CAL NAM Essay Prize 2023

The Centre for Army Leadership & the National Army Museum

Essay Prize 2023

Edited by Linda Risso

Disclaimer

TheCentreforArmyLeadership(CAL)istheBritishArmy’scustodianof leadershipdebate,thinkinganddoctrine.Itseekstostimulatediscussionabout leadershipandtofurthertheinstitution’sknowledgeofbestpracticeand experience.

Theviewsexpressedintheessayscontainedinthiscollectionaresolelythoseof theauthorsanddonotnecessarilyreflecttheofficialthinkingoftheCentrefor ArmyLeadership,theNationalArmyMuseum, theBritishArmy,ortheMinistryofDefence.

CentreforArmyLeadership RobertsonHouse RoyalMilitaryAcademySandhurst Camberley UK

ISBN:978-1-7394546-0-9

©CrownCopyright2023

Foreword

TheCentreforArmyLeadershipandtheNationalArmyMuseumaredelightedtopresent thewinningessaysofthefirsteditionoftheCAL-NAMLeadershipEssayPrize.Thetopicof thisyearisLeadershipandEmotionalIntelligence.

Emotionalintelligenceisdefinedastheabilitytounderstandandmanageownown’s emotions.Thismeansbeingawareofwhatmotivates,frustrates,andtriggersusaswellas knowing how to respond and manage our internal dialogue and our external behaviour. Crucially,Emotional Intelligencealso means beingable to understandhowour emotions, behaviours, verbal and non-verbal communication affect those around us and how to calibrateourresponsestobeabletoengageeffectivelywithothers.Peoplewithhighlevels ofEmotionalIntelligenceunderstandteamdynamics,cananticipateresponses,andidentify triggers. They know how to motivate and push their team forward. It is therefore not surprising that high levels of Emotional Intelligence have been identified as essential for effectiveleadership.ThekeyquestioniswhetherEmotionalIntelligenceisingrainedorifit isaskillthatcanbetaughtandlearnt.Researchshowsthatitisabitofbothandthatwhile some of us are born with strong Emotional Intelligence traits, it is possible to develop awarenessandskillsthroughexposuretonewideas,experiences,andbehaviours.Thereis therefore a strong argument in favour of identifying ways to strengthen Emotional Intelligenceineducation,training,andprofessionaldevelopmentpathways.

Thequestionsthatwewantedtoanswerthroughouressaycompetitionare:Howis thisapplicabletomilitaryleadership?Whatarethelatestresearchfindings?Whatcanwe learn from howEmotional Intelligence is applied in other fields likesport, business, civil service,andthevoluntarysector?HowcanwemakesurethatArmyleadersreceivedthe bestopportunitiestodeveloptheirownEmotionalIntelligenceskills?

When we launched the competition in December 2023, we discussed our own measureofsuccess.Weagreedthatgiventhatthiswasourfirstattempt,wewouldbehappy if we received fifteen essays in each category. Anything more would be an outstanding success.Theresultsgreatlyexceededourexpectationsaswereceivedmorethanahundred essays from all over the world. The competition consisted of two categories. A Senior Category for writers over the age of 22 and with essays of 3,000 words, and a Junior Categoryforyoungwritersbetweentheageof16and21,with2,000-wordessays.

TheAwardCeremonytookplaceattheNationalArmyMuseuminChelseaon18May 2023.MajorGeneralZacStenningOBE(RMASCommandant)andJustinMaciejewskiDSO MBE (NAM Director) were present at the Award Ceremony to hand out the prizes and congratulatethewinners.

TheCALTeamwouldliketothankDrGlynPrysor,DrDanCowling,EmilySkippand theNAMEventsTeamfortheirhelpandsupport.Wewouldalsoliketothankalltheauthors thathavesentustheiressays.Thankyouforyourtime,interest,andsupport.Wehopeto readyourworkagainnextyear.

DrLindaRisso SeniorResearcher

Courageous Conversations

An Essential Leadership Tool

MajorAlexPaske

WinneroftheCAL-NAMEssayPrize2023

SeniorCategory

Abstract

This essay introduces the concept of courageous conversations: tough but essential discussions that have the power to unlock our people’s potential, promote a healthy challenge culture, and support cultural transformation. Courageous conversations are most often instigated by those in leadership positions, either through moral obligation or discharge of duties. The success of such engagements can be attributed to the emotional intelligence (EI) of those involved. Using Goleman’s five domains of EI as a framework for discussion, the author shares personal reflections from their time as an elite athlete, a junior leader, and a member of the Army Diversity and Inclusion Team to provide an insight into what they refer to as courageous conversations. Analysed from the perspectives of both the instigator of these interactions and that of the recipient, this essay identifies the common barriers and enablers to their efficacy.

An athlete’s personal reflection

IwasfirstintroducedtocourageousconversationsbymyJudoCoach,JuergenKlinger, although at the time I did not appreciate the profound effect it would have on me. JuergenwassomeonewhomIdeeplyrespectedandowesomuchtobut–attimes–wehadadifficultrelationship.Hewasafantasticcoach,reveredbyplayersandpeers alike and employed an uncompromising coaching style: science-based and very direct.Newfightersjoiningtheprogrammesometimesstruggledwithhisapproach, andIwasnoexception.

Ourrelationshipspannedtwoseparatetimeframes.Thefirsttimewasbetween 2007and2012whenIjoinedtheTeamBathHighPerformanceJudoProgrammeasa fresh-faced 18-year-old student, also studying for an undergraduate master’s in chemistry, a demanding course. This is where the friction lay. My coach’s performance-drivenattitudemeantthatwhilstIfelthewasabletoempathisewith theathleteinme,Ididnotfeelheunderstoodmyacademicpressures.Thisledmeto avoid any serious conversations with him, which produced an atmosphere of ambiguitythatcontinueduntilmytrainingjourneyandJudocareerfinishedabruptly. WhilstcompetingattheOlympicTestEventinDecember2011,Iinjuredmyshoulder, which ended anyhope I thought I had of competing at the 2012 Olympics. Looking backnow,Idonotthinkthiswaseverarealisticambitionbutatthetimeitfeltlikea real blow. At a loss for what to do next, although after finishing my degree I was certainthatChemistrywasnotforme,IdecidedtojointheArmy.

