EI, SI, and CI Competencies and Leadership Effectiveness

Introduction and Leadership Competencies

In every organization, leadership competencies are essential in determining the level of success to be achieved. Leadership competencies refer to the behaviors and skills required by an individual or an organization to achieve superior performance. Competency-based approaches at the workplace play a pivotal role in preparing future leaders as well as equipping the current crop to maximize their output. While leadership competencies are essential in the business world, every organization needs to determine which competencies are distinct to its operations in order to gain a competitive advantage in the market. The ever-changing business environment makes it necessary to adopt competencies that can lead to organizational success (Jones, 2013; Steers, Sanchez-Runde, & Nardon, 2012). The competencies that leaders develop in the marketplace are essential in making the leadership process more effective and the achievement of organizational goals easier. This study seeks to analyze the relationship between Emotional Intelligence (EI), Social Intelligence (SI), and Cognitive Intelligence (CI) competencies and their role in effective leadership.

The early years of the 1900s saw the definition of intelligence focus on cognitive aspects such as problem-solving skills and memory (Goleman, 2006). However, subsequent studies emphasized defining intelligence beyond conventional definitions. This led to the introduction of emotional, social, and cognitive intelligence, and models were developed to explain their functionalities and their role in performance outcomes.

The development of skills and leadership competencies is essential for an individual to occupy any leadership position in an organization. A broad competency approach classifies the selection of leaders based on one's ability to lead an organization, guide oneself, and lead others. Therefore, it is necessary for Human Resource (HR) practitioners to consider an individual's current competencies against those that an organization requires. When leading an organization, one is expected to have the capacity to manage the change that comes with leadership, set the vision and strategy for the entire workforce, make decisions, take risks, and solve problems facing a business (McCauley, 2008). An individual considered a leader should first demonstrate the ability to lead oneself — exhibiting a high level of integrity and ethics, adaptability, leadership stature, and the capacity to learn. A leader must also have the ability to manage teams effectively, build relationships with others, and communicate effectively.

Emotional Intelligence Competency

According to Boyatzis, Good, and Massa (2012), Emotional Intelligence Competency (EI) refers to the ability of an individual to recognize and understand emotional information about oneself and use that information to achieve superior performance in a leadership position. It also involves using that information to discern the emotions exhibited by others, label them effectively, and apply them to decision-making and goal achievement. Different models have been used to evaluate EI, with Goleman's model considered a mixture of ability and trait EI. Goleman (2008) defines emotional intelligence as a collection of skills essential to improving leadership performance at the workplace. The trait model (2001) developed by Konstantin Vasily Petrides uses a self-report to measure self-perceived abilities and behavioral dispositions. The ability model (2004) by Salovey and Mayer highlights an individual's capacity to use emotional information to navigate social environments.

Emotional intelligence competencies are divided into four main components: self-awareness, self-management, social awareness, and relationship management (Antonakis, Ashkanasy, & Dasborough, 2009). Emotional self-awareness is particularly influential in leadership. Leaders must recognize how their feelings affect them and their work performance, and rely on their value system. Leaders with emotional self-awareness implement their vision and goals with candor and authenticity. Accurate self-assessment — the ability to recognize one's strengths and weaknesses — allows a leader to develop new perspectives and pursue self-development.

Self-management involves emotional self-control, achievement orientation, a positive outlook, and adaptability at the workplace. Leaders with emotional self-control rarely react impulsively to verbal attacks and find ways to manage their emotions during a crisis while maintaining composure. Regarding achievement orientation, leaders with a high level of emotional intelligence set high but attainable standards for themselves and their teams, and continuously seek to improve individual and team performance. High emotional intelligence also enables a leader to maintain a positive outlook even when others perceive a situation negatively — finding positives in adverse circumstances and having the capacity to transform them.

Leaders who exhibit social awareness have empathy. They can place themselves in the position of others at the workplace, which helps them understand the emotional states of different individuals. Empathetic leaders can express their ideas despite differences arising from cultural diversity (Antonakis, Ashkanasy, & Dasborough, 2009). Leaders with high emotional intelligence also exhibit organizational awareness — the ability to analyze power relationships and detect networking opportunities — and can navigate unwritten organizational rules.

Another aspect of emotional intelligence is relationship management. Leaders should have the capacity to appeal to other staff members in ways that are engaging and persuasive. One approach is to become a coach or mentor — a leader who has a genuine interest in helping employees understand their strengths and developmental goals (Javidan & Walker, 2012). Through mentorship and coaching, a leader with high EI can provide constructive feedback promptly. Relationship management also requires conflict management skills: understanding the perspectives of conflicting parties and advising on the way forward. Inspirational leadership and teamwork are additional components of relationship management, as leaders with high EI can inspire subordinates and promote a cooperative workplace environment.

