Chapter 4 Leadership

CHAPTER 4:
LEADERSHIP MIND AND
EMOTION

TABLE OF CONTENT
 SUMMARY
 LEADING WITH HEAD AND HEART
 MENTAL MODELS
 DEVELOPING A LEADER’S MIND
 EMOTIONAL INTELLIGENCE
 LEADING WITH LOVE VERSUS LEADING
WITH FEAR

SUMMARY
 Leaders use emotional as well as
intellectual capabilities and
understandings to guide organizations
through a turbulent environment and help
people feel energized, motivated, and cared
for in the face of rapid change, uncertainty,
and job insecurity.
 People can learn to be whole leaders who
lead with both the head and the heart.

SUMMARY
 Leaders should be aware of how their
mental models affect their thinking and
may cause “blind spots” that limit
understanding.
 Becoming aware of assumptions is a first
step toward shifting one’s mental model and
being able to see the world in new and
different ways.
 One challenge for today’s leaders is
developing a global mindset.

SUMMARY
 Four key issues important to expanding and
developing a leader’s mind are independent
thinking, open-mindedness, systems
thinking, and personal mastery.
 Personal mastery involves clarity of mind, clarity
of objectives, and an organized system for
achieving objectives.

SUMMARY
 Leaders should also understand the
importance of emotions and emotional
intelligence.
 Understanding emotions is imperative
because emotions are contagious and
emotions influence individuals’
performance.

SUMMARY
 Four basic components of emotional
intelligence are self-awareness, self-
management, social awareness, and
relationship management.
 Emotionally intelligent leaders can have a
positive impact on organizations by helping
employees grow, learn, and develop; creating
a sense of purpose and meaning; instilling
unity and team spirit; and basing relationships
on trust and respect, which allows employees
to take risks and fully contribute to the
organization.

SUMMARY
 Traditional organizations have relied on fear
as a motivator. Although fear does
motivate people, it prevents people from
feeling good about their work and often
causes avoidance behavior. Fear can reduce
trust and communication so that important
problems and issues are hidden or
suppressed.

SUMMARY
 Leaders can choose to lead with love
instead of fear. Love can be thought of as a
motivational force that enables people to feel
alive, connected, and energized; as feelings of
liking, caring, and bliss; and as actions of
helping, listening, and cooperating. People
respond to love because it meets unspoken
needs for respect and affirmation. Rational
thinking is important to leadership, but it
takes love to build trust, creativity, and
enthusiasm.

LEARNING OUTCOMES
 After studying this chapter, you should be
able to:
 Recognize how mental models guide your
behavior and relationships.
 Engage in independent thinking by staying
mentally alert, thinking critically, and being
mindful rather than mindless.
 Break out of categorized thinking patterns
and open your mind to new ideas and
multiple perspectives.

LEARNING OUTCOMES
 Begin to apply systems thinking and
personal mastery to your activities at school
or work.
 Exercise emotional intelligence, including
being self-aware, managing your emotions,
motivating yourself, displaying empathy,
and managing relationships.
 Apply the difference between motivating
others based on fear and motivating others
based on love.

LEADING WITH HEAD AND
HEART
Summary
 Leaders use emotional as well as
intellectual capabilities and
understandings to guide organizations
through a turbulent environment and help
people feel energized, motivated, and cared
for in the face of rapid change, uncertainty,
and job insecurity.
 People can learn to be whole leaders who
lead with both the head and the heart.

LEADING WITH HEAD AND HEART
 Whole leaders use both their head and their heart.
 They use their head to tend to organizational issues and their heart to tend
to human issues.

 Whole Brain Leader looks at
the following issues

HEART
Action Plan: What should i do as a
leader in my organization?
 As a leader, you can lead with both head and
heart.
 You can expand the capacity of your mind,
emotions, and spirit by consciously engaging
in activities that use aspects of the whole
self.

HEART
Discussion
 What does it mean to be a whole leader as
described in the chapter? Can you give an
example from your experience? Discuss

HEART
Answer
 To succeed in today’s environment requires
whole leaders who use both their head and
their heart. Leaders have to use their head to
tend to organizational issues such as goals
and strategies, production schedules,
structure, finances, operational issues, and so
forth. They also have to use their heart to
tend to human issues, such as understanding,
supporting, and developing others.

