Koman Wolff final JMD article 8 29 07 formatted

Emotional Intelligence Competencies in the Team and Team Leader: a Multi-level Examination of the Impact of Emotional Intelligence on Team Performance Elizabeth Stubbs Koman, Ph.D Steven B Wolff, DBA The Stubman Group, LLC The Hay Group & 116 Huntington Ave U.S Navy Boston, MA 02116 2025 Tartar Ave 617-425-4525 Virginia Beach, VA 23461-1924 E-mail: steve@sbwolff.com Elizabeth.Koman@navy.mil * Research based on the dissertation research of Elizabeth Stubbs (Stubbs, 2005) * The views expressed in this paper are those of the authors and not the U.S Navy Abstract Purpose of Paper This research examines the relationships among team leader emotional intelligence competencies, team level emotional intelligence, and team performance Design/ Methodology It is argued here that team leader’s emotional intelligence (EI) will influence the development of group level emotional intelligence (GEI), which was measured by a team’s emotionally competent group norms (ECGN) Secondly, it is hypothesized that the presence of ECGNs will positively influence group effectiveness Data were collected from 422 respondents representing 81 teams in a military organization Findings Results show that team leader emotional intelligence is significantly related to the presence of emotionally competent group norms on the teams they lead, and that emotionally competent group norms are related to team performance Research Limitations of this research include a narrow sample with Limitations/Implications the teams not being highly interdependent Practical Implications This research provides implications for practice in three primary areas: 1) development and sustainment of emotionally intelligent managers and leaders, 2) development and sustainment of emotionally intelligent work groups, and 3) establishment of organizational leaders at all levels to foster and support emotional competence throughout the organization What’s original/value of This research contributes to the field by offering support for the effects team leader’s emotional intelligence has on the teams they lead as well as by showing team level emotional intelligence affects team performance This study adds to the body of literature in what is considered a relatively new area of study The four key contributions of this research are: (1) this research shows that leader’s behaviors are important at the team level, (2) this research further validates Wolff and Druskat (forthcoming) ECGN theory by lending support for the ECGNs as well as offers alternative clustering ideas for the norms, (3) ECGNs were shown to be related to performance, and lastly (4) this research extends the knowledge base about emotions in groups paper Introduction Emotional Intelligence competencies have been shown to be significantly related to individual performance (Boyatzis, 1982) both in cognitive tasks where the individual is under stress and in tasks where individuals are interdependent on one another (see Druskat & Jordan, forthcoming, for a review) At the team level, the study of emotions and the effects of emotions on team performance is a relatively new avenue of research Since teamwork is an inherently social activity, emotions play an important role in team effectiveness Druskat and Wolff (1999, 2001a, 2001b) proposed a model of emotional intelligence at the group level Groups develop a set of behavioral norms labeled emotionally competent group norms (ECGN) that guide the emotional experience in the group The degree to which a group develops these norms has been linked to team performance (Druskat, Messer, Koman & Wolff, 2003) Understanding the factors that lead to the development of ECGNs would be beneficial for team development The purpose of this research is to assess the relation between team leader emotional intelligence competencies and the emergence of emotionally competent norms in a team Specifically, the present research examines the relationship between emotional intelligence of a leader, the group level emotional intelligence (GEI), and how both of these levels of emotional intelligence affect performance of the team Definitions Team/Group Like Cohen and Bailey (1997), whose work is based on Hackman (1987) and Alderfer (1977), we define a team as “a collection of individuals who are interdependent in their tasks, who share responsibility for outcomes, who see themselves and who are seen by others as an intact social entity embedded in one or more larger social systems and who manage their relationships across organizational boundaries” (Cohen & Bailey, 1997, p 241) The scope used in this research consisted of groups of individuals who worked together toward a common output, thus we refer to them as teams throughout