Thesecondperiodinourrelationshipwasbetween2016and2019,whenIwas fortunate enough to be employed as an Army Elite Sportsperson. This time it was different.Ihadleftthetrainingprogramme,asJuergendescribed,‘aniceboy’buthad returnedafighterineverysenseoftheword.Thischangebroughtaboutanentirely new dimension to our relationship – one of openness, honesty, and clear communication.Oneconversationwehadduringthistimewillstickwithmeforever. Juergensatmedownandasked,‘Alex,whatdoyouwant?Whatisyouraim?’,Iquickly returned with ‘To go to 2020 Olympic Games.’ What he said next was one of the toughest,yetmostvaluablethingsanyonehassaidtome,‘Alex,youwillnevergoto

the Olympics.’ He went on to explain his reasoning but finished by asserting that I might,however,havethepotentialtowinaWorldCupmedal.

This was my first exposure to what I now refer to as a ‘courageous conversation’:tough,butessential.Itformedthebedrockofmysubsequentsuccesses. This conversation released me. It gave me the permission to be content with not achievingmylifetimeambitionofcompetingattheOlympics,butstillachievingwhat successlookedlikeforme.IwentontoeventuallywinaWorldCupsilvermedalin 2018, a career best performance. Shortly after this, I formally retired from ‘professional’sport,asatisfiedathlete.

WhyamIsharingthisstory?Firstly,Iwanttosharethepowerofcourageous conversations and the profound impact they can have, particularly for those in positionsofleadership.Theyaresomethingthatinmyexperienceareoftenavoided, only done in part, or simply done poorly to the detriment of all parties involved. Secondly,andpotentiallymoreimportantly,Iwanttohighlightthecriticalrole that emotionalintelligence(EI)playsinsettingtheconditions forsuccessfulcourageous conversations.

Analysis

Thisstoryisbasedontherelationshipbetweenacoachandanathlete,however,there are many parallels that can be drawn to any environment where leaders exist. Specifically, the story talks to the business of ‘performance management’, a key responsibilityofallleaders.Whilstitisknownthatacoachisnotnecessarilyaleader, aleadermustattimesbeacoach(andmentor).

AnalysedthroughthelensofEI,thisessaywilldiscussthebarriersandenablers tocourageousconversationthatoccurredintheexamplementionedabove.Forthe purposesofthisessay,itwillbeassumedthatthecoach’sEIremainedconstantand solelyfocusonhowtheathletehaddevelopedduringthistimeandhowthischange influencedtheoutcome.ThetablebelowusesthefivedomainsofEIasidentifiedby Daniel Goleman in his seminal book Emotional Intelligence (1995) to compare the observed behaviours in the coach-athlete relationship from the perspective of the recipientofperformancemanagement.

Unabletomanage feelingsofdiscomfort causedbyconflictor challenge.

Consciousinternal acknowledgementtoput educationoversport,but stilloutwardlymotivated toachieveOlympic success.Internaland externalmotivations (monologues)were misaligned.

Overlookedthecoach’s motivationsand objectivesandtherefore

Abletomanagefeelings ofdiscomfortcausedby conflictorchallenge.

Alignmentofboth internalandexternal motivations

(monologues)dueto secureemploymentasan athlete,acontractwhich wouldcontinueonthe basisofachievingfurther sportingsuccess.

Understoodcoach’ssole motivationwastocreate successfulathletesand thateveryactionwas

Socialskills Handling relationships

wasunabletoempathise withcoach’sfrustration.

Lackedthe communicationskillsto navigatethediscussionof difficulttopics,therefore soughttoavoidthese situations.

foundedonthat rationale.

Developedthe communicationskillsto engageinfrank discussions,particularly aroundperformance.

Courageous conversations, such as those described inthe example above, are most ofteninitiatedbyleaders.Anecdotalandempiricalevidencesuggestthattheoutcome ofsuchinteractionsisfrequentlyattributedtothatofleadersandtheirEI(Goleman 2021). However, inthis example the EI of the recipientcontributed to whether the interactioncouldevenoccur–andwhenitdid–itshapeditsoutcome.Togoonestep further,itcouldbehypothesisedthathadaperformancemanagementconversation occurredbetweentheyoungathleteandcoach,itwouldhavehadlittleorno effect. This is due to the young athlete representing what the author refers to as an ‘irreconcilable recipient’, defined as someone whose EI does not enable productive interactions.Theriskpresentedbythecombinationofthesetwoobservations(overemphasis on the importance of a leader’s EI and the potential presence of irreconcilablerecipients)suggeststhatmoremustbedonetodevelopallpartiesin this area to ensure that effective discussions can occur in any environment where performance management is required. That is not to say the EI of a leader is not essentialtosuccessfulperformancemanagementdiscussions.Golemanconcursthat aleader’sEIhasanequal,ifnotgreater,bearingontheoutcome.Toelaborateonthis point,afurtherexampleofwhenIavoidedcourageousconversationswillbeused,but thistimefromtheperspectiveofajuniorleader.

As a new Troop Commander there were some instances when conducting performancereviewswhenIdidnotstaytruetotheArmy’sValuesandIdidnotact withabsolutecourageandintegrity.ThecommonthemewasthatwhilstIwascontent towriteonmypeopleaccuratelyandcritically,Iwasuncomfortablewithgivingbad news and facing challenge – something I acknowledged as a weakness. This manifested itself when delivering annual appraisals in person, particularly with subordinates who had areas for development I would consciously soften, or even contradict, my sincerely written negative comments in a bid to avoid conflict. The writtenreportwouldremainunchanged,butthehonestandopendiscussionthatwas neededaroundtheirareasfordevelopmentwaseithernon-effectiveorignored.This approachreducedtherecipient’sopportunitytolearnandtoimproveintheprocess, ultimatelydefeatingthemainobjectiveofperformancemanagement.

Again,usingGoleman’sfivedomains,thetablebelowanalysesthereasonswhy thisoccurred.Thetableshowsthatthetwokeybarrierstocourageousconversations in this example were motivation and self-regulation and in which misaligned motivationshadadirectimpactontheabilitytoeffectivelyself-regulate

EI domain Observations of junior leader Analysis of behaviour

Socialskills

Adeptatnavigatingamicable discussionsbyconductinggiveand-takecommunication,listening well,andseekingmutual understanding.

Studied Communications and AppliedBehaviouralScienceduring leadership training, so could employ questioning techniques, non-verbal communication, and activelisteningtobesteffect.

Table 1 – Comparing behaviours exhibited by an athlete as the recipient of performance management discussions pre- and post-EI development.

Self-awareness

Recogniseddiscomfortcausedby discussingpoorperformancewith employees.

Undergone 18-months of military training and received regular 360degree and candid feedback, which isshowntodevelopself-awareness injuniorleaders(Eurich,2018).