Video Time – “How leaders change brains and win
hearts”
Leaders change brains, for better
or worse. Good leaders have
brains that light up differently
when engaging teams, connecting
in ways that not only grow trust
and empathy, but increase
capacity for long-lens, complex
problem solving and collaborative
creativity.
Dr. Fiona Kerr
Dr Fiona Kerr is on a mission to change
the way we think about how we think.
She interprets the science behind why
human connection matters, and how it
changes our brains, hearts and the
decisions we make.

MENTAL MODELS
Summary
 Leaders should be aware of how
their mental models affect
their thinking and may cause
“blind spots” that limit
understanding.
 Becoming aware of
assumptions is a first step
toward shifting one’s mental
model and being able to see the
world in new and different ways.
 One challenge for today’s leaders
is developing a global
mindset.

MENTAL MODELS
 Mental models are theories
people hold about specific
systems in the world and their
expected behavior.

MENTAL MODELS
 A system means any set of
elements that interact to form a
whole and produce a specified
outcome.
 Therefore, a mental model is how
you think something works.

MENTAL MODELS
 An accurate mental model
helps a leader understand how to
arrange the key elements in
these systems to get the
desired outcome.
 Leaders have many mental
models that tend to govern how
they interpret experiences and
how they act in response to
people and situations.

Example of a Mental Model: Google
Leaders’ Mental Model
Source: Based on Adam Lashinsky, ‘‘Chaos by Design,’’ Fortune (October 2, 2006), pp. 86–98.

MENTAL MODELS
Assumptions
 Leaders have assumptions that
affect how they deal with
everything and everyone.
 Assumptions are part of a
leader’s mental model about
events, situations, circumstances,
and people

MENTAL MODELS
Assumptions
 Assumptions can be dangerous
because people tend to accept
assumptions as “truth.”
 Being aware of and questioning
their assumptions can help
leaders understand and shift their
mental models.

MENTAL MODELS
Changing or Expanding Mental Models
 Top leaders affect the success of
their organizations.
 The greatest factor in
determining success may be the
ability to change or expand
one’s mental models.
 Organizations are vulnerable
when leaders stick with obsolete
mental models that led to success
in the past.
 They find themselves simply
going along with the traditional
way of doing things.

MENTAL MODELS
 Successful leaders need a global
mindset.
 A global mindset can be
defined as the ability of managers
to appreciate and influence
individuals, groups, organizations,
and systems that represent
different social, cultural, political,
institutional, intellectual, or
psychological characteristics.

MENTAL MODELS
 Leaders must allow their mental
models to be challenged and
demolished.
 Becoming aware of
assumptions and understanding
how they influence emotions
and actions is the first step
toward being able to shift mental
models and see the world in a
new way.

MENTAL MODELS
Action Plan: What should I do as a leader in
my organization?
 As a leader, you can become aware of your
mental models and how they affect your
thinking and behavior. You can learn to
regard your assumptions as temporary ideas
and strive to expand your mindset.

MENTAL MODELS
Discussion
 Why is it so hard for people to change their
assumptions? What are some specific reasons
why leaders need to be aware of their mental
models?

MENTAL MODELS
Answer
 It is hard for people to change
their assumptions because they
have assumptions about events,
situations, circumstances, and
people, and they tend to accept
them as “truth.” A leader’s
assumptions are part of a mental
model. Mental models govern
how leaders interpret their
experiences and the actions they
take in response to people and
situations.
 For example, many organizations
in the automotive industry
operated on their leaders’
traditional assumption that
people wanted to drive a car
before buying it. This false
assumption has hurt car dealers
as Internet-based competitors
gain market share. Leaders can
learn to regard their assumptions
as temporary ideas rather than
fixed truths. The leader can
question whether long-held
assumptions fit the reality of the
situation.

