner. "The Five Practices of Exemplary Leadership." Business Leadership. 2. edition. San Francisco: John Wiley & Sons, Inc., Miller, Katherine. Organizational Communication: Approaches and Processes. Boston: Wadsworth Cengage Learning, Nafukho, Fredrick M. "Emotional Intelligence and Performance: Need for Additional Empirical Evidence." Advances in Developing Human Resources 2009: Page 27 of 36

32 Palmer, Richard E. "Schleiermacher's Project og General Hermeneutics." Palmer, Richard E. Hermeneutics: Interpretation Theory in Schleiermacher, Dilthey, Heidegger and Gadamer. Northwestern University Press, Salovey, Peter and David J. Sluyter. Emotional Development and Emotional Intelligence: Educational Implications. BasicBooks, Salovey, Peter and John D. Mayer. "Emotional Intelligence." Imagination, Cognition and Personality (1990): Page 28 of 36

33 Appendices Appendix 1 Maslow s Hierarchy of Needs. Figure. "Team Motivation." FAA Human Factors. 20 April 2011 < Page 29 of 36

34 Appendix 2 Theory X: 1. The average man is by nature indolent he works as little as possible. 2. He lacks ambition, dislikes responsibility, and prefers to be led. 3. He is inherently self-centered and indifferent to organizational needs. 4. He is by nature resistant to change. 5. He is gullible, not very bright, and the ready dupe of the charlatan and the demagogue. (Miller 40) Theory Y: 1. The expenditure of physical and mental effort in work is as natural as play or rest. 2. External control and the threat of punishment are not the only means for bringing about effort toward organizational objectives. Man will exercise self-direction and self-control in the service of objectives to which he is committed. 3. Commitment to objectives is a function of the rewards associated with their achievement. The most significant of such rewards, such as the satisfaction of ego and self-actualization needs, can be direct products of efforts directed toward organizational objectives. 4. The average human being learns under proper conditions not only to accept but also to seek responsibility. 5. The capacity to exercise a relatively high degree of imagination, ingenuity, and creativity in the solution of organizational problems is widely, not narrowly, distributed in the population. 6. Under the conditions of modern industrial life, the intellectual potentialities of the average human being are only partially utilized. (Miller 41) Page 30 of 36

35 Appendix 3 The Leadership Grid. Figure. "Executive & Leadership." Coaching Cosmos. 20 April 2011 < Page 31 of 36