Empathy

Abletosensesubrdinate’sfeelings ofanxietyand/orfrustrationand understandtheirperspectivewhen discussingpoorperformance.

Experienced management of poor performanceasarecipientsocould ‘walk in their shoes’ and had been taught and practised the skill of active listening. Both of which are key components to improving empathy(Gentry,Weber,andSadri, 2007).

Motivation

Outwardlymotivatedtoembody theleadershipmantraof‘respect beforepopularity’,butinternally struggledtoovercometheneedto belikedasnewTroopCommander. Internalandexternalmotivations (monologues)weremisaligned.

The Troop Commander was motivated to form strong relations with their troop personnel which could have been jeopardised by givingnegativefeedback.Therefore, greatermotivationlaidinsatisfying their deficiency needs, such as esteem and love/belonging rather than the growth needs of selfactualisation(McLeod,2007).

Self-regulation

Unabletofullycontrolfeelingsof discomfortcausedbygiving negativefeedbackandsensingthe anxietyand/orfrustrationoftheir employees.Avoidedtough,but essentialconversations.

Self-regulation was poor due to misaligned motivations, a lack of practiceatgivingnegativefeedback and no mechanism to hold the Troop Commander to account (Batool,2013).

Anecdotalevidencesuggeststhisexperienceisnotunique,andthatmanyotherjunior leaders behave in similar ways. Without formal mechanisms to hold leaders to account, avoiding courageous conversations such as in instances of managing poor performance will likely continue. This is referred to as Ruinous Empathy (Scott, 2019),wherebyleaderscarepersonallyenoughnottowanttoupsetothers,buttheir ability to challenge directly is not sufficient to have a courageous conversation. In doing so, they inadvertently perpetuate a cycle of false hope and ignorance where neitherpartybenefitsinthelong-term,muchlikethecaseoftheyoungathletefrom thefirstexample.

While this essay focuses primarily on interactions regarding performance management as a vehicle for discussion, courageous conversations can take many forms and apply to anyone, anywhere. At an organisational level it is easy to understand the importance of effective performance management: any enterprise that knows how to successfully identify and develop their weaknesses, whilst exploitingtheirstrengths,willprosper.However,goodperformancemanagementis justonefactorofwhatmakeseffectiveleaders,andtheirteamssucceed.

Inmycurrentrole,IdelivertrainingonDiversity,InclusionandBehaviours,and discusstheimportanceofcourageousconversationsinoperationaleffectiveness.The situations inwhich courageous conversations are essential for anybusiness canbe broadlybandedintotwoareas:‘givingandreceivingchallenge’and‘culturalchange’, bothofwhichrelyonEIasthefoundationforpositiveoutcomes.Aswasthecasefor performancemanagement,foreffectivechallengeandculturalchangetooccur,this essayproposesthatrecipientsmusthaveabaselineofEI,andtheinitiators,whoare

Table 2 – Analysis of behaviours exhibited by a junior leader as the instigator of discussions regarding poor performance.

mostofteninpositionsofleadership,mustalsohaveheightenedlevelsofmotivation andself-regulation.

In the case of giving and receiving challenge, e.g., calling out unacceptable behaviours or challenging decisions, the recipients must have a baseline of EI to processandactuponthechallengetheyreceivewithoutunregulatedemotions,such asangerorindifference,commandingtheirresponse.Moreimportantly,however,the individual offering their challenge must have the moral courage to overcome the barriers to challenge: diffusion of responsibility, evaluation apprehension and pluralistic ignorance (Latané and Darley, 1968). They must also have the ability to self-regulatetheiremotionssothatwhenachallengeismade,theyareabletodoso effectively.

Theriskofleadersnotengagingingivingandreceivingchallengeinbothpublic andprivatesectororganisationsiswelldocumentedbutistypifiedinLencioni’s The five dysfunctions of a team, where the fabled Silicon Valley company’s performance stalls despite them being market leaders in many areas (Lencioni, 2006). A simple manifestationofthisriskisthereluctanceexhibitedbyemployeestoopenlydisagree withleadershipdecisionsduringmeetings,orpotentiallymoreinsidiously,thelack of challenge senior leaders receive despite the publication of reports that highlight significantareasofconcerninanorganisation’sculture.

Withregardstoculturalchange,courageousconversationsalsotaketheform ofchallengebutinamoreindirectorsubtlesense.Difficulttodefine,culturalchange occurs when organisations undergo changes to their shared set of ideas, beliefs, norms, and behaviours (Varnum and Grossmann, 2017). This, in my opinion, is primarily achieved through education and awareness, underpinned by changes in policy. In terms of education and awareness, challenge is the mechanism used to discussthinkingandbehavioursthatarenotinkeepingwithanorganisation’svision forculturalprogression.Thetypeofcourageousconversationsthatenhancecurrent cultural change centre on topics such as race, gender, sexuality, and inappropriate sexualbehaviours.Itiswiththesetypesofdiscussions,inmyexperience,wherethe recipientsexhibitthegreatestdisparityinrequiredlevelsofEI,andyettheyarethe mostcriticaltobusinesseswhoseoutputsarefoundedonteamwork(Cottrill,Lopez, andHoffman,2014;NowackandLearning,2008).

Forexample,whenengagingindiscussionsaboutrace,Iaskthoseinvolvedto consider themselves in racial terms, something that makes some participants feel uncomfortable.Aswithpreviousexamples,thisdiscomfortcoupledwithaninability toself-regulateemotions,thelackofsocialskillstonavigatetabootopicsandalack of empathy towards those of other races leads to participants at best, displaying indifferenceorcognitivedissonance:‘I’magoodperson,thereforeI’mnotaracist,so whyshouldIlisten’,andatworst,exhibitingdisplaysofanger.Assuch,inthecontext of changing culture, this type of challenge has the potential to create irreconcilable recipients who due to their under-developedEIare unable to engage inproductive discourse regarding race. Conversely, when engaging with audiences who demonstratethenecessarylevelofEI,theeffectsofthesecourageousconversations can be transformative. As recipients of the challenge can objectively engage in discussion, despite their discomfort, and consequently gain new insights and perspectivestoshapetheirfuturebehavioursandactions.

