SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE – AFASES2018
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EMOTIONAL INTELLIGENCE INFLUENCE IN LEADERSHIP
Cristian PANAIT, Vasile BUCINSCHI
”Henri Coandă” Air Force Academy, Braşov, Romania (cristian_pnt@yahoo.com)
DOI: 10.19062/2247-3173.2018.20.67
Abstract: In this paper, I analysed the data obtained from an emotional intelligence test I
applied to a group of military students and related the results to a survey I applied to the same
group of students, which had the purpose to identify the members most qualified to occupy a
leadership position due to their qualities and attributes. The purpose of the study is to analyse the
importance and influence of emotional intelligence on a group’s leadership emergence and
recognition.
The methods I used are both qualitative and quantitative research. The target group consists
of all senior military students of the Romanian Air Force Academy, the author of the study being
their direct commander. The Emotional Intelligence test was designed by Daniel Goleman, which
contains 10 items that represent different scenarios which puts the subjects in different critical
situations and the survey has 5 items with open answers that have the purpose to identify the
recognised group leaders.
The conclusions highlight the importance of emotional intelligence as a quality of a future
leader and verifies the hypothesis that someone who has the qualities of a leader is being
recognised by his group.
Keywords: emotional intelligence, leadership, leader
1. INTRODUCTION
Emotional Intelligence as a concept, was formulated for the first time by Wayne Leon
Payne in 1985. He considered that Emotional Intelligence implies a creative relationship
with fear, pain and desire. In 1990, John Mayer and Peter Salovey, two american
professors, published two articles in which they tried to develop a scientific method to
measure the differences between individuals from abilities point of view. They discovered
that some individuals are more able to identify their own feelings and to those around
them and also in solving problems regarding emotions. Emotional Intelligence theory
started with those researches which combines feelings with rationality and rationality
with feelings.
Emotional Intelligence became one of the most discussed subjects in the United States
of America after Daniel Goleman, published his book with the title “Emotional
Intelligence”. Daniel Goleman combined the previous research available with his own
result from investigations and came up with a theory that succeeded to give definitions to
this concept. He defined Emotional Intelligence as “the ability to understand and control
our own emotions and those around us.”
Emotional Intelligence is a key ability of a leader. By the end of the studies in the Air
Force Academy, a graduate needs to be able to command a platoon. Accepting the
responsibility for himself and his subordinates in the military organisation according to
high standards requires competencies, initiative, self motivation and trust in his own
powers.
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His behaviour, reactions, level of communication skills, decision making needs to be
done many times under stressful situations, therefore a high level of EQ (emotional
quotient) is in high demand.
2. PURPOSE
This paper aims to underline the importance of Emotional Intelligence in leadership
development during military studies by evaluating the level of emotional intelligence, a
group of senior military students, have reached at the end of their studies.
Another purpose of this paper is to establish a cause – effect relation between the level
of emotional intelligence and a leader recognition among a cohesive group. The group of
students had been members of the same group for three years.
The first test has the purpose to identify the emotional quotient level of each member
while the survey has the purpose to collect the data provided by the subjects regarding the
members which have developed the most suited qualities to fulfil the duties of a
leadership position within the academy. The leadership position refers to a platoon
commander deputy position for a platoon of military students from first and second year
of study.
The study was taking place at the beginning of third year of studies for the target
group of students. One of the beneficial side effects of this study is that as being the direct
commander of this group of students I reached also a better understanding of my
subordinates and during the regular counselling and mentoring I had a more appropriate
and scientific data to discuss certain issues, individually, also create personalised plans
for their development.
3. OBJECTIVES
The main objectives of this study are:
– Collecting and analysing the data obtain from an emotional intelligence test filled
out by the senior military students of Air Force Academy “Henri Coandă” – Brașov.
– Collecting and analysing the data from a survey of leadership emergence during
their three year period of study within the Air Force Academy and identifying the leaders
as recognised by the members of their group.
– Establishing the relation between the level of emotional intelligence from the test
with the subjects that were recognised as suited for a leadership position, having the
qualities and attributes of a leader, most developed.
Have a better understanding of my subordinates as a direct commander of the target
group of the study.