the paper Team effectiveness Team effectiveness is a multidimensional construct (Goodman, 1979; Hackman, 1987; Sundstrom et al., 1990) The term team effectiveness entails both meeting customer specifications and being able to work together effectively in the future (Hackman, 1987) This view ensures that the team is not focused on customer satisfaction to the exclusion of concern with the well being of the team and its members, or vice versa Defining Emotional Intelligence for the Present Study While there are varying definitions of emotional intelligence, there is agreement in the literature that EI includes an individual having an awareness of and an ability to regulate their emotions Salovey and Mayer’s theory of EI focuses on the emotional abilities that link emotion and individual cognition, where Goleman and Boyatzis’s theory focus on social and emotional competencies (Jordan & Troth, 2004; Matthews, Zeidner & Roberts, 2002) This study utilizes the emotional intelligence theory advanced by Boyatzis and Goleman This EI theory has evolved into four overarching clusters of EI skills: self-awareness, self-management, social awareness, and relationship management (Goleman, 2001; Boyatzis, Goleman & Rhee, 1999) The four clusters represent a recognition and regulation cluster for both the individual (self) and social competencies (other) Table identifies the competencies in each cluster and their definitions Insert Table about here - To examine the relationship between a team leader’s emotional intelligence and the development of group-level emotional intelligence, we used the above mentioned EI competencies For a more robust discussion of the clusters and each competency see Stubbs (2005) Defining Emotional Intelligence at the Team Level Druskat & Wolff (1999) identified the existence of emotionally competent group norms (ECGNs) “that influence and manage the emotional process in a way that builds emotional capacity and develops social capital and leads to effectiveness” (p 9) These group norms are an indication of the group’s emotional intelligence and can help to determine if a group of individuals functions as a high-performing team (Goleman, Boyatzis & McKee, 2002) Wolff and Druskat state that each of the ECG norms is related to the individual, group or cross-boundary (external) level Within each of the three levels, there is at least one norm that is an awareness norm and one that is a regulation norm (see Table for a definition of the norms) In this study, we use the following definition for group-level emotional intelligence: The ability of a team to generate operating norms that increase awareness of emotion and management of behavior in ways that have positive emotional consequences Insert Table about here - The Relation between Team Leader Emotional Intelligence and Group Emotional Intelligence Team leaders are responsible for the success of the teams they lead As such, they are not only responsible for their own emotions, but also for the emotions of the team they lead and the clients of the team (Rafaeli & Worline, 2001) To influence and move people, one must possess the knowledge and skills of emotional competencies (Boyatzis, Stubbs & Taylor, 2002) Boyatzis (1982) defines such competencies as “the underlying characteristics of a person that lead to or cause effective and outstanding performance.” With teams being social in nature, it is logical that emotional intelligence would be an important factor in team leader effectiveness; and it has been shown to be important for the success of managers and leaders (George, 2000; George & Bettenhausen, 1990; George, 1995; Gardner & Stoug, 2002) Scholars have argued and shown that team leaders influence the processes, behaviors, norms, and climate of the team they lead (Kimberly 1980; Schein 1992; Dickson, et al., 2001; Druskat & Wheeler, 2003) However, there has been a limited amount of research linking team leadership to performance The empirical work that has been conducted has found that leadership has effects on team motivation, efficacy, and performance (Sivasubramaniam et al., 2002; George, 2000; Schein, 1985; Dickson, et al., 2001); primarily through the development of the team’s climate (Piloa-Merlo et al., 2002) Goleman (2001) and Williams (1994) suggested that leaders who are emotionally intelligent are essential to developing a climate where employees are encouraged to perform to the best of their ability When the leader is helping the team develop its norms, the climate that is developed maintains a consonance with the team leader’s individual personality (Dickson, et al., 2001, p 201) If the norms developed reflect the team leader’s personality, it could be argued that the emotional intelligence norms developed on