Discussion and recommendations

Thisessayputsforwardtwokeyrecommendationstowardsaddressingthebarriers andenablerstocourageousconversationsinalltheirforms. Firstly,anorganisation-widebaselinelevelofEIisrequiredtoenabletoughbut essential interactions to occur and thus to set the conditions for organisational success. To do so, an objective baseline must be identified, and subsequently

measuredandtestedagainst.Researchsuggeststhatusingtraitbased,self-reporting methodstomeasureEI,suchastheSelf-ReportEmotionalIntelligenceTest(SREIT), which is free and widely used, is the best way to gain objective insight into our people’s EI. This can be further supported by 360-degree assessments for a more comprehensive approach (O’Connor, Hill, Kaya and Martin, 2019). Subsequently, individuals that are below the identified baseline, guided by their respective linemanagement, can receive targeted training on topics such as active-listening or emotionalresilience.

Secondly, specifically for those in positions of leadership, the EI domains of motivation and self-regulation must be targeted for development. Notwithstanding the spectrum of neurodiversity, this essay proposes that training for the other components of EI is already incorporated into most management and leadership trainingprogrammes(Sadri,2012;Tana,MattilaandHopwood,2022).However,in thecasesofmotivationandself-regulation,theserequireconcerteddevelopmentto enablecourageousconversations.Aleader’smotivationisintheoryeasytocultivate through education and awareness of the rationale for, and positive implications of, courageousconversations.Itistheself-regulation,i.e.,thepracticalapplicationofthis motivation where the greatest challenge exists. Self-regulation, or a lack thereof, is subject to an individual’s mental resilience and attention capacity, and just like physicalresilienceandcapacity,thisishardearnedthroughrepeatedexposure,and thusthedevelopmentofcopingstrategies(CollinsandJackson,2015).Inotherwords, our leaders must engage in focussed practice of this skill – they must become comfortableatbeinguncomfortable.

It is acknowledged that the above recommendations do not cover the full breadth of measures that could be employed to address barriers and enablers to courageous conversations. Such measures couldinclude implementationofpolicies thatsupportorholdtoaccountthosewhoareduty-boundtoengageincourageous conversations, recommendations on how to engage with irreconcilable recipients, andimprovedmeanstorecogniseandrewardactsofmoralcourage.

Theconceptofcourageousconversationsisnothingnew.However,inaneverchanging world that has moved away from the traditional model of skills-based, autocratic leadership to one that is people-focussed and based on conscious leadership,courageousconversationshavebecomeincreasinglyessentialtokeeping pace with ones’ competition. Leaders who encourage professional challenge and disagreementcanadaptandinnovateatpace.Eveninthebusinessof‘hardeffects’, suchasthemilitary,softskillshaveneverbeenmorepivotaltosuccessorfailure –recentlyexemplifiedbytheroleofthemoralcomponentoffightingpowerinRussia’s invasionofUkraine.Ifleadersareseriousaboutsuccess,itisincumbentuponthem tochampioncourageousconversationsbyrolemodellingthebehavioursthatenable suchconversationandbyremovingthebarriersthatpreventthem.

Bibliography

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Collins,M.D.andJackson,C.J.,2015.Aprocessmodelofself-regulationandleadership:How attentional resource capacity and negative emotions influence constructive and destructiveleadership. The Leadership Quarterly,26(3),pp.386-401.

Cottrill,K.,LopezP.D.,andHoffman,C.,2014.Howauthenticleadershipandinclusionbenefit organizations. Equality, Diversity and Inclusion: An International Journal,33(3),pp.275292.

Eurich, T., 2018. What self-awareness really is (and how to cultivate it) Harvard Business Review,18(1)pp.1-9.

Gentry, W.A., Weber, T.J. and Sadri, G., 2007. Empathy in the workplace: A tool for effective leadership. Annual Conference of the Society of Industrial Organizational Psychology, NewYork,NY,April

Goleman,D.,1995. Emotional Intelligence: Why It Can Matter More than IQ NewYork:Bantam Books.

Goleman,D.,2021. Leadership: The Power of Emotional Intelligence.Northampton:MoreThan SoundLLC.

Latané,B.andDarley,J.M.,1968.Groupinhibitionofbystanderinterventioninemergencies. Journal of Personality and Social Psychology,10(3),pp.215-221.

Lencioni,P.,2006. The Five Dysfunctions of a Team Hoboken:JohnWiley&Sons.

McLeod,S.,2007.Maslow'shierarchyofneeds. Simply Psychology,1,pp.1-18.

Nowack, K. and Learning, E., 2008. Leadership, emotional intelligence and employee engagement:Creatingapsychologicallyhealthyworkplace. Envisia Learning,2,pp.113

O'Connor, P.J., Hill, A., Kaya, M. and Martin, B., 2019. The measurement of emotional intelligence: A critical review of the literature and recommendations for researchers andpractitioners Frontiers in Psychology,10,n.1116

Sadri, G., 2012. Emotional intelligence and leadership development. Public Personnel Management,41(3),pp.535-548.

Scott, K., 2019. Radical Candor: Be a kick-ass boss without losing your humanity. Revised & updatededition. NewYork:St.Martin'sPress.

Tana, L., Mattila, P. and Hopwood, J., 2022. Design-driven leadership training: Nurturing emergingleadersintoleadershiproles.In Proceedings of the 23rd Design Management Institute: Academic Design Management Conference, pp.209-221.

Varnum,M.E.andGrossmann,I.,2017.Culturalchange:Thehowandthewhy. Perspectives on Psychological Science,12(6),pp.956-972.

Leadership and Emotional Intelligence

The How to the What and the Why

Major(Retd)AndrewMarkFox

Runner-UpoftheCAL-NAMEssayPrize2023–SeniorCategory

Abstract

Emotional intelligence should be regarded as a skill rather than a concept. It should be taught as the foundation of leadership as it places the needs of the follower at the forefront of leadership behaviours. Emotional Intelligence interconnects every aspect of the leader’s behaviour from communication of goals and tasks to leadership behaviours and styles. It is the mechanism through which a leader communicates with their followers effectively, manages their responses, and adjusts leadership style accordingly. This essay proposes an alternative definition of leadership based around emotional intelligence.

Inhis Rhetoric,Aristotledividesthemodesofpersuasioninto pathos, logos,and ethos Theyarestrategiestoclassifyaspeaker’sappealtotheiraudience. Ethos isanappeal to the speaker’s authority; logos is the use of logic and evidence; and pathos is an appeal to the emotions of the audience. In leadership terms, with the team as the audience,onecouldcompare ethos torespectthroughprofessionalcompetence; logos toaleader’sprofessionalknowledge;and pathos toaleader’semotionalintelligence. Allofthesearefactorsthatcontributetoeffectiveleadership.Justaswithcompetence and professional knowledge, emotional intelligence is a set of tools that must be practicedusing them effectively. The essaywill examine definitions andestablish a gap in British Army Doctrine, where the what andwhy of emotional intelligence is addressed,butnotthehow.Communication,leadershiptheoriesandbehaviourswill be examined toshowhowto use effectively the toolsof emotionalintelligence asa leader.Itwillconcludebyproposinganalternativedefinitionofleadershipthatplaces theuseofemotionalintelligencetothefore.

