OLEAD220: Emotional, Social, and Cultural Intelligences and the Implications for Leadership

L1: Course Overview and Introduction

Lesson 1 Overview (1 of 9)
Lesson 1 Overview

As you may have read in the Syllabus, this course focuses on emotional intelligence, social, and cultural intelligence competencies and their contribution to leadership effectiveness and employee work performance. To provide context for an in-depth exploration of these topics during the course, we start with a foundational conversation in response to the question “What determines successful leadership in today’s world?” and explore the conditions that contribute to this effectiveness.

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The course features a variety of learning activities that include

 

Lesson Objectives

After completing this lesson, you should be able to

Readings and Activities

By the end of this lesson, be sure you have completed the readings and activities found in the Lesson 1 Course Schedule.

What Determines Successful Leadership in Today's World? (2 of 9)
What Determines Successful Leadership in Today's World?

Table 1.1. Abbreviated Course Map—The Starting Point


The Starting Point


Part 1

Introduction and Overview of Emotional and Social Intelligence


Part 2

Development of Emotional Intelligence and Social Intelligence Through Mindfulness


Part 3

Measurement of Emotional and Social Intelligence and the Relationship to Leadership


Part 4

Cultural Intelligence and Leadership


Part 5

Development of Emotional, Social, and Cultural Intelligences—Results, Feedback and Plan


The Outcome

What determines successful leadership?

The VUCA world

IQ vs EQ

Theoretical concepts and frameworks

The benefits and use of emotional and social intelligence in leadership

Comparison to other leadership approaches

The neuroscience behind it

The practice of mindfulness

The assessment of emotional intelligence

Emotional and social intelligence skills:

Self-perception

Self-expression

Interpersonal

Decision-making

Stress management

Well-being

The theoretical concepts and framework

EQ vs CQ

The benefits and use of cultural intelligence in leadership

The assessment of cultural intelligence

Development of a leadership development plan

Intrapersonal competence

Interpersonal competence

Star performance

Leadership effectiveness

Happiness


What Determines Successful Leadership in Today’s World?

Underlying the content of this course is how leaders can improve performance and be effective as leaders. So, a good place to start this course is an exploration of what determines successful leadership in today’s world. We will end this lesson by exploring what a successful star performer looks like and the competencies that support their effectiveness.

The Environmental Context: The VUCA World (3 of 9)
The Environmental Context: The VUCA World

The Environmental Context: The VUCA World

Photo by irem ışıklar from Pexels

 
Sources: nd700, designer_things, allvision / Adobe Stock and RawPixel

VUCA

The term VUCA is an acronym for the words volatility, uncertainty, complexity, and ambiguity (see Steihm & Nicholas, 2002). It comes from Bennis and Nanus's 1987 book Leaders: Strategies for Taking Charge and refers to certain types of conditions leaders may face today. These conditions can be further described as follows:​ ​

  • Volatility: where the pace of change is rapid, and impacts are possibly pervasive.
  • Uncertainty: where it is unclear how to predict the future from information provided with accuracy.
  • Complexity​: the interdependence of multiple factors, which can make the relationship between the factors difficult to understand and analyze.
  • Ambiguity​: where relevant information is available; however, there is a lack of clarity about how to interpret events.

 


These conditions can be used to describe the world in which we live today and the context in which leadership occurs. Many leaders find themselves adapting to a variety of challenges. Gigliotti provides his perspective about the current challenges of leadership:

A global pandemic, growing economic upheaval, sweeping racial unrest, heightened partisan polarization, and the ongoing impact of climate change, among others—threaten our way of being in both the short term and the long term. These crises pose significant challenges to those engaged in leadership across settings and sectors, and the very survival of many organizations remains uncertain.

— Gigliotti, 2020, para. 3

 

Questions to Consider

  • Can you relate to the conditions of the VUCA world?
  • Do these conditions impact your work and leadership? 

What is Most Important in Leadership: Technical Expertise, IQ, or EI? (4 of 9)
What is Most Important in Leadership: Technical Expertise, IQ, or EI?

What Is Most Important in Leadership: Technical Expertise, IQ, or EI?

Satya Nadella, Microsoft CEO. Flickr / Johannes Marliem

“Because of the constantly changing environment in which we live, individuals require more than just task competencies or technical know-how to be successful.”

