Deputy Director of Nursing at Lyndoch Warrnambool.

Transcription

1 Investigating the relationship between emotional intelligence and transformation leadership in Nurse Managers Katrina Perroud * Deputy Director of Nursing at Lyndoch Warrnambool Lyndoch, Warrnambool Inc., Hopkins Road, Warrnambool, Vic, [ddon@lyndoch.org.au] Katrina holds the position of Deputy Director of Nursing at Lyndoch Warrnambool Inc., which is the largest provider of residential services in the South-West region of Victoria. In addition to the organizations vast community services, Lyndoch provides accommodation for 85 high care residents and 112 people with low care needs. With over twenty years experience as a nurse Katrina has been fortunate to develop expertise in the areas of education and management. After working as a clinical coordinator and educator for nine years Katrina branched into Management by taking a post as a Nurse Manager. Katrina has also managed a Hostel and held the position of Associate Director of Nursing at a large subacute metropolitan hospital in Melbourne. Katrina has completed her Masters in Business Administrative Management with her minor thesis focusing on Emotional Intelligence and Transformational Leadership with plans to commence her PhD next year. Katrina has a keen interest in clinical risk management, staff development and leadership in nursing. Deb Stewart School of Management, Victoria University, Melbourne, Australia deb.stewart@vu.edu.au Profile: Deb Stewart is a Senior Lecturer and Coordinator for the M.Bus. (Management) at Victoria University. In 2004, Deb won the Vice Chancellor s and Dean s Awards for Teaching Excellence and in 2005 was a finalist in the ANZAM and Pearson Education, Management Educator of the Year Award. She is coordinator for Organisation Change Management, Work and Organisation Systems and Organisation Analysis and Behaviour at the Masters level. Deb has a Masters and Grad.Dip. in Organisation Behaviour (Swinburne) and is undertaking a PhD at the same university. She completed B.Arts and Dip.Ed. (Monash University) and Grad.Dip.AdminStuds (Chisholm IT), She has presented conference papers and published papers on quality management, the learning organisation, managing change, and gender, leadership and power. Preferred Stream: Management Education and Development Page 1

2 ABSTRACT In a world where organizations are faced with increasing challenges effective leadership becomes central to success. Many studies on leadership have resulted in the belief that transformational leadership behaviour is central to effective leadership and subsequent positive organizational outcomes. If we adopt the philosophy that transformational leadership is the preferred behaviour of effective leaders, then what predisposes an individual to behave in this way? There is growing evidence that that emotional intelligence is a major catalyst in pre-empting transformational leadership behaviours. This paper aims to explore emotional intelligence as the concept of possibility to ignite transformational leader behaviour. This study seeks to explore whether there is a relationship between emotional intelligence and transformational leadership in Nurse Managers. Little research to date on leadership in healthcare has demonstrated a connection between emotional intelligence and transformational leadership. In order to explore the relationship between these two constructs, self-report and observation measures of emotional intelligence were employed in addition to superior and subordinate rating of transformational leadership behaviour in nurse managers. Results from this study suggest that emotional intelligence, as measured by the ability to monitor and manage emotions in oneself and others, is positively related to transformational leadership behaviour and therefore may be a skill that underpins this leadership style. KEYWORDS Leadership, attitudes, emotions, interpersonal behaviour, communication, power and influence. PURPOSE Organizational success can largely be attributed to how effective the core functions of the organization are managed and led (Vance and Larson 2002). In today s context, a leader s capability has the power to either positively or negatively influence individual and group performance and in turn is the success or otherwise of the organization. Over recent years, a growing body of knowledge has emerged as leadership researchers gather evidence to support transformational leadership as the preferred model for effecting organisational success (Pillai and Williams 2004; Leban and Zulauf 2004; Sosik and Dworakivsky 1998). As researchers embark on a journey of exploration in order to determine what predisposes an individual to exhibit transformational leader behaviour, interest is being generated in a concept called emotional intelligence (EI), with a strong indication that this construct could be a major catalyst to transformational leadership in action (Ashkanasy and Daus 2002; Prati et al 2003; George 2000). The overall aim of the research was to explore whether Nurse Managers who exhibit high levels of emotional intelligence, (i.e. self-awareness, self-management, social awareness, and relationship management) demonstrate greater transformational leadership behaviours (i.e. idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration) as opposed to Nurse Managers who exhibit low levels of emotional intelligence. Page 2

