Research proposal on the relationship between leader's emotional intelligence and organisational performance
High-performance work practices based on high levels of skill and employee involvement may be implemented by multinational companies, but have restricted coverage. In contrast, in corporatist models, apprenticeship systems which are co-managed by capital and labor may ensure that intermediate level skills are widely available in the labor market. Although institutional structures may support innovation and continuing learning in the workplace, the main focus of certification is on initial rather than continuing training (Stankard 2002). The certification of the latter, even where it fosters development and innovation, may represent a threat to the status quo. In the developmental state model, there is a strong link between economic development and training, along with assistance for creating new forms of work organization. Performance in the workplace typically involves the integration of several different forms of knowledge and skill in conditions that allow little time for the analytic/deliberative approach favored in higher education. Knowledgeable practice is a resource for workers, but it is not the primary power resource in the workplace. Some groups are not independent producers controlling their own means of production. Rather, they are employees working for large organizations, whose financial resources are determined by the state as an outcome of local and national political processes. Some jobs have been subject to compulsory competitive tendering in local government and to market testing and outsourcing. This has resulted in reductions in employment and cost reductions achieved at the expense of the wages and conditions of the workforce (Fuller, Munro & Rainbird 2004). This paper is a proposal to create a study on analyzing the relationship between leader emotional intelligence and organizational performance.
Aims and objectives
1. To identify the importance of leaders emotional intelligence at work place.
2. To identify the impact of leaders emotional intelligence on the performance of the subordinates.
3. To identify the impact of leaders emotional intelligence on the overall performance of the organizations.
The resurgence of interest in leadership and intelligence, and particularly the exploration of the role of multiple types or facets of intelligence in leader effectiveness, appears to be a reawakening of the trait approach to leadership. However, rather than focusing on narrow conceptualizations of leader characteristics, traits such as social, emotional, or practical intelligence represent complex constellations of abilities. These multiple forms of intelligence are not only possessed by effective leaders, but they are the types of characteristics that may make leaders effective in a range of leadership situations because they involve abilities to adapt to a variety of social and interpersonal situations. While IQ has not been a particularly good predictor of effective leadership across situations, a combination of general/academic intelligence, social intelligence, emotional intelligence, and perhaps other domains of intelligence, may do a good job of predicting leadership effectiveness. Leadership is the influencing of others in order to achieve a goal. Emotional intelligence can facilitate these functions, but the successful leader will require more than just emotional intelligence in order to carry these out. The ability to identify emotions allows leaders to be aware of their own feelings and emotions. This ability also allows the leader to accurately identify the emotions of the group and of individual followers, to express emotions accurately, and to differentiate between honest and phony emotional expressions. Greater self-awareness does indeed influence managerial performance. High-performing managers' self-ratings were more congruent with their direct reports' ratings than were average-performing managers. Using Emotions allows leaders to understand and motivate others by making emotions available, engage in multiple perspectives that can help planning, and engage in activities facilitated by emotions (Day, Halpin & Zaccaro 2004). Leaders high on using emotions may be able to encourage open-minded decision making, planning, and idea generation by considering multiple points of view. Leaders can generate enthusiasm for a project and energize, direct, and motivate the group, and themselves. Understanding Emotions includes the ability to recognize relationships between emotions, determine the meaning that emotions convey, understand complex feelings, and recognize how emotions change from one state to another. Understanding Emotions is the ability that provides a leader with the information on what makes people tick. This is the ability that also provides the leader with an understanding of other people's points of view (Murphy, Pirozzolo & Riggio 2002).
Qualitative method will be used in the study. Qualitative method thrives on understanding data through giving emphasis on determining people’s words and actions. The research will make use of a descriptive research. Descriptive method of research attempts to describe a data that was gathered. A descriptive research deemed as competent creates a notion that the existence of problems would be more difficult to deny.
Day, DV, Halpin, SM & Zaccaro, SJ (eds.) 2004, Leader
development for transforming organizations: Growing leaders for
tomorrow, Lawrence Erlbaum Associates, Mahwah, NJ.
Fuller, A, Munro, A & Rainbird, H 2004, Workplace learning in
context, Routledge, New York.
Murphy, SE, Pirozzolo, FJ & Riggio, RE (eds.) 2002, Multiple
intelligences and leadership, Lawrence Erlbaum Associates,
Stankard, MF 2002, Management systems and organizational
performance: The quest for excellence beyond ISO9000, Quorum
Books, Westport, CT.