MENTAL MODELS
Video Time - “Build Mental Models to Enhance
Your Focus”
 According to Pulitzer winner Charles
Duhigg, the art of focus is training
your mind to know what it can safely
ignore. Duhigg's latest book is
"Smarter Faster Better: The Secrets of
Being Productive in Life and
Business”
 Charles Duhigg
 Founder and CEO of the
Empowerment Through Sport
Leadership Series, Angela Hucles is a
two-time Olympic Gold Medalist for
US Soccer, two-time World Cup
Bronze Medalist, former professional
soccer player of the Boston Breakers
and the US Soccer Foundation’s 2009
Humanitarian of the Year.

DEVELOPING A LEADER’S MIND
Summary
 Four key issues important to expanding and
developing a leader’s mind are independent
thinking, open-mindedness, systems thinking,
and personal mastery.
 Personal mastery involves clarity of mind, clarity of
objectives, and an organized system for achieving
objectives.

 The leader’s mind can be developed in
four areas—
 independent thinking,
 open-mindedness,
 systems thinking, and
 personal mastery.
 These areas provide a foundation that
can help leaders examine their mental
models and overcome blind spots.

 These areas provide a foundation that
can help leaders examine their
mental models and overcome
blind spots.

Independent Thinking
 Independent thinking means
questioning assumptions and
interpreting data and events
according to one’s own beliefs,
ideas, and thinking, not according
to preestablished rules, routines,
or categories defined by others.
 People who think independently
are willing to stand apart, to have
opinions, to say what they think,
and to determine a course of
action based on what they
personally believe rather than on
what other people think or say.

 Independent thinking is one
part of leader mindfulness.
 Mindfulness can be defined as
a state of focused attention on
the present moment and a
readiness to create new mental
categories in the face of evolving
information and shifting
circumstances.
 Mindfulness is the opposite of
mindlessness, which means
blindly accepting rules and labels
created by others.

 When leaders think critically, they:

 Good leaders also encourage
followers to be mindful rather
than mindless.
 Intellectual stimulation is arousing
followers’ thoughts and
imaginations as well as
stimulating their ability to identify
and solve problems creatively.

Open-Mindedness
 Conditioning limits our thinking
and behavior.
 Leaders have to forget many
of their conditioned ideas to
be open to new ones. This
openness—putting aside
preconceptions and suspending
beliefs and opinions—can be
referred to as “beginner’s
mind.”

Open-Mindedness
 When someone becomes an
expert in a particular subject,
their mind often becomes closed
to the perspectives of other
people.
 Effective leaders strive to keep
open minds and cultivate an
organizational environment that
encourages curiosity and
learning.

my organization?
 As a leader, you can train yourself to think
independently. You can be curious, keep an
open mind, and look at a problem or
situation from multiple perspectives before
reaching your conclusions.

Discussion
 Discuss the similarities and differences
between mental models and open-
mindedness.

Answer
 Open-mindedness means
breaking out of the categorized
thinking patterns people have
been conditioned to accept as
correct. Mind potential is released
when opened up to new ideas
and multiple perspectives.
 By contrast, mental models are
deep-seated assumptions, beliefs,
blind spots, biases, and prejudices
that determine how leaders make
sense of the world. Mental
models govern the actions leaders
take in response to a situation.

Systems Thinking
 Systems thinking is the ability
to see the synergy of the whole
rather than just the separate
elements of a system and to learn
to reinforce or change whole
system patterns.
 Many people have been trained
to solve problems by breaking a
complex system into discrete
parts and working to make each
part perform as well as possible.
 However, the success of each
piece does not add up to the
success of the whole.

Systems Thinking
 It is the relationship among parts
that forms a whole system that
matters.
 Systems thinking enables leaders
to look for patterns of movement
over time and focus on the
qualities of rhythm, flow,
direction, shape, and networks of
relationships.

Systems Thinking
 When leaders see the structures
that underlie complex situations,
they can facilitate improvement.
But it requires a focus on the big
picture.
 Leaders can develop peripheral
vision—the ability to view the
organization through a wide-
angle lens rather than a telephoto
lens—so that they perceive how
their decisions and actions affect
the whole.

Systems Thinking
 An important element of systems
thinking is to discern circles of
causality.
 Reality is made up of circles not
straight lines.

Systems Thinking and Circles of
Causality
Source: Based on concepts presented in Peter M. Senge, The Fifth Discipline: The Art and Practice of the Learning Organization (New York:
Doubleday/Currency, 1990).