3 This research is intended to assist in establishing some clarity regarding the connection between emotional intelligence and transformational leadership and to help guide future research on the interrelatedness between these two constructs and their impact in organizations. The study was conducted at a large metropolitan hospital in Melbourne, Victoria, Australia, which employs approximately 3500 staff and treats more than one quarter of a million patients annually. This health service provides a comprehensive range of specialist medical and surgical services and accommodates six directorates comprising of 42 clinical units. Support for the research project being conducted at the hospital was obtained through the organization s Ethics Committee. DESIGN / METHODOLOGY The focus of the study is not to determine whether the tools used within this research project are reliably constructed, although the researcher acknowledges future research in this area would be valuable. Given the chosen theoretical framework and nature of the research, a combined qualitative and quantitative research methodology was employed Qualitative Methodology The qualitative approach was deemed appropriate in order to study leadership in action whilst Nurse Managers interacted with their staff during a formal unit based meeting. Observation Observational technique formed the core basis of the qualitative method employed. Overt observation was carried out as a means to assess the degree to which Nurse Managers employed emotional intelligence skills whilst facilitating a leadership activity (unit staff meeting). A structured tool (Emotional Intelligence Behavioural Competency Assessment - EIBCA) was devised to capture those observed behaviours of the Nurse Manager as observed during their facilitation of a unit staff meeting. Whilst Nurse Managers were scored under each of the sub-scales of the EIBCA depending on their response, examples of naturally occurring behaviour were provided in order to justify the ratings applied by the researcher (official observer) and provide meaning to those behavioural responses witnessed. Quantitative Methodology Quantitative research was carried out as means to determine how clinical nursing staff rated their Nurse Managers leadership style. Questionnaire based organizational surveys (Leadership Behaviour Questionnaire- LBQ) were used to elicit superior and subordinate perception of their Nurse Managers leadership styles A total of five Nurse Managers were sampled based on the depth and purpose of the research. Page 3

4 Data Collection Surveys Nursing Co-Directors and Clinical Nurses Data was collected from each of the Nurse Manager s superiors (Nursing Co-Directors), and subordinates (Clinical Nurses) in order to elicit their perception of the leadership style of their Nurse Manager. Respondents were asked to rate their Nurse Manager s display of transformational leader behaviour in regards to the four components, which make up this construct, through a self-administered questionnaire. The Leadership Behaviour Questionnaire (LBQ) measured the components of transformational leadership, which include; intellectual stimulation, individualized consideration, inspirational motivation, and idealized influence. The items of each scale required the rater to determine the degree to which each Nurse Manager demonstrated leadership behaviours relevant to that scale by selecting responses on a fivepoint likert scale ranging from 1= rarely or never, to 5= very frequently, if not always. The Leadership Behaviour Questionnaire (LBQ) measurement tool was developed following a content analysis of the literature on transformational leadership and review of The Multifactor Leadership Questionnaire (MLQ). Other studies that have used the MLQ tool identified scale reliabilities as being high (Den Hartog et al 1997). Whilst the MLQ measures 37 items under the four components of transformational leadership, the modified LBQ used in this study was reduced to 21 items. Surveys Nurse Managers The majority of emotional intelligence components were measured through observation, given that selfmanagement, social awareness, and relationship management are competencies that are behaviourally anchored. However, self-awareness, which centres more on an individual s internal state, was examined by introspection in the form of a survey. The measurement tool titled, Emotional Intelligence Self- Awareness Questionnaire (EISAQ), required Nurse Managers to indicate their level of agreement by selecting responses on a five-point likert scale, from a suite of responses ranging from 1= Disagree Strongly, to 5= Agree Strongly. Competency Based Observation A competency based approach to explore and measure emotional intelligence in the context of leadership was selected. An observational method was chosen to capture an aspect of leadership in action and more specifically to determine the degree to which each Nurse Manager displayed facets of emotional intelligence during a team leader activity. The Emotional Intelligence Behavioural Competency Assessment (EIBCA) was developed based on Goleman, Boyatzis and McKee s (2002) Emotional Intelligence Model (See Figure 2). The Emotional Intelligence Model has been refined from the original Page 4

