Emotional Intelligence Competencies And The Army Leadership .
EMOTIONAL INTELLIGENCE COMPETENCIES AND THEARMY LEADERSHIP REQUIREMENTS MODELA thesis presented to the Faculty of the U.S. ArmyCommand and General Staff College in partialfulfillment of the requirements for thedegreeMASTER OF MILITARY ART AND SCIENCEGeneral StudiesbyTANEKKIA M. TAYLOR-CLARK, MAJOR, U.S. ARMYB.S.N., University of South Alabama, Mobile, Alabama, 2003M.S.N., University of South Alabama, Mobile, Alabama, 2011Fort Leavenworth, Kansas2015Approved for public release; distribution is unlimited.
Form ApprovedOMB No. 0704-0188REPORT DOCUMENTATION PAGEPublic reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing datasources, gathering and maintaining the data needed, and completing and reviewing this collection of information. Send comments regarding this burden estimate or anyother aspect of this collection of information, including suggestions for reducing this burden to Department of Defense, Washington Headquarters Services, Directorate forInformation Operations and Reports (0704-0188), 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 22202-4302. Respondents should be aware thatnotwithstanding any other provision of law, no person shall be subject to any penalty for failing to comply with a collection of information if it does not display a currently validOMB control number. PLEASE DO NOT RETURN YOUR FORM TO THE ABOVE ADDRESS.1. REPORT DATE (DD-MM-YYYY)2. REPORT TYPE3. DATES COVERED (From - To)Master’s Thesis12-06-2015AUG 2014 – JUN 20154. TITLE AND SUBTITLE5a. CONTRACT NUMBEREmotional Intelligence Competencies and the Army LeadershipRequirements Model5b. GRANT NUMBER5c. PROGRAM ELEMENT NUMBER6. AUTHOR(S)5d. PROJECT NUMBERMajor Tanekkia M. Taylor-Clark, U.S. Army5e. TASK NUMBER5f. WORK UNIT NUMBER7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES)8. PERFORMING ORG REPORTNUMBER9. SPONSORING / MONITORING AGENCY NAME(S) AND ADDRESS(ES)10. SPONSOR/MONITOR’SACRONYM(S)U.S. Army Command and General Staff CollegeATTN: ATZL-SWD-GDFort Leavenworth, KS 66027-230111. SPONSOR/MONITOR’S REPORTNUMBER(S)12. DISTRIBUTION / AVAILABILITY STATEMENTApproved for Public Release; Distribution is Unlimited13. SUPPLEMENTARY NOTES14. ABSTRACTStewards of the profession and protectors of the nation, Army leaders have an immense responsibility to ensure thecurrent and future success of the Army. This responsibility is less about the hard skills of cognitive intelligence,technical knowledge, and tactical proficiency and more about the soft skills of emotional intelligence. Emotionalintelligence competencies parallel, enhance, and even enable the Army leader attributes and competencies. TheArmy leadership doctrine fails to identify a direct relationship between emotional intelligence competencies andthe Army leader attributes and competencies, yet implies that emotional skills are an integral part of thecharacteristics and capabilities of an Army leader. This study examines the relationship between emotionalintelligence competencies and the attributes and core competencies required of an Army leader. A clearunderstanding of the emotional intelligence requirements that Army leader’s use in the act of leading creates amore balanced and comprehensive illustration of Army leader requirements. An understanding of the relationshipbetween emotional intelligence and what is required of an Army leader can lead to modifications in Armyleadership doctrine, leader assessments, professional Army leader development programs, and Army leaderevaluation practices.15. SUBJECT TERMSEmotional Intelligence, Army Leader Attributes, Army Leader Core Competencies16. SECURITY CLASSIFICATION OF:a. REPORTb. ABSTRACTc. THIS PAGE(U)(U)(U)17. LIMITATIONOF ABSTRACT18. NUMBEROF PAGES(U)12019a. NAME OF RESPONSIBLE PERSON19b. PHONE NUMBER (include area code)Standard Form 298 (Rev. 8-98)Prescribed by ANSI Std. Z39.18ii
MASTER OF MILITARY ART AND SCIENCETHESIS APPROVAL PAGEName of Candidate: Major Tanekkia M. Taylor-ClarkThesis Title: Emotional Intelligence Competencies and the Army LeadershipRequirements ModelApproved by:, Thesis Committee ChairMark A. McManigal, M.S., MemberAlice J. Garven, Ph.D., MemberGreg A. Ruark, Ph.D.Accepted this 12th day of June 2015 by:, Director, Graduate Degree ProgramsRobert F. Baumann, Ph.D.The opinions and conclusions expressed herein are those of the student author and do notnecessarily represent the views of the U.S. Army Command and General Staff College orany other governmental agency. (References to this study should include the foregoingstatement.)iii