— Stein, Mann, Papadogiannis, & Gordon, 2010, p. 8 

What predicts leadership success? Traditionally, potential leaders were evaluated and hired based upon a combination of education, experience, technical skills or expertise, cognitive intelligence or intelligence quotient (IQ), and perhaps other factors related to leadership, such as communication skills or being extraverted. These are considered threshold qualifications that determine whether a leader gets a job and can learn and perform the basic functions of the job (Goleman, 1997).

IQ can be described as the measure of “your memory, vocabulary, mathematical skills and visual-motor coordination” relevant to work performance (Stein, 2017, p. 28). However, once you get the job, it is emotional intelligence (EI) that differentiates who will excel at their job and become a star performer. This includes who will be a successful leader. So, high IQ and technical expertise, once considered key determinants of success at work, are not enough. There is now extensive research that shows that, once you get the job, emotional intelligence is much more important as a predictor of performance and success than IQ (see Consortium for Research on Emotional Intelligence in Organizations).

So, the term emotional intelligence was first presented at a conference and published in a journal by psychologists Salovey and Mayer (1990) but later mainstreamed because of the best-selling book by Daniel Goleman called Emotional Intelligence. Assessments that measure emotional intelligence were also developed.

One of the most popular measures of emotional intelligence is called the EQ-i, or the Emotional Quotient Inventory, created by psychologist Reuven Bar-On. The second version of this assessment, the EQ-i 2.0, is what we will use in this course. Bar-On describes emotional intelligence as “an array of non-cognitive capabilities, competencies, and skills that influence one’s ability to succeed in coping with environmental demands and pressures” (as cited in Stein, 2017, p. 36).

Emotional intelligence can be considered the intrapersonal competencies needed to excel at work. A similar competency influencing success is called social intelligence. This term is attributed to psychologist Edward Thorndike who in 1920 described social intelligence as “the ability to understand and manage men and women” (as cited in Nadler, 2011, p. 9). The theoretical framework for the EQ-i 2.0 takes both types of competencies into account.

So, it is emotional and social intelligence competencies that determine who will succeed and become a star performer—and the lack of these competencies determine whose leadership will likely be derailed. These are the underlying capacities to manage yourself and your interactions with others. How emotional and social intelligence is displayed at work involves your capacity to be self-aware, manage your anxieties, be empathetic toward others, handle conflict, make decisions, adapt to changing demands, and much more.


studioprodakshn / Adobe Stock

 

What Derails Leadership?

There are many factors that can interfere with the success of a leader. Think about your own experience with the leadership of others. You may have noticed negative personality factors that research has found interfere with leaders' success—explosive temper or lack of emotional control, arrogance, and egocentrism (Hernandez et al., 2021).

However, personality factors alone cannot fully account for the reasons leadership gets derailed. Hernandez et al. (2021) found that environmental factors also impact leaders’ capacity to succeed, such as the impact of the lack of childcare during the recent pandemic on the capacity—especially for women—to be at work and move up the corporate ladder.

Another Determinant--Cultural Intelligence (5 of 9)
Another Determinant--Cultural Intelligence

Another Determinant—Cultural Intelligence

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Beyond emotional and social intelligence, there is another intelligence that has emerged as important for leadership success in today’s world: cultural intelligence. The capacity for cultural intelligence is the ability “to function effectively across national, ethnic, and organizational cultures” (Livermore, 2015, p. 4). This type of intelligence addresses the multicultural and global nature of work and leadership, as many organizations now employ and attract diverse workforces and operate within diverse markets.

For example, Livermore (2015) said that Coca-Cola sells more of its products in Japan than the United States. How can you as a leader be effective, adapt, and excel in such a global marketplace? How can your cross-cultural interactions be successful? How can cultural intelligence be used regardless of whether you are traveling abroad or having your daily interactions at work? How can cultural intelligence enable organizations to be profitable?

As discussed before, cultural intelligence has implications for individuals and leaders, and contributes to whether organizations succeed or fail. In some ways, cultural intelligence can be thought of as an extension of emotional and social intelligence, allowing individuals, leaders, and organizations to succeed in the environmental context of changing cultural demands.

For this course, cultural intelligence will be measured using the CQ Pro assessment created by the Cultural Intelligence Center (n.d.), which you will have the opportunity to take in this course.

Profile of a Star Performer (6 of 9)
Profile of a Star Performer

A Profile of a Star Performer

Sergey Brin and Larry Page, founders of Google. Source: YouTube.

