MGMT331 LESSON 1Leader as a Visionary LESSON TO.docx

MGMT331 | LESSON 1
Leader as a Visionary
LESSON TOPICS
· History of Leadership
· Leadership Traits and Behaviors
· Situational Leadership
· Effective Task Leadership and the Leadership Process
KEY TERMS
· Behavior Theory
· Contingency Model
· Environmental Factors
· Functional Model
· “Great Man” Theory
· Leadership Process Model
· Least-preferred Coworker Model (Fiedler’s Contingency
Model)
· Path-Goal Model
· Relationship Theory
· Situational Leadership Model
· Trait Theory
INTRODUCTION
In this lesson, we will survey the history of leadership and how
various leadership theories have evolved over time into what is
now perceived as one of today’s most prominent determinants
of strategic organizational success and, additionally, a pertinent
area for managerial development and growth. The demands for
leadership today, along with the prevalence of continued
research efforts in the field, clearly demonstrate the need for
exploration of leader traits and behaviors. We will also consider
how theories regarding certain situations, tasks, and follower

behaviors have shaped the current state, and direction, of
leadership research and practice.
History of Leadership
Have you ever faced a challenging situation? Have you ever
guided others in accomplishing a common goal despite tough
circumstances? The earliest research on leadership grew from
studying excellent leaders who seemed to emerge amidst
difficult situations, surmounting challenges, to unite followers
to reach a common goal.
THEORIES
GREAT MAN THEORY
The “great man” theory asserted that born leaders possessed
inherent qualities attributing to their success. Many trait
theorists followed that line of reasoning and sought to identify
common traits and skills leaders share. Those identified traits
and skills have also evolved over time.
RELATIONSHIP THEORIES
Not only were researchers interested in the qualities great
leaders were born with, they were also interested in their
behaviors relative to the specific situations they faced.
Leadership theorists eventually realized that follower behaviors
and motivations were just as relevant as leader behaviors and
skills. Therefore, they adopted a more proactive stance by
suggesting that leaders could develop skills, traits, and styles
and select the best style, or styles, based on situational factors.
Additionally, relationship theories recognize that the motivation
of both leaders and followers stems from the synergy between
them. Awareness and nurturing of the follower-leader
relationship result in truly effective leadership, cultivated by a
team mentality of “we,” as opposed to “I.” Together, followers
and leaders accomplish goals. As you reflect upon the evolution
of leadership theories, do you think that leaders are born, made,
or, perhaps, a combination of both? Do you think successful

leadership requires an individual or a team?
Some believe Winston Churchill was born a leader, with
inherent traits such as excellent communication skills, while
others believe he became a great leader through a combination
of his own experiences and personal development. For more
about the great visionary leader, Winston Churchill, read
this article.
Great Man Theory
Great leaders naturally emerge in difficult situations because
they were born with inherent qualities conducive to successful
leadership. For example, some say that leaders were born to be
great men regardless of their circumstances or development.
These “great men” emerged from difficult situations, such as
generals rising to lead soldiers in battle, to lead followers
because they were simply born to do so.
Consider a CEO faced with serious financial challenges in her
first year leading a technology company in a highly competitive
industry. For our CEO, the great man theorists actually would
not have even acknowledged her as a leader because, as the
name of the theory suggests, great “men” led - not women.
Great men led because they were born to lead. Leadership was a
birthright for them.
Trait Theory
A variety of trait theorists claimed that leaders possessed
inherent traits and/or skills that would serve them well in a
leadership capacity. The earliest trait theorists believed that
leaders were born with these traits or abilities. In an effort to
identify individuals who would make outstanding leaders,
theorists identified individuals who exemplified the traits. For
example, if an individual was assertive, decisive, confident,
and/or persistent, they had excellent leadership potential.
In the case of our CEO, trait theorists would have predicted her
success as an effective leader based on her confidence and
competence to lead this company through its toughest times.

There is no doubt that, as our CEO works through financial
issues in the company; she will also need to make some difficult
decisions for the company. Therefore, she will need to be
decisive, assert her opinions, and communicate actions
effectively to her team.Behavioral Theory
In contrast to the great man theory, behavior theory focuses on
the actions of great leaders through their concerns for both
people and production. Behavioral theories assert that leaders
can be developed or trained to influence others. According to
Cutler (2014), leaders utilized one of three behavioral
leadership styles throughout the decision-making process.
Leaders also had a natural preference to use one style over the
others, regardless of the situation they faced.
MOST COMMON LEADERSHIP STYLES
AUTOCRATIC
Leaders make decisions with little or no input from their
followers.
DEMOCRATIC
Leaders seek out input and recommendations from team
members, particularly when the situation calls for agreement by
all involved.
LAISSEZ-FAIRE
Leaders consciously make a decision to let capable and
intelligent team members make decisions on their own.
in the case of our CEO, she is often seen calling high-level
functional managers in for team meetings to gather their
feedback. She asks the managers about the challenges they have
experienced in the past within their departments. Our CEO also
asks what they would recommend she do in order to turn the
company around and make the best of a bad situation. Because
she highly values the opinions of these functional managers as

experts and she wants a general consensus when she asks them
for their recommendations, our CEO is utilizing a democratic
leadership style.
Situational Theory
Flexible leaders should adapt their leadership style based upon
the current situation, which is also referred to as
the contingency model. Fred Fiedler’s least-preferred coworker
model assumed that task-oriented and relationship-oriented
leaders would perform better in certain situations (Fiedler,
1967).
Later in 1977, the Hersey and Blanchard model suggested that
leaders take actions according to follower maturity level. For
example, if followers were not mature, in terms of ability and
confidence, to complete an assigned task, the leader should
adopt a “telling” leadership style by giving firm directions and
clarifications for tasks (Hersey & Blanchard, 1977). As
followers mature, leaders would eventually adopt a “delegating”
style which involves setting goals and then “getting out of the
way” so that the followers can complete tasks on their own.
Due to the fact that our CEO perceives her followers as very
mature, she would utilize the Hersey and Blanchard
participating leadership style. As previously mentioned she
frequently meets with mid-level managers and participates in
the process of them completing objectives. She cares about
fostering the relationships with those managers (high
relationship) but she knows they possess the competencies
needed to complete tasks on their own (low task). Her best
course of action is to focus on shared ideas and to continue to
boost the confidence of her followers. This combination of her
follower's needs (high relationship, low task) works very well
with her participating style of leadership. If her followers’
needs change over time or based upon the situation, she can also
fit her style to meet those new needs.Functional Theory
Leaders achieve goals by focusing on functional actions that
meet the needs of the team, individual, and task simultaneously,

in the case of John Adair’s action-centered model (Adair, 1973).
Adair’s model is best represented visually by three overlapping
and connected circles that represent each of those needs because
they are all connected with each other.
For example, a good leader would not be concerned only about
the task at hand. They would be concerned about the people
(individuals). Also, they would realize that the individuals that
comprise the team have needs in respect to the team as well.
Each individual has an important role to play. They should
perceive the success of accomplishing goals as a team effort.
It’s crucial the leader recognize and foster the team spirit and
cohesiveness. The team is only as strong as its individuals and
those individuals must be personally motivated to succeed and
achieve the goals of the team.
Kouzes and Posner’s functional model, the Five Practices of
Exemplary Leadership, focused on optimal actions such as
inspiring through a shared vision and enabling others to act to
achieve shared goals (Kouzes & Posner, 2010).
THE FIVE PRACTICES:
· Model the way
· Inspire a shared vision
· Challenge the process
· Enable others to act
· Encourage the heart
It has been stated that “ongoing studies consistently confirm
that The Five Practices and our assessment tools are positively
related to both the effectiveness of leaders and the level of
commitment, engagement and satisfaction of those that follow”
(The Leadership Challenge, 2017).
In the case of our CEO, using the action-centered model works
best for her because she wants to focus on the needs of her
individual team members, the team as a whole, and the task. In
addition to the team meetings she holds, she also meets with
team members one-on-one to discuss any hurdles she can
remove for them. This enables them to take action and have

individual needs heard and met. The CEO also carefully
considers the work, or tasks, that need to be completed to
achieve goals. This work will be accomplished by individuals,
according to their role on the team, but the success will also be
attributed to the group as a whole.
Our CEO could also incorporate the practices outlined in the
functional leadership model. One example of “modeling the
way” could be how she cares about and communicates with her
team members effectively. She is showing them how to interact
with their subordinates, and with her, by engaging in those
behaviors herself with her own subordinates, the functional
managers. Have you heard that you should “treat people the way
you want to be treated”? Do you? Well, our CEO does.
Relationship Theory
Both leaders and followers are motivated and energized to
accomplish common goals through their relationships and
interactions with each other. There are two common relationship
theories used by leaders.
RELATIONSHIP THEORIES USED
TRANSFORMATIONAL LEADERSHIP THEORY
The transformational leadership theory asserts that the
compelling vision of charismatic leaders inspires their followers
to action.
LEADER-MEMBER EXCHANGE THEORY
The leader-member exchange theory encourages leaders to
reflect upon perceptions of, and opportunities offered to, team
members based on relationships and trust.
Our CEO could utilize both theories. It’s clear she cares about
relationships with her employees based upon her other actions
and behaviors we have already discussed. She values high-
quality exchanges, both individually and in groups, so she can
gain feedback and perspective from her team members. Our
CEO wants to hear from them about their individual needs as

well so she can provide them developmentally or perhaps even
leadership, opportunities if possible. Also, when team members
share issues with her through these exchanges, she receives that
information well and she keeps her promises, which creates
trust.
In addition to valuing leader-member exchanges, this CEO also
shares her vision for the company with every opportunity she
can. She communicates her passion for her people and her
passion for the success of the company. Our CEO is charismatic
and is also an excellent speaker, communicator, and
collaborator.
Do you feel like you were born to be a leader? When you think
of a leader you admire, do you think you have a lot of the same
traits and qualities as that person? Are they intelligent,
enthusiastic, driven, confident, creative, sensitive, or
trustworthy?
Many researchers have taken a keen interest in identifying those
traits that are most valuable to leaders as they motivate others
to accomplish their visions. Researchers have taken this
initiative with the intention of managerial and selection
implications. Specifically, if traits can be identified in specific
candidates for a job, managers or leaders can utilize that
information to hire or select the best possible candidates for
those leadership opportunities.
Leadership Traits and Behaviors
Can you think of a leader who seemed to focus too much
on relationships or people and not enough about the goal or
work at hand? What about a leader who focused entirely on task
efficiency and production without a desire to create a culture of
trust and respect? Do you think you could be an effective
leader, regardless of the situation, if you focus on both people
and process?