5 five-dimension model created earlier by Goleman, with the result of an emotional intelligence model that more clearly links specific clusters of competencies to the underlying brain dynamics that drive them (reference p 38). The authors believe that emotional competencies are built on the foundations of emotional intelligence and that emotional competencies in turn form the cornerstone for effective leadership. The EIBCA reflects 15 competencies as opposed to the 20 competencies of the ECI given that self-awareness was not measured within this tool but assessed under a different framework of self-report by participants. Cronbach s Alpha Co-efficient For each of the three instruments used (Emotional Intelligence Self-Awareness Questionnaire - EISAQ, Leadership Behaviour Questionnaire - LBQ and the Emotional Intelligence Behavioural Competency Assessment EIBCA) a Cronbach s alpha co-efficient analysis was applied with the results confirming that these survey instruments provided a good measure of the underlying constructs (Table 1). The scales for each measurement tool used in this study have been itemized, with the number of items being controlled to reduce fatigue and response pattern bias, but sufficient enough to increase the validity and reliability of the measures. The choice of responses given to each item has sufficient variance with measures giving choices of responses from one to five (1-5).Whilst the decision not to utilize scientifically tested tools arose from funding constraints, the researcher does acknowledge using a highly abbreviated form of other tools strictly for the purpose of this research activity. DATA ANALYSIS Leadership Behaviour Leadership Behaviour questionnaires completed by the Nurse Managers superior and subordinates were analysed using SPSS version Multivariate Analysis Of Variance (MANOVA) was used to perform an analysis on several dependent variables simultaneously. As a follow-up an ANOVA was conducted to determine whether there were any significant differences between the five Nurse Managers in relation to the four components of transformational leadership. Subsequent t-testing further explored the nature of difference between each of the five Nurse Managers in terms of the four leadership styles, and thus improved the quality of results. Page 5

6 Emotional Intelligence Self-Awareness Analysis of the EISAQ was carried out by a scoring system. This self-report tool consisted of three scales with various items listed (10 in total) under each of these categories, which were then rated on a five-point Likert scale by participants. Scores were based on responses from the Likert scale ranging from 1= rarely or never, to 5= very frequently, if not always. Emotional Intelligence Behavioural Competency Assessment The EIBCA rating was achieved by placing a numerical value under each of the items (behavioural indicators) under the three components of emotional intelligence observed (self-management, social awareness and relationship management) that indicated the degree to which the Nurse Manager displayed that behaviour where appropriate. In instances where the behaviour was not applicable during the staff meeting this was factored into the rating summary by subtracting the potential value from the overall possible scores. The numerical values applied were: Displayed = 2; Partially Displayed =1; and Not Displayed = 0. Total Emotional Intelligence Score Scores for total emotional intelligence (self-awareness, self-management, social awareness and relationship management) were then achieved by averaging the total percentage for all four components of emotional intelligence with a corresponding classification level of high, moderate or low total EI rating. RESULTS Nurse Manager Perception of Self-Awareness (Table 2) Results arising from responses received by Nurse Managers following completion of a self-administered questionnaire relating to the self-awareness component of emotional intelligence are outlined in Table 2. Based on the total emotional intelligence score for self-awareness each participant rated themself as high in emotional intelligence self-awareness. That is, they assessed their emotional intelligence within a range from 80% for the highest assessment to 68% for the lowest self-assessment. EI self-awareness was explored by eliciting the Nurse Manager s perception of his/her ability to recognize thoughts, feelings and moods. Given that this study was set in a highly visible social environment, the need for the Nurse Manager s awareness and expression of emotion and its subsequent effect on people is of considerable significance in the context of their leadership role. Emotional self-awareness has been described as the stepping-stone along the path to other EI competencies such as self-management, social awareness and relationship-management. As Gardner and Stough (2002) strongly suggest, before a person Page 6

