Although the “boom” on the subject of Emotional Intelligence occurred in the second half of the nineties of the 20th century, the main authors relate antecedents from previous decades. The author Goleman (who is being taken as a reference) mentions the research carried out by his late friend and professor at Harvard University, David McClelland, whose research in the 50-60s led to the formulation of his theory of motivation on " three needs: power, achievement and affiliation ”.
According to Goleman, McClelland made important findings in his research, which he published in the early 1970s, which radically changed the existing approaches to intelligence tests as predictors of job, professional or managerial success and strongly questioned the “…. false but widespread belief that success depends exclusively on intellectual capacity… ”.
Among the criteria that McClelland raised in those was that "… traditional academic skills - such as grades and degrees - do not allow us to adequately predict the degree of job performance or success in life…". He suggested that the ranges that differentiate the most outstanding workers from those who simply do things well had to be sought in skills such as empathy, self-discipline and self-motivation, among others.
An article by McClelland published in 1973 led to the emergence of a completely new system to measure excellence, a system that deals with evaluating the competencies that a person presents, in the specific work that he is carrying out. From this new perspective, a "competence" is a personal trait or a set of habits that lead to a more effective job performance or it is a skill that "increases the economic value of the effort that a person makes in the workplace."
Weisinger, like other authors and Goleman himself, point out that the term "emotional intelligence" was created in 1990 by two psychologists from the University of New Hampshire, John Mayer; and from Yale, Peter Salovey, who identified as the four basic components and skills of emotional intelligence, the following:
- The ability to perceive, value and express emotions with precision The ability to be able to experience certain feelings, or to generate them at will, to the extent that it facilitates the understanding of oneself or of another person The ability to understand emotions and knowledge derived from them: the ability to regulate emotions to promote emotional and intellectual growth.
Great leaders are motivational people, people who spark our enthusiasm and encourage the best in us. When we try to explain their special ability, it is related to notions such as planning, foresight or the power of ideas, but the reality is simpler: great leaders are people who know how to handle emotions.
It does not matter what they do, it does not matter whether they dedicate themselves to planning strategies or mobilizing the action of a team, since their success does not depend so much on what they do as on the way they do it. In this sense, we must emphasize that, if a leader lacks the ability to properly channel emotions, nothing he does will work as it should.
The emotional function of the leader is primal in both senses of the term, that is, as an original act and as the most important act of leadership.
When leaders channel emotions in a positive direction, they mobilize the best in people and cause an effect called resonance. When, on the contrary, they do it in a negative direction, they generate a dissonance that causes the emotional foundations on which all possible development is based. Hence, the competence of leaders in this primal emotional situation is what determines, to a large extent, whether an organization flourishes or, conversely, withers.
For all this, the key to primal leadership is based on the emotional intelligence competencies possessed by leaders, that is, in the way they manage their relationship with themselves and with others. Thus, leaders who maximize the benefits of primal leadership are those who know how to channel the emotions of their subordinates positively to achieve objectives.
The effect caused by the leader on the group's emotions goes beyond his words because, according to the investigation, the attention of those present is directed more to him than to the rest of those present. So when, for example, someone asks an open question to the whole group, the eyes of those present are directed towards the leader to see what his reaction is. Indeed, it happens that the members of the group tend to value the leader's emotional response very positively and give their own around it, especially in the case of confusing situations in which the different members react differently. In a sense, then, we could conclude by saying that the leader is the person who determines, explicitly or implicitly, the behavior and emotions of the group.
Leaders approve or censure, criticize constructively or destructively, and endorse or ignore the needs of others. They are the only ones who can determine the work of a group in a way that provides or deprives its activities of meaning. The leader can convey clarity and direction and encourage flexibility, thus allowing everyone to do their best to achieve the intended goal. And how you do it determines your emotional impact.
Feeling good generates mental efficiency, allowing people to better assimilate information, encourage the use of the rules of logic, and make thinking more flexible. Research has been able to corroborate that positive moods help us to perceive events and others more positively, which, in turn, contributes to increasing awareness of the resources available to us to achieve a goal, while encouraging creativity favors decision-making and predisposes us to action.