ABSTRACTEMOTIONAL INTELLIGENCE COMPETENCIES AND THE ARMY LEADERSHIPREQUIREMENTS MODEL, by Major Tanekkia M. Taylor-Clark, 120 pages.Stewards of the profession and protectors of the nation, Army leaders have an immenseresponsibility to ensure the current and future success of the Army. This responsibility isless about the hard skills of cognitive intelligence, technical knowledge, and tacticalproficiency and more about the soft skills of emotional intelligence. Emotionalintelligence competencies parallel, enhance, and even enable the Army leader attributesand competencies. The Army leadership doctrine fails to identify a direct relationshipbetween emotional intelligence competencies and the Army leader attributes andcompetencies, yet implies that emotional skills are an integral part of the characteristicsand capabilities of an Army leader. This study examines the relationship betweenemotional intelligence competencies and the attributes and core competencies required ofan Army leader. A clear understanding of the emotional intelligence requirements thatArmy leader’s use in the act of leading creates a more balanced and comprehensiveillustration of Army leader requirements. An understanding of the relationship betweenemotional intelligence and what is required of an Army leader can lead to modificationsin Army leadership doctrine, leader assessments, professional Army leader developmentprograms, and Army leader evaluation practices.iv
ACKNOWLEDGMENTSThis thesis would not have been possible without the support of my committee,COL (R) Mark McManigal, Dr. Greg Ruark, Dr. Sena Garven, LTC Joseph Kreb, andMAJ Wade Jackson. Thank you for your dedication, advice, and persistent faith in theproject. I would also like to extend my gratitude and appreciation to LTC (R) RobertGarven, Dr. Terry Beckenbaugh, and Mrs. Venita Krueger for your valuable advice andsupport throughout the entire research process.To my five-year old son, Ayden Thank you sweetheart for your patience andunderstanding. I will be forever grateful for your unconditional love and sacrifice. Ayden,you are my purpose, my strength, and every breath that I breathe. Mommy loves you “themost”!To my mother, Lisa You are my biggest fan. Thank you for believing in mydreams. Your unwavering love, support, and kindness continues to inspire me. You arethe most resilient person that I know. You taught me perseverance. Words cannot expressmy love for you.To my family, friends, peers, and mentors Thank you for your support andencouragement. It truly takes a village and I am grateful for each of you.I have always admired and cheered for the “underdog” . . . he humbles me. Themoment I looked in the mirror and realized I was the “underdog” . . . inspired me.Fight! And don’t stop fighting until you are victorious.―MAJ Tanekkia M. Taylor-Clarkv
TABLE OF CONTENTSPageMASTER OF MILITARY ART AND SCIENCE THESIS APPROVAL PAGE . iiiABSTRACT. ivACKNOWLEDGMENTS .vTABLE OF CONTENTS . viILLUSTRATIONS . ixTABLES .xCHAPTER 1 INTRODUCTION .1Background . 1Problem Statement . 3Research Question . 4Significance of the Study . 4Definition of Terms . 5CHAPTER 2 LITERATURE REVIEW .6Background . 6Emotional Intelligence Models . 7Emotional Intelligence Competencies . 8Emotional Intelligence Assessments . 10Transformational Leadership Theory and Emotional Intelligence . 12Leader Behaviors and Emotional Intelligence . 13Leader Influence and Emotional Intelligence . 15Individual Performance and Emotional Intelligence . 16Organizational Performance and Emotional Intelligence . 18Summary . 19CHAPTER 3 RESEARCH METHODOLOGY .21Overview . 21Epistemology . 22Research Design . 23Sample . 24Data Collection Methods . 24Data Analysis . 25Research Steps . 26vi
Goodness and Trustworthiness . 27Researcher Position. 28Limitations . 28Delimitations . 29Summary . 30CHAPTER 4 ANALYSIS .31Part 1: Crosswalk . 31Overview . 31Army Leader Attributes .32Army Core Leader Competencies .34Levels of Army Leadership . 37Army Leadership Requirements Model and Emotional Intelligence Crosswalk . 38Self-awareness Competencies (Know Thy Self) . 41Emotional Self-awareness .42Accurate Self-assessment.43Self-confidence .43Self-management Competencies (The Hard Right versus The Easy Wrong) . 44Self-control .44Trustworthiness .45Conscientiousness .46Adaptability.46Achievement Orientation .47Initiative .47Social Awareness Competency Cluster (Servant Leadership). 48Empathy .49Organizational Awareness .49Service Orientation .50Social Skills Competency Cluster (No Man is an Island). 50Influence .51Inspirational Leadership.52Developing Others .52Communication .53Change Catalyst .53Conflict Management.54Building Bonds .54Team Work and Collaboration.55Summary . 55Part 2: Leadership Vignette Discussion . 56Vignette #1 Discussion . 56The Take-away.57Emotional Intelligence in Action .58Vignette #2 Discussion . 59The Take-away.60Emotional Intelligence in Action .61vii