Watch this video and read this article to learn about the traits
and behaviors successful business leader Warren Buffett
exhibits.
THEORIES AND EXAMPLES
TRAIT THEORY
Although the initiative started in the military, the implications
of the research are widespread across industries and business.
As research progressed, trait theory evolved into one of not just
selection but also of development. In other words, if the leader
was not born with the optimal qualities and skills, then he or
she could enhance or acquire the desirable attributes. This
thought leads us to the following question: if you do not think
you were born a leader, do you still think you can become one?
BEHAVIOR THEORY
Fast-forward further in time and you’ll see we also started
asking ourselves not just who leaders were (what qualities they
possessed) but also what leaders did. What actions did they
take? How did their behaviors result in success and why?
One example of the behavior theory approach was the
managerial grid constructed by Blake and Mouton (1964), which
conveyed varying management styles according to a leader’s
concern (or lack thereof) for both people and production. It
became apparent that, optimally, one should utilize a team
management style with concern for both the development and
needs of individual people. Those considerations should be
made in addition to the evaluating the production or work that
was necessary to accomplish the organization’s strategic
goals. Leadership Traits and Skills
Here are some of the leadership traits and skills identified by
Stogdill (Stogdill, 1974). Do you have some of these qualities?
When you think of leaders you admire, do they have these

qualities too?
LEADERSHIP TRAITS
· LEADERSHIP TRAITSLEADERSHIP SKILLS
· Adaptable to situations
· Alert to social environment
· Ambitious and achievement-orientated
· Assertive
· Cooperative
· Decisive
· Dependable
· Dominant (desire to influence others)
· Energetic (high activity level)
· Persistent
· Self-confident
· Tolerant of stress
· Willing to assume responsibility
LEADERSHIP SKILLS
· Intelligent
· Conceptually skilled
· Creative
· Diplomatic and tactful
· Fluent in speaking
· Knowledgeable about group task
· Organized (administrative ability)
· Persuasive
· Socially skilledLeadership Qualities
Kirkpatrick and Locke (1991) further asserted that traits, or
qualities, were determinants of leader success. Their research
found that traits do matter but are only a precondition and
additional actions on the part of the leader/ manager are
necessarily in order for him or her to succeed.
VALUABLE LEADERSHIP QUALITIES
· Drive: achievement, ambition, energy, tenacity, initiative

· Leadership Motivation (personalized vs. socialized)
· Honesty and Integrity
· Self-confidence (including emotional stability)
· Cognitive Ability
· Knowledge of the Business
· Other Traits (weaker support): charisma, creativity/originality,
flexibility (Kirkpatrick & Locke, 1991)
Behavioral Approaches: The Managerial Grid
The Blake and Mouton Managerial Grid model (1964) asserts
that leaders should take action out of concern for both people
(relationships) and results (tasks). The table is visualized below
but the preferred style for leaders would be the team
management style, which deems that leaders should have both
high concerns for people and high concern for results.
IMPOVERISHED MANAGEMENT
These managers lack concern for both people and production.
This lack of concern, direction, and ownership of the tasks
creates an environment that is not conducive to success.
COUNTRY CLUB MANAGEMENT
These managers have a high concern for people. They want
them to feel comfortable, safe, and happy. However, they value
that happiness over the need for results and so production can
suffer.
PRODUCE OR PERISH MANAGEMENT (OR TASK
MANAGEMENT)
Managers of this style are very results-oriented and focus on the
production of the team members. However, they don’t really
have a concern for the team members as people. This kind of
high-pressure environment is not conducive to production
because the people actually become very stressed. When people
feel like a “means to an end,” they will lack motivation.

MIDDLE OF THE ROAD MANAGEMENT
The middle of the road management style is not ideal because
expectations are average for results and concern for people is
not really low or high. The managers are more or less
indifferent to the needs of people and will accept mediocre
results.
TEAM MANAGEMENT
According to Blake and Mouton, the team management style is
ideal. They want managers to have a high concern for
production and results in addition to genuinely caring about the
people that play such an important part in goal-attainment. This
environment of trust, collaboration, and clearly communicated
goals results in the best possible results from the team.
Situational Leadership
As you learned, one of the desirable leadership traits that
Stogdill (1974) identified was the ability to adapt to situations.
When you think of leaders today, in our fast-paced
technologically advancing society, do they seem to pivot and
adapt to evolving market needs and shifting demands? As
circumstances often change quickly and frequently, it is crucial
that leaders are able to adapt their style or approach in order to
best fit the current environment. Different times call for
different measures.
LEADERSHIP MODELS
CONTINGENCY AND PATH-GOAL MODEL
Fiedler’s early research on the
least preferred coworker otherwise referred to as
the contingency model suggested that leaders’ styles were rather
fixed. Additionally, he believed that the ideal leader should be
selected based on both the current situation and that leader’s set
style. However, later findings such as House’s path-goal

model , asserted that leader styles can, in fact, be mutable
(House & Mitchell, 1974). Leaders can and should carefully
select the leadership style to use flourish within the workplace
environment as well as meet varying follower needs. For
example, when tasks are unclear or unstructured and followers
have a high ability with an internal locus of control, it’s best
that leaders are supportive and nurture the team along its path
toward meeting the goal.
SITUATIONAL LEADERSHIP MODEL
Hersey and Blanchard’s situational leadership model also
asserted that leaders should select the most effective leadership
style based upon the situation in terms of readiness of the team
to accomplish the specific task at hand (Hersey & Blanchard,
1977). Group members’ willingness, or confidence, in addition
to their abilities, in terms of experience or skill level, will call
for leaders to emphasize varying levels of task behaviors or
relationship behaviors. This particular model recognizes that
there is no “best” leadership style for all followers. In fact, each
follower’s needs may vary and leaders can utilize the style that
works best for that individual follower. Additionally, the need
for leaders to focus on relationships tends to be correlated with
the total readiness of followers to accomplish a task.
SCENARIO
Consider the following scenario: As a leader, you encounter a
team who is highly skilled and experienced in completing
projects because they have led similar projects before. Would it
be conducive for you to focus on every single detail of how they
are going to accomplish the task in terms of their
responsibilities and duties? No! If you have a willing and able
team, your role as a leader will be more like a coach to provide
encouragement and support. The team will operate efficiently
almost autonomously while keeping you informed of progress
made toward the goal.

Path-Goal Model
This is an excellent visualization of House and Mitchell’s path-
goal model of leadership. While considering situational factors
such as task and employee characteristics, leaders can select the
best leadership style to motivate followers to achieve their
goals. As a leader, you can effectively remove any obstacles in
your followers’ path so that they can reach their goal.Hersey
and Blanchard Model
According to the Paul Hersey and Ken Blanchard (1977)
situational leadership model, as a leader, you can cater your
leadership style according to the needs of each individual. For
example, if you have an extremely confident, capable, self-
sufficient group of followers who require very little support or
direction from you, they would benefit best by your adoption of
a delegating style. The delegating style enables highly mature
followers to complete tasks with minimal supervision and
allows them to involve the leader as they see fit.
Can you think of a situation where you were given a task to
complete but you lacked the confidence to complete it on your
own? Perhaps, it was something new to you and you felt like
you lacked the skills or capabilities you needed to do a great
job. What do you want from your leader in that situation? I’m
sure you needed their guidance and direction. You could have
benefited from them explaining the tasks further in addition to
nurturing their relationship with you, ensuring you they would
be there as you need them. This situation best describes the
ideal environment for a leader to utilize a telling style in order
for his or her followers to be successful.
This visual representation demonstrates the four types of Hersey
and Blanchard situational leadership styles and how they relate
to followers’ task and relationship needs. The graph also
demonstrates that follower maturity exists on a continuum of
readiness.Effective Task Leadership and the Leadership Process
As you think about a leader you want to emulate, reflect upon
whether you have the traits and behaviors to be like that
successful leader. Also, contemplate the varying situations

leaders are faced with as we have already discussed. How would
a successful visionary leader best synthesize these various
factors and adapt to accomplish goals and motivate teams?
THE LEADERSHIP PROCESS
LEADERSHIP PROCESS MODEL
An effective process would serve us well! When we think of
these factors together, we arrive at the leadership process
model , which focuses on the elements of the leader, followers,
context (or environment), and outcomes (or goals). Think of this
process model as a recipe for success: you need the perfect
combination of the optimal, high-quality, ingredients working in
harmony to have truly effective leadership.
This is similar to Adair’s action-centered model previously
discussed outlining the needs and interconnectedness of the
task, team, and individual. The difference is that the leadership
process model considers factors of followers as a whole, the
leader as an individual, the outcomes (similar to tasks), and the
context or environment. The leadership process model,
developed by Pierce and Dunham and (1990), emphasizes the
factors that enable leaders to be successful, including the need
for the leader, followers, context, and outcomes to synergize as
one.
ENVIRONMENTAL FACTORS
As we draw our focus towards the context element of that
process, think about the environmental factors that can impact
a leader’s ability to thrive and be successful. It’s important to
recognize that both factors internal to the organization and
external to the organization create an environment for leader-
managers. Leaders will not always get to “pick” their
environment. However, to the extent that it is possible, leaders
can and should shape those environmental factors into a context
in which they can effectively motivate and inspire followers