TheBritishArmyLeadershipDoctrineavoidsaspecificdefinitionofleadership, butthecoreoftheissueisstatedasfollows:

If we define leadership as the art of motivating people towards the achievement of a common goal, the leader is the person who knows how to effectively deploy their leadership skills to move their team forward. People are at the very heart of any team and leaders must quickly recognise the social and interpersonal nuances that exist within every team and apply their leadership against this context. (ALD2021,1-03).

Fromtheoffset,elementsofemotionalintelligencearealludedtobutnotspecifically included in this definition. This essay will show that emotional intelligence has a crucialroleininspiringmotivation,thedeploymentofleadershipskillsandhowthey areperceivedbyfollowers,andrecognitionofsocialandinterpersonalnuances.

Salovey and Mayer defined emotional intelligence as, ‘the ability to monitor one’sownandothers’feelingsandemotions,todiscriminateamongthemandtouse thisinformationtoguideone’sthinkingandactions’(SaloveyandMayer,1990).The guiding of thinking and actions (what a leader knows and what a leader does) is a critical component of leadership and ties closely to elements of the British Army’s definition and wider leadership doctrine. The first quotation from the Army

LeadershipDoctrine gives a description of what a leader wants to achieve. Salovey andMayer’sdefinitionsuggestshowaleadermightassesswhethertheirleadership issuccessful:whethertheirthinkingandactionsareinspiringthedesiredfeelingsand emotions(ie,tofollow)inothers:Aristotle’s pathos

One may observe clear differences between Salovey and Mayer’s original definitionandtheworkof DanielGoleman,whopopularisedemotionalintelligence in his 1995 work Emotional Intelligence: Why It Can Matter More Than IQ. British Army doctrine prefers the definition of emotional intelligence popularised by Goleman and omits Salovey and Mayer’s explicit reference to thinking and actions. Thelatterisarguablyfarmoreusefultotheleaderasitsuggestsaspecificcourseof action.ArmyLeadershipDoctrinecitesGolemanasfollows:

Emotional intelligence is an individual’s capacity to recognise and manage both their emotions and the impact of their behaviour on those around them. Emotional intelligence stresses the importance of social awareness and empathy, so that the concerns and needs of others within a group are understood and are managed with a view to foster team cohesion. (ALD2021, 3-03)

This definition gives a clear what and why of emotional intelligence. However, emotionalintelligenceisofnouseifaleaderrecognisesitsfunctionandwhyitshould be used but they do not have the practical skills to apply it to those they lead. In suggesting that emotional intelligence informs thoughts and action, Salovey and Mayer’s definition is applicable to every part of leadership from behaviours to leadershipstyles,tocommunication.

Army leadership doctrine identifies communication as the medium through which leaders lead (ALD, 2021, 3-10). Active listening skills are highlighted to establishtrustandrapportwithfollowers.Thispaperarguesthattheprocessshould go further: once trust and rapport are established, it is emotional intelligence that allows the leader to perceive how their communication has been received by their followers,understandtheirreactions,andadjusttheirleadershipstyleaccordingly.

Figure1suggestshowthismightbeachievedinpractice.Thismodelproposesthat whenaneventoccurs,theleaderunderstandswhatisrequired,thenmakesadecision

Figure1:Decision/Communication emotionalintelligencecycle (Author’s own work).

andcommunicatesittotheirteams.Themodelthenrequirestheleaderto perceive howtheirdecisionhasbeenreceived:isitunderstood?Doesthefolloweragreewith the course of actions proposed? Does the followerwish or feel compelled to follow theleader’sdirection?

The leader must then understand the follower’s response: if communication wasunsuccessfulandthefollowerremainsunclear,thenwherewastheflawinthe communicationand/orleadershipstyletaken?Ifthefollowerdoesnotwishorfeel compelledtofollow,thenwhyisthisthecase?Ifcommunicationandleadershipwere successful,whatfactorscontributedtosuccessandhowcanthesebereplicatedinthe future? Using emotional intelligence the leader may then adjust theirleadership or communicationstyleuntilsuccessfulfollowershipisachieved.

More detail is required, however. How can a leader perceive and understand their team’s emotional needs and responses to engender a followership response?

ShanthakumaryandChristy(2010)summarisedtherequirement:

Through a greater understanding of one’s own emotions as well as the emotions of others, emotional intelligence allows leaders to positively affect their situation by creating an environment of open communication, enhanced trust and greater empathy.

Todothis,leadersmustfirstunderstandtheirowntriggersandemotionalresponses andlearntoeffectivelycontroltheminfrontoftheirteams.Thefirsttwoelementsof emotional intelligence are self-awareness and self-management. A variety of tests existtomeasureastartingpointforEmotionalQuotient(EQ).Thisisthequantifiable level ofa person’s emotional intelligence.Thisessaysuggests thatanyfuture Army leadership development program could use a psychological diagnostic tool so that leaderscangainthisinsightintotheirownemotionalstrengthsandweaknessesand better apply them to their teams. This comes with the proviso that a reliable and proventoolmustbefoundfromafieldthatreceivesmixedreviewsatbest(Nabben, 2015).

The third and fourth elements are social awareness (listening and understanding the effects of actions of others) and relationship management. This alsoincludestheabilitytomanagetheemotionsofothers,andshifttheemotionsofa team, including allaying any psychological fears or anxieties. This is particularly relevant in a military setting where one may frequently encounter extremes of emotion and stress. Important to the concept of social awareness is understanding theemotionaleffectthatactionshaveonothers.Itisintrinsicallylinkedtoempathy, opennesstofeedback,theabilitytoseeoneselfthroughothers’eyes,activelistening skills,toneofvoice,andnon-verbalcommunication.

This paradigm can be challenging in a military context. Military training is solution-focused:understandtheproblem,thendevisethesolution.Thetemptation for the leader trained in such a manner is to jump straight to the solution. It rides roughshodovertheirownemotionalintelligence:theneedtolistenintelligently,take turnstospeak,andfollowuponthenon-verbalhintsandcuesthatcanbesoeasily missed. Connected to this, a final element of emotional intelligence is the understanding of triggers for negative emotional reactions. Schwartz (2010) identifies condescension and lack of respect, unfair treatment, feeling of being unappreciatedandunheard,andtheimpositionofunrealisticdeadlinesasthemost commontriggersforteammembers.