Personal Mastery
 Personal mastery means
mastering yourself in a way that
facilitates your leadership and
achieves desired results.

Personal Mastery
 Mastering oneself embodies
three qualities:

Personal Mastery
 All elements of mind are
interrelated. Independent
thinking and open-
mindedness improve systems
thinking and enable personal
mastery, helping leaders shift and
expand their mental models.

Video Time – “The 5 Mentalities of Mastery”
 Seriously rich and robust stream
of ideas, insights and
implementation strategies that
have taken the speaker’s 20 years
to discover--in today's Mastery
Session.
 Robin Sharma
 Robin Sharma is one of the top
leadership experts in the world.
His work is embraced by rock
stars, royalty, billionaires and
many celebrity CEOs.

EMOTIONAL INTELLIGENCE
Summary
 Leaders should also understand
the importance of emotions and
emotional intelligence.
 Understanding emotions is
imperative because emotions
are contagious and emotions
influence individuals’
performance.
 Four basic components of
emotional intelligence are self-
awareness, self-
management, social
awareness, and relationship
management.
 Emotionally intelligent leaders can
have a positive impact on
organizations by helping
employees grow, learn, and
develop; creating a sense of
purpose and meaning; instilling
unity and team spirit; and basing
relationships on trust and respect,
which allows employees to take
risks and fully contribute to the
organization.

 Cognitive intelligence, or IQ, is
important in determining a
person’s success and
effectiveness. The critical
importance of emotional
intelligence, or EQ, is also being
recognized.
 Emotional intelligence refers
to a person’s abilities to perceive,
identify, understand, and
successfully manage emotions in
self and others. Leaders who
score high in EQ are typically
more effective and rated as more
effective by peers and
subordinates.

What Are Emotions?
 Leaders should understand the
range of emotions and learn to
distinguish the major positive
and negative emotions.

Positive and Negative Emotions

What Are Emotions?
Positive Primary Emotions
 Enjoyment
 Pride
 Love
 Relief
Negative Primary Emotions
 Anger
 Fear
 Guilt
 Sadness
 Envy
 Disqust

What Are Emotions?
 A key component of leadership is being emotionally connected to others
and understanding how emotions affect working relationships and
performance.

Why Are Emotions Important?
 Leaders who are more
expressive and can read the
emotions of others make more
money than leaders without
these skills.

Emotional Intelligence and Earning
Power
Source: Rensselaer Polytechnic Institute, Lally School of Management and Technology, as reported in BusinessWeek Frontier (February 5, 2001),
p. F4.

 Leaders who harness and direct the power of emotions to improve
followers’ satisfaction, morale, and motivation get better results and
enhance overall organizational effectiveness.

 Emotions Are Contagious
 The emotional state of the leader
influences the entire group.
 The emotional contagion
means that leaders who are able
to maintain balance and keep
themselves motivated can serve
as positive role models and help
others maintain a positive
emotional state.

Emotions Influence Performance
In a positive work environment, employees can devote more of their
energy to producing positive results.
influence

Positive Leadership and
Performance
Source: Based on ‘‘Success & the Team Climate,’’ Team Leadership Toolkit, Lindsay-Sherwin Company Web site,
http://www.lindsaysherwin.co.uk/guide_team_leadership/html_team_development/1_success_and_team_climate.htm (accessed May 13, 2011).

The Components of Emotional Intelligence
 The competencies and abilities of
emotional intelligence are
grouped into these four
fundamental categories
 Anyone can improve these skills.
 Taken together, the four
components build a strong base
of emotional intelligence that
leaders can use to more
effectively guide teams and
organizations.

 Self-awareness includes the
ability to recognize and
understand our own emotions
and how they affect our life and
work.
 People who are in touch with
their emotions are better able to
guide their own lives, trust their
“gut feelings,” accurately assess
their own strengths and
limitations, and feel self-
confidence.

 Self-management includes the
ability to control disruptive,
unproductive, or harmful
emotions and desires.
 Other characteristics include
trustworthiness (consistently
displaying honesty and integrity),
conscientiousness (managing and
honoring responsibilities), and
adaptability (the ability to adjust
to changing situations and
overcome obstacles).
 Leaders skilled at self-
management remain hopeful and
optimistic despite obstacles.