with their visions. Instilling trust and effectively
communicating the mission, along with the supporting the
common values of the organization, can create a unique
collaborative culture optimal for organizational success.
Can you think of some of the environmental factors, either good
or bad, that are shaping the actions of leaders today? How
would you convey your vision and accomplish your goals in
such an environment?
Effective Task Leadership and the Leadership Process
Within the leadership process model, the factor of context is
considered to be important in a leader’s ability to succeed. It’s
important to realize these factors may be either internal (within
your organization) or external (outside your organization).
These factors may or may not be within your control. However,
it’s important to consider them as you can greatly improve your
leadership abilities by addressing any of the contextual factors
that are within your realm of control. If you can improve the
situational context, you should certainly do so. If you’re not
certain, it will be valuable to network with others in the
organization. Ask about their successes with improving upon
some of the factors you’re evaluating. That information can
inform your effort and future decision-making.
According to Wu (2013), there are a few environmental factors
that can impact leader-manager success.
Can you think of a time when a leader was not impacted by his
or her followers? What if you were leading a team of followers
who were determined not to work with you? What if you worked
for a company that didn’t give you the resources you needed to
accomplish your goals? What if the outcomes or tasks were
completely unclear and seemed disjointed from the company’s
overall strategic objectives? It’s easy to see how all of these
elements play a part in a leader’s ability to be truly successful
and effective.
ENVIRONMENTAL FACTORS THAT IMPACT SUCCESS
· INTERNAL FACTORS

· Industry or nature of the business
· Organizational traditions
· Maturity of team members
· Organizational structure (authority and hierarchy)
· Leader traits
· EXTERNAL FACTORS
· Political factors
· Economic circumstances
· Cultural systems (external to the organization)
Leader Development
All of the leadership styles you have been learning about will
aid you tremendously in being the best possible leader you can
be. Your development and efforts play a huge role in your
success as a leader. You’re also considering environmental
factors, or context, and how that can impact your leadership
performance too. These environmental factors may be internal
or external to your organization.
Additionally, you must always consider your followers and the
outcomes they are going to achieve. If your followers need
development of skills or abilities, as a leader, you should
provide the opportunities for them. If they need your guidance
and direction, you must provide it to them. Follower needs,
along with follower performance, will greatly impact you
achieving the outcomes or goals, that you want to accomplish.
Those goals should align with your organization’s strategic
objectives and they should be clearly communicated to your
followers. Focusing on the goals and the mission the team has
set out to accomplish will prove invaluable to your leadership
efforts.
The efforts to develop leader-managers are widespread
worldwide across industries and businesses, including
government, military, business, healthcare, and education
sectors. According to TrainingMag.com (2016), in order to
meet the demand for high-performing leaders and work teams,
organizations spent approximately $70.65 billion on programs

to train and develop their employees. Check out this list for a
few of the top companies offering such training to employees
and why.
Conclusion
In this lesson, we explored the history of leadership and how
the earliest trait theories, suggesting leaders are born, have
evolved into prescriptive models of how leaders can proactively
adapt varying leadership styles and behaviors to meet the needs
of their followers, given distinct environmental factors, to
accomplish goals. The increasing prominence of leadership
education and training demonstrates a clear need for
organizations to be led by innovative thought-leaders who do
much more than just “get the job done.” You and your
classmates, the leader-managers of today, and of the future,
must inspire and motivate people as well as achieve and soar!
MGMT331 | LESSON 4
Leader as a Manager of Emotional Intelligence
· LESSON TOPICS
· Emotional Intelligence and Leadership
· Measuring and Developing Emotional Intelligence
· Emotions at Work
· Emotional Leadership Styles
· KEY TERMS
· Affiliative Leadership
· Coaching Leadership
· Commanding Leadership
· Democratic Leadership
· Emotion Regulation
· Emotional Contagion
· Emotions
· Emotional Intelligence (EQ)
· Pacesetting Leadership
· Self-Awareness

· Self-Management
· Social Awareness
· Relationship Management
· Visionary Leadership
· INTRODUCTION
· As you continue to expand your mind about the various roles
that leaders play, think about the leader as a manager
of emotional intelligence. In this lesson, you will first learn
about emotional intelligence and the competencies that
researchers believe comprise emotional intelligence (or EQ).
Additionally, you will explore the measurement of emotional
intelligence through assessments developed by researchers in
the field. Assessment of EQ is quite valuable because emotional
intelligence is viewed as a trait that can be developed over time.
You will also determine ways that emotional intelligence can be
developed, which are highly valuable to leaders as they build
relationships with those in their organization. The impact
of emotions in the workplace are evaluated in addition to
considering the role that leaders can play in creating a true
climate of positivity within their organizations. Additionally,
leadership styles with implications for emotional intelligence
and organizational climate are explored.· Emotional Intelligence
and Leadership
· As you have learned, leadership trait theory suggests that
certain qualities in individuals are likely to result in their
success as leaders. One example of a trait that many deem
valuable for leaders is that of intelligence or IQ, which is the
ability to learn information, apply logic to situations, solve
problems, and think abstractly. On the other hand, many have
recognized that an additional trait is required for leaders to
succeed: emotional intelligence. Emotional intelligence, also
called EQ, refers to an individual’s ability to perceive,
understand, express, and manage emotions within one’s self and
in relation to others as well (Northouse, 2010). Emotions are
defined as, “intense feelings directed at someone or something”
(Robbins & Judge, 2014).

· Daniel Goleman suggests that emotional intelligence exists
within four domains and that effective leaders exhibit
competencies from each domain (Cutler, 2014):
· SELF-AWARENESS
· The ability to assess one’s own emotions and understand why
you are feeling a certain way. Competencies: “emotional self-
awareness, accurate self-awareness, and self-confidence”
(Cutler, 2014, p. 83).
SELF-MANAGEMENT
The ability to control emotions in a positive way so that they do
not affect logical thinking or accomplishment of initiatives or
goals. Competencies: “emotional self-control, transparency,
adaptability, achievement orientation, initiative, and optimism”
(Cutler, 2014, p. 84).
SOCIAL AWARENESS
The ability to assess others’ emotions and empathize or see the
situation from their perspective. Competencies: “empathy,
organizational awareness, and service orientation” (Cutler,
2014, p. 84).
RELATIONSHIP MANAGEMENT
The ability to engage, persuade and resolve conflicts with
others through actions such as kindness and humor.
Competencies: “developing others, inspirational leadership,
change catalyst, influence, conflict management, teamwork and
collaboration” (Cutler, 2014, p. 84).
DEVELOPING EMOTIONAL INTELLIGENCE
Goleman also asserted that leaders can learn or develop the
competencies of emotional intelligence (Kreitner & Cassidy,
2011). Leaders can and should make a conscious effort to
understand how emotions affect themselves and others. Each of
the four domains does not exist in a vacuum. They are all
related to one another and excellent leaders recognize the
connections and utilize them to their advantage.

For example, if a leader of a company had to make the difficult
decision to downsize and lay off several employees, the leader
may experience emotions of disappointment or even anger.
After reflecting upon her own feelings, the leader realizes that
she is disappointed in herself and her abilities to run the
company profitably and successfully enough to keep those
employees on board. When she meets with each employee to
deliver the news, the leader should anticipate a wide range of
emotional responses to the news from those who are being let
go.
The leader can make a conscious effort to deliver the message
with transparency and empathy. If she anticipates some will
react in anger, she should make efforts to ensure the safety and
security of herself and other employees as well. Lastly, once the
remaining staff learns about the news, they may have emotional
reactions as well such as concern that they may be next. The
leader can assure them that the current staffing changes are
completed and she will do her best to turn the company around.
She should ask for buy-in from the remaining staff. Although
the leader may be upset at times, she must manage her emotions
well, remaining calm and professional throughout the situation.
Measuring Emotional Intelligence
It has been suggested that it may be difficult for leaders to
assess their own level of emotional intelligence (Kreitner &
Cassidy, 2011). Therefore, it may be beneficial to have others
evaluate your EQ because they are objective and unbiased. If it
is not possible to be evaluated by others, one self-reported
assessment available is the Bar-On EQ-I questionnaire.
Originally developed by Dr. Reuven Bar-On in 1997 (2014), the
EQ-I, or emotional quotient inventory, was developed to
measure respondents’ emotional and social functioning within
five realms:
INTRAPERSONAL
Self-awareness, independence, and self-actualization
INTERPERSONAL

Social responsibility, empathy, and relations with others
STRESS MANAGEMENT
Stress tolerance and impulse control
ADAPTABILITY
Flexibility, problem-solving, and testing reality
GENERAL MOOD
Optimism and happiness
MAYER-SALOVEY-CARUSO EMOTIONAL INTELLIGENCE
TEST (MSCEIT)
Another emotional intelligence assessment developed by Mayer,
Salovey, and Caruso (2002) is the Mayer-Salovey-Caruso
Emotional Intelligence Test (MSCEIT). The test measures an
individual’s self-reported abilities in the four branches of
emotional intelligence.
FOUR BRANCHES OF EMOTIONAL INTELLIGENCE
PERCEIVING EMOTIONS
This is the ability to recognize and differentiate between
emotions experienced by one’s self or others.
USING EMOTIONS
This is the ability to utilize emotions effectively to solve
problems or think critically.
UNDERSTANDING EMOTIONS
This is the ability to recognize even nuanced differences or
complexity of various emotions.
MANAGING EMOTIONS
This is the ability to regulate one’s own emotions and manage
others’ emotions to achieve originally intended goals.
In addition to these two assessments, there are many other
instruments that have been developed to achieve the same
purpose: the assessment provides insight into emotional
intelligence levels for purposes of self-reflection and
development. Unfortunately, since research on emotional
intelligence is relatively new, there are not many prescriptive
models to aid leaders in navigating emotionally intense

situations or challenges. However, many have ideas as to how
EQ can be developed.
Developing Emotional Intelligence
Leaders can benefit greatly by viewing emotional intelligence
as a skill that can be developed as opposed to a trait that you
either have or do not have. Therefore, trying to assess one’s
emotional intelligence and, additionally, developing the skills
or competencies of EQ will go a long way towards increasing a
leader’s chances for success. According to Preston Ni (2014),
there are six ways to develop or increase your level of
emotional intelligence:
Reduce Negative Emotions
Reduce negative emotions instead of jumping to a negative
thought about someone or something, consider other alternatives
to your concerns, or other perspectives of the situation, and stay
as positive as possible.
Manage Stress and Stay Cool
Manage stress and stay cool and recognize that your body can
react to stress and emotions so make a conscious effort to stay
calm. Some do better with exercise to relieve stress while others
may use an ice pack or cold water to stay cool.
Be Assertive and Express Difficult Emotions when Necessary
Be assertive and express difficult emotions when necessary and
stand up for yourself and what is right when you have the
opportunity or set boundaries if they are needed. Use statements
that start with “I feel” and that focus on the other person’s
behavior and not their personality or traits.
Stay Proactive, Not Reactive, in the Face of a Difficult Person
Stay proactive, not reactive, in the face of a difficult person and
think before you say something or react in response to anger or
frustration (your own or someone else’s). Put yourself in the
perspective of the other person and look at the problem as
objectively as possible.
Bounce Back from Adversity