An emotionally intelligent leader must have this awareness and create an environment of psychological safety for their teams, where these factors are deliberatelyexcluded.Mostofthemareeasilyaddressedbyaleaderwhoisawareof their ownEQ. However, this canbe takena stepfurther andturned into a skill set.

Kline(1999)suggestsaseriesofcomponentstopreventateammemberfromfeeling unheard:

Table 1 Kline's ten components of a thinking environment

Attention

Listeningtootherswithpalpablerespectandinterest,and withoutinterruption.

Equality Givingequalturnsandattention.

Ease Offeringfreedomfrominternalrushorurgency.

Appreciation Offeringgenuineacknowledgementofaperson'squalities

Encouragement Givingcouragetogotothecuttingedgeofideasbymoving internalcompetition.

Feelings

Allowingsufficientemotionalreleasetorestorethinking.

Information Supplyingfactsanddismantlingdenial.

Diversity

Welcomingdivergentthinkinganddiversegroupidentities.

IncisiveQuestions Removingassumptionsthatlimitourabilitytothinkfor ourselves.

Place Creatingaphysicalenvironmentthatsaystopeople‘You Matter’

Table 1 – Kline (1999).

SchwartzandKline’sideastogether,inconjunctionwiththedecision/communication cycle,self-awarenessandameasuredEQ,turnemotionalintelligencefromaconcept toapracticalskillset.Theycomplementactivelisteningskillsandempathytosuggest aseriesofactionsthataleadercando,ratherthansimplyatheorythattheyknow. This opens a pathway for a leader to effectively harness the diversity of thought requiredofanArmyseekinganintellectualagileedgeovertheirpotentialopponents.

The aim of any leadership-focused organisation should therefore be to train leaderswhounderstandthestrengthsandlimitationsoftheirownEQ.Leadersshould be taught the skill set to employ emotional intelligence to their teams. This places followershipasanemotionalresponseasthefocusofleadershipaction.Theactions oftheleaderinspireanemotionintheteamtofollow,andtheleadercangenerateand perceive this using emotional intelligence. This brings the use of emotional intelligenceinaleadershipcontextclosertoSaloveyandMayer’sdefinitionbyusing ittoguidethinkingandactions,acrossallleadershipstylesandbehaviours.

Todemonstratehowemotionalintelligencecanguidethinkingandactionsina leadership context, it is useful to examine the role emotional intelligence in transformational and transactional leadership theories. Army Leadership Doctrine states,‘Partoftheartofleadershipistheleader’sjudgementoftheappropriatestyle orbehaviour,’(5-06)anditisemotionalintelligence–theabilitytounderstandthe emotional effect of leadership on the team to achieve the desired outcome – that allowstheleadertoselectthecorrecttheory,styleorbehaviour.

As well as emotional intelligence informing the selection of the leadership theory a leader must apply, there is also a direct correlation between the practical applicationoftheseleadershiptheoriesandemotionalintelligence.Chepng’eno and Ngui (2017) empirically examined the correlation between transactional and transformationalleadershipintheKenyanbankingsector.Thispaperisimportant,as itpointstowardsamulticulturalorpotentiallyuniversalapplicationofthesetheories, givinganAfricanperspectiveratherthanthetraditionalWesterndominatedthinking. The authors found a positive correlation between both transformational and transactional leadership theories. In respect to each of the four concepts of transformationalleadership,thestudyconcluded:

• Idealisedinfluence.Aleaderwithemotionalcontrolandself-regulation,who understandsandtruststheirownemotions,andthoseofothers,willbemore supportiveoftheirteamsandthereforeearntrustinreturn.

• Inspirational motivation. Across a number of studies, it was found that transformational leaders feel enthusiastic and energetic, and are able to communicate this to their teams in a manner that appeals and focuses followersontheirvisionfortheteam.

• Individualised consideration. A leader who can monitor and control their own emotions, and perceive those of others, is more likely to subordinate theirownneedstothoseoftheteam.Thisalsoallowstheleadertoreactto changesinteamdynamicandadjustleadershipbehaviouraccordingly.

• Intellectual stimulation. This aspectof transformational leadershiphad the lowest correlation to emotional intelligence, but it is suggested that managementofemotionscancontributetoconfidenceinfollowerstosuggest newideas.ThistiescloselytoGeheretal.(2017)theorythatthereisaclose linkbetweenemotionalintelligenceandcreativity.

Palmer et al. (2001) also found significant correlation between emotional intelligence and transactional leadership: a theory of leader-follower exchange, where the team follow in exchange for reward (or punishment for not doing so). Contingentrewardis closelylinkedto emotional intelligence andthe abilityof the leadertoperceivewhatisrequiredtoincentiviseateamtoachieveatask.Thisstudy also found equal correlations between emotional intelligence and both transformational and transactional leadership. This suggests firstly that emotional intelligenceiscrucialtounderstandingboththeintrinsicandextrinsicmotivations of team members. Secondly, it suggests that the relationship between these two theoriesmightbereframed:lessasatransformational-transactionalspectrum,but insteadasacontinuallyinteractingandcontiguoussingleconcept. These studies suggest a close link between emotional intelligence, transformational leadership, transactional leadership, and the Army’s suggested leadership styles: directive; pacesetting; participative; coaching; affiliative; and visionary. This essay contends that it matters less where these styles sit on the Army’s transactional-transformational spectrum. The critical factor underpinning them all is the ability of the leader to set an example through perception and managementoftheirownemotions;toperceivetheemotionsandleadershipneeds ofindividualsandtheteamasacollective,andmakeadjustmentsaccordingly. As a counterpoint, it must be considered whether a leader can be effective withoutemotionalintelligence.Rumaropenetal(2019)foundthat:

If someone has a high IQ but low level of emotional intelligence, they tend to be seen as stubborn, difficult to get along, easily frustrated, not easy to believe in others, insensitive to environmental conditions and tend to despair if experiencing stress.

Thissuggeststhataleaderwithlowemotionalintelligencewillbeforcedtoresortto a transactional style of leadership. If they cannot control their own emotions and perceivetheemotionalneedsoftheindividualandteam,theywilllosetheleadership advantages of creativity and intrinsic motivation that come with transformational leadership.