 Social awareness relates to
one’s ability to understand
others. Socially aware leaders
practice empathy, which means
being able to put yourself in
other people’s shoes, sense their
emotions, and understand their
perspective.
 Socially aware leaders can
understand divergent points of
view and interact effectively with
many different types of people
and emotions.

 Organizational awareness
refers to the ability to navigate
the currents of organizational life,
build networks, and effectively
use political behavior to
accomplish positive results.
 Service orientation refers to
the ability to recognize and serve
the needs of employees,
customers, or clients.

 Relationship management
refers to the ability to connect
with others and build positive
relationships.
 Leaders with high emotional
intelligence are aware of the
impact their behaviors have on
others, and they treat people
with compassion, sensitivity, and
kindness.
 Leaders can inspire change and
lead people toward something
better, build teamwork and
collaboration, and resolve
conflicts that inevitably arise.

THE COMPONENTS OF
Source: Adapted from Richard E. Boyatzis and Daniel Goleman, The Emotional Competence Inventory—University Edition (Boston, MA: The Hay
Group, 2001).

 A high level of self-awareness and an ability to manage one’s
own emotions enable a leader to display self-confidence, earn respect
and trust, and consider the needs of others.

 Emotionally competent leaders
are:

my organization?
 As a leader, you can empathize with
others, treat people with compassion
and sensitivity, build teamwork, and
learn to listen, interpret emotions,
and resolve interpersonal conflicts.
 As a leader, you can develop emotional
intelligence and act as a positive role model
by being optimistic and enthusiastic.

Discussion
 Do you think it is appropriate for a leader to
spend time developing people’s emotional
intelligence?
 Why or why not?

Answer
 Yes, research showed that untrained
emotionally intelligent teams perform as well
on the job as trained teams with low ratings
in emotional intelligence. Emotionally
intelligent teams can assess the situation.
Emotionally intelligent team norms create a
group identity, build trust among members,
and instill a belief among members that they
can be effective and succeed as a team.

Video Time – “The Power of Emotional
Intelligence”
 Why do people with average IQs
outperform those with the highest
IQs 70% of the time? It all comes
down to emotional intelligence. And
unlike IQ, emotional intelligence is a
choice and a discipline, not an innate
quality bestowed upon the lucky.
 Dr. Travis Bradberry is the award-
winning coauthor of Emotional
Intelligence 2.0 and the cofounder of
TalentSmartÒ¾the world’s leading
provider of emotional intelligence
tests and training serving more than
75% of Fortune 500 companies. His
bestselling books have been translated
into 25 languages and are available in
more than 150 countries.

LEADING WITH LOVE
VERSUS LEADING WITH
FEAR

LEADING WITH LOVE VERSUS LEADING WITH
FEAR
Summary
 Traditional organizations have
relied on fear as a motivator.
Although fear does motivate
people, it prevents people from
feeling good about their work
and often causes avoidance
behavior. Fear can reduce trust
and communication so that
important problems and issues
are hidden or suppressed.
 Leaders can choose to lead
with love instead of fear.
Love can be thought of as a
motivational force that enables
people to feel alive, connected,
and energized; as feelings of
liking, caring, and bliss; and as
actions of helping, listening, and
cooperating. People respond to
love because it meets unspoken
needs for respect and affirmation.
Rational thinking is important to
leadership, but it takes love to
build trust, creativity, and
enthusiasm.

FEAR
 Traditional leadership relied on
fear.
 Today, a positive environment of
care and trust is more effective
than fear.
 Showing respect and trust allows
people to feel emotionally
connected with their work.
 A negative environment has a
negative effect on workers and
production.

LEADING WITH LOVE VERSUS LEADING WITH FEAR
Fear in Organizations
 Any fear in the workplace can prevent people from doing their best, from
taking risks, and from challenging and changing the status quo.

FEAR
Consequences of Fear
Fear in the workplace has several
consequences:

FEAR
Relationship with Leaders
Leaders control the organization's
fear level.