4. RESULTS
The test designed by Daniel Goleman consists of 10 items which presents different
critical scenarios, situations that someone can experience. The test completion has as a
purpose to emerge the subject into a scenario with empathy, or remember such an
experience from the past, the answer to one of the reactions indicated as the most
appropriate.
Item 1
The person is in a critical life threatening situation. Three of the answer variants relate to the
ability to be conscious of personal emotions, to get to know the situation from the affective point
of view and to answer adequately, balanced at unusual or stressful critical situations.
SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE – AFASES2018
495
Item 2
A child is very upset, and the adults who stood around him are trying to help him
overcome this negative emotional state. Parents, educators or adults in general, who have
high levels of emotional intelligence, use the situation to work out their emotions, leading
them to understand where the negative emotional state (grief) comes from, what
determine to be hurt, to understand what they feel noticing the alternatives they can try in
order to find appropriate solutions.
Item 3
An adult subject is in a situation which must be changed in order to obtain some
benefits. This test item refers to intrinsic motivation, the ability to develop a plan to
overcome obstacles, frustrations and the ability to track a goal. “Hope” is the target as a
dimension of emotional intelligence.
Item 4
The scenario presented refers to a person who has repeated failures in a certain
direction. Only one of the variants of the answer refers to the degree of optimism which
can help the subject to overcome obstacles, to continue with perseverance without
blaming himself or demoralize.
Item 5
This situation presented by the test aims the behaviour of the subject towards
minorities, his attitude about the ethnic, cultural diversity, just one of the variants of the
answer indicate the best way to create an open atmosphere of diversity. The focus of the
item is upon the prejudice change through action and through adoption of a democratic
model to manage anger.
Item 6
This item refers to the way an angry person can calm. The correct version of the
answer refers to the ability of the person, the empathetic way to manage anger.
Item 7
This item represents a situation in which the subject is overwhelmed by
aggressiveness, anger. The best response in the event of a dispute is to take a break,
interval in which the person can calm down, and thus no longer distorts perception of the
situation. After this period, the person may be much better prepared for a useful,
productive discussion.
Item 8
While working in a group a solution to a delicate or a tedious problem must be found.
The given answer must look like the members of the team need to ensure a harmonious
relation, to allow personal idea expression in a natural and creative way.
Item 9
One adult can find himself in relatively stressful situations because, on the one hand,
their personal shyness, and on the other hand, a relatively new unusual situation that
emphasizes a state of fear. The answer shows the implication of the subject in new
situations.
Item 10
A subject which welcome change in their activities is more prepared to engage with
pleasure in a new type of action, learns faster how to obtain superior performances.
The Emotional intelligence levels are quantified as follows:
– >100 = Under average
– 100-150 = Average
– >150 = Above average
– 200 = Exceptional
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The group of study consisted of 43 subjects, based on their answers the level of
emotional intelligence is as follows:
FIG. 1. EQ results
The second part of the study was a survey conducted by their direct commander and
author of this study. The survey consisted of 5 items which were focused on identifying
the subjects that are recognised as able to occupy a leadership position. Another purpose
of this survey was to name the students that are in charge of commanding a group of
students organised as a platoon from the first and second year of study.
Item 2 of the survey had the purpose of collecting data about the group leaders’
recognition among group members.
Item 2: Name at least 5 of your colleagues (importance order) which you find best
suited to occupy a leadership position. State the reason of your choice.
From 43 possible maximum answers, the subjects named a total of 14 colleagues that
are suited to occupy a leadership position. The frequency was ranging from 1 to 41. All
subjects named 5 of their colleagues in the order of importance as they evaluate them.
The position they were named which represent the importance was quantified by giving
each place an amount of points:
– First position = 5 points
– Second position = 4 points
– Third position = 3 points
– Forth position = 2 points
– Fifth position = 1 point
In the chart below I selected the first 14 frequencies (there were 14 leadership
positions available). Subjects were named from 1 to 14 in the frequency order, however
the value quantified from the position (as of importance which was a criteria of the sur vey
item).