Different studies have revealed that leaders with high emotional intelligence demonstrate better leadership skills, job performance, and mental health. Goleman (2008) highlights that emotional intelligence accounts for two-thirds of the abilities necessary for greater performance in leadership positions — abilities that mattered twice as much as technical ones. Other research has indicated that general intelligence also correlates with leadership skills.

This study will focus on three aspects of emotional intelligence competency. The first is emotional awareness: the sample population will be examined on their level of self-awareness of emotions and how that knowledge affects their leadership skills. The second is the ability to harness emotions for critical thinking and problem-solving. The third is the capacity to manage emotions — an indicator of one's effectiveness as a leader.

Social and Cognitive Intelligence Competencies

Social intelligence refers to the capacity of an individual to navigate complex social environments and relationships. Ross Honeywill, a scientist, describes it as a combination of social and self-awareness and the capacity to manage change in a complex society (Boyatzis, Gaskin, & Wei, 2015). In the realm of leadership, social intelligence refers to the awareness of social dynamics and situations, and having knowledge of interaction styles that facilitate the achievement of set objectives. Karl Albrecht highlights that social intelligence competency can be classified along a spectrum between a "nourishing" effect and a "toxic" effect. A nourishing behavior makes individuals feel appreciated, respected, and competent at the workplace, whereas a toxic environment makes people feel inadequate and undervalued — indicating a low level of social intelligence. When a leader demonstrates the nourishing effect, they become more efficient in their role, signaling high social intelligence competency.

It is important to note that social intelligence competency and emotional intelligence competency are different dimensions used to explain skill levels in leadership (Kafetsios, Nezlek, & Vasiou, 2011); however, the former is complementary to the latter. This study will involve three aspects of social intelligence: variations in an individual's knowledge of social rules, changes in impression management, and variations in communication skills. The study will monitor how variations in these aspects affect leadership skills in the sample population.

Cognitive intelligence refers to an individual's ability to read, write, analyze information, and set priorities. Cognitive intelligence competency includes skills such as solving complex problems and abstract thinking (Boyatzis, Gaskin, & Wei, 2015). It goes beyond a superficial understanding of one's environment and requires the capacity to derive meaning from abstract information. In leadership, cognitive intelligence competency requires leaders to develop and implement cognitive systems that transform the business environment. The study will therefore review differences in knowledge within the sample population and their application to decision-making and critical thinking, demonstrating the correlation between cognitive intelligence competency and leadership.

Background: History and Theories of Intelligence

Before analyzing the constructs of social, emotional, and cognitive intelligence, it is important to understand the different facets of intelligence. William Stern is credited with coining the term intelligence quotient (Goodey, 2016). Later, Alfred Binet assisted the French government by developing the first intelligence test to help identify school children in need of extra coaching. Since then, various intelligence tests have been developed, and the last 100 years have also seen the emergence of different theories to explain intelligence.

Charles Spearman, a British psychologist (1863–1945), developed the general intelligence theory, also known as the g factor. Through factor analysis, Spearman examined mental aptitude tests and concluded that individuals who scored well on one test tended to perform better on others, and vice versa. He concluded that intelligence is a cognitive ability that is measurable and can be expressed mathematically. Louis Thurstone (1887–1955) offered a different perspective, developing the primary mental abilities theory, which viewed intelligence as an aggregate of several constructs including spatial visualization, verbal comprehension, associative memory, reasoning, word fluency, perceptual speed, and numerical ability.

Robert Sternberg developed the Triarchic Theory of Intelligence, postulating that intelligence is a broad topic that goes beyond a single ability and should be considered as a set of individual talents. The theory proposes that intelligence is a mental activity directed toward purposive adaptation that shapes the real-world environment relevant to an individual's life. Successful intelligence thus involves three components: practical intelligence (the ability to change and adapt to new environments), creative intelligence (using past and current skills to address novel situations), and analytical intelligence (problem-solving skills).

Howard Gardner developed the theory of multiple intelligences, arguing that using test scores and numerical expressions alone does not provide a full picture of human ability (Goodey, 2016). His theory identifies eight distinct intelligences: visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, musical, and naturalistic.

Visual-spatial intelligence refers to the ability to visualize things such as charts, maps, pictures, and videos. Such individuals recognize patterns with ease, complete puzzles, and enjoy visual arts. Linguistic-verbal intelligence describes individuals who use words effectively in both speaking and writing — skilled at reading, memorization, giving speeches, and debating (Goodey, 2016). Logical-mathematical intelligence describes individuals who solve problems, enjoy abstract ideas, and use logic to identify patterns and relationships.

Bodily-kinesthetic intelligence is a physical intelligence exhibited by individuals who excel at physical control, performing actions, and body movement, and who typically have excellent dexterity and hand-eye coordination. Interpersonal intelligence refers to the ability to understand other people — assessing their desires, emotions, intentions, and motivations (Goodey, 2016). Intrapersonal intelligence, by contrast, refers to a person's awareness of their own motivations, emotional states, and feelings, achieved through self-reflection and enabling the discovery of one's strengths and weaknesses.