Victor Dulewicz

Emotional intelligence – A review and evaluation study

This article reviews the literature on the subject of “emotional intelligence” (EQ) and attempts to pin‐down and define this nebulous construct, using competency‐based and personality factor scales. In an exploratory study, the reliability and construct and predictive validity of three scales were investigated. An EQ scale based on 16 relevant competencies showed highly promising reliability and validity. The results also showed the relevance of two other competency‐based scales – intellectual intelligence (IQ) and managerial intelligence (MQ) – which both predicted organisational advancement. Taken together, however, the three scales had even higher validity. The overall results supported the view that EQ constructs can be measured more effectively by “performance analysis” than “classic paper and pencil tests”. In addition they provide support for the proposition that the combination of EQ and IQ is a more powerful predictor of “success” than either measure alone.

Measuring emotional intelligence: content, construct and criterion‐related validity

Many authors claim there is a paucity of evidence for the validity of measures of emotional intelligence (EI). This paper summarises existing information on the reliability and validity of two measures of EI, the Dulewicz and Higgs EIQ and the Bar‐on EQ‐i. It also reports the results of a study on middle managers which investigated the degree to which these two EI instruments measure the same constructs: their concurrent/criterion‐related validity; and the relationship between EI and morale and stress at work. Correlations between the two instruments showed content and construct validity, with 16 out of the 20 hypothesised relationships between scales being significant. Correlations between various measures of morale and stress at work and EIQ demonstrated construct validity. Significant relationships were also found between EIQ and current job performance, thus providing further evidence of concurrent/criterion‐related validity.

Can emotional intelligence be measured and developed

Emotional intelligence (EI) is a topic of growing interest. This article describes the design of a new tailored instrument to measure emotional intelligence, which was piloted on 201 managers. Data are presented showing its high reliability and validity. In particular, construct validity is demonstrated using the 16PF, Belbin team roles, Myers‐Briggs type inventory and Type A behaviour. Seven elements (sub‐scales) make up the total questionnaire – self‐awareness; influence; decisive; interpersonal sensitivity; motivation; integrity; and resilience. These are defined in detail, and guidance is given on administration, and reporting which is done through an expert system. Advice on how the results can be used for personal development is also given. Finally, suggestions are put forward for further work on appropriate organisational cultures to reinforce emotional intelligence, and the issue of emotional intelligence and leadership.

Can Emotional Intelligence be Developed

This paper explores approaches to the development of Emotional Intelligence (EI) and to the critical question ‘can EI be developed?’ Technical data on the instruments used to measure EI, the Emotional Intelligence Questionnaire (EIQ) devised by Dulewicz and Higgs (2000c) and the EQ-i designed by Bar-On (1997), are reported. Findings from three studies involving managers, team leaders and the skippers and crews from a round-the-world yacht race are presented to explore whether Emotional Intelligence scores change after training and other experiences. A revised model to explain how the elements of Emotional Intelligence are related to each other is presented and tested, and possible explanations of why some elements are more amenable to development actions are proposed.

Do project managers' leadership competencies contribute to project success?

This article explores the following hypothesis: There is a statistically significant relationship between a project managers leadership competencies and project success. Two proven questionnaires, the leadership dimensions questionnaire (LDQ) and the project success questionnaire (PSQ), were used to gather data from 52 project managers and project sponsors from a financial services company in the United Kingdom. The results from the LDQ and PSQ are presented in this article. A factor analysis of PSQ revealed three independent factors: usability, project delivery, and value of output to clients. The last factor is not related to project leadership or management, so the article concentrates on correlations between the other two factors and project leadership. Eight separate leadership dimensions were found to be statistically significantly related to performance, so the hypothesis was largely supported. Identifying such relationships provides managers with guidance on possible selection and project improvement models, whereby increased capability in leadership dimensions can lead to increased success in project management.

The relevance of emotional intelligence for leadership performance

Leadership and Emotional Intelligence have become hot topics in organisations and management in recent years. This study explores the relationship between Emotional Intelligence, Leadership and Job Performance of Officers and Ratings within the Royal Navy. In particular, the focus is on the three elements of the new Leadership Dimensions Questionnaire (LDQ) – Intellectual (‘IQ’), Emotional (‘EQ’) and Managerial (‘MQ’) Competencies. These are related to performance measures derived from formal performance appraisals. Seven hypotheses were tested and all were fully or partially supported. Results showed that IQ, EQ and MQ were all related to overall performance and to Officer leadership appraisal, but not Ratings leadership appraisal. EQ made a greater contribution to overall performance, to Officer leadership appraisal and to all three leadership styles.