Bounce back from adversity and recover from negative
situations quickly and ask what constructive lessons you can
gain from the experience.
Express Intimate Emotions in Close Personal Relationships
Express intimate emotions in close personal relationships and
make a positive connection by sharing intimate feelings and
expressions with those you are closest too, such as love and
appreciation.
EMOTION REGULATION
It is interesting that Ni noted the usefulness of reducing
negative emotions. Some research has shown that emotion
regulation, or actively identifying and modifying emotions,
make take too much effort and could even make the emotion
stronger (Robbins & Judge, 2014). Suppressing emotions is not
good. Alternatively, we should seek out positive emotional
experiences as opposed to avoiding negative ones because the
act of engaging in positive experiences is more likely to put us
in a good mood (Robbins & Judge, 2014).
Can you think of a time when you made a conscious effort to
avoid negativity? If you were a leader, what kind of people
would you surround yourself with and why?
Emotions at Work
Clearly, leaders need a high level of emotional intelligence to
create and maintain excellent working relationships with their
followers. It’s crucial for leaders to understand how emotions
can impact the behaviors of those in an organization, shape the
climate or culture of the company, and affect customers too.
IMPACTS OF EMOTIONS
As you reflect upon how your emotion may affect your ability
to accomplish goals in your personal life, think about how those
same emotions would impact you at work. According to Robbins
and Judge, “moods and emotions have important effects on
decision making” (Robbins & Judge, 2014, p. 57). Research has
shown that positive emotions can contribute to sound decision-

making. However, the research is torn as to whether negative
emotions may or may not impact decision-making. It’s also been
shown that positive emotions can lead to increased creativity,
flexibility, open-mindedness, and motivation.
Additionally, a matching effect referred to as emotional
contagion has been studied. This effect is the passing of
negative or positive emotions from employees to customers. For
example, if an employee in a retail store is happy, smiling, and
conveying positivity to customers, those customers are likely to
respond in a positive manner and may even stay in the store
longer to shop. It’s important to note that you do not just want
your employees to act in a positive way, you want them to be
positive and happy. If they are acting one way yet feel another,
this could create emotional burnout among your employees.
Can you recall a time when you truly felt one way but also felt
obligated to act another way? Maybe you thought you had to put
on a happy face for others even though you were sad?
Suppressing emotions like that can prove to be difficult and
exhausting. How do you think the best leaders cope with those
situations?
Organizational Climate
What can leaders do to create a climate of positivity within the
organization? If you recall, we discussed upward
communication and the potential feedback that can be solicited
by leaders from those in lower levels of the organization. It’s
important that leaders make those in the organization aware that
they truly care about their emotions and feelings. Employees
need to feel like they can safely express their concerns or
moods about issues that affect their work or their job. Providing
a formal channel or outlet for them to communicate those
concerns, such as an anonymous feedback mechanism, could
allow for the flow of upward communication and release of
negative emotions.

For example, an employee is upset and angry because he feels a
policy is not being instituted fairly across the organization.
Some employees are granted their vacation requests while
others’ requests are seemingly denied without reason. Why are
they being denied – is it favoritism?
The employee submits an anonymous concern ticket through a
formal communication system for the issue to be investigated
and evaluated. This report gives the leader an opportunity to
evaluate the vacation request process. She realizes that the
process does not address denial of requests nor does it require
managers to provide reasoning. Therefore, she modifies the
process and updates the staff about the changes. Now, the
employee feels that his concerns are being listened to and
addressed appropriately.
LEADER RESPONSIBILITIES
ALLEVIATING STRESS
It is crucial that leaders consider the type of work that
employees are being asked to do. Is the work unnecessarily
stressful or emotionally draining? If so, why and can the work
itself be changed? If the work must remain somewhat stressful
now (for example, the office is temporarily understaffed due to
turnover), what can you do as a leader to alleviate some stress?
Could you offer flex time to the employees who are working
overtime for the next few weeks? Perhaps, they can take a
vacation once the vacancy in the office has been filled.
CHOOSING LEADERS
As a leader, you also have the authority and responsibility to
select other organizational leaders and managers. You should
make every effort to ensure that current members, and new
hires, exhibit high levels of emotional intelligence and
positivity. Research has shown that 90 percent of top
performers manage emotions skillfully during stressful times by
remaining calm and controlled (Bradberry, 2014). The aptitude
for emotional intelligence is also important for individuals who
will work as part of a team. Robbins and Judge state that,

“selecting positive team members can have a contagion effect
because positive moods transmit from team members to team
member” (Robbins & Judge, 2014, p. 60).
IDENTIFYING EQ WHEN HIRING
Therefore, leaders can build questions into the selection process
that will help them identify candidates with high emotional
intelligence. They can provide an opportunity for candidates to
demonstrate self-awareness, the ability to work well with
others, and willingness to recognize accomplishments of an
entire team as opposed to taking complete credit for successes
on an individual level. Mark Murphy cited two excellent
questions to ask job candidates to gauge their emotional
intelligence and to demonstrate some of these EQ competencies
(Murphy, 2016):
“Could you tell me about a time you made a mistake at work?”
“Could you tell me about a time you got tough feedback from
your boss?”
MANAGING YOUR MOOD
Leaders should also realize that their mood can impact the mood
of everyone in the office and in the organization. “How well
leaders manage their own moods affects everyone else’s moods
and, thus, the climate of the whole organization” (Cutler, 2014,
p. 89). Can you think of a leader who was extremely negative or
always seemed like he was in a bad mood? How effective do
you think that leader was? How productive do you think his
team members were amidst the negative energy? As a leader,
you must set the tone and lead by example because your
negative emotions can affect everyone in the organization. Be
as positive as you can and convey that enthusiasm and energy to
every individual in your organization and around you!
Emotional Leadership Styles
There is no doubt of the importance of emotional intelligence
for leaders and how positive emotions and moods can impact the
organizational climate and every person within it. Therefore,
it’s valuable to explore various leadership styles that have been

linked to emotional intelligence competencies or factors. In the
2002 work, Primal Leadership, Daniel Goleman, and others
outlined six different leadership styles that resonate with others
due to their impact on emotional intelligence throughout the
organization (Goleman, Boyatzis, & McKee, 2002):
VISIONARY LEADERSHIP
Visionary Leadership is focused on inspiring individuals to
accomplish long-term goals.
COACHING LEADERSHIP
Coaching Leadership is the effective delegation of tasks to
responsible individuals with decision-making authority while
considering individuals’ strengths and weaknesses.
AFFILIATIVE LEADERSHIP
Affiliative Leadership is focused on the creation of a people-
focused atmosphere and positive emotional environment.
DEMOCRATIC LEADERSHIP
Democratic Leadership is where leaders actively seek out input
and ideas from all members of the group and those ideas are
carefully considered.
PACESETTING LEADERSHIP
Pacesetting Leadership is ambitious goal-setting and constant
progress monitoring, which is also referred to as management
by objective.
COMMANDING LEADERSHIP
Commanding Leadership are instructions are given to
individuals without solicitation of input or any listening from
the leader.
Leaders can use any of the leadership styles or a combination of
styles to appeal to the emotions of their followers. The first four
leadership styles (visionary, coaching, affiliative, and
democratic) are described as resonance builders and the last two
styles (pacesetting and commanding) are viewed as dissonant
styles because they do not involve listening to followers.
The first style, visionary leadership, is great when leaders want
to communicate and emphasize a shared long-term vision for the

organization. The coaching leader provides a layer of support
for those seeking additional consultation but the primary goal of
the leadership style is to let employees achieve goals once they
are collaboratively established. Coaches provide a level of
autonomy to followers as they allow them decision-making
authority.
LEADERSHIP STYLES
Affiliative
Affiliative leaders are focused on creating the ideal emotional
climate within the organization. This style meets the emotional
needs of followers but can leave work or task needs at the
bottom of the list. Also, affiliative leadership can result in
avoidance of any negative dissension or disagreement. Some
conflict is good and meaningful as some issues and concerns
must be addressed so that the team or organization can move
forward in a positive way.
Democratic
The democratic leadership style focuses on gaining inputs and
ideas from the followers through active listening, ensuring a
great level of commitment and buy-in from the team. However,
it’s not always feasible to ask followers’ opinions for every
issue or task that needs to be addressed or completed. This
could result in decreased efficiency or an appearance of a leader
who lacks confidence or expertise to make decisions without the
group.
Pacesetting
Pacesetting leadership must be utilized with caution as leaders
may come off like they do not care about emotional intelligence
at all because they are most concerned with goal attainment and
objectives. The idea is that pacesetting leaders lead by example
and they expect competent motivated team members to follow
close behind, instinctually knowing the next step that should be
taken to achieve results.
Commanding
The commanding leader directs individuals to complete tasks
and comply with requests – no questions asked – and attempts

