Solved by verified expert:1. What Makes a Leader?Please read the Harvard Business Review Article by Daniel Goleman’s “What Makes a LeaderSource citation in APA format required. Reference HBRs 10 must reads on leadership2. Chapter 12 Concluding Case please read the Breitt, Star, & Diamond LLC case. Next, using MS Word, individually respond to the 3 questions with short and thoughtful answers. Reference A1.jpg image Bateman, Thomas S., Konopasake, Robert., and Scott A.Snell, Management: Leading and Collaborating in the
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HBR’S
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On
Leadership
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HBR’S
10
MUST
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On
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ISBN 978-1-4221-5797-8 (pbk. : alk. paper) 1. Leadership. I. Harvard
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Contents
What Makes a Leader?
Daniel Goleman
1
What Makes an Effective Executive
Peter F. Drucker
23
What Leaders Really Do 37
John P. Kotter
The Work of Leadership 57
Ronald A. Heifetz and Donald L. Laurie
Why Should Anyone Be Led by You?
Robert Goffee and Gareth Jones
79
Crucibles of Leadership 97
Warren G. Bennis and Robert J. Thomas
Level 5 Leadership: The Triumph of Humility
and Fierce Resolve 115
Jim Collins
Seven Transformations of Leadership 137
David Rooke and William R. Torbert
Discovering Your Authentic Leadership 163
Bill George, Peter Sims, Andrew N. McLean, and Diana Mayer
In Praise of the Incomplete Leader 179
Deborah Ancona, Thomas W. Malone, Wanda J. Orlikowski,
and Peter M. Senge
About the Contributors 197
Index
199
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HBR’S
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READ
On
Leadership
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Page 1
What Makes
a Leader?
by Daniel Goleman
E
EVERY BUSINESSPERSON KNOWS a story about a highly intelligent,
highly skilled executive who was promoted into a leadership position only to fail at the job. And they also know a story about someone with solid—but not extraordinary—intellectual abilities and
technical skills who was promoted into a similar position and then
soared.
Such anecdotes support the widespread belief that identifying individuals with the “right stuff” to be leaders is more art than science. After all, the personal styles of superb leaders vary: Some
leaders are subdued and analytical; others shout their manifestos
from the mountaintops. And just as important, different situations
call for different types of leadership. Most mergers need a sensitive
negotiator at the helm, whereas many turnarounds require a more
forceful authority.
I have found, however, that the most effective leaders are alike in
one crucial way: They all have a high degree of what has come to be
known as emotional intelligence. It’s not that IQ and technical skills are
irrelevant. They do matter, but mainly as “threshold capabilities”;
that is, they are the entry-level requirements for executive positions.
But my research, along with other recent studies, clearly shows that
emotional intelligence is the sine qua non of leadership. Without it, a
person can have the best training in the world, an incisive, analytical
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Page 2
GOLEMAN
mind, and an endless supply of smart ideas, but he still won’t make a
great leader.
In the course of the past year, my colleagues and I have focused
on how emotional intelligence operates at work. We have examined
the relationship between emotional intelligence and effective
performance, especially in leaders. And we have observed how
emotional intelligence shows itself on the job. How can you tell if
someone has high emotional intelligence, for example, and how
can you recognize it in yourself ? In the following pages, we’ll
explore these questions, taking each of the components of emotional intelligence—self-awareness, self-regulation, motivation,
empathy, and social skill—in turn.
Evaluating Emotional Intelligence
Most large companies today have employed trained psychologists to
develop what are known as “competency models” to aid them in
identifying, training, and promoting likely stars in the leadership firmament. The psychologists have also developed such models for
lower-level positions. And in recent years, I have analyzed competency models from 188 companies, most of which were large and
global and included the likes of Lucent Technologies, British Airways, and Credit Suisse.
In carrying out this work, my objective was to determine which
personal capabilities drove outstanding performance within these
organizations, and to what degree they did so. I grouped capabilities
into three categories: purely technical skills like accounting and
business planning; cognitive abilities like analytical reasoning; and
competencies demonstrating emotional intelligence, such as the
ability to work with others and effectiveness in leading change.
To create some of the competency models, psychologists asked
senior managers at the companies to identify the capabilities that
typified the organization’s most outstanding leaders. To create other
models, the psychologists used objective criteria, such as a
division’s profitability, to differentiate the star performers at senior
levels within their organizations from the average ones. Those
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Page 3
WHAT MAKES A LEADER?
Idea in Brief
What distinguishes great leaders
from merely good ones? It isn’t IQ
or technical skills, says Daniel
Goleman. It’s emotional intelligence: a group of five skills that
enable the best leaders to maximize their own and their followers’
performance. When senior managers at one company had a critical mass of EI capabilities, their
divisions outperformed yearly
earnings goals by 20%.