As you have already learned, research has shown that developing the capacity for emotional and social intelligence can help make you a star performer. To put this into further perspective, Zenger and Folkman (2009) indicate that “those who fall in the top 10% of performance, produced twice as much revenue for the organization as managers in the 11th through 89th percentiles" (p. 15). To understand what a star performer looks like and the competencies they may possess, read this profile of Sergey Brin.

Sergey Brin

Sergey Brin is one of the founders of Google, Inc. (along with Larry Page). Google started in 1998 in a garage in Menlo Park, California, 106 years after GE began. In August 2004 Google went public in an unconventional initial public offering (IPO) at $85 and raised $2 billion, which was the largest IPO ever. Google has been on a hot streak. Its fortune went up $5.5 billion in 12 months. Google was #4 of the World's Most Admired Companies in 2009, and it was #2 in 2010.
In reviewing Google's meteoric rise, I wanted to examine what EI competencies supported its huge success and chose to profile Sergey Brin to find out more. Much of what is determined for him is also true for Larry Page, and many of the EI competencies can be inferred from the environment they created together at Google. Brin and Page are both listed as #24 in the 2010 Forbes Magazine featuring the richest people in the world, with a net worth of $17.5 billion. They also made 1,000 of their now 6,000 employees instant millionaires with their IPO. Brin and Page dropped out of their Ph.D. programs in Computer Science at Stanford, in their words, to "'Change the world' through a search engine that organizes every bit of information on the Web for free." (Inspirational Leadership)
When they first met, they found each other obnoxious. They argued constantly about random issues, but this behavior soon turned into an intellectual game with the goal of persuading each other over to their viewpoint. Finally, they discovered common ground when it came to solving one of computing's biggest challenges-how to retrieve relevant information from a massive set of data. Today, they still debate in a shared office where they make most decisions together. They also personally approve the hiring of nearly every new employee.
Brin and Page's vision for the future is: "The perfect search engine would understand exactly what you mean and give back exactly what you want." They agree that it is a far-reaching vision requiring research, development, and innovation. (Inspirational Leadership)
Google is actually a noun, a number followed by 100 zeros spelled "googol," but Brin and Page were about the spelling and stuck with "Google." Today, Google is synonymous with the Internet and has quickly become a verb. It is used in over 100 different languages with daily searches numbering over 250 million and over 8 billion Web pages.
Sergey was born in 1973 in Moscow, Russia. His father, Mikhail, has a Ph.D. in Mathematics and teaches at the University of Maryland. His mother is also a mathematician and worked as a civil engineer. The family was forced to flee Russia in 1979 because of anti-Semitism.
Sergey has been interested in computers since he received his first Commodore 64 at age nine. He was known as a "math whiz" and one of his classmates recalled that he was "quite cocky about his intellect," often challenging his teachers. He graduated from the University of Maryland with a B.A. in Mathematics an M.A. in Computer Science in 1993 at the age of 19 and then earned an M.A. in Computer Science in 1995 from Stanford. Sergey is confident, fit, and outspoken. (Achievement Orientation, Initiative, Confidence)
In response to a question about Google being the highlight of his career, he said, "I think it was the smallest of accomplishments that we hope to make over the next 20 years. But I think if Google is all we create, I don't think I would be very disappointed."' (Inspirational Leadership, Achievement Orientation)
"We run Google a little bit like a university. We have lots of projects, about 100 of them. We like to have small groups of people, three or so people, working on projects... . The only way you are going to have success is to have lots of failures first." (Teamwork and Collaboration, Building Bonds, Change Catalyst)
"Obviously everyone wants to be successful, but I want to be looked back on as being very innovative, very trusted, and ethical and ultimately making a big difference in the world." (Trustworthiness)
More competencies are revealed about the Google culture by looking at the 10 things Google has found to be true, listed on their website:

  1. Focus on the user and all else will follow. (Service Orientation)
  2. It's best to do one thing really, really well. Google does search and has applied that unique ability to new products (i.e., Nexus One Smartphone, Chrome Browser, and updated Google Maps). (Conscientiousness)
  3. You can make money without doing evil. There are no ads on their search page. (Trustworthiness)
  4. The need for information crosses all borders. (Service Orientation
  5. You can be serious without a suit. Brin and Page think work should be challenging and the challenge should be fun. They put their employees first when it comes to their daily life. It is a highly communicative environment with few walls, free food at its cafeteria, subsidized massages and haircuts, and many parties. Each team member is given one day a week to spend on their own pet projects. (Teamwork and Collaboration, Building Bonds, Communication, Developing Others)57

Below are the El competencies for Sergey Brin, shining with stars across all four clusters.