7 can grow and develop in the areas of self-management, social awareness and relationship-management they have to first understand themselves and how they are perceived by others. In the area of EI self-awareness a correlation was made with scores from the other components of emotional intelligence relating to self-management, social awareness and relationship-management in all Nurse Managers with the exception of participant number five. The Nurse Manager in question rated themself as high in self-awareness (76%) but achieved a moderate rating from the EI behavioural competency assessment (58%). One possible explanation for this may be that the Nurse Manager may have an over-inflated view of themself or may not be aware of how they come across to others. Goleman (1998c) draws on the differences between leaders who can realistically assess themselves with those who are not so skilled in this area by stating while the arrogant, tuned-out leader protects him or herself with blind spots, effective leaders know their strengths, their limits, and their weaknesses (p 22). The same Nurse Manager also received the lowest results in terms of how staff rated their transformational leadership style (59%). These comparisons strengthen the argument that until a person can recognise their feelings and thoughts and when and why they occur, they cannot exert control over their emotions so that their behaviour has a positive influence and impact on others. The other four participants who achieved a positive correlation between their EI self-awareness rating and the competency assessment scores demonstrated greater psychological insight and self-concept which indicates they were more in tune with how their display of emotion impacts on others. As Fuimano (2004) states people who are emotionally intelligent make self-awareness a priority. They re not afraid of their feelings, but learn to use them as a barometer or an inner guidance system (p 10). In addition to a positive match with all four EI components for participants one to four, this group also achieved a higher rating from their clinical staff regarding their transformational leadership style as opposed to participant number five. Leading on from the notion that individuals who are more aware of their emotions and their impact on others enhance their ability to manage others, such a skill may lead to exertion of greater influence over teams due to the very nature of their emotional stature. Ashkanasy and Daus (2002) describe the effect that one person s emotion can have on another as infectious, stating people catch or are infected by emotion from others, a result that has come to be known as emotional contagion (p 79). Of the five Nurse Managers observed, two had this emotionally contagious effect on their followers. Whilst observing one participant, the mood of the meeting was very serious with the Nurse Manager communicated information at a rapid pace and staff tentatively listened with little opportunity for comment. When the Nurse Manager Page 7

8 suddenly made an amusing comment the atmosphere suddenly changed and the majority of the group swiftly took on a mirror image of the Nurse Manager s happy state. Similarly, the other participant was directing the meeting in a very serious and formal fashion with the same tone being adopted by staff, but when the Nurse Manager became more relaxed and actively invited input from the group, staff began to freely engage in conversation. This observation supports Goleman s (1998b) belief that people mirror the behaviour of their leader, for example, if the leader displays calmness then followers are more likely to adopt the same approach. Emotional Intelligence Competencies at Work Self-Management (Table 3) When observing EI competencies relating to self-management (Table 3), partial scores obtained for achievement in two participants resulted from a demonstrated lack of conviction when addressing certain standards of practice in order to meet excellence. A partial display of adaptability related to one participant informing staff of a new assessment process soon to be introduced within the organization but the Nurse Manager did not discuss the rationale behind the new tool or when and how it was to be implemented. Another participant did not encourage change in practice regarding the assessment and management of patient falls. Interestingly, of the two Nurse Managers who were confronted with situations that warranted control of emotion, only one was partially able to demonstrate a sense of emotional control over the situation (participant number two) whilst the other (participant number five) scored a zero rating in relation to this skill. The zero rating from participant number five was a consequence of their inability to manage the frustration and anxiety of their staff. The Nurse Manager (number five) in this situation stated, in an abrupt tone to a staff member, You are not letting me finish what I was trying to say. The atmosphere following this statement was subdued and staff did not contribute further to the discussion. Bagshaw (2000) describes behaviour whereby the leader has a negative impact on followers as emotionally unintelligent. Behaviours such as managers criticizing staff, speaking to them in an undermining manner and threatening language falls well into this category. Social Awareness (Table 4) In relation to the empathy sub-scale of EI social awareness (Table 4), a low 40% group rating resulted from a zero score from three of the five participants. Two of the three participants (numbers one and three) had a tendency to rush through the meeting with little time to explore issues raised by staff, whilst participant number five did not acknowledge staff comments on areas discussion areas at the meeting. Participant number one also cut a staff member off whilst he was responding to a comment and interrupted another staff member while they were in the middle of a sentence. In regards to acknowledging the Page 8