to alleviate fears any members may have. Although they are
concerned with negative emotions, commanding leaders may
still elicit negative moods because followers are not listened to
or given any real authority. It is obvious how the pacesetting
and commanding leadership styles may create emotional
challenges for followers if the implementation of the style is
poorly executed.
Can you recall a time when you exhibited or experienced one of
the leadership styles discussed? When you reflect upon that
experience, did that style elicit an emotional response within
yourself or from others? Was it a positive or negative emotional
response? What did you learn from that situation?
There is no doubt that other leadership styles can be utilized to
elicit emotional support or create positive work environments.
This list is not all-inclusive. However, regardless of the style
selected, leaders should carefully reflect upon the implications
that the style may have upon the organizational climate before
they implement them.
Conclusion
Throughout this lesson, you have reflected upon the impact that
emotional intelligence has a leader’s ability to successfully
build and maintain relationships with others. Emotional
intelligence competencies include the ability to recognize
emotions in yourself and others as well as manage emotions of
your own and others. It’s clear that emotional intelligence is not
a substitute for intellectual abilities but it is certainly a
necessity for those who need to be able to communicate goals
and a vision clearly with others. It is up to leaders to convey
positive emotions or moods and to hire and retain organizational
members who do the same because emotions are contagious.
Negativity can spread through a team and an organization, and
even be passed from employees to customers. Therefore, it’s
critical that leaders do all they can to create a positive
organizational climate and utilize effective leadership styles to
elicit the best possible emotions and moods from their

followers. Leaders have a unique opportunity to lead by
example and to lead enthusiastically and positively
MGMT331 | LESSON 3
Leader as a Team Builder
· LESSON TOPICS
· Stages of team Development
· Motivation
· Conflict Resolution
· Leadership Skills
· KEY TERMS
· Adjourning
· Assertiveness
· Conceptual Skills
· Conflict
· Cooperativeness
· Dysfunctional Conflict
· Forming
· Functional Conflict
· Human Skills
· Norming
· Performing
· Storming
· Technical Skills
INTRODUCTION
In this lesson, we will discuss the valuable skills that leaders
must utilize to effectively build, develop, and manage teams. To
understand how leaders can foster team development, we will
explore the stages of team development. Additionally, we will
consider how an important model for team leadership can shed
light on some crucial leadership skills and actions to aid in

decision-making, resulting in overall team effectiveness.
Clearly, we need leaders of teams who can quickly and
productively resolve conflict as well as utilize motivational
techniques to ensure team success, so we will discuss relevant
concepts and strategies for conflict resolution and motivation.
Finally, we will discuss leadership skills approaches which
outline the importance of human, technical and conceptual
abilities in addition to the leadership competencies of
knowledge, social judgment skills, and problem-solving.
Team Development
Have you ever had the opportunity to lead a team? What about
being a part of the team? How was your experience? Today,
more than ever before, organizations are increasingly using
teams to accomplish goals because the collaboration of
individuals can produce outstanding results. The increasing
popularity of teams requires leaders to be effective team
builders and team developers. Therefore, they must understand
the challenges facing teams today and tomorrow.
It is quite clear that leaders need to be able to influence and
motivate others to work together to accomplish goals.
Organizations are increasingly employing work teams as an
effective means of utilizing employee talents and increasing
employee motivation (Robbins & Judge, 2014). However,
organizations still have a long way to come in terms of fostering
the effectiveness of teams to achieve their strategic objectives.
Therefore, it will be important that organizational leaders have
a thorough understanding of the developmental stages and
challenges that teams experience.
Leaders must be aware of the stages of development that groups
experience on their way to becoming high-performing teams.
Therefore, it would serve them well to reference research by
Bruce Tuckman (1965), which was later elaborated upon
through his collaboration with Mary Ann Jensen in 1977.
Tuckman and Jensen’s (1977) research described five stages of
group development.
5 STAGES OF GROUP DEVELOPMENT

FORMING
Forming is when the team has been established and team
members may not be clear on their roles and responsibilities.
When the team is in its earliest stages and has just formed, you
can imagine the importance of a leader who clearly
communicates the team’s purpose and strategic goals. It would
also be great if the leader could also clearly define the roles and
responsibilities of team members. This definition would not
have to be member-specific in formation but, at least a guide
for the players needed would certainly give the team context
they need to fulfill those roles based on member expertise.
STORMING
Storming is when the team experiences conflict over issues such
as decision-making processes, workload, or team member roles
and responsibilities. A strong leader who can quickly and
effectively resolve conflict will also be pertinent as the team
enters its storming phase of development. This leader can also
communicate any organizational policies, processes, and
procedures that may be relevant to the team’s effective
operation.
NORMING
Norming is when the team members are starting to agree upon
roles, processes, and previously disagreed-upon issues so that
they may work collectively. As the team enters
the norming stage, the leader’s role could shape into more of a
consultant role as they can be called upon as needed if the team
continues to have questions about specific tasks or processes.
PERFORMING
Performing is when the team has resolved any interpersonal
conflicts and becomes focused on goals, which facilitates
effective task completion. Once the team is performing well, the
team almost becomes self-managed so the leader can step back

and let the high-functioning team work on its own. Team
members take pride in collaborating and evaluating performance
internally because they have established effective
communication methods and processes.
ADJOURNING
Adjourning is when the team dissolves following the goal
completion. When adjourning, or departing, the leader can offer
additional reflections on team performance and ensure the
individual team member’s transition smoothly to new teams.
Team Development
QUALITIES OF HIGH PERFORMING TEAMS
Not only is it important for leaders to understand these stages of
development, it is also important that they can guide teams
through the stages successfully. To foster the team’s growth
through its development, Brian Tracy asserted that there are
five qualities of high performing teams that leaders can actively
foster (Tracy, 2008):
As you think about the stages of team development within the
leadership context, can you imagine how a leader would have
the ability to impact progression through the team’s
development? Can you reflect upon any experiences you’ve had
with teams where you have experienced these stages? In those
experiences, can you think of a leader (maybe you, personally)
who guided the team through defining roles, clarifying goals, or
resolving conflicts?
SHARED VALUES
Leaders should take an active role in fostering values that the
team considers most important, such as quality and integrity.
SHARED OBJECTIVES
Leaders should clearly communicate their vision for the
teams along with the team’s goals and, specific, agreed-upon
objectives.
SHARED ACTIVITIES
Leaders should establish clear roles and responsibilities among

the team members so they know what is expected of them in
terms of tasks and workload.
TEAM LEADER
Leaders must lead by example, prioritize tasks for the team,
give team members the tools they need to succeed, and accept
full responsibility for the team’s performance.
TEAM MEMBERS FOCUSED ON IMPROVEMENT
The leader must set a standard for excellence, resolve any
conflicts as they arise, create an environment conducive to
success, and ensure team members are focused on continuous
improvement.
Team Challenges
Leaders of organizations are facing challenges today, and
tomorrow, in their efforts to build effective teams and create an
organizational environment conducive to high-performing
teams. Dyer (2007) outlined three key challenges.
KEY CHALLENGES
Deficiencies in Teamwork Skills
Workers are not trained or prepared with the skills necessary to
be part of a team.
Virtual Team Issues
Workers are not co-located in one physical space and
collaborating virtually presents many challenges for individuals,
such as unclear expectations, ineffective communication,
conflict, and technological challenges.
Team Diversity
Workers are not prepared to work together
despite the diversity of the team members due to increasing
globalization of businesses.
RESPONDING TO CHALLENGES
It is critical that leaders recognize these challenges so they can
effectively remove some of these barriers for teams. Many of
these issues can be resolved by leaders who foster training and

development of team members to ensure they have the necessary
skills to succeed as part of a team. For example, leaders can
implement training programs to promote cultural awareness and
educate employees about diversity. If team members are aware
of the differences in norms, values, and standards of other
cultures, they are likely to be more successful in their
interactions with those individuals.
VIRTUAL TEAMS
Additionally, some of the challenges faced by virtual teams
arise out of a lack of clear expectations, team member roles, and
adequate technology. Therefore, leaders can take steps to ensure
members are trained on how to communicate and utilize the
technology or system that the organization has implemented.
Leaders can also clearly establish roles and responsibilities
while communicating clear expectations of the team members.
As a future leader, can you take proactive steps in ensuring your
team members have the skills and training necessary to
succeed?
Motivation
What drives you to achieve your goals? It’s obvious that leaders
are tasked with motivating team members to accomplish tasks or
goals, but how do they inspire individuals to act? Great leaders
must have a thorough understanding of the role that motivation
plays to inspire employees to accomplish organizational
objectives, whether they are working individually or as part of a
team.
MOTIVATION AND LEADERSHIP
MOTIVATION
Foundationally, there are two kinds of motivation. The first is
intrinsic motivation or the factors that are appealing to the
internal needs and desires of the individual. Intrinsic motivators
may be the achievement of personal goals or attainment of
recognition at work. On the other hand, extrinsic motivation can
be expressed as the external motivating factors within the