Whilst some studies suggest that emotional intelligence may be a universal requirement in a good leader, emotional intelligence must also take account of culturaldifferences.LeungsuggestedthatChineseemployeespreferredleaderswho upheld ‘traditional’ leadership concepts such as authority. They were considered

more supportive and effective by their teams. Therefore, conceptualisation of emotional intelligence may be culture specific. This is an important idea for leadershipofdiverseteamsandleadersmustbeabletotailortheirleadershipstyle forindividuals’needs,whilstmaintainingtheneedsofthebroaderteamandtask.This isachallengingpropositionandtheremustcomeapointwherealineisdrawnsothat theleaderdoesnotbecomeentirelyrelationship-focusedandlosesightofthetaskor mission. The British Army’s inclusivity could therefore benefit from cultural awareness from a leadership perspective, to ascertain leadership needs by age, gender and ethnicity, considering the significant minority communities within the organisation(Leung,2005)

Thestudiescitedalsoconcernnarrowsectorsofcivilianindustry.Thetheories discussed would benefit from further, military-focused study where the task is possibly life-or-death rather than focused on profit margin or productivity. On the otherhand,however,asalargeamountofmilitaryleadershiphappensincamp,predeploymentthereissignificantoverlapbetweenthecitedstudiesandtheleadership needsoftheBritishArmy.

This essay has shown that emotional intelligence is a tool rather than an abstracttheory. The British Army’s doctrinesuggestsa whatandwhyof emotional intelligence but requires a how so that leaders can apply emotional intelligence effectively. This begins with self-awareness and the requirement for leaders to undertake deep introspection as to their strengths and weaknesses, or through psychologicaltestingtoascertaintheirEQ.Itsuggestsanapproachtoturnemotional intelligenceintoaskillsetbyarticulatingitintermsofactionsforleaderstotakefor the team and for individual followers. This essay has demonstrated that emotional intelligence is intrinsic in the application of leadership theories. By applying emotional intelligence skills, leaders will enhance both their transformational and transactionalleadershipbyplacingtheemotionalneedsofthefollowerattheheart of their thinking and actions. This in turn will generate the emotional response to followwithintheirteams.Inconclusion,thisessayproposesthefollowingalternative definitionofleadership,basedaroundAristotle’s pathos:

Leadership is the ability to generate, perceive, understand, and adapt either the desire or compulsion to follow, to achieve the team’s mission.

Bibliography

Aguilar S., George B. (2019). A Review of the Linkages between Emotional Intelligence and LeadershipintheMilitaryForces, Business Ethics and Leadership,3(2),pp.29-38.

Army Leadership Doctrine,2021

Chepng’eno M., Ngui T. (2017). Relationship between emotional intelligence and leadership styles:AcasestudyofleadersinselectedbankinginstitutionsinKenya, International Journal of Research in Humanities and Social Studies,4(2),pp.1-12.

Geher, G., Betancourt, K., Jewell, O. (2017) The link between emotional intelligence and creativity, Imagination, Cognition and Personality, 37(1),pp.5-22.

Goleman,D.,1995. Emotional Intelligence: Why It Can Matter More than IQ NewYork:Bantam Books.

KlineN.(1999). Time to Think: Listening to Ignite The Human Mind,Octopus,London.

LeungA.(2005).EmotionalIntelligenceorEmotionalBlackmail. International Journal of Cross Cultural Management,5(2),pp.181-196.

Lopez-Zafra E., Garcia-Retamero R., Landa JMA. (2008) The Role of Transformational Leadership,EmotionalIntelligence,andGroupCohesivenessonLeadershipEmergence, Journal of Leadership Studies 2(3),pp.37-49.

Nabben, J. (2015). The Art of Influence: Apply Emotional Intelligence and Create Time and Space for Thinking. Development and Learning in Organizations: An International Journal.29(1):4,pp.3-6.

Palmer B., Walls M., Burgess Z., Stough C. (2001). Emotional Intelligence and Effective Leadership, Leadership & Organization Development Journal,22(1),pp.5-10.

Rumaropen A., Ridjal HS., Radja MJ. (2019). Exploring the Mediating of Transformational Leadership. Emotional intelligence on Civil Servants’ Performance. Advances in Social Sciences Research Journal,6(1),pp.153-167.

SaloveyP.,andMayerJ.(1990).EmotionalIntelligence. Imagination, Cognition and Personality, 9(3),pp.185-211.

SchwartzT.(2010). The Way We Are Working Isn’t Working,Simon&Schuster,NewYork,NY.

Shanthakumary M., Christy M. A. (2010). The Role of Emotional Intelligence in Leadership Effectiveness Unpublishedconferencepaper

Emotional Intelligence Within Leadership

JoshuaCharlesRalph

WinneroftheCAL-NAMEssayPrize2023–JuniorCategory

Abstract

Emotional intelligence is a complex idea that has subconsciously infiltrated the mind of many great leaders throughout history, from the smallest to the grandest of scales. It is pushing the boundaries of how we understand and teach leadership. Emotional intelligence can be broken down into 12 subsections, each dealing with a portion of what is effectively being a ‘good, empathetic, kind leader’. This subset of skills enables teams to operate with a greater degree of trust, confidence, and integrity. Looking to the future, emotional intelligence is set to be one of the most well-regarded and sought-after skills of any good leader, in any field – from high-intensity situations within the armed forces to managing a team of analysts in a small business firm dynamic.

What is emotional intelligence?

Emotionalintelligence(EQ)isanessentialcomponentofgoodleadership.Aleadermustbe abletomanagetheirownemotions,theymustknowwhatmotivatesandfrustratesthem andwhatimpacttheiremotionsandbehaviourshaveonthepeoplearoundthem.Crucially, leaderswithstrongEQalsoknowhowtomotivateothersandhowtomanageconflictsand tensionswithinateam.Aswemoveawayfroma‘doasyouaretold’workenvironment,EQ isboundtobecomeincreasinglyimportant.(Landry,2019)

EQhasspring-boardedasanessentialweaponinthetoolboxoftheleadersinceitwas firstcodifiedbyDanielGolemaninthe1990s,despiteitsoriginsdatingbacktophilosopher JohnDewey,whofirstdescribedtheconceptof'socialintelligence'asearlyas1909(Ovans, 2015).Morerecently,Golemanhasarguedthatemotionalintelligencecanbebrokendown into12sub-sections,undertheguiseofsimplefeelings,asobservedinfigure1(Goleman andBoyatzis,2017).

(Goleman and Boyatzis, 2023)

Itwouldbepossibletodraftcountlesspapersoneachdomainandcompetencybutforthe purposeofthisessay,thefocusisontheoverallresultofcombiningtheseskillsintooneas itshowshowEQimpactstheleader,theirteam,andtheirorganisation.