9 feelings of others, the low group percentile reflected the zero scores achieved by participants three and five and a partial score from participant number one. For example, Participant number three, who scored a zero rating, did not allow staff the opportunity to debrief over a critical incident that had occurred over the weekend, especially when staff asked for reassurance on how they had managed the situation at the time. The Nurse Manager casually stated that they had done the right thing but did not explore feelings of the staff surrounding the event nor reinforce the strategies that were diligently employed by the staff during managing the critical incident. Relationship Management (Table 5) With four of the five participants, the opportunity did not arise during the competency- based assessment for these Nurse Managers to demonstrate how they would react in a conflict situation (Table 5). Nurse Manager participant number five scored a zero rating as a consequence of their inability to successfully resolve conflict in the staff meeting. The Nurse Manager appeared to become annoyed with staff as they vented their feelings and viewed their reaction as a personal attack on her integrity rather than trying to understand and articulate to the group how she perceived the staff to be feeling in regards to this issue. The Nurse Manager may have achieved a more satisfactory outcome if she were able to feed back to the staff how she perceived the group to be feeling. This acknowledgement would have then served as a basis for team problem solving rather than the resultant team conflict. As Sy and Cote (2004) state emotionally intelligent individuals can repair unpleasant emotions and enhance pleasant emotions when doing so is appropriate by employing strategies that alter these emotions (p 449). Other areas that scored a partial rating related to the sub-scale of change catalyst, which resulted from the manner in which participant number one responded to a staff member s enquiry of progress regarding recruitment of a new Nurse Manager to the unit. The Nurse Manager responded by stating I m not allowed to comment as they don t want me to discuss it with you. In the area of teamwork and collaboration, partial ratings resulted from participant number one asking the group a question then not allowing them to respond but rather proceeding to answering her own question. Overview of EI Behavioural Competency Scores (Table 6) Four of the five participants achieved a high total EI competency score (Table 6). Nurse Manager five achieved a moderate rating as compared to the other four participants. A marked discrepancy was noted between one participant s rating of self-awareness which was high at 76% and the score obtained from observation of their other EI competencies such as self-management, social awareness and relationshipmanagement which resulted in a 58% combined skill demonstration in these areas. Page 9

10 Total Emotional Intelligence Score (Table 7) All participants achieved a high total emotional intelligence score (Table 7), as a result of averaging percentile scores in the areas of self-awareness, self-management, social awareness and relationshipmanagement. Transformational Leadership - Supervisor and Subordinate Perceptions (Table 8) Four of the five participants were rated by their superior and subordinates as demonstrating positive transformational leadership behaviour (80.3% to 91.4%) with participant number five scoring only a moderate rating in this area of 58.9% (See Table 8). Relationship between Transformational Leadership and Emotional Intelligence (Table 9) To assess whether Nurse Managers who exhibit high levels of emotional intelligence, demonstrate greater transformational leadership behaviours as opposed to Nurse Managers who exhibit low levels of emotional intelligence, a correlation analysis was undertaken of the 102 superior/subordinate assessments of the five Nurse Managers in terms of their leadership style and their emotional awareness, accurate self assessment and self confidence (Table 9). The correlation analysis indicated that the three elements of emotional self-awareness strongly and positively correlate with each other and whilst the other components of emotional intelligence (selfmanagement, social awareness and relationship management) are not as correlated they are still represented as very strong (See Table 9). Results indicate support of the predicted relationship between emotional intelligence and transformational leadership (Table 10). A strong positive relationship between these two constructs was found in three of the five participants, and a negative correlation from the other two participants. LIMITATIONS Whilst the findings of this study reveal a connection between emotional intelligence and transformational leadership in Nurse Managers, the researcher acknowledges a number of limitations arising from the study and hence cautions interpretation and generalization of the findings. Firstly, the sample size of Nurse Managers is relatively small with only five Nurse Managers having participated in the study. Secondly, the tools to measure both the construct of emotional intelligence and transformational leader behaviour have not been empirically tested for their reliably and validity but rather have been adapted from the work of others. Furthermore, the emotional intelligence competency based assessment was limited to only one Page 10