The EI skills are:
• Self-awareness—knowing one’s
strengths, weaknesses, drives,
values, and impact on others
• Self-regulation—controlling or
redirecting disruptive impulses
and moods
• Motivation—relishing achievement for its own sake
• Empathy—understanding other
people’s emotional makeup
• Social skill—building rapport
with others to move them in
desired directions
We’re each born with certain levels
of EI skills. But we can strengthen
these abilities through persistence, practice, and feedback from
colleagues or coaches.
individuals were then extensively interviewed and tested, and their
capabilities were compared. This process resulted in the creation of
lists of ingredients for highly effective leaders. The lists ranged in
length from seven to 15 items and included such ingredients as initiative and strategic vision.
When I analyzed all this data, I found dramatic results. To be sure,
intellect was a driver of outstanding performance. Cognitive skills
such as big-picture thinking and long-term vision were particularly
important. But when I calculated the ratio of technical skills, IQ, and
emotional intelligence as ingredients of excellent performance,
emotional intelligence proved to be twice as important as the others
for jobs at all levels.
Moreover, my analysis showed that emotional intelligence played
an increasingly important role at the highest levels of the company,
where differences in technical skills are of negligible importance. In
other words, the higher the rank of a person considered to be a star
performer, the more emotional intelligence capabilities showed up
as the reason for his or her effectiveness. When I compared star performers with average ones in senior leadership positions, nearly
3
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GOLEMAN
Idea in Practice
Understanding EI’S Components
4
EI Component
Definition
Hallmarks
Example
Self-awareness
Knowing one’s
emotions,
strengths,
weaknesses,
drives, values,
and goals—and
their impact on
others
• Self-confidence
• Realistic selfassessment
• Self-deprecating
sense of humor
• Thirst for
constructive
criticism
A manager knows
tight deadlines bring
out the worst in him.
So he plans his time
to get work done well
in advance.
Self-regulation
Controlling or
redirecting
disruptive
emotions and
impulses
• Trustworthiness
• Integrity
• Comfort with
ambiguity and
change
When a team botches
a presentation, its
leader resists the urge
to scream. Instead,
she considers possible reasons for the
failure, explains the
consequences to her
team, and explores
solutions with them.
Motivation
Being driven to
achieve for the
sake of
achievement
• A passion for
the work itself
and for new
challenges
• Unflagging
energy to
improve
• Optimism in the
face of failure
A portfolio manager
at an investment
company sees his
fund tumble for three
consecutive quarters.
Major clients defect.
Instead of blaming
external circumstances, she decides
to learn from the
experience—and
engineers a turnaround.
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WHAT MAKES A LEADER?
Empathy
Considering
others’
feelings,
especially
when making
decisions
• Expertise in
attracting and
retaining talent
• Ability to
develop others
• Sensitivity to
cross-cultural
differences
An American consultant and her team
pitch a project to a
potential client in
Japan. Her team
interprets the client’s
silence as disapproval, and prepares
to leave. The consultant reads the client’s
body language and
senses interest. She
continues the meeting, and her team
gets the job.
Social Skill
Managing
relationships
to move people
in desired
directions
• Effectiveness in
leading change
• Persuasiveness
• Extensive
networking
• Expertise in
building and
leading teams
A manager wants
his company to adopt
a better Internet
strategy. He finds
kindred spirits and
assembles a de facto
team to create a
prototype Web site.
He persuades allies
in other divisions to
fund the company’s
participation in a
relevant convention.
His company forms an
Internet division—and
puts him in charge
of it.
Strengthening Your EI
Use practice and feedback from others to strengthen specific EI skills.
Example: An executive learned from others that she lacked empathy,
especially the ability to listen. She wanted to fix the problem, so she
asked a coach to tell her when she exhibited poor listening skills. She
then role-played incidents to practice giving better responses; for example, not interrupting. She also began observing executives skilled
at listening—and imitated their behavior.
5
6
The ability to understand the emotional makeup
of other people
Skill in treating people according to their emotional
reactions
Proficiency in managing relationships and building
networks
An ability to find common ground and build rapport
Social Skill
Expertise in building and leading teams
Persuasiveness
Effectiveness in leading change
Service to clients and customers
Cross-cultural sensitivity
Expertise in building and retaining talent
Organizational commitment
Optimism, even in the face of failure
Strong drive to achieve
Openness to change
Comfort with ambiguity
Trustworthiness and integrity
7:00 PM
Empathy
A passion to work for reasons that go beyond
money or status
A propensity to pursue goals with energy and
persistence
The ability to control or redirect disruptive impulses
and moods
The propensity to suspend judgment—to think
before acting
Self-Regulation
Self-deprecating sense of humor
10/14/10
Motivation
Self-confidence
The ability to recognize and understand your
moods, emotions, and drives, as well as their
effect on others
Self-awareness
Realistic self-assessment
Hallmarks
Definition
The five components of emotional intelligence at work
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GOLEMAN
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WHAT MAKES A LEADER?