There is a formula to quantify the employee-company relationship, according to which a 1 percent increase in the emotional climate of services is accompanied by a 2 percent increase in revenue. It should not be forgotten that the leader contributes to creating the climate of service and that, in that same sense, it has a lot to do with the willingness of employees to satisfy their customers.
The way in which the leader manages and channels emotions so that a certain group achieves its objectives depends on their degree of emotional intelligence. In this sense, emotionally intelligent leaders naturally arouse resonance and their passion and enthusiasm reverberate throughout the group. It must also be said that these types of leaders know how to mobilize, when necessary, the state of mind most adapted to the circumstances, using empathy to emotionally tune their subordinates, making them feel respected and understood.
On the contrary, dissonance, in short, generates exhaustion, disappointment and discouragement in people and forces them to change jobs. In addition, dissonance also has an additional cost, as those who work in harmful environments end up taking this intoxication home with them, since stress hormones released during a toxic workday take many hours to disappear from the bloodstream.
When the leader understands his own vision and values and can become aware of the emotions of others, it is his ability to manage relationships that helps generate resonance. But, to determine the emotional tone of a group, the leader must know well his own priorities, which again gives the importance of self-awareness and thus apply the four domains of emotional intelligence: self-awareness, self-management, social awareness and relationship management.
It is very important for an organization to recognize from its staff who is a star leader, there is a leadership competence model developed by Lyle Spencer; in which the first step was to identify those “star” leaders whose income and profitability for the company were between 10 and 15 percent of maximum results. The next step consisted in interviewing the “star” leaders thus identified and those others whose performance was only average, with the intention of evaluating their competencies. The results of this research determined that the strength of the “star” leaders did not reside in any technical or cognitive ability, but in four characteristic competencies of emotional intelligence: achievement motivation, initiative,the ability to collaborate and work in groups and the ability to lead teams.
Finally, another group of managers in the sector was trained in the cultivation of those same competencies, setting objectives and evaluating their development, a progress that was clearly reflected in their work performance; achieving, with this, an increase in the efficiency and profitability of the company and with it the income would be increased.
Intelligence types
The types of intelligence for the application of this study are:
- Interpersonal intelligence. It is the ability to understand other individuals; that motivates them, how they work, how they generate unanimity and cooperation among them. Sensitivity to the emotions of others, ability to motivate and help other individuals to understand important aspects and to fulfill their objectives by understanding their needs. This intelligence is based on the ability to realize and differentiate between individuals and their moods, intentions, motivations and behaviors. In more advanced states, this intelligence allows the individual who has developed it to be sensitive and to read desires and intentions through subtle and not obvious messages. Interpersonal tools: Assertiveness, Empathy, Congruence and Ladder of inference. Intrapersonal intelligence.It is a skill similar to the previous one only that it is directed to the individual himself. It is the ability to form a real vision of oneself and be able to use that model to operate effectively in the face of life circumstances. It is somewhat similar to the concept, mentioned above. The ability to access one's own emotional life as a means of self-understanding and, through that knowledge, understand others. It is related to consciousness, the ability to become aware of what I need, what I want. Why am I feeling what I feel? Why do I think what I think? What are my patterns and attitudes? Under what circumstances do I have a tendency to express these attitudes? To achieve success in the area that we decide to express our individual potential requires a good knowledge of who I am,what I do well and what are my limitations. As well as celebrating successes and spending time to improve those aspects that are not handled properly. Individuals with strong and strong intrapersonal intelligence will find opportunities to use their strengths and learn from and overcome their limitations. Intrapersonal intelligence is related to the knowledge of the internal aspects of the individual, access to emotions and their possible ranges. The ability to effectively discriminate between emotions and to be able to have them at our service as a means of understanding and thus more effectively decide alternative actions. Individuals with high intrapersonal intelligence have a clear model of themselves and can recognize their own needs and desires, as well as the personal resources to achieve them.Tools: Emotion management, the process of differentiation, self-esteem, cognitive distortions, optimism, meditation, guided imagery, self hypnosis and progressive relaxation.
Domains of Emotional Intelligence and associated competencies
Personal Competency, these competencies determine the way in which we relate to ourselves.