Thedebateregardingwhetherleadershipisalearnedskillorsomethingoneis'born with'hasragedfordecadesandmuchofthesameargumentscanbeappliedtoEQ.Some may have a greater affinity to understand and develop the skill, but all can become emotionallyintelligent,thesamewayeveryonecanbecomeaneffectiveleader–withthe

right coaching, experience, and training, as detailed by Boerma’s notes on genetics and history(Boermaetal.,2017).Emotionalintelligencemustbecultivatedandgrownbyone’s environment – parents, teachers, friends, community, and their own drive. To be emotionally intelligent, as defined earlier, is to be controlled, empathetic, and understanding,toappreciatetheperspectiveofothers.Thisskillcannotcomefromwithin because, without that outside knowledge, you simply cannot fathom nor appreciate anotherperson'sexperience.

ToanswerhowEQcanbesuccessfullyappliedtoandusedwithingoodleadership, onemustfirstaskwhatgreatleadershipisandwhatareitskeycomponents.Definingsuch abroadconceptisalmostfutile,inthescopeitistryingtocapturewithasentence.Brent Gleeson narrows it down to ‘adapting to surrounding environments and empowering a teamtosucceedtogether–gettingthejobdone’(Gleeson,2016).Theneedforemotional intelligence can be found both within the aspects of ‘adapting to surroundings’ and 'empowering' a team. As mentioned previously, setting an example as the leader by controlling your own emotions, and then subsequently acting empathetically on the emotionsofthoseunderyourchargewillsuccessfullyleadtoamoreadaptableleader,and a stronger, more efficient, and productive team. This is why EQ is so important to the modernleader.Intoday’sworld,theultimateobjectiveof‘gettingthejobdone’inthemost effective fashion, requires an empowered team This can only be achieved with an educationalprogrammeforfutureleadersthatadaptscontinuouslytobeabletorespond tonewrealitiesandchallenges.Thisideacanbeappliedtoanysituationwhereleadership isrequired:fromanenervatingrugbymatchtoadifficultteamprojectwithinafirm,toa platoondeployinginadangerous,foreignlocation.

The aspects that provide utility

HavingastrongEQhasseveralbenefitsforallteammembers,whichgobeyondrankortier inahierarchy.MemberswithahigherEQexhibitaclearandobviousimprovementintheir ability to create and maintain relationships (Salavera et al., 2017). This provides utility becausestrongerrelationshipswithinteamsleadtogreatertrust.This–inturns–results inenhancedmorale,andfurtherencouragementtoaskusefulquestions,takeappropriate risks,andinnovate.

Thisformoftrustisreferredtoas‘psychologicalsafety’.Itisarelativelynovelfield, but one of significant importance, especially in high-stress environments such as the military(Kim etal.,2020). Psychologicalsafetyisanother term thathasexistedsince the 1950swithCarlRogersbutisonlybeginningtobegenuinelyappreciated(McLeod,2023)

As a facet of emotional intelligence, creating a psychologically safe environment requires empatheticleadersandunderstandingofduty.Theutilityofthismotionhasbeendescribed above–helpingfollowerstofeelconfidentintheinnovationandcreativitytheybringtoa teamandtrustingintheknowledgetheirleadersarereceptivelistenersandhavebuiltan ethosofunderstanding.

Highlydevelopedemotionalintelligenceimprovesone’sself-awareness.Thisisan important skill for gauging one's strengths and weaknesses. Being aware of your ability helps to set realistic goals and accept feedback more positively, allowing for personal development and growth. Being self-aware also further works to produce strong relationships; knowledge of how one operates regarding their shortcomings and disadvantages allows you to take this into account when developing professional and personalrelationswithothers–beingawareofwhatyouneedtocompensate.

HighlevelsofEQhelpindealingwithchange,whichcanbeamajorchallengewithin the military, whether changing between equipment, physical location, or a change in the personnelyouworkwith.Onaverage,BritishArmyOfficerschangepostingeverytwoyears, or often even more frequently (Watling 2021). Strong EQ allows those affected by continuous life and professional changes to deal with issues like stress, anxiety, and discomfort.

Themilitaryhasoftenhadthestereotypeofkeepingemotion‘bottledup’,andwhilst thismayhavebeentrueinthepast,especiallyinmaleservicemen,itisafarcrytoday.This idea is known as ‘expression suppression’ and, as observed by McAllister in currently serving and retired soldiers, is used as a mental technique to avoid regulating difficult emotionssuchasanger,fear,embarrassment,andsadnessintheshortterm(McAllisteret al., 2018). Enhancing how we teach these skills to officers and soldiers themselves, will hopefullyhelptomakethisproblemmoreself-regulatedmovingintothefuture,ascurrent attemptstostemthisculturehavenotmetthestandardsmodernmilitariesshouldperhaps holdthemselvesto.

My own experience

As a follower and a leader, I have spent time furthering the development of my own emotionalintelligence,withinavarietyofsituations.Asaschoolboy,Icaptainedmyschool’ s U16rugbyteamandsubsequentlytheschool’sFirstTeam.Rugbyisjustasmuchagameof emotionaltemperingandpsychologyasitisaphysicalbattle.HighlevelsofEQallowedme tobetterunderstandmyteammatesandwhatmotivatedthem.Motivationisanimportant aspectofbeingaleaderinanyfield.Strongmotivationandasharedsenseofpurposeand belonginghelpcreateamoreproactiveteamthatwantstolearnandplayatahigherlevel. I needed strong EQ to understand what kind of motivation worked for different players. Some saw the best results from gentle encouragement, whereas others preferred direct instructions.Workingthisoutplayerbyplayerrequirestime,patienceandstrongEQ.

Inthelongterm,motivationisnotenoughtohelppeoplepushtowardstheirgoals–Daniel Pink outlines how motivation requires a greater level of nuance than the simple extrinsicfactorsofmoney,orthecarrotandstick(Pink,2018).Pinkstressestheimportance ofteachingandremindingthoseunderone’scareoftheirintrinsicvalues:theimportance andpurposeoftheirtask,theinternalurgetobecomebetterskilledandproficient,andtheir desire to be independent and self-directed. These factors can be better accessed, understood,anddeployed,bysomeonewithhighemotionalintelligence,someonewhocan understandthesefactors,theperson,andthecontexttheyarebeingappliedto.

It is therefore clear that high levels of Emotional Intelligence are essential in the militaryenvironment.AllOfficersmustprovidemotivationofandpastoralcaretotheirunit of soldiers. As previouslymentioned, a higher EQ means this Officer can understand and unlock how to motivate their soldiers more effectively, resulting in