Table 1. Frequency and value on surveys Item 2
Frequency Importance value EQ
Subject 1 41 180 140
Subject 2 34 115 100
Subject 3 28 85 105
Subject 4 25 86 140
Subject 5 17 59 150
Subject 6 16 29 105
Subject 7 15 32 120
Subject 8 14 41 105
Subject 9 11 24 80
Subject 10 9 22 100
Subject 11 8 18 120
Subject 12 6 13 85
Subject 13 4 12 105
Subject 14 4 6 120
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5. CONCLUSIONS
After conduction this study, I draw the following conclusions:
– 56% of the student have an under average level of Emotional Intelligence, which
needs to be developed through special curricula during their studies such as giving them
as many possibilities as possible to discover the best course of action in multiple
situations.
– The 14 subjects that were acknowledged as suited for a leadership position scored
majority in the average range:
– 1 above average
– 11 average
– 2 below average
– Emotional Intelligence is a major factor in managing human interactions and
moreover, leadership.
– The hypothesis that in order to become a good leader, a person needs to be
recognised by his group, regardless his expertise (the 14 subjects are not all the ones with
the highest grades and marks from the group).
At first glance, the fact that % of the students that participated in the research scored
below average, might look suspicious. However, the EQ test that was used in this
research is a test for adults. The participants age of the study group ranged from 20 to 23
years. Their age underlines the fact that in order to have a high EQ we need to pass
through a series of development phases grounded on life experiences.
The group of 14 individuals who were identified as suited to occupy a leadership
position within the academy, scored predominantly above the median of the entire group.
Emotional Intelligence is considered a powerful indicator for the standards they will
reach in the management of human relations and also shows a disposition for one to
become the leader of his group. A leader of his subordinates is understood beyond the
formal authority that resides from rank and formal position. Emotional Intelligence is a
part of the foundation on which, competencies are built, competencies that favours his
recognition and appreciation among the members of the group or team.
The classifications resulted from grades, make no importance on who becomes a
leader. The group I identify as suited for a leader position are not the group with the
highest grades, therefore we cannot claim a causality between the grades obtained through
evaluations and the recognition among a group as leaders.
It is well known that the correlation between inter – section researches, cannot prove
causality, especially in the situations when we don’t know which variable came first.
Therefore, it is not suited for me to make the affirmation that EQ level is the cause of
leader emergence or appreciation as suited leaders within a group of individuals. Higher
EQ leaders are more likely to make better decisions, engage and influence more
effectively and create the right atmosphere for the task received. Emotional Intelligence is
a core skill grounded in science that emphasizes performance. Studies show that between
48% and 80% of what differentiates high and low performing leaders can be attributed to
EI.
The decisions we make in our military life are many times based on our emotions and
emotional intelligence. It makes sense that when individuals have a great sense of
communication and organizational skills, they will be lead to having the ability to make
proper decisions and interactions with others. Emotional intelligence is a trait that can
always be nurtured and strengthened in all of us, but without having a developed sense of
it, the individuals will lack social functioning.
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Becoming more aware of the impacts and the differences of our own EQ and IQ can
make us better leaders because being true to oneself is the best starting point in any form
of development, for leadership as a bigger goal. In this global age, it is necessary to
compile a high sense of emotional awareness.
REFERENCES
[1] Goleman, D. “Emotional Intelligence”. New York, Bontom Books,1995;
[2] Shackelton, V. “Business Leadership”. London: Routledge, 1995;
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[4] Richard Paul, „Critical Thinking: What Every Person Needs To Survive In A Rapidly Changing
World”, Santa Rosa,1993;
[5] Peter Facione, Critical Thinking” A Statement of Expert Consensus for the Purposes of Educational
Assessment and Instruction, Millbrae, 1990;
[6] Manfred Kets de Vries, „Leadership:Arta și măiestria de a conduce”, Editura Codecs, București, 2003;
[7] Gheorghe Arădăvoaice, Comandantul și arta de a conduce, Editura Sylvi, București, 2000;
[8] Bass, B. VMI’s High Contrast Culture: A setting for the development of civilian and military leaders.
Binghamton, New York: Center for Leadership Studies, 1992;
[9] Bass, B. Stogdill’s handbook of leadership: A survey of theory and research. New York: Free Press,
1981;
[10] Fiedler, F., & Garcia, J. New approaches to effective leadership: Cognitive resources and
organizational performance. New York: Wiley, 1987;
[11] Yammarino, F. & BASS, B. Person and situation-views of leadership: A multiple level of analysis
approach. Leadership Quarlerly, 1991.
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