Self awareness
- Emotional self-awareness: being aware of your own emotions and recognizing their impact; use "gut feelings" as a guide for decision making. Adequate self-assessment: knowing one's own strengths and weaknesses Self-confidence: security in the assessment we make of ourselves and our abilities.
Self-management
- Emotional self-control: the ability to properly handle conflicting emotions and impulses. Transparency: sincerity and integrity; Responsibility Adaptability: flexibility to face changes and overcome obstacles that arise Achievement: Strive to find and satisfy internal criteria of excellence Initiative: readiness to act when the opportunity arises Optimism: see the positive side of things
Social conscience
- Social Competence, these competences determine the way in which we relate to others.Empathy: being able to experience the emotions of others, understand their point of view and take an active interest in the things that concern them.Awareness of the organization: ability to be aware of organizational currents, decision-making networks, and politics. Service: ability to recognize and meet the needs of subordinates and customers.
Relationship management
- Inspired leadership: the ability to draw clear and convincing visions that are highly motivating Influence: use a wide range of persuasive tactics. Development of others: knowing how to develop the skills of others through feedback and appropriate guidance. Catalyze change: encourage, promote and steer change in a new direction Conflict management: ability to negotiate and resolve disagreements Establish links: cultivate and maintain a network of relationships Teamwork and collaboration: cooperation and team building
Types of leadership
| Leadership styles | How resonance encourages | Impact on climate | In which cases it is appropriate |
| Visionary | It outlines a common goal that is mobilizing. | It is the most positive of all. | When the need to change requires a new vision or when a clear direction is necessary. |
| Coaching | Establishing bridges of connection between the objectives of the employees and the goals of the organization. | Very positive | Help a worker improve his activity or help him develop his long-term potential. |
| Affiliate | Establishing a climate of harmonious relationship | Positive | When you need to bridge the existing differences between the members of a team, motivate them in critical situations or strengthen
relationships. |
| Democratic | It takes personal values into account and encourages commitment through participation. | Positive | When it is necessary to reach an agreement or a consensus and to get the participation of the employees. |
| Imitative | Set challenging and challenging goals. | Improperly applied is often very negative | To get a competent and motivated team to achieve excellent results. |
| Authoritarian | Eliminate fear by providing clear direction in critical situations. | Very negative, because it is usually applied in a very inappropriate way. | When a very fast change is required or with very difficult workers. |
Effective leadership depends on a broad repertoire of styles, when selecting the most suitable personnel for a leadership position, you should take into account the presence of a flexible repertoire of the four or more styles characteristic of excellent leaders (formerly mentioned). If not, it would be necessary to ask whether the person who is being considered for a certain managerial position dominates the specific style or styles that best suit the reality of the company.
The leader best suited to carry out the change of course necessary to face a critical situation, on the other hand, must have the skills of a visionary, that is, be able to draw a new vision that is stimulating. When the situation is very urgent and requires a drastic approach, the most appropriate style is the authoritarian one. If the consensus of the employees is required, the construction of the commitment or simply to generate new ideas, the person required will have to know how to use the democratic style. If, ultimately, you simply want to manage a highly competent and motivated team, the most appropriate style seems to be the helmsman.
The key to developing leadership skills is to strengthen emotional intelligence skills that highlight a certain style. You may not be born a leader (even though emotional intelligence has an important genetic component), but leadership can be learned. It is not an easy process and it requires time and a very deep commitment, but the individual and group benefit of leadership that is based on emotional intelligence is worth it and it is stimulating.
Sometimes the challenge is simply to use skills that you already have. It is possible that emotional intelligence is not only learned, but also that it can be maintained for a long time, this has been demonstrated in a series of very specific steps that guarantee the continuity of learning. And not to fall into the "honeymoon" effect that usually affects the entire training process and that supposes the fading of immediate improvement after a period that varies between three and six months. Typically, this cycle works as follows: the person leaves the process, enthusiastic and decided to improve, but as soon as they arrive at their office, they find dozens of emails, letters and phone calls to answer.Your boss and subordinates overwhelm you with all sorts of urgent situations to resolve, and obligations quickly throw you back into old habits. This is how you gradually forget all that you have just learned and return to your old mechanical responses, slowly forgetting the decision to change and discovering, one fine day, that everything is as usual again. That is when the honeymoon can be said to be over.