individual’s environment, such as monetary incentives like
rewards or promotions or even competition within the
workplace. There are varying motivational theories that discuss
the perceived importance of both intrinsic and extrinsic factors.
MASLOW’S HIERARCHY OF NEEDS
Maslow’s hierarchy of needs asserted that individuals were not
motivated by extrinsic factors at all but, rather, were driven by
psychological needs. The basis of those needs was for basic
physiological and safety needs to be met. In other words, people
need to be healthy and safe before they can move on to greater
needs. Then, the social needs such as belonging and acceptance
become important to them as well as esteem needs, such being
recognized in the workplace with status and achievement
becoming prominent. Finally, at the top of the hierarchy,
individuals need to reach self-actualization, which is a sense of
real personal development and accomplishment (Cutler, 2014).
LEADERSHIP IMPLICATIONS
Although leadership implications may be difficult to derive
from the model, as few reach true self-actualization status, try
to think of ways you could meet some of these needs for your
employees. What about the creation of a safe physical
environment? You could also develop social activities such as
department or team events. Additionally, you could recognize
accomplishments of individuals in addition to offering
professional development opportunities.
McGregor’s X-Y Theory
Another motivational theory, McGregor’s X-Y Theory,
suggested that leaders should avoid what was, then,
commonplace thinking that individuals inherently disliked
working hard. Managers under that assumption, theory X,
thought that employees required constant supervision or
punishment to ensure completion of work tasks due to a lack of
motivation. Theory X managers utilized an authoritarian
management style. Douglas McGregor suggested an alternative
school of thought, theory Y, which was that individuals
inherently enjoyed work and enjoyed being rewarded for

achievements (Cutler, 2014). Managers who agreed with the
theory Y philosophy typically utilized a participative style of
management. The leadership implications are similar to those of
the high-level hierarchy of needs that Maslow established.
Excellent leaders will do everything they can to provide
opportunities for employees to accomplish their goals and
provide rewards to employees who reach those goals.
Herzberg’s Research
Frederick Herzberg also contributed to motivational research
with his emphasis on factors that motivated and increased
happiness of individuals at work. He found the highest
motivational event that occurred at work was an achievement,
followed by recognition and then the work itself. Individuals
were most happy when they could successfully complete their
jobs and when they were recognized for those achievements by
colleagues (Cutler, 2014). They also deemed the work itself
resulted in job satisfaction as well, which could be due to the
nature of the work or opportunities for challenges or creative
efforts.
Herzberg recognized that a multitude of the motivational factors
had to do with the job itself, achievement, and recognition,
which were all intrinsic to the job. Additionally, he recognized
medical hygiene factors that were important to employee
satisfaction as well. Herzberg also noted that salary was more
likely to affect or result in negative attitudes, such as
employees being unhappy because they are not paid enough,
over job satisfaction. Therefore, salary alone is more of a
hygiene factor as it satisfies basic needs for employees (for
example, to feed themselves or their families).
Leaders can take many implications away from Herzberg’s
research. For example, leaders have the ability, by job design,
to impact the work itself. They also have the power within the
organization to cultivate developmental opportunities for the
employees. Leaders are also able to ensure basic hygiene
factors, such as adequate and equitable salaries and health
insurance, are also provided to individuals within the

organization. Additionally, leaders can create systems to
recognize employees for achievements at work and, when
possible, promote from within the organization (Cutler, 2014).
Effective Recognition
According to Meghan Biro (2013), for recognition to be
effective, it must be:
· In the moment
· Recognition should be as immediate in timing as possible.
· In context
· Recognition efforts should be clearly linked to the larger goals
of the department or organization – they should not be
completely random.
· In appropriatevolume or scale
· Recognition is not as effective unless it'sproportionate to the
amount of time and effort the individual put intothe
achievement.
· Authentic, not automatic
· Recognition must be genuine and sincere.
· Tide to the employee’s perception of value
· Recognition should match the individual’s perception of value.
Sometimes, monetary rewards work best but, other times, saying
thank you forproviding the employee with flex time or a letter
of recommendation would be great too.
It’s not always crucial that recognition involves monetary
rewards. However, recognition and rewards complement each
other quite nicely and, together, can motivate employees both
intrinsically and extrinsically at the same time. As a leader, it
will be important to understand what your employees value the
most. As long as your rewards and recognition systems are
planned, consistent, and aligned with employees’ needs and
expectations, they can go a long way towards motivating your
employees.
Conflict Resolution
It seems that some form or type of conflict is almost inevitable
within organizations today as stakes can be high and confusion
or disagreement may be present. Conflict may arise from

competing interests, different points of view, or negative
perceptions surrounding a specific person or situation.
Conflict has been defined as, “a process that begins when one
party perceives another party has or is about to negatively affect
something the first party cares about” (Robbins & Judge, 2014).
It’s important to realize that not all conflict is bad. For
example, if team members have a disagreement
about the interpretation of an organizational process due to lack
of clarity or inconsistent performance, each person may have
validity in their perspective. However, when the team members
escalate this issue to their leader, that escalation allows for an
opportunity for clarification. Clarification of the process may
result in information that other team members were seeking as
well and, in turn, result in higher overall team performance and
efficiency.
FUNCTIONAL AND DYSFUNCTIONAL CONFLICTS
Functional conflicts, such as the one just discussed surrounding
a process conflict, or even conflicts about tasks as well, can be
beneficial as they can improve individual or team performance.
These conflicts can offer clarification on how goals are
accomplished or tasks are completed.
Task conflicts and process conflicts can result in overall
improved performance if they are effectively resolved by the
leader. However, sometimes relationship conflicts that involve
interpersonal relations of team members may arise. These types
of conflicts can often be dysfunctional conflicts because they
are destructive and don’t really contribute to the performance or
goals of the team. Leaders must quickly resolve these types of
conflicts too as they can be highly detrimental.
POSITIVE WORK ENVIRONMENT
Leaders also have a real opportunity to be proactive in creating
a positive work environment built on trust and open
communications, where employees feel safe to voice concerns.
It can be quite common for employees to have misperceptions
about their roles and responsibilities, the goals of the team or
even the scarcity of resources they feel are necessary to

complete tasks. Leaders can proactively make efforts to remove
some of these potential barriers, to clarify some of these
important goals, and to set clear team member roles. These
proactive actions may reduce the likelihood of conflict even
occurring.
As you can imagine, a leader’s ability to effectively and quickly
resolve conflict is very important to the success of the team and
to the organization. According to the American Management
Association (2017), there are five steps to resolving workplace
conflicts.
FIVE STEPS TO RESOLVING WORKPLACE CONFLICTS
Identify the source of conflict.
Look beyond the incident.
Request solutions from both parties.
Identify solutions both parties support.
Facilitate an agreement.
Example of Process Conflict
One example of a leader navigating the steps is one who is
resolving the process conflict example we referred to earlier
where team members have a disagreement
about the interpretation of an organizational process. The
leader’s first step would be to identify the source of conflict. In
this example, the two team members completed work tasks in a
different way because of their interpretation of the process.
Then, other team members could not complete their subsequent
tasks due to inconsistencies with document templates. At the
following team meeting, all members were confused and
frustrated because work was now at a standstill.
The source is a confusing process and the incident was the
disagreement in the meeting. It’s important for the leader to
evaluate the process in question and request viable solutions
from all team members or others in the organization. How do
they interpret the process? Maybe the leader can evaluate other
departments or teams’ interpretation of the process as well.
Once the leader has clarified the process and identified the

solution, it’s up to him or her to present that solution to the
entire team so that they can agree upon the interpretation. Once
the agreement is solidified, the team can continue functioning
and can create high-quality, consistent work products together.
Resolution Strategies
So that leaders can effectively navigate the conflict resolution
process, it is important that they have a toolbox full of conflict
resolution strategies. It’s also important for them to consider
how determined each party is to resolve the conflict by meeting
their needs, assertiveness, and/or meeting the needs of the other
party, and cooperativeness (Robbins & Judge, 2014). Based
upon the situation and priorities of the individuals involved, it
may be best to utilize one or more of the conflict resolution
approaches below, although some individuals may have a
default preferred approach (Thomas & Kilmann, 2017):
COMPETING
Assertive and uncooperative. You are trying to win at the
expense of the other person’s needs.
ACCOMMODATING
Unassertive and cooperative – the opposite of competing. You
lose and let the other person win by meeting their needs even if
yours are foregone.
AVOIDING
Unassertive and uncooperative. You do not want to deal with
the conflict at all and are willing to forego both your needs and
the needs of the other party involved.
COLLABORATING
Assertive and cooperative – the opposite of avoiding. You find
a way to meet your needs and the needs of the other person by
finding a creative solution to the problem, so it’s a win-win
situation for all.
COMPROMISING
Moderately assertive and moderately cooperative. Instead of
having a clear winner or loser, both parties’ needs are partially
met and both parties give up something.

Leadership Skills
Effective leadership, particularly of teams, requires a specific
set of skills and abilities. As briefly discussed in our previous
lesson, Mumford’s leadership skills approach asserted that
leaders must possess a certain set of competencies (or skills)
and attributes (or traits) to succeed (Mumford, Zaccaro,
Harding, et al., 2000). The competencies required of leaders
were the most important element in the model and were
outlined:
PROBLEM-SOLVING SKILLS
The best leaders identify important problems and develop
unique solutions based on analysis of data.
SOCIAL JUDGMENT SKILLS
Great leaders thoroughly understand the people and systems
they work with and effectively navigate that landscape to solve
problems or enact changes.
KNOWLEDGE
Excellent leaders gather information and data required to
effectively solve problems.
Excellent leaders are also cognizant of the amount of time,
resources, and money that each of the potential solutions
entails. They take these factors into consideration before
implementing the best solution. Additionally, leaders must have
excellent social judgment skills and are constantly thinking
about others’ perspectives, problems, and objectives.
This perspective, combined with the ability to resolve social
conflicts, persuade others, and communicate effectively, is
crucial to bring ideas to fruition in collaboration with others.
Finally, leaders must have the knowledge of existing
organizational systems, historical data, and complex issues
before they can effectively solve problems (Murray, 2015).
The Three Skills Approach
In addition to the leadership skills approach we discussed,
there’s also an additional approach referred to as The Three-
Skills Approach (Katz, 1974). Katz asserted that the importance
of certain skills varied according to a leader’s position within