Vignette #3 Discussion . 63The Take-away.64Emotional Intelligence Missing in Action .66Summary . 68CHAPTER 5 CONCLUSION AND RECOMMENDATIONS .70Conclusion . 70Recommendations . 72Future Research . 72Army Leadership Doctrine Modifications . 73Incorporating Emotional Intelligence Development Programs . 73Emotional Intelligence Leader Development Strategies . 74Self-awareness Development Strategies . 75Self-Management Development Strategies . 76Social Awareness Development Strategies . 77Social Skills Development Strategies . 77Summary . 78GLOSSARY .79APPENDIX A DIRECT LEVEL LEADERSHIP VIGNETTE.80APPENDIX B ORGANIZATIONAL LEVEL LEADERSHIP VIGNETTE .85APPENDIX C ORGANIZATIONAL LEVEL LEADERSHIP .92REFERENCE LIST .102viii
ILLUSTRATIONSPageFigure 1. Emotional Intelligence Competencies .10Figure 2. The Army Leadership Requirements Model.32Figure 3. Vignette #1: Leader Action Crosswalk .57Figure 4. Vignette #2 Leader Action Crosswalk .60Figure 5. Vignette #3 Leader Action Crosswalk .64ix
TABLESPageTable 1.Army Leadership Requirements Model and Emotional IntelligenceCompetency Crosswalk .40Table 2.Leadership Action Chart Vignette #1 .82Table 3.Leadership Action Chart Vignette #2 .88Table 4.Leadership Action Chart Vignette #3 .97x
CHAPTER 1INTRODUCTIONEmotional intelligence is the ability to sense, understand, and effectively applythe power and acumen of emotions as a source of human energy, information,connection, and influence.―Robert K. Cooper and Ayman Sawaf, Executive EQ:Emotional Intelligence in Leadership and OrganizationsBackgroundThe Army continues to conduct full-spectrum operations in a complex globalenvironment. While confronted with tremendous resource constraints, Army leaders at alllevels face high demands to make rapid decisions in environments characterized byuncertainty and friction. The Army charges its leaders with building cohesive teams,promoting resiliency, cultivating trust, and fostering positive command climates, whileavoiding ethical or moral misjudgments. Army leaders must develop and communicate acommon vision and set clear mission goals for the organization to be successful.Stewards of the profession and protectors of the nation, they have an immenseresponsibility to ensure the current and future success of the Army (Thomas 2006). Theserequirements are less about the hard skills of cognitive intelligence, technical knowledge,and tactical proficiency and more about the soft skills of emotional intelligence (Lackey2011).Emotional intelligence parallels, enhances, and even enables the Army leaderattributes and competencies, driving the mental and social faculties that Army leadersapply in the act of leading. Emotional intelligence is “the ability to perceive emotions, toaccess and generate emotions so as to assist thought, to understand emotions and1
emotional knowledge, and to reflectively regulate emotions so as to promote emotionaland intellectual growth” (Mayer and Salovey 1997). The Army Leadership RequirementsModel conveys three attributes that express how an Army leader behaves and learnswithin the environment: character, presence, and intellect (Department of the Army2012b). These attributes are the internal characteristics of a leader valued by the Armythat enable a leader to master enduring capabilities required at every level of leadershipexpressed as leadership competencies: lead, develop, and achieve (Department of theArmy 2012b). Army leadership competencies apply across all levels of leadershipproviding a basis for evaluation and feedback. Army leaders continuously develop theability to perform these competencies proficiently and learn to apply them to increasinglycomplex situations.The Army leadership doctrine defines leadership as “the process of influencingpeople by providing purpose, direction, and motivation to accomplish the mission andimprove the organization” (Department of the Army 2012b, 1-1). Leadership is largelyabout influencing