Session Type: Interactive Roundtable Accepted by MIG(s): Time Allotted: 75 Description: Emotionally intelligent leadership (EIL) integrates contemporary ideas on leadership and emotional intelligence to form a new understanding of leadership development and practice. The EIL framework and inventory will be shared along with results and implications from a national study on gender differences from a college-aged population. Abstract: INTRODUCTION
How do the variables of gender and leadership development interact? Much research suggests that differences in gender exist in leadership skills, styles, and behaviors (Northouse, 2007; Dugan, Komives & Segar, 2008). Recent literature also stresses the importance of embracing androgynous leadership styles and behaviors for personal and organizational effectiveness (Eagly & Carli, 2007). While much of the research focuses on leadership differences through the lenses of democratic and autocratic leadership or transformational and transactional leadership, research is lacking on how gender influences emotionally intelligent leadership, which is an emergent perspective on leadership.
The purpose of this session is to present the framework of emotionally intelligent leadership (EIL) as a new approach for leadership development and understand how men and women understand their leadership abilities in the context of EIL. Results of a national study on gender differences in EIL will be shared as well as implications for further research and strategies for leadership education. Participants in this session will learn about perceptions of specific leadership capacities of college men and women. Finally, this session will provide participants an opportunity to discuss applications of the data to leadership development efforts for college students, young professionals, and other audiences.
THEORETICAL BACKGROUND:
EIL provides a framework for learning about one’s own leadership capacity and potential. EIL offers a set of learnable capacities that will enhance a person’s effectiveness in being a leader and a follower. This innovative approach to leadership development is based on the synthesis of emotional intelligence and major bodies of leadership theory and research (e.g., Bar-On, 1997; Bass, 1985; Fiedler, 1972; Goleman, 2000; HERI, 1996; Salovey & Mayer, 1990). However, at its core, emotionally intelligent leadership is a piece of integrative scholarship (Boyer, 1990).
A primary assumption of EIL is that one size does not fit all. Reflecting the complex dynamics of leadership, EIL consists of three facets: consciousness of context, consciousness of self, and consciousness of others. Consciousness of context focuses on the environment in which leaders and followers work. Consciousness of self means being aware of oneself in terms of abilities and emotions. Consciousness of others emphasizes the importance of attending to, and working in, relationship with others and the role they play in the leadership equation.
To bring the facets of EIL to the surface and show action, the model is comprised of 21 capacities. The concept of capacity is crucial reflects the underlying assumption that leadership can be learned - key behaviors, skills and ways of being can be acquired.
RESEARCH STUDY
The study was conducted via web-survey in Spring 2008. Respondents were 566 undergraduate and graduate students from 139 higher education institutions. The results of research demonstrate that gender differences exist in terms of how college students view their own leadership capacities. Using EIL as the lens through which they view their leadership capacity, this research reaffirms previous research in how men and women view themselves differently in relation to being conscious of themselves and conscious of others. Interesting findings emerged on women’s stronger capacities for many measures that reflect considering others in a group, awareness of one’s own emotions and values, and commitment. Additionally, men’s greater ability to capitalize on their strengths as compared to women was a prominent finding. These and other findings will be presented and discussed along with implications. This study confirms the importance of looking at gender as an influential factor in students' perceptions and demonstration of leadership.
CONNECTION TO CONFERENCE THEME:
This session reflects the conference theme of Leadership 2.0 in two ways. First, EIL challenges leadership educators and scholars to continue to develop new understandings of leadership that challenge traditional leader-centric notions. Additionally, this research study emphasizes the importance of examining leadership development through the lens of gender. As we continue to learn more about how people lead, we recognize that gender differences exist and this helps us move beyond the one-size-fits-all mentality of leadership development.
OVERVIEW OF PRESENTATION:
Welcome (5 minutes)
-brief, interactive welcoming activity to acquaint participants with EIL
Overview of Emotionally Intelligent Leadership (15 minutes)
Overview of National Study (10 minutes)
-Purpose and methodology of the national study
-EIL Inventory introduced and reviewed.
Results of Study (20 minutes)
-General findings of the study and psychometrics of the EIL Inventory.
-Key discerning factors shared that reflect differences in gender, level of involvement, and year in school.
Implications and Applications of Results (10 minutes)
-Implications for further research; share ongoing research plans
-Applications of results in the context of leadership education and development
Dialogue and Discussion (10 minutes)
-Theoretical and practical applications for leadership education and development
Wrap-Up (5 minutes)
-Reflective activity to provide closure to presentation.
PROGRAM REFERENCES:
Bar-On, R. (1997). The Bar-On emotional quotient inventory (EQ-i): A test of emotional intelligence. Toronto, Canada: Multi-Health Systems.
Bass, B. (1985). Leadership and performance beyond expectations. New York: The Free Press.
Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Eric Document Reproduction Service. No. ED326149. Retrieved May 5, 2009.
Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how women become leaders. Boston: Harvard Business School Press.
Fiedler, F. (1972). The effects of leadership training and experience: A contingency model interpretation. Administrative Science Quarterly, 17(4), 453–470.
Goleman, D. (2000, March-April). Leadership that gets results. Harvard Business Review.
Heifetz, R.A. & Linsky, (2002). Leadership on the line: Staying alive through the dangers of leading. Boston: Harvard Business School Press
Higher Education Research Institute. (1996). A social change model of leadership development: Guidebook version III. Los Angeles: University of California Los Angeles Higher Education Research institute.
Dugan, J. P., Komives, S. R., & Segar, T. C. (2009). College student capacity for socially responsible leadership: Understanding norms and influences of race, gender, and sexual orientation. NASPA Journal, 45(4), 475-500.
Northouse, P. G. (2007). Leadership: Theory and practice (4th ed.). Thousand Oaks, CA: Sage Publications.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.
Paige Haber, University of San Diego
Bio: Paige Haber is an instructor for the Department of Leadership Studies at the University of San Diego and for the Department of Organizational Leadership at Brandman University. Paige is also a doctoral candidate in the Leadership Studies Program at the University of San Diego. Her professional work is in the area of college student leadership development, the development of formal leadership programs, women's leadership, and emotional intelligence.
Marcy Shankman, MLS Consulting, LLC
Bio: Marcy Levy Shankman, Ph. D., has been training and consulting in leadership development and organizational effectiveness since 1998. She is principal of MLS Consulting LLC, which she founded in 2001. She works with a wide range of clients, from small direct service agencies to national voluntary associations, from local high schools to large public universities. Marcy also teaches as a Presidential Fellow for the SAGES program of Case Western Reserve University and as an instructor in the David Brain Leadership Program of Baldwin-Wallace College. Marcy received her doctoral degree from Indiana University in Higher Education Administration.
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