11 leadership activity of the Nurse Manager, for example, facilitating a staff meeting. Observing participants on only one occasion may not reflect their true EI skills. Performance and ultimate display of emotional intelligence may be altered from the person s natural state because of nervousness or anxiety as a result of being watched by an unfamiliar person. Whilst results from this study suggest that there is a positive relationship between high-level emotional intelligence and transformational leadership, more rigorous evidence would evolve by utilising empirically validated tools to test both the constructs of emotional intelligence and transformational leadership. Also, a part of the research methodology was based on selfreport measures, which limit the basis upon which conclusions can be drawn. Thirdly, the study sample was limited to Nurse Managers within a healthcare setting and as such was not representative of the broader leadership population. Despite the above-mentioned limitations, results of this study indicate the need for further research in this area. FUTURE RESEARCH Results of this study substantiate further research into the relationship between emotional intelligence and transformational leadership given the potential benefits to leadership theory and practice and ultimately, organizational success. More rigorous methodology would enhance any further study in this area, in particular, using a similar design of self-report and other rating and observation of emotional intelligence competencies spanning more than one leadership activity. Observation of several leadership activities would allow greater scope and more accurate assessment of a participant s true EI skills. Repeated exposure to the researcher and process may justify discrepancies where a skill was not initially observed but then later employed consistently due to the participant becoming more relaxed with the researcher and less nervous about the procedure. Larger samples at an executive level from several major metropolitan health services would also provide more in-depth information to enable assertions to be more clearly validated. If the relationship between emotional intelligence and transformational leadership could be strengthened by more empirically valid research the benefits to organizations in the key areas of leadership recruitment and training may unfold. Dulewicz and Higgs (2003) highlight the importance of more research in this area in the belief that it should help to determine the way in which emotional intelligence is translated into effective senior-level leadership behaviours and will provide guidance on the development of future leaders (p 208). Researchers and academics alike need to market emotional intelligence as a core leadership competency. But to do this we need more evidence on how it can make a positive difference. Health professionals need to start talking about emotional intelligence in everyday practice so that people know what it means and in turn become more aware of their display of emotion and its impact on others. Page 11

12 REFERENCES Ashkanasy NM & Daus CS (2002) Emotion in the Workplace: The new challenge for managers, Academy of Management Executiv 16(1): Bagshaw M (2000) Emotional intelligence training people to be affective so that they can be effective, Industrial and Commercial Training 32 (2): Dulewicz V & Higgs M (2003) Leadership at the Top: The Need for Emotional Intelligence in Organizations, The International Journal of Organizational Analysis 11(3): Fuimano J (2004) Raise your emotional intelligence, Nursing Management 35(7): Gardner L & Stough C (2002) Examining the relationship between leadership and emotional intelligence in senior level managers, Leadership & Organizational Development Journal 23(2): George J (2000) Emotions and leadership: The role of emotional intelligence, Human Relations 53(8): Goleman D (1998b) What Makes a Leader, Harvard Business Review November-December: Goleman D (1998c) The Emotional Intelligence of Leaders, Leader to Leader Fall: Goleman D, Boyatzis R & McKee A (2002) The New Leaders Transforming the Art of leadership into the Science of Results, 1 st edn, Little Brown, London. Leban W & Zulauf C (2004) Linking emotional intelligence abilities and transformational leadership styles, The Leadership & Organization Development Journal 25(7): Pillai R & Williams EA (2004) Transformational leadership, self-efficacy, group cohesiveness, commitment, and performance, Journal of Organizational Change Management 17 (2): Prati LM, Douglas C, Ferris GR, Ammeter AP & Buckley MR (2003) Emotional Intelligence, Leadership Effectiveness, and Team Outcomes, The International Journal of Organizational Analysis 11(1): Sosik JJ & Dworakivsky AC (1998) Self-Concept Based Aspects of the Charismatic Leader: More Than Meets the Eye, Leadership Quarterly 9(4) Winter: Sy T & Cote S (2004) Emotional Intelligence: A key ability to succeed in the matrix organization, Journal of Management Development 23(5): Vance C & Larson E (2002) Leadership Research in Business and Health Care, Journal of Nursing Scholarship, Second Quarter: Page 12