people while providing guidance and direction as needed (Hersey,Blanchard, and Johnson 2008). Influence is an intangible deeply rooted in emotionalintelligence. Emotional intelligence is particularly important in Army leadership becauseArmy leaders perform the act of leading in volatile and high stress situations.Leadership at all levels in the Army requires influence, purpose, direction,motivation, and improving the organization. Army leaders skillfully fuse tacticalactivities with overarching strategic goals. They make the transition from direct levelleadership, influencing individuals or small groups to organizational level leadership,influencing multiple semi-independent organizations to attain a specified goal. A small2
percentage of Army leaders make the transition to strategic level leadership, leading largecomplex organizations and influencing diverse audiences. The socially complex nature ofArmy leadership requirements highlight the importance of emotional abilities and skills.Emotional intelligence influences every aspect of organizational effectiveness andaffects numerous elements of leadership capability and interpersonal effectiveness(Cherniss 2000). Army leadership has evolved to match the growing need for mutualtrust, disciplined initiative, and independence amid a complex operating environment in aconcept known as “mission command” (Department of the Army 2012a). The concept ofmission command requires Army organizational and strategic level leaders tocommunicate a compelling vision, purpose, and mission goals, and lead empoweredorganizations. Studies have demonstrated that leaders who consistently perform at higherlevels and lead successful organizations possess technical skills, but more importantly,have mastered emotional intelligence competencies.Problem StatementThis study examines the relationship between emotional intelligencecompetencies and the attributes and competencies required of an Army leader. This studyshows that emotional intelligence is a lynchpin to the Army leader attributes andcompetencies that drives the mental and social faculties that Army leaders apply in theact of leading. Therefore, the Army Leadership Requirements Model should incorporateemotional intelligence.The term “emotional” appears throughout Army leadership doctrine to describeemotional health as it relates to the holistic approach to fitness, emotional courage as itrelates to Warrior Ethos, emotional energy as it relates to motivation and endurance, and3
the emotional factors of self-control, balance, and stability. Army doctrine fails toidentify a direct relationship between emotional intelligence competencies and the Armyleader attributes and competencies, yet implies that emotional abilities and skills are anintegral part of the characteristics and capabilities of an Army leader. The goal of thethesis is to examine the relationship between emotional intelligence competencies and theArmy leader attributes and competencies. An understanding of the relationship betweenemotional intelligence and what is required of an Army leader can lead to modificationsin Army leadership doctrine, leader assessments, professional Army leader developmentprograms, and Army leader evaluation practices.Research QuestionHow are emotional intelligence competencies related to the Army leader attributesand competencies as described in the Army Leadership Requirements Model?Significance of the StudyThis study will help to identify recommendations for Army leadership doctrine,leader assessments, professional Army leader development programs, and Army leaderevaluation practices. The study may help to identify how emotional intelligencecompetencies or lack thereof affects an Army leader’s ability to lead effectively. Thestudy could lead to new techniques to develop leaders with an emphasis on developingemotional intelligence competencies in concert with Army leader attributes andcompetencies. The researcher intends for this study to help Army officers understand theconnection between emotional intelligence and the Army leader attributes andcompetencies and the importance of developing emotional intelligence in Army leaders.4