the organization. Katz’s research outlined three core skills
necessary for effective administration or leadership:
TECHNICAL SKILLS
great leaders have excellent technical knowledge about the
organization’s industry, business, products, and organizational
processes that comprise part of the leadership context.
Technical skills and expertise are most important for the
supervisory levels of managers within the organization as they
are directly responsible for product or service creation and staff
oversight.
HUMAN SKILLS
Excellent leaders have solid interpersonal skills, such as the
ability to work well with others, communicate effectively,
persuade, and influence those around them to accomplish goals.
Human skills are important to leaders at all levels of the
organization.
CONCEPTUAL SKILLS
Great leaders can make sense of abstract ideas or concepts and
effectively communicate those ideas, or vision, to the rest of the
organization. Conceptual skills are most important to the
highest-level of leaders within the organization.
Conclusion
Throughout this lesson, you have explored the stages of team
development and gained valuable insight into how leaders can
address some of the challenges teams face while fostering the
qualities of high-performing teams. Additionally, you have
considered the role that motivational factors can play in
determining employee job satisfaction. As a leader, you can
motivate others by creating a safe environment, offering
opportunities such as internal promotions and professional
development, and implementing consistent recognition and
rewards programs for your employees. Furthermore, you
explored the impact that conflicts can have upon team
functioning while learning some excellent strategies to resolve
the conflict and, hopefully, proactively avoid conflicts when

possible. Finally, you learned about leadership skills approaches
that outlined the importance of skills such as human, technical,
and conceptual abilities. Without developing leadership
competencies of knowledge, social judgment skills, and
problem-solving, it is difficult to accomplish successful
outcomes.
MGMT331 | LESSON 4
Leader as a Manager of Emotional Intelligence
· LESSON TOPICS
· Emotional Intelligence and Leadership
· Measuring and Developing Emotional Intelligence
· Emotions at Work
· Emotional Leadership Styles
· KEY TERMS
· Affiliative Leadership
· Coaching Leadership
· Commanding Leadership
· Democratic Leadership
· Emotion Regulation
· Emotional Contagion
· Emotions
· Emotional Intelligence (EQ)
· Pacesetting Leadership
· Self-Awareness
· Self-Management
· Social Awareness
· Relationship Management
· Visionary Leadership
· INTRODUCTION
· As you continue to expand your mind about the various roles
that leaders play, think about the leader as a manager
of emotional intelligence. In this lesson, you will first learn

about emotional intelligence and the competencies that
researchers believe comprise emotional intelligence (or EQ).
Additionally, you will explore the measurement of emotional
intelligence through assessments developed by researchers in
the field. Assessment of EQ is quite valuable because emotional
intelligence is viewed as a trait that can be developed over time.
You will also determine ways that emotional intelligence can be
developed, which are highly valuable to leaders as they build
relationships with those in their organization. The impact
of emotions in the workplace are evaluated in addition to
considering the role that leaders can play in creating a true
climate of positivity within their organizations. Additionally,
leadership styles with implications for emotional intelligence
and organizational climate are explored.· Emotional Intelligence
and Leadership
· As you have learned, leadership trait theory suggests that
certain qualities in individuals are likely to result in their
success as leaders. One example of a trait that many deem
valuable for leaders is that of intelligence or IQ, which is the
ability to learn information, apply logic to situations, solve
problems, and think abstractly. On the other hand, many have
recognized that an additional trait is required for leaders to
succeed: emotional intelligence. Emotional intelligence, also
called EQ, refers to an individual’s ability to perceive,
understand, express, and manage emotions within one’s self and
in relation to others as well (Northouse, 2010). Emotions are
defined as, “intense feelings directed at someone or something”
(Robbins & Judge, 2014).
· Daniel Goleman suggests that emotional intelligence exists
within four domains and that effective leaders exhibit
competencies from each domain (Cutler, 2014):
· SELF-AWARENESS
· The ability to assess one’s own emotions and understand why
you are feeling a certain way. Competencies: “emotional self-
awareness, accurate self-awareness, and self-confidence”
(Cutler, 2014, p. 83).

SELF-MANAGEMENT
The ability to control emotions in a positive way so that they do
not affect logical thinking or accomplishment of initiatives or
goals. Competencies: “emotional self-control, transparency,
adaptability, achievement orientation, initiative, and optimism”
(Cutler, 2014, p. 84).
SOCIAL AWARENESS
The ability to assess others’ emotions and empathize or see the
situation from their perspective. Competencies: “empathy,
organizational awareness, and service orientation” (Cutler,
2014, p. 84).
RELATIONSHIP MANAGEMENT
The ability to engage, persuade and resolve conflicts with
others through actions such as kindness and humor.
Competencies: “developing others, inspirational leadership,
change catalyst, influence, conflict management, teamwork and
collaboration” (Cutler, 2014, p. 84).
DEVELOPING EMOTIONAL INTELLIGENCE
Goleman also asserted that leaders can learn or develop the
competencies of emotional intelligence (Kreitner & Cassidy,
2011). Leaders can and should make a conscious effort to
understand how emotions affect themselves and others. Each of
the four domains does not exist in a vacuum. They are all
related to one another and excellent leaders recognize the
connections and utilize them to their advantage.
For example, if a leader of a company had to make the difficult
decision to downsize and lay off several employees, the leader
may experience emotions of disappointment or even anger.
After reflecting upon her own feelings, the leader realizes that
she is disappointed in herself and her abilities to run the
company profitably and successfully enough to keep those
employees on board. When she meets with each employee to
deliver the news, the leader should anticipate a wide range of

emotional responses to the news from those who are being let
go.
The leader can make a conscious effort to deliver the message
with transparency and empathy. If she anticipates some will
react in anger, she should make efforts to ensure the safety and
security of herself and other employees as well. Lastly, once the
remaining staff learns about the news, they may have emotional
reactions as well such as concern that they may be next. The
leader can assure them that the current staffing changes are
completed and she will do her best to turn the company around.
She should ask for buy-in from the remaining staff. Although
the leader may be upset at times, she must manage her emotions
well, remaining calm and professional throughout the situation.
Measuring Emotional Intelligence
It has been suggested that it may be difficult for leaders to
assess their own level of emotional intelligence (Kreitner &
Cassidy, 2011). Therefore, it may be beneficial to have others
evaluate your EQ because they are objective and unbiased. If it
is not possible to be evaluated by others, one self-reported
assessment available is the Bar-On EQ-I questionnaire.
Originally developed by Dr. Reuven Bar-On in 1997 (2014), the
EQ-I, or emotional quotient inventory, was developed to
measure respondents’ emotional and social functioning within
five realms:
INTRAPERSONAL
Self-awareness, independence, and self-actualization
INTERPERSONAL
Social responsibility, empathy, and relations with others
STRESS MANAGEMENT
Stress tolerance and impulse control
ADAPTABILITY
Flexibility, problem-solving, and testing reality
GENERAL MOOD
Optimism and happiness

MAYER-SALOVEY-CARUSO EMOTIONAL INTELLIGENCE
TEST (MSCEIT)
Another emotional intelligence assessment developed by Mayer,
Salovey, and Caruso (2002) is the Mayer-Salovey-Caruso
Emotional Intelligence Test (MSCEIT). The test measures an
individual’s self-reported abilities in the four branches of
emotional intelligence.
FOUR BRANCHES OF EMOTIONAL INTELLIGENCE
PERCEIVING EMOTIONS
This is the ability to recognize and differentiate between
emotions experienced by one’s self or others.
USING EMOTIONS
This is the ability to utilize emotions effectively to solve
problems or think critically.
UNDERSTANDING EMOTIONS
This is the ability to recognize even nuanced differences or
complexity of various emotions.
MANAGING EMOTIONS
This is the ability to regulate one’s own emotions and manage
others’ emotions to achieve originally intended goals.
In addition to these two assessments, there are many other
instruments that have been developed to achieve the same
purpose: the assessment provides insight into emotional
intelligence levels for purposes of self-reflection and
development. Unfortunately, since research on emotional
intelligence is relatively new, there are not many prescriptive
models to aid leaders in navigating emotionally intense
situations or challenges. However, many have ideas as to how
EQ can be developed.
Developing Emotional Intelligence
Leaders can benefit greatly by viewing emotional intelligence
as a skill that can be developed as opposed to a trait that you
either have or do not have. Therefore, trying to assess one’s
emotional intelligence and, additionally, developing the skills
or competencies of EQ will go a long way towards increasing a

leader’s chances for success. According to Preston Ni (2014),
there are six ways to develop or increase your level of
emotional intelligence:
Reduce Negative Emotions
Reduce negative emotions instead of jumping to a negative
thought about someone or something, consider other alternatives
to your concerns, or other perspectives of the situation, and stay
as positive as possible.
Manage Stress and Stay Cool
Manage stress and stay cool and recognize that your body can
react to stress and emotions so make a conscious effort to stay
calm. Some do better with exercise to relieve stress while others
may use an ice pack or cold water to stay cool.
Be Assertive and Express Difficult Emotions when Necessary
Be assertive and express difficult emotions when necessary and
stand up for yourself and what is right when you have the
opportunity or set boundaries if they are needed. Use statements
that start with “I feel” and that focus on the other person’s
behavior and not their personality or traits.
Stay Proactive, Not Reactive, in the Face of a Difficult Person
Stay proactive, not reactive, in the face of a difficult person and
think before you say something or react in response to anger or
frustration (your own or someone else’s). Put yourself in the
perspective of the other person and look at the problem as
objectively as possible.
Bounce Back from Adversity
Bounce back from adversity and recover from negative
situations quickly and ask what constructive lessons you can
gain from the experience.
Express Intimate Emotions in Close Personal Relationships
Express intimate emotions in close personal relationships and
make a positive connection by sharing intimate feelings and
expressions with those you are closest too, such as love and
appreciation.