90% of the difference in their profiles was attributable to emotional
intelligence factors rather than cognitive abilities.
Other researchers have confirmed that emotional intelligence not
only distinguishes outstanding leaders but can also be linked to
strong performance. The findings of the late David McClelland, the
renowned researcher in human and organizational behavior, are a
good example. In a 1996 study of a global food and beverage company, McClelland found that when senior managers had a critical
mass of emotional intelligence capabilities, their divisions outperformed yearly earnings goals by 20%. Meanwhile, division leaders
without that critical mass underperformed by almost the same
amount. McClelland’s findings, interestingly, held as true in the
company’s U.S. divisions as in its divisions in Asia and Europe.
In short, the numbers are beginning to tell us a persuasive story
about the link between a company’s success and the emotional intelligence of its leaders. And just as important, research is also demonstrating that people can, if they take the right approach, develop
their emotional intelligence. (See the sidebar “Can Emotional Intelligence Be Learned?”)
Self-Awareness
Self-awareness is the first component of emotional intelligence—
which makes sense when one considers that the Delphic oracle gave
the advice to “know thyself” thousands of years ago. Self-awareness
means having a deep understanding of one’s emotions, strengths,
weaknesses, needs, and drives. People with strong self-awareness
are neither overly critical nor unrealistically hopeful. Rather, they
are honest—with themselves and with others.
People who have a high degree of self-awareness recognize how
their feelings affect them, other people, and their job performance.
Thus, a self-aware person who knows that tight deadlines bring out
the worst in him plans his time carefully and gets his work done well
in advance. Another person with high self-awareness will be able to
work with a demanding client. She will understand the client’s impact on her moods and the deeper reasons for her frustration. “Their
7
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Page 8
GOLEMAN
Can Emotional Intelligence Be Learned?
FOR AGES, PEOPLE HAVE DEBATED if leaders are born or made. So too
goes the debate about emotional intelligence. Are people born with certain
levels of empathy, for example, or do they acquire empathy as a result of life’s
experiences? The answer is both. Scientific inquiry strongly suggests that
there is a genetic component to emotional intelligence. Psychological and
developmental research indicates that nurture plays a role as well. How
much of each perhaps will never be known, but research and practice clearly
demonstrate that emotional intelligence can be learned.
One thing is certain: Emotional intelligence increases with age. There is an
old-fashioned word for the phenomenon: maturity. Yet even with maturity,
some people still need training to enhance their emotional intelligence. Unfortunately, far too many training programs that intend to build leadership
skills—including emotional intelligence—are a waste of time and money. The
problem is simple: They focus on the wrong part of the brain.
Emotional intelligence is born largely in the neurotransmitters of the brain’s
limbic system, which governs feelings, impulses, and drives. Research indicates that the limbic system learns best through motivation, extended practice, and feedback. Compare this with the kind of learning that goes on in the
neocortex, which governs analytical and technical ability. The neocortex
grasps concepts and logic. It is the part of the brain that figures out how to
use a computer or make a sales call by reading a book. Not surprisingly—but
mistakenly—it is also the part of the brain targeted by most training programs
aimed at enhancing emotional intelligence. When such programs take, in effect, a neocortical approach, my research with the Consortium for Research
on Emotional Intelligence in Organizations has shown they can even have a
negative impact on people’s job performance.
To enhance emotional intelligence, organizations must refocus their training
to include the limbic system. They must help people break old behavioral
habits and establish new ones. That not only takes much more time than conventional training programs, it also requires an individualized approach.
Imagine an executive who is thought to be low on empathy by her colleagues.
Part of that deficit shows itself as an inability to listen; she interrupts people
and doesn’t pay close attention to what they’re saying. To fix the problem, the
executive needs to be motivated to change, and then she needs practice and
feedback from others in the company. A colleague or coach could be tapped
8
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Page 9
WHAT MAKES A LEADER?
to let the executive know when she has been observed failing to listen. She
would then have to replay the incident and give a better response; that is,
demonstrate her ability to absorb what others are saying. And the executive
could be directed to observe certain executives who listen well and to mimic
their beh …
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