The researcher intends for this study to be a sound contribution for the improvement ofArmy leaders and the profession.Definition of TermsThe key terms that require definition include emotional intelligence, the ArmyLeader Requirements Model, leadership, direct level leadership, and organizational levelleadership. The researcher presents current research by experts in the field and leveragesthat research to outline the elements of emotional intelligence and applicablecompetencies. The author will not attempt to develop a new definition for emotionalintelligence. Chapter 2 includes a description of the emotional intelligence competencymodel that this study uses as a conceptual framework. Chapter 4 describes the ArmyLeader Requirements Model, which outlines the Army’s leader expectations. Theresearcher defines leadership, direct level leadership, and organizational level leadershipbased on the Army’s leadership doctrine. The understanding and application of theseterms is critical to understanding how the Army can develop or adjust programs forleader development. Other terms applicable to understanding the concepts presented inthe thesis are defined in the Glossary.5
CHAPTER 2LITERATURE REVIEWThis literature review focuses on the relationship between emotional intelligenceand effective leadership behaviors and competencies. The purpose of the thesis is to drawa theoretical link between mixed model emotional intelligence competencies andelements of effective leadership attributes and competencies as operationalized by Armyleadership doctrine. Countless theories outline the characteristics that make up the mosteffective leader (Mandell and Pherwani 2003). Leadership is one of the most appliedconstructs to emotional intelligence competencies. This literature review discussesapplicable research on emotional intelligence concepts, models, competencies, andassessments, as well as research regarding the relationship between emotionalintelligence and leadership theory, leader behaviors, influence, individual performance,and organizational performance.BackgroundResearch on emotional intelligence started as describing and assessing emotionalintelligence. Recently, the focus of scholars shifted to understanding the purpose ofinterpersonal behavior and the role it plays in effective leadership (Zirkel 2000). Theconcept that emotions are one of the necessary mental operations in leadership, alongwith motivation and cognition provide the foundation for the emotional intelligenceconstruct (Mayer and Salovey 1993). In fact, many emotion researchers posit thatemotional intelligence represent an effective interaction between emotions and cognitions(Mayer and Salovey 1995; Mayer and Salovey 1997). Many research studies examine the6
impact of emotions on effective decision-making (Mayer and Salovey 1993; Mayer,Caruso, and Salovey 2000). In the operational environment, emotions serve as indicatorsof threat and other negative experiences that help to drive responses to volatilecircumstances.Emotional Intelligence ModelsModels depicting the definitions and competencies of emotional intelligence arecategorized as ability-based or a mixture of abilities and personality traits (Mayer,Caruso, and Salovey 2000). According to Mayer’s and Salovey’s (1997) ability-basedmodel, emotional intelligence is a type of intelligence, separate of personality traitsindicating the adeptness to process emotional inf
that enable a leader to master enduring capabilities required at every level of leadership expressed as leadership competencies: lead, develop, and achieve (Department of the Army 2012b). Army leadership competencies apply across all levels of leadership providing a basis for evaluation and feedback. Army leaders continuously develop the
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Emotional Intelligence and Leadership Emotional Intelligence and Management Emotional Intelligence and Perception Emotional Intelligence and Communication Conclusion Definition of Emotional Intelligence (EI) Emotional Intelligence- capacity to be Aware, Express & Control your Emotions, and handle interpersonal relationships Caringly and .
2.6.1 Emotional and Social Competency Inventory 51 2.6.2 Emotional Quotient Inventory 52 2.6.3 Mayer-Salovey-Caruso Emotional Intelligence Test 53 2.6.4 Trait Emotional Intelligence Questionnaire 54 2.7 EMOTIONAL INTELLIGENCE- RELATED STUDIES 55 2.8 EMOTIONAL INTELLIGENCE IN EDUCATION 58
Ability-models versus mixed-models of emotional intelligence 49 Strengths and weaknesses in the three major views of emotional intelligence 50 Mayer and Salovey‟s view of emotional intelligence. 50 Bar-On‟s view of emotional intelligence. 51 Goleman‟s view of emotional intelligence. 53 Overarching reflections and conclusions 55 References 58