13 Table 1 Cronbach s Alpha Co-efficient Instruments Alpha ESAQ LBQ EIBCA Table 2 Emotional Intelligence - Self-Awareness Rating Score Nurse EI Score Manager High % Moderate 34-65% Low 0-33% 1 80% 2 78% 3 68% 4 86% 5 76% Table 3 Nurse Manager Emotional Intelligence Behavioural Competency Assessment - Self-Management Rating Achievement Transparency Optimism Emotional Self- Control The drive to improve performance to meet inner standards of excellence Displaying honesty and integrity; trustworthiness Seeing upside events the in Keeping disruptive emotions and impulses under control Adaptability Initiative Total Partiipant Score Flexibility adapting changing situations overcoming obstacles in to or Readiness to act and seize opportunities N/A % N/A 90% N/A % N/A % % Group Scores 80% 100% 90% 25% 40% 63% % Table 4 Emotional Intelligence Behavioural Competency Assessment - Social Awareness Rating Nurse Manager Empathy Listens to the views of others and communicates a genuine interest in concerns raised by staff Acknowledges the feelings of others Organisational Awareness Reading the currents, decision networks, and politics at the organizational level Service Recognizing and meeting follower, client, or customer needs % % % % % Group Scores 40% 50% 90% 100% Total Score % Page 13

14 Table 5 Emotional Intelligence Behavioural Competency Assessment - Relationship Management Rating Nurse Manager Inspirational Leadership Guiding and motivating with a compelling vision Influence Wielding a range of tactics for persuasion Developing Others Bolstering others abilities through feedback and guidance Teamwork and Collaboration Cooperation and team building Conflict Management Resolving disagreements Change Catalyst Initiating, managing, and leading in a new direction Total Score % N/A 1 70% N/A 2 100% N/A 2 80% N/A 2 80% % Group Scores 100% 70% 80% 80% 90% Table 6 Nurse Emotional Intelligence Competencies Emotional Intelligence Competencies Total EI Competency Score Manager Self-Management Social Awareness Relationship Management High Moderate Low 1 80% 50% 70% 70% 2 90% 100% 100% 97% 3 70% 50% 80% 67% 4 70% 100% 80% 83% 5 50% 50% 75% 58% Table 7 Total Emotional Intelligence Score (Self-rating and Behavioural Competency Assessments) Participant Total EI Score Self-Awareness, Self-Management, Social Awareness and Relationship Management High % Moderate 34-65% Low 0-33% 1 75% % % % 5 67% \ Table 8 Transformational Leadership Percentile Scores across the 5 Nurse Managers Nurse Manager LBQA Idealised Influence Processed 88.4% 87.8% 76.6% 88.2% 61.4% LBQB Intellectual Stimulation Processed 88.4% 83.6% 82.2% 85% 59.2% LBQC Inspirational Motivation Processed 92.6% 91.2% 82.2% 86% 57.% LBQD Individualised Consideration Processed 87.4% 84.2% 80.2% 85.4% 58% Total Transformational Leadership Scores 91.4% 86.7% 80.3% 86.2% 58.9% Page 14

15 Table 9 Self-Awareness Correlations Leadership Behaviour Idealized Influence Leadership Behaviour Intellectual Stimulation Leadership Behaviour Inspirational Motivation Leadership Behaviour Individualized Consideration Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Emotional Awareness Accurate Self- Assessment Self-Confidence Table 10 Comparison between Transformational Leadership and Emotional Intelligence Scores Nurse Manager Transformational Leadership Scores Emotional Intelligence Scores Self-rating Competency Assessment Total EI Score 1 89% 80% 70% 75% 2 87% 78% 97% 88% 3 81% 68% 67% 68% 4 86% 86% 83% 85% 5 59% 76% 58% 67% Page 15