1. 7-1

2. 1-2 Leadership Traits Leadership is understanding people and involving them to help you do a job. That takes all of the good characteristics, like integrity, dedication of purpose, selflessness, knowledge, skill, implacability, as well as determination not to accept failure. ~Admiral Arleigh A. Burke Chapter 77

3. 7-3 Reading Objectives: The student will comprehend what personality is and how it affects leadership; in both positive and negative ways. The student will comprehend what intelligence is and how intelligence correlates to effective leadership. The student will comprehend what emotional intelligence is and how it can be developed..

4. 7-4 Discussion Objectives: Discuss what intelligence is. Discuss the Triarchic Theory of Intelligence. Discuss the meaning of creative intelligence and how it differs from other forms of intelligence. Discuss how stress affects intelligence. Discuss what emotional intelligence is and how it is different from other kinds of intelligence. Discuss how emotional intelligence can be developed.

5. 7-5 Great Man Theory The Great Man Theory attempted to prove that leaders and followers are fundamentally different. Conclusions of the research: –Leaders were not qualitatively different than followers. –Intelligence, initiative, stress tolerance, responsibility, friendliness, and dominance, were moderately related to leadership success.

6. 7-6 The Building Blocks Of Skills Focus of Chapter 6

7. 7-7 Personality Traits and Leadership Personality: Is the impression a person makes on others. –Underlying, unseen structures and processes inside a person that explain why we behave the way we do. Trait approach: Traits refer to recurring regularities or trends in a person’s behavior. –Theory maintains that people behave the way they do because of the strengths of the traits they possess.

8. 7-8 Personality Traits and Leadership (continued) Personality traits are useful for explaining why people act fairly consistently in different situations. Knowing differences in personality traits can help predict more accurately how people will tend to act in different situations. Leader behavior reflects an interaction between personality traits and various situational factors: –Weak situations –Strong situations

9. 7-9 The Five Factor Model of Personality

10. 7-10 Implications of the Five Factor Model Provides an explanation for leaders’ and followers’ tendencies to act in consistent ways over time. Behavioral manifestations of personality traits are often exhibited automatically and unconsciously. The Five factor model: –Is used by many researchers in some form. –Is a useful method for profiling leaders. –Appears to be universally applicable across cultures.

11. 7-11 Implications of the Five Factor Model (continued) Personality traits: –Can be categorized into the five major dimensions of the FFM. –Are good measures of leadership potential for a given situation. –Can be used to make predictions about typical behavior at work. –Tend to be difficult to change quickly. –People tend to describe others using traitlike terms. –Insight into personality traits provides useful information.

12. 7-12 Why Do Some Leaders Fail? Reasons for high level of incompetence include: –Invalid selection and succession planning systems (not usually cited as a problem in the military). –Ill-defined performance expectations (should not be a problem in the military). –Poorly designed leadership development programs (we focus on this a lot – you are in a 4 year long development program to qualify to start the next phase). Dark-side personality traits: Irritating, counter- productive behavioral tendencies that interfere with a leader’s ability to build cohesive teams. –Cause followers to exert less effort toward goal accomplishment.

13. 7-13 Dark-Side Personality Traits

14. 7-14 The Building Blocks Of Skills

15. 7-15 Intelligence and Leadership Intelligence: A person’s all-around effectiveness in activities directed by thought. Intelligent leaders: –Are faster learners. –Make better assumptions, deductions, and inferences. –Are better at creating a compelling vision and strategizing to make their vision a reality. –Can develop better solutions to problems. –Can see more of the primary and secondary implications of their decisions. –Are quicker on their feet than leaders who are less intelligent.

16. 7-16 The Triarchic Theory of Intelligence The theory focuses on what a leader does when solving complex mental problems. The Triarchic Theory of Intelligence consists of: –Analytic intelligence –Practical intelligence –Creative intelligence Divergent thinking Convergent thinking

17. 7-17 The Components of Creative Intelligence

18. 7-18 Implications of the Triarchic Theory of Intelligence Leadership effectiveness is positively correlated with analytic intelligence. Sometimes, personality is much more predictive of leadership effectiveness than analytic intelligence. In certain cases, analytic intelligence may have a curvilinear relationship with leadership effectiveness. Leaders’ primary role is to build an environment where others can be creative.

19. 7-19 Improving Organizational Creativity Leaders should be mindful that: –Clearly various sorts of incentives or rewards can have various effects on creativity. –The ability to create can be hindered if ideas will be evaluated. –In order to develop new products and services, the level of turnover should be low, and goals should be clear. –Creeping elegance should be avoided as products become unnecessarily complex and may no longer solve the original problem.

20. 7-20 Creativity Killers: How to Squelch the Creativity of Direct Reports

21. 7-21 Intelligence and Stress: Cognitive Resources Theory Cognitive resources theory: A conceptual scheme for explaining how leader behavior changes under stress levels to impact group performance. Key concepts of theory include: –Intelligence, experience, stress, group performance. Theory predictions include: –Greater experience but lower intelligence may account for higher-performing groups in high stress conditions. –High levels of experience may account for usage of old solutions when creative solutions are more apt.

22. 7-22 Cognitive Resource Theory (continued) Problems concerning CRT: –Apparent dichotomy between intelligence and experience. –Leader’s ability to tolerate stress. –Correlation between dark-side traits and stress. Implications of CRT: –The best leaders are often smart and experienced – there is a reason the military doesn’t bring in middle managers from the “outside.” –Leaders may be unaware of the degree to which they are causing stress in their followers. –Level of stress inherent in the position needs to be understood before selection of leaders.

23. 7-23 Emotional Intelligence And The Building Blocks Of Skills

24. 7-24 Ability and Mixed Models of Emotional Intelligence

25. 7-25 Comparison between the FFM and Goleman’s Model of EQ

26. 7-26 Implications of Emotional Intelligence Most researchers agree that EQ can be developed. People can be extremely ineffective when their thoughts, feelings, and actions are misaligned. Noncognitive abilities can play important roles in leadership success. Research indicates that EQ moderates employees’ reactions to job insecurity and their coping ability toward job related stress. Military leaders are expected to use EQ to best lead their personnel – when it makes sense. At times, a non-EQ approach may be required. The non-military stereotype can be that the military only conducts work in a non-EQ fashion.

27. 7-27 Summary A relationship exists between personality, intelligence, and emotional intelligence and the ability to build teams and get results. The term personality has many different meanings, but we use the term to describe one’s characteristic patterns of behavior. The Five Factor Model comprises the bright side of personality, but many traits also contribute to the dark side of personality. Analytic intelligence, practical intelligence, and creative intelligence theories help in understanding intelligence. Emotional intelligence in leaders will make them more effective.

28. 7-28 Next session Leadership BehaviorLeadership Behavior Read: Leadership, Chapter 8 & AFO Chapter 3Read: Leadership, Chapter 8 & AFO Chapter 3

29. 7-29 Leadership Dilemma Brand new E-2 reports in to you at your overseas duty station (counts as “sea duty” because of the location and generally treated as such) for her 1 year tour. She has graduated from Boot Camp and A School. She has a young daughter and she signed custody over to her mother so she could enlist; her mom does not want to take care of the child any longer than necessary. The E-2 wants to know when she can go home since she is in the reserves and “can’t stay for more than a few weeks.” She obviously thinks as a reservist that she works one weekend a month and two weeks a year – not realizing she is on active duty.