The essence of leadership development lies in self-directed learning, that is, in the intentional development and consolidation of some aspect of who we are, what we want to be, or both at the same time. But this requires having a very clear image of both your ideal self and your real self (that is, who we are now). Self-directed learning is more effective and durable when one understands the process of change and, consequently, the steps to take to achieve it. This model was developed by Richard Boyatzis, being an academic researcher and consultant to organizations in the field of leadership development.
The self-directed learning process goes through five different discoveries, each of which represents some kind of difference. Each discovery must be used as a tool to make the necessary changes in the eighteen skills discussed above and end up being an emotionally intelligent leader.
This type of learning should be repetitive, which means that the different steps are not carried out in a successive, smooth and orderly way, but each one requires a different time and effort. Over time, the exercise of the new habits ends up integrating them into the new real you. Frequently, this modification of habits, emotional intelligence and leadership styles ends up causing changes in our aspirations and in our dreams, that is, in our ideal self. And this cycle of development and adaptation is a life-long process.
When you become clearly aware of your ideal vision of yourself, you are motivated to develop your leadership skills. In such a case, you understand the person you want to be. It matters little whether that vision comes to you through dreams, through understanding the values and commitments that guide your life, or through simple reflection because, in either case, the image is powerful enough to evoke enthusiasm and hope, thus becoming the fuel that maintains the necessary motivation to continue working during the difficult and desperate process of change.
The second discovery is like looking into a mirror and discovering who you really are now, how you act, how others see you, and what are the implications of your deepest beliefs. Some of these observations will be congruent with your ideal self (they are considered as strengths) while others, on the contrary, will be present your weaknesses, that is, existing discrepancies between the person you are and the person you would like to be. Recognizing your strengths and weaknesses paves the way for modifying your leadership style.
But for this process to be successful, you must first develop the third discovery proposed by this model and you will have to draw up a detailed agenda (where your strengths lie) about the actions that you must take each day to get closer to your ideal. The program should be satisfactory and allow adjustments both to the skills you have decided to learn and to the realities of your life and work.
The fourth discovery is to exercise the new leadership skills.
The fifth discovery is to realize that you need others to identify your ideal self, discover your real self, recognize your strengths and weaknesses, and develop an agenda for the exercise of new skills. Because it should be noted that authentic leadership development can only take place amid the whirlwind of opportunities that our relationships provide. Let us bear in mind that others help us to see the things that we put aside, confirm the progress we are making, corroborate our way of seeing things and thus allow us to become aware of our functioning. It should not be forgotten that others provide us with the most appropriate context for experimentation and practice and, although the model is called “self-directed learning process”,it is really impossible to carry out alone. And, without the participation of others, there is no lasting change.
People with primal leadership (resonant) have removed the mold of being a leader, created in the image and likeness of the old moguls of the industry, an authoritarian and obsolete figure who ran all the threads of the company from his inaccessible office.
Resounding leaders know when to be collaborative and when to be visionary, when to listen, and when to command. This type of leader has a special ability to connect with what is really important and propose an ideal vision that is in tune with the values of their subordinates. They are people who naturally motivate relationships, putting hidden issues on the table and generating a synergy that harmonizes groups; They are people whose interest in their employees leads them to awaken their loyalty and inspire them to give their best for shared values.
All of this is something that the emotionally intelligent leader does at the right time, in the right way, and with the right person. This type of leadership creates a climate of enthusiasm and flexibility in which people are encouraged to be creative and give their best. And that gives added value focused on human situations that is essential for the proper functioning of any organization.
These leaders are more value-driven and more flexible, informal, transparent, and sincere than those of times past. They are leaders who connect with people and with networks, leaders with resonance, leaders who know how to spread their enthusiasm to the entire organization, stimulating their subordinates. Ultimately, resonance is the authentic key to primal leadership.
Bibliography
- Emotional Intelligence in Practice - Manual for personal and organizational success. Daniel Gil 'Adi Ed. McGraw-Hill.Emotional Intelligence- Because it is more important than IQ. Daniel Goleman. Ed. Bantam Books. 33rd Edition, May 2002 The Resounding Leader creates more. Daniel Goleman, Richard Boyatzis, Annie Mckee. 2nd Edition, March 2004.