EMOTION REGULATION
It is interesting that Ni noted the usefulness of reducing
negative emotions. Some research has shown that emotion
regulation, or actively identifying and modifying emotions,
make take too much effort and could even make the emotion
stronger (Robbins & Judge, 2014). Suppressing emotions is not
good. Alternatively, we should seek out positive emotional
experiences as opposed to avoiding negative ones because the
act of engaging in positive experiences is more likely to put us
in a good mood (Robbins & Judge, 2014).
Can you think of a time when you made a conscious effort to
avoid negativity? If you were a leader, what kind of people
would you surround yourself with and why?
Emotions at Work
Clearly, leaders need a high level of emotional intelligence to
create and maintain excellent working relationships with their
followers. It’s crucial for leaders to understand how emotions
can impact the behaviors of those in an organization, shape the
climate or culture of the company, and affect customers too.
IMPACTS OF EMOTIONS
As you reflect upon how your emotion may affect your ability
to accomplish goals in your personal life, think about how those
same emotions would impact you at work. According to Robbins
and Judge, “moods and emotions have important effects on
decision making” (Robbins & Judge, 2014, p. 57). Research has
shown that positive emotions can contribute to sound decision-
making. However, the research is torn as to whether negative
emotions may or may not impact decision-making. It’s also been
shown that positive emotions can lead to increased creativity,
flexibility, open-mindedness, and motivation.
Additionally, a matching effect referred to as emotional
contagion has been studied. This effect is the passing of
negative or positive emotions from employees to customers. For

example, if an employee in a retail store is happy, smiling, and
conveying positivity to customers, those customers are likely to
respond in a positive manner and may even stay in the store
longer to shop. It’s important to note that you do not just want
your employees to act in a positive way, you want them to be
positive and happy. If they are acting one way yet feel another,
this could create emotional burnout among your employees.
Can you recall a time when you truly felt one way but also felt
obligated to act another way? Maybe you thought you had to put
on a happy face for others even though you were sad?
Suppressing emotions like that can prove to be difficult and
exhausting. How do you think the best leaders cope with those
situations?
Organizational Climate
What can leaders do to create a climate of positivity within the
organization? If you recall, we discussed upward
communication and the potential feedback that can be solicited
by leaders from those in lower levels of the organization. It’s
important that leaders make those in the organization aware that
they truly care about their emotions and feelings. Employees
need to feel like they can safely express their concerns or
moods about issues that affect their work or their job. Providing
a formal channel or outlet for them to communicate those
concerns, such as an anonymous feedback mechanism, could
allow for the flow of upward communication and release of
negative emotions.
For example, an employee is upset and angry because he feels a
policy is not being instituted fairly across the organization.
Some employees are granted their vacation requests while
others’ requests are seemingly denied without reason. Why are
they being denied – is it favoritism?
The employee submits an anonymous concern ticket through a
formal communication system for the issue to be investigated

and evaluated. This report gives the leader an opportunity to
evaluate the vacation request process. She realizes that the
process does not address denial of requests nor does it require
managers to provide reasoning. Therefore, she modifies the
process and updates the staff about the changes. Now, the
employee feels that his concerns are being listened to and
addressed appropriately.
LEADER RESPONSIBILITIES
ALLEVIATING STRESS
It is crucial that leaders consider the type of work that
employees are being asked to do. Is the work unnecessarily
stressful or emotionally draining? If so, why and can the work
itself be changed? If the work must remain somewhat stressful
now (for example, the office is temporarily understaffed due to
turnover), what can you do as a leader to alleviate some stress?
Could you offer flex time to the employees who are working
overtime for the next few weeks? Perhaps, they can take a
vacation once the vacancy in the office has been filled.
CHOOSING LEADERS
As a leader, you also have the authority and responsibility to
select other organizational leaders and managers. You should
make every effort to ensure that current members, and new
hires, exhibit high levels of emotional intelligence and
positivity. Research has shown that 90 percent of top
performers manage emotions skillfully during stressful times by
remaining calm and controlled (Bradberry, 2014). The aptitude
for emotional intelligence is also important for individuals who
will work as part of a team. Robbins and Judge state that,
“selecting positive team members can have a contagion effect
because positive moods transmit from team members to team
member” (Robbins & Judge, 2014, p. 60).
IDENTIFYING EQ WHEN HIRING
Therefore, leaders can build questions into the selection process
that will help them identify candidates with high emotional
intelligence. They can provide an opportunity for candidates to
demonstrate self-awareness, the ability to work well with

others, and willingness to recognize accomplishments of an
entire team as opposed to taking complete credit for successes
on an individual level. Mark Murphy cited two excellent
questions to ask job candidates to gauge their emotional
intelligence and to demonstrate some of these EQ competencies
(Murphy, 2016):
“Could you tell me about a time you made a mistake at work?”
“Could you tell me about a time you got tough feedback from
your boss?”
MANAGING YOUR MOOD
Leaders should also realize that their mood can impact the mood
of everyone in the office and in the organization. “How well
leaders manage their own moods affects everyone else’s moods
and, thus, the climate of the whole organization” (Cutler, 2014,
p. 89). Can you think of a leader who was extremely negative or
always seemed like he was in a bad mood? How effective do
you think that leader was? How productive do you think his
team members were amidst the negative energy? As a leader,
you must set the tone and lead by example because your
negative emotions can affect everyone in the organization. Be
as positive as you can and convey that enthusiasm and energy to
every individual in your organization and around you!
Emotional Leadership Styles
There is no doubt of the importance of emotional intelligence
for leaders and how positive emotions and moods can impact the
organizational climate and every person within it. Therefore,
it’s valuable to explore various leadership styles that have been
linked to emotional intelligence competencies or factors. In the
2002 work, Primal Leadership, Daniel Goleman, and others
outlined six different leadership styles that resonate with others
due to their impact on emotional intelligence throughout the
organization (Goleman, Boyatzis, & McKee, 2002):
VISIONARY LEADERSHIP
Visionary Leadership is focused on inspiring individuals to
accomplish long-term goals.

COACHING LEADERSHIP
Coaching Leadership is the effective delegation of tasks to
responsible individuals with decision-making authority while
considering individuals’ strengths and weaknesses.
AFFILIATIVE LEADERSHIP
Affiliative Leadership is focused on the creation of a people-
focused atmosphere and positive emotional environment.
DEMOCRATIC LEADERSHIP
Democratic Leadership is where leaders actively seek out input
and ideas from all members of the group and those ideas are
carefully considered.
PACESETTING LEADERSHIP
Pacesetting Leadership is ambitious goal-setting and constant
progress monitoring, which is also referred to as management
by objective.
COMMANDING LEADERSHIP
Commanding Leadership are instructions are given to
individuals without solicitation of input or any listening from
the leader.
Leaders can use any of the leadership styles or a combination of
styles to appeal to the emotions of their followers. The first four
leadership styles (visionary, coaching, affiliative, and
democratic) are described as resonance builders and the last two
styles (pacesetting and commanding) are viewed as dissonant
styles because they do not involve listening to followers.
The first style, visionary leadership, is great when leaders want
to communicate and emphasize a shared long-term vision for the
organization. The coaching leader provides a layer of support
for those seeking additional consultation but the primary goal of
the leadership style is to let employees achieve goals once they
are collaboratively established. Coaches provide a level of
autonomy to followers as they allow them decision-making
authority.
LEADERSHIP STYLES
Affiliative

Affiliative leaders are focused on creating the ideal emotional
climate within the organization. This style meets the emotional
needs of followers but can leave work or task needs at the
bottom of the list. Also, affiliative leadership can result in
avoidance of any negative dissension or disagreement. Some
conflict is good and meaningful as some issues and concerns
must be addressed so that the team or organization can move
forward in a positive way.
Democratic
The democratic leadership style focuses on gaining inputs and
ideas from the followers through active listening, ensuring a
great level of commitment and buy-in from the team. However,
it’s not always feasible to ask followers’ opinions for every
issue or task that needs to be addressed or completed. This
could result in decreased efficiency or an appearance of a leader
who lacks confidence or expertise to make decisions without the
group.
Pacesetting
Pacesetting leadership must be utilized with caution as leaders
may come off like they do not care about emotional intelligence
at all because they are most concerned with goal attainment and
objectives. The idea is that pacesetting leaders lead by example
and they expect competent motivated team members to follow
close behind, instinctually knowing the next step that should be
taken to achieve results.
Commanding
The commanding leader directs individuals to complete tasks
and comply with requests – no questions asked – and attempts
to alleviate fears any members may have. Although they are
concerned with negative emotions, commanding leaders may
still elicit negative moods because followers are not listened to
or given any real authority. It is obvious how the pacesetting
and commanding leadership styles may create emotional
challenges for followers if the implementation of the style is
poorly executed.
Can you recall a time when you exhibited or experienced one of

the leadership styles discussed? When you reflect upon that
experience, did that style elicit an emotional response within
yourself or from others? Was it a positive or negative emotional
response? What did you learn from that situation?
There is no doubt that other leadership styles can be utilized to
elicit emotional support or create positive work environments.
This list is not all-inclusive. However, regardless of the style
selected, leaders should carefully reflect upon the implications
that the style may have upon the organizational climate before
they implement them.
Conclusion
Throughout this lesson, you have reflected upon the impact that
emotional intelligence has a leader’s ability to successfully
build and maintain relationships with others. Emotional
intelligence competencies include the ability to recognize
emotions in yourself and others as well as manage emotions of
your own and others. It’s clear that emotional intelligence is not
a substitute for intellectual abilities but it is certainly a
necessity for those who need to be able to communicate goals
and a vision clearly with others. It is up to leaders to convey
positive emotions or moods and to hire and retain organizational
members who do the same because emotions are contagious.
Negativity can spread through a team and an organization, and
even be passed from employees to customers. Therefore, it’s
critical that leaders do all they can to create a positive
organizational climate and utilize effective leadership styles to
elicit the best possible emotions and moods from their
followers. Leaders have a unique opportunity to lead by
example and to lead enthusiastically and positively.
MGMT331 | LESSON 5
Leader as a Communicator
LESSON TOPICS
Communication in Leadership
The Communication Process and Effective Listening
Communication Channels

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