the team would reflect the emotional intelligence competencies of the team leader This research will examine the effect that 18 EI competencies have on the presence of GEI, and the effect of GEI on team performance (see Figure 1) Insert Figure about here - Hypothesis 1: The level of team leader EI is positively related to the presence of Emotionally Competent Group Norms Emotional Intelligence and Teams Although there is a substantial body of literature on individual emotion and on emotional intelligence, there is mixed evidence regarding the effects of emotional intelligence in teams and work groups (Feyerherm & Rice, 2002; Jordan & Troth, 2004) Feyerherm & Rice (2002) found that the higher the team leader’s emotional intelligence, the worse the team performed, however, they did find a positive correlation between the team leader’s ability to understand emotion and the performance on the customer service metric (p.354) Whereas Jordan & Troth (2004) and Offerman, Bailey, Vasilopoulos, Seal & Sass (2004) found that teams with higher levels of EI performed better than teams with lower levels of EI When assessing the team’s EI, all three research teams (Feyerherm & Rice; Jordan & Troth; Offermann et al.) used measures that assessed each individual team member’s emotional intelligence The current study varies from previous research in that we used a team-level measure to assess the team’s overall emotional intelligence GEI has been shown to be significantly related to performance (Stubbs & Messer, 2002; Druskat, Messer, Koman & Wolff, 2003) This research will further validate the findings that GEI effects team performance through the testing of the relationship between the ECGNs and team performance (Stubbs & Messer, 2002; Druskat, Messer, Koman & Wolff, 2003;) Hypothesis 2: There is a positive relationship between ECGN presence and team effectiveness Method The objective of this research was to assess the relationship between individual emotional intelligence competencies, team level emotional intelligence, and team effectiveness This field study was a cross sectional examination of the EI and GEI norms that were present in teams and team leaders in a military organization Sample & Procedure A military sample was used In each of two commands, both aircrew teams and maintenance teams participated The maintenance teams served as direct support for the aircrew teams A total of 349 aircrew and maintenance team members participated representing 81 aircrew and maintenance teams Additionally, 70 team leaders and 73 managers (team leaders supervisors) rated team leaders’ emotional intelligence, 13% of the team leaders were women and 70% were men1 About 600 team members were asked to participate with 349 (58%) completing surveys All participation was voluntary and everyone was given the opportunity to decline participation Final team level data analysis was completed on a sample of 275 men and 50 women There were 55 officers and 294 enlisted personnel who participated On average, participants had been members of their teams for 14.6 months, and a member of the military for 74.8 months Each team had a mean of 6.8 team members (Range = 3-11; Median = 6.5) Any team where the number of respondents was less then 50% of the total number of team members was not included in the analysis The final sample consisted of 64 teams where the response rate represented at least 50% of the team members Aircrew team leaders were officers (n = 9)2 and maintenance team leaders were senior enlisted personnel (n= 49) Team leaders had been involved with their teams for 124 months, with the average being 10.6 months Average military tenure was 210 months (17.5 yrs; range of 60-300 months) All participants in this study were either a team leader or member on a functioning military team This population was used because the nature of military work requires the use of teams (Prapavessis & Albert, 1997; Orasanu & Backer, 1996; Zaccaro, Gualtieri & Minionis, 1995) The teams that participated in this study were direct mission support aircrew teams as well as maintenance teams that support the aircrew teams The Twelve participants did not indicate their gender Not all participants indicated their rank 10 aircrew teams are tasked to perform operational military flights on a regular basis The teams are composed of a mission commander, two pilots, and individuals performing avionics type tasks The maintenance teams are tasked to support the aircrew teams by performing needed maintenance on the aircraft The team of maintainers are specialized mechanics who work together on one specific portion of the aircraft, ie, engine, propellers, avionics, etc Participant’s lives depend on their team members, and their support teams All teams that