LEADING WITH LOVE VERSUS
LEADING WITH FEAR
 Organizations driven by love are
marked by openness and
authenticity, a respect for diverse
viewpoints, and emphasis on
positive interpersonal
relationships.
Characteristics of Organization Driven by
Love

FEAR
 Organizations driven by fear, on
the other hand, are characterized
by cautiousness and secrecy,
blaming others, excessive control,
and emotional distance among
people.
Characteristics of Organization Driven by
Fear

Indicators of Love versus Fear in
Organizations
Source: Daniel Holden, ‘‘Team Development: A Search for Elegance,’’ Industrial Management (September–October 2007), pp. 20–25. Copyright ©
by Institute of Industrial Engineers.

FEAR
Bringing Love to Work
 Leaders can learn to use positive
forces to improve their
organizations.
 The result is:

The Practical Aspects and
Outcomes of Caring About Others
*These are the actual, unedited words called out by participants and written on a whiteboard during a seminar at which people were asked these two
questions.
Source: Marilyn R. Zuckerman and Lewis J. Hatala, Incredibly American: Releasing the Heart of Quality. © 1992. American Society for Quality.
Reprinted with permission from the authors.

FEAR
Why Followers Respond to Love
 Leaders who lead with love have
extraordinary influence because
they meet five unspoken
employee needs:

FEAR
Bringing Love to Work
 People typically respond by loving
their work and becoming
emotionally engaged in solving
problems and serving customers.
 From the followers’ point of view,
love versus fear has different
motivational potential.

LEADING WITH LOVE VERSUS LEADING
WITH FEAR
Action Plan: What should I do as a leader in my organization?
 As a leader, you can choose to lead with
love, not with fear. You can show respect and
trust toward followers and help people to
learn, grow, and contribute their best to
achieve the organization’s vision.

LEADING WITH LOVE VERSUS
LEADING WITH FEAR
Discussion
 Consider fear and love as potential
motivators. Which is the best source of
motivation for college students?
 For members of a new product development
team?
 For top executives at a media conglomerate?
Why?

LEADING WITH LOVE VERSUS LEADING WITH FEAR
Answer
 The best source of motivation for
students is interest in the coursework
and the desire to earn a good grade,
which results from working hard and
doing well on tests; however, some
students work only out of fear of
receiving a low grade.
 For members of a new product
development team, it is the love of
science and innovation to put
together a new product. It is the love
of teamwork and feelings of affiliation
for team members and the love of
competition with other businesses. It
is also the fear of not bringing a
product to market in advance of the
competition.
 For top executives at a media
conglomerate, the fear of the
competition or love of the business is
a motivator. Feelings of teamwork,
cooperation, unity, and sharing drive
executives. These sentiments emerge
as actions.

FEAR
Video Time – “Leading the "heart" way”
 Although you might consider his
world of casinos and motorcycle clubs
to be a shadowy one, Robert will
surprise you with his positive take on
management. During his talk, he will
enlighten you on ‘how to let love
rule’ in a leadership role. Prepare to
lead the heart way!
 Robert van den Bout
 A well known Dutch Writer, trainer,
speaker

KEY TERMS AND CONCEPTS
 Mental models: theories people hold
about specific systems in the world and
their expected behavior.
 Global mindset: the ability of managers
to appreciate and influence individuals,
groups, organizations, and systems that
represent different social, cultural, political,
institutional, intellectual, or psychological
characteristics.
 Independent thinking: questioning
assumptions and interpreting data and
events according to one’s own beliefs,
ideas, and thinking, rather than
preestablished rules or categories defined
by others.
 Mindfulness: a state of focused attention
on the present moment and a readiness to
create new mental categories in the face of
evolving information and shifting
circumstances.
 Systems thinking: the ability to see the
synergy of the whole rather than just the
separate elements of a system and to learn
to reinforce or change whole system
patterns.
 Personal mastery: the discipline of
mastering yourself; it embodies clarity of
mind, clarity of objectives, and organizing
to achieve objectives.

KEY TERMS AND CONCEPTS
 Emotional intelligence: a person’s
abilities to perceive, identify, understand,
and successfully manage emotions in self
and others.
 Empathy: being able to put yourself in
someone else’s shoes. Fear-based
motivation: motivation based on fear of
losing a job. Love-based motivation:
motivation based on feeling valued in the
job.

Chapter 4 Leadership

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