Key Strengths/Competencies
  • Confidence
  • Initiative
  • Inspirational leadership
  • Achievement orientation
  • Adaptability
  • Change catalyst
  • Service orientation
  • Trustworthiness
  • Communication
  • Influence
  • Building bonds
  • Developing others
Derailers
  • No major ones noticed (... yet!)
EI Ratings: Sergey Brin
EI Ratings: Sergey Brin
CategoryPersonalSocial
UnderstandingSelf
Others
ManagingSelf
Others


Excerpt from Nadler, R. (2011). Profiles of star performers: Sergey Brin. In Leading with emotional intelligence, pp. 40-43. McGraw Hill.

The Course Map (7 of 9)
The Course Map

The Course Map

The course map is an overview of the entire course and what you will be focusing on in each section. You will see this course map at the beginning of each course part to indicate where we are in the progression of the course map as you are ultimately moving toward the intended outcomes for emotional, social, and cultural intelligence.

Table 1.2. The Course Map


The Starting Point


Part 1

Introduction and Overview of Emotional and Social Intelligence


Part 2

Development of Emotional Intelligence and Social Intelligence through Mindfulness 


Part 3

Measurement of Emotional and Social Intelligence and the Relationship to Leadership


Part 4

Cultural Intelligence and Leadership


Part 5

Development of Emotional, Social, and Cultural Intelligences—Results, Feedback and Plan


The Outcome

What determines successful leadership?

The VUCA world

IQ vs EQ

Theoretical concepts and frameworks

The benefits and use of emotional and social intelligence in leadership

Comparison to other leadership approaches

The neuroscience behind it

The practice of mindfulness

The assessment of emotional intelligence

Emotional and social intelligence skills:

Self-perception

Self-expression

Interpersonal

Decision-making

Stress management

Well-being

The theoretical concepts and framework

EQ vs CQ

The benefits and use of cultural intelligence in leadership

The assessment of cultural intelligence

Development of a leadership development plan

Intrapersonal competence

Interpersonal competence

Star performance

Leadership effectiveness

Happiness

 

Lesson 1 Summary (8 of 9)
Lesson 1 Summary

Summary page

This lesson provided an overview of the course focused on emotional, social, and cultural intelligence competencies related to performance and leadership effectiveness. The lesson began with the question “What determines successful leadership in today’s world?” This question led to an exploration of the environmental context of VUCA, the relative importance of IQ, EI, technical expertise, and cultural intelligence (CQ) to leadership effectiveness as well as a supplemental exploration of what supports star performance and what derails leadership. The lesson concludes with your personal exploration and subsequent discussion of what you think determines leadership success.

Lesson 1 References (9 of 9)
Lesson 1 References

References page

Cultural Intelligence Center. (n.d.). CQ Pro assessment. https://culturalq.com/products-services/assessments/cqselfassessments/cq-pro-assessment/

Gigliotti, R. (2020, August 10). Punctuating leadership education and development into before and after. International Leadership Association. http://www.ila-net.org/Reflections/rgigliotti.html

Goleman, D. (1998). Working with emotional intelligence. Bantam.

Hernandez, M., Khattab, J., & Hoopes, C. (2021, April 12). Why good leaders fail. MITSloan Management Review. https://sloanreview.mit.edu/article/why-good-leaders-fail/

Kraaijenbrink, J. (2018, December 19). What does VUCA really mean? Forbes. https://www.forbes.com/sites/jeroenkraaijenbrink/2018/12/19/what-does-vuca-really-mean/?sh=40953ec517d6

Livermore, D. (2015). Leading with cultural intelligence. AMACOM.

Nadler, R. S. (2011). Leading with emotional intelligence. McGraw Hill. 

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.

Stein, S. J. (2017). The EQ leader. John Wiley & Son.

Stein, S. J., & Book, H. E. (2011). The EQ edge. Jossey-Bass.

Stein, S. J., Mann, D., Papadogiannis, P., & Gordon, W. (2010). Emotional intelligence skills assessment. Pfeiffer.

Steihm, J. H., & Townsend, N. W. (2002). The U.S. Army War College: Military education in a democracy. Temple University Press.

Zenger, J., & Folkman, J. (2009). The extraordinary leader. Mc-Graw Hill.


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