participated have a direct role in mission accomplishment, and are able to see the results of their teamwork Measures Team Leader Emotional Intelligence To assess team leader emotional intelligence, the emotional competence inventory (ECI-2) was administered The ECI-2 uses 360-degree feedback methodology to assess the emotional competencies of individuals (Wolff, 2006) The ECI-2 was developed by Richard Boyatzis and Daniel Goleman with the help of the Hay Group (McClelland, 1973; Boyatzis, 1982; Goleman, 1998; Boyatzis and Sala, 2004) The ECI-2 has an overall average internal consistency coefficient of 0.78 and the self-ratings have an overall average internal consistency coefficient of 0.63 (Wolff, 2006) The ECI-2 has been used in various venues, in particular, in assessing the relationship between an individual’s emotional intelligence and their leadership behaviors (McClelland & Boyatzis, 1982; Cavallo & Brienza, 2002; Boyatzis & Sala, 2004) The ECI-2 consists of 72 questions that assess 18 EI competencies Participants rated frequency of use of each item on a one-to-five Likert scale ranging from never (1) 28 Hackman, J, R (1999), “Thinking differently about context”, in, Wageman, R (ed.), Research on Managing Groups and Teams: Groups in Context, Vol 2, pp 233247, JAI Press Hamme, C (2003), “Group emotional intelligence, The research and development of an assessment instrument”, Unpublished dissertation, Rutgers State University of New Jersey Hiokawa, R.Y., DeGooyer, D & Valde, K (2000), “Using narratives to study task group effectiveness”, Small Group Research, Vol 31 No 5, pp 573-591 Izard, C.E (1991), The Psychology of Emotions, Plenum Press, New York Jordan, P.J & Troth, 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University Press, Cambridge, pp 238-254 31 Stetzer, A., Morgeson, F.P & Anderson, E.L (1997), “Organizational climate and ineffectiveness: Evidence from 25 outdoor work crew divisions”, Journal of Quality Management, Vol No 2, pp 251-265 Stubbs, E.C (2005), “Emotional intelligence competencies in the team and team leader: A multi-level examination of the impact of emotional intelligence on group performance”, Unpublished Dissertation, Case Western Reserve University, Cleveland, Ohio Stubbs, E.C & Messer, T.E (August, 2002), “Team effectiveness: Assessing the impact of group emotional competency norms and the moderating role of task interdependence”, Unpublished Manuscript, Case Western Reserve University, Cleveland, Ohio Stubbs-Koman, E.C., Wolff, S & Howard, A (Forthcoming 2007), “The cascading impact of culture: Group emotional competence (GEC) as a cultural resource”, in Emmerling, R., Emotional Intelligence: Theoretical and Cultural Perspectives Nova Science Publishing Sundstrom, 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century: Life insurance leadership study”, Hay Group, Boston Wolff, S.B (2006), Emotional Competence Inventory (ECI), Technical Manual, Hay Group, McClelland Center for Research and Innovation, Boston Wolff, S.B & Druskat, V.U (1999), Toward a socio-emotional theory of work group effectiveness Paper appeared in the 1999 Academy of Management Best Paper Proceedings, Organizational Behavior Division Wolff, S B & Druskat, V U (2003), “Toward a socioemotional theory of work group effectiveness”, Unpublished Manuscript Wolff, S.B., Druskat, V.U., Koman, E C.S & Messer, T.E (2005), “The link between group emotional competence and group effectiveness”, in Druskat, V U., Sala, F & Mount, G (eds), Linking Emotional Intelligence and Performance at Work: Current Research Evidence with Individuals and Groups, Lawrence Erlbaum Associates, Inc., Mahwah, NJ Zaccaro, S J., Gualtieri, J & Minionis, D (1995), “Task cohesion as a facilitator of team decision making under temporal urgency”, Military Psychology, Vol No 2, pp 77-93 33 Table EI Competency clusters and definitions Cluster Competency Definition Self-Awareness Emotional Self Awareness Awareness of one’s own emotional state Accurate Self Assessment Awareness of one’s own strengths, weaknesses, and performance Self-Confidence Sense of one’s self worth and capabilities Emotional Self Control One’s ability to monitor and regulate one’s emotional states and emotional impulses Transparency Maintaining standards of honesty and integrity Adaptability Being flexible when dealing with change Achievement Orientation One’s own ability to set high standards then achieve or exceed them Initiative Taking action on what needs to get done before they have been asked to Optimism Optimistic outlook; persistence in pursing goals despite obstacles Empathy Sensing and understanding what others are feeling Organizational Awareness Reading a group’s emotional currents and power relationships Service Orientation Ability to understand others needs and provide services to meet their needs Self-Management Social Awareness cont 34 Relationship Management Developing Others Sensing and bolstering others development needs Teamwork and Collaboration Respecting, and collaborating with other team members while being cooperative and sharing Conflict Management Negotiating and resolving disagreements Change Catalyst Initiating or managing change Inspirational Leadership Inspiring and guiding individuals and having them follow without force Influence Wielding effective tactics for persuasion Table (cont.) (Stubbs, 2005; Goleman, 1998; Boyatzis, 1982; Dulewics & Higgs, 2000; Watkin 2000) Table Wolff and Druskat’s ECGN classification of norms Levels Dimensions Norms Definition Group Awareness of members Interpersonal Understanding Understanding spoken and unspoken feelings, interests, concerns, strengths, and weaknesses of team members Confronting Members who break norms Open discussion of issues that have arisen on the team Caring Behavior Underlying respect, appreciation and value members demonstrate to one another Group SelfAwareness Team Self-Evaluation Team self-diagnosis; seeking information about their performance and comparing themselves to other teams in order to better their performance Group SelfManagement Creating Resources for working with emotion Individual Group Management of members Group Acceptance of emotions as part of the group work & the expression and examination of team member feelings 35 Group Social Awareness CrossBoundary (External) Group Management of External Relationships Creating an affirmative environment Groups self efficacy; Positive group affect and group members having an optimistic outlook Proactive Problem Solving Taking initiative to anticipate problems and resolving them prior to occurrence Organizational Understanding Understanding the environment and organizational system the team is a part of Building External Relationships Team’s willingness to help other teams build positive contact with external constituents while obtaining external support and securing your team’s resources (Stubbs, 2005; Druskat & Wolff, 1999; Hamme, 2003) 36 Table Exploratory Factor Analysis of EI Competencies (n = 81) Component Accurate Self Assessment 962 Empathy 914 Adaptability 810 Change Catalyst 711 Teamwork and Collaboration Inspirational Leadership 654 303 550 444 Developing Others 548 421 Optimism 531 403 Transpanency 947 Self Confidence 834 Organizational Awareness 752 Emotional Self Awareness 633 Achievement Orientation 608 Service Orientation 450 570 Influence 370 554 Extraction Method: Principal Component Analysis Rotation Method: Oblimin with Kaiser Normalization 37 Table Exploratory Factor Analysis of GEI Norms (n = 81) Component Creating Resources for Working with Emotion 1.009 Team Self-Evaluation 941 Interpersonal Understanding 783 Caring Behavior 578 442 561 319 Organizational Understanding Building External Relationships 941 Proactive Problem Solving 814 Creating an Affirmative Environment 477 509 Confronting Members Who Break Norms 409 474 Extraction Method: Principal Component Analysis Rotation Method: Oblimin with Kaiser Normalization 38 Table Correlations between Team Leader Emotional Intelligence and Emotionally Competent Group Norms Emotional Intelligence Competency Group Emotional Intelligence Norms IU CM CB TSE CRWE CAENV PPS OU BREL 0.27* 0.12 0.30* 0.26* 0.23 0.21 0.07 0.29* 0.29* 0.23 0.21 0.23 0.20 0.19 0.17 0.16 0.30* 0.27* Self Confidence 0.33** 0.40** 0.39** 0.29* 0.26* 0.39** 0.45** 0.34** 0.42** Achievement Orientation 0.30* 0.32* 0.33** 0.31* 0.22 0.33** 0.34** 0.32* 0.34** Adaptability 0.25* 0.32* 0.35** 0.28* 0.20 0.32** 0.24 0.31* 0.30* Emotional SelfControl 0.38** 0.36** 0.45** 0.44** 0.35** 0.31* 0.21 0.33** 0.27* Initiative 0.31* 0.35** 0.23 0.27* 0.15 0.20 0.22 0.19 0.29* Optimism 0.51** 0.50** 0.51** 0.53** 0.45** 0.43** 0.37** 0.40** 0.41** Transparency 0.43** 0.35** 0.44** 0.41** 0.35** 0.32* 0.33** 0.36** 0.35** Empathy 0.39** 0.24 0.36** 0.33** 0.26* 0.32* 0.19 0.33** 0.26* 0.43** 0.27* 0.42** 0.51** 0.44** 0.38** 0.40** 0.50** 0.30* 0.51** 0.45** 0.50** 0.52** 0.44** 0.47** 0.43** 0.53** 0.42** 0.31* 0.26* 0.24 0.34** 0.21 0.25* 0.12 0.34** 0.29* 0.02 0.01 -0.03 0.09 0.06 -0.01 0.20 0.24 0.44** 0.40** 0.48** 0.45** 0.41** 0.32* 0.30* 0.35** 0.38** 0.34** 0.30* 0.37** 0.31* 0.30* 0.29* 0.24 0.38** 0.31* 0.36** 0.38** 0.43** 0.41** 0.38** 0.40** 0.27* 0.40** 0.35** 0.43** 0.38** 0.49** 0.41** 0.36** 0.40** 0.25* 0.37** 0.41** Accurate SelfAssessment Emotional SelfAwareness Organizational Awareness Service Orientation Change Catalyst Conflict Management Developing Others Influence Inspirational Leadership Teamwork and Collaboration -0.01 *p