Predicting Advancement to Senior Management from Competencies and Personality Data: A Seven-year Follow-up Study†

This study tracked the career progress of general managers over a seven-year period. The main aim was to identify those competencies (skills, abilities, values) and personality characteristics assessed seven years ago which are associated with current success and rate of advancement. The sample consisted of 72 out of 100 managers who had been assessed on the Henley General Management Course in 1988/89. Comparisons were made between their current salary and responsibilities and the equivalent data gathered in 1988/89. Factor analysis revealed two main criteria of success: current seniority and rate of advancement. Correlations were computed between these two factors and assessments of competencies (by the managers and their boss) and their personality profiles derived from the occupational personality questionnaire. The sample was also divided into discrete groups of ‘high fliers’ and ‘low fliers’, based on their respective rate of advancement. Almost all of the ‘high flier’ group are now directors, and receive an average salary of £80 000 (compared to the mean for the total group of £29 000 in 1988/89). Ten characteristics differentiated the ‘high-fliers’. These included: willingness to take risks; an exceptional ability to manage and motivate staff; a need to achieve really demanding targets and a strong competitive streak.

The Relationship between Performance as a Leader and Emotional Intelligence, Intellectual and Managerial Competences:

This paper presents the findings of the first of three stages of the Scottish Police Service Leadership Study (SPSLS), a major study focusing upon the relationship between leadership style, emotional intelligence, context and performance as a leader within the police service in Scotland. This stage of the study examines the relationship between performance as a leader and emotional intelligence (EQ), intellectual competence (IQ) and managerial competence (MQ). Competency, organisational context, performance as a leader and follower commitment data were gathered through the use of the 360-degree version of the Leadership Dimensions Questionnaire (LDQ). Data was gathered from bosses, peers and followers as well as from the leaders themselves who participated in the study. Additional annual appraisal performance data was also obtained and analysed. The results presented provide support for the proposition that there is a positive relationship between EQ and performance as a leader in policing. Furthermore, partial support is also provided for the propositions that EQ explains more variance in performance as a leader than IQ and more variance in performance as a leader than MQ.

A model of command, leadership and management competency in the British Royal Navy

Purpose – To develop a model clarifying the personal factors and behavioural characteristics (competencies) relevant to effective command, leadership and management in the Royal Navy.Design/methodology/approach – A questionnaire study was conducted on a sample of 261 Officers and ratings. Their performance was rated through the organisations own rigorous appraisal process whilst personality and competency data were gathered through the use of the well‐established occupational personality questionnaire (OPQ) and the relatively new leadership dimensions questionnaire (LDQ).Findings – The results provide support for the RNs current integrated approach to command, leadership and management by identifying four “supra‐competency” clusters – conceptualising, aligning, interacting and creating success – and the related personality and leadership dimensions, which are correlated with high performance. Support for the validity of the LDQ and OPQ questionnaires is also produced by the results found from performanc...

Leader competencies, activities and successful change in the Royal Air Force

Abstract Two research questions are explored in this paper: what are the specific leader activities that contribute most to successful change in the Royal Air Force? And, what are the specific dimensions of leadership that contribute to successful change in the Royal Air Force? The results of a study into the part that leadership plays in successful change in the Royal Air Force (RAF) are presented. The Leadership Dimensions questionnaire was used to measure the dimensions of leadership and change contexts, and a 360° feedback questionnaire gathered data on leader activities and the success of change programmes. The sample population was senior management in the RAF with 360° feedback from colleagues. Hierarchies of the leader activities and dimensions of leadership are presented to identify the components that exert the strongest influence on the success of leading change in the RAF. Managing resources, engaging communication and empowering were identified as the three dimensions that contribute most towards successful change; and ‘creating a clear vision’, ‘adjusting the work culture to meet the long term needs of the change’ and ‘generating early successes’ were the three leader activities that exhibited the strongest influence on success. Recommendations are presented for future research in this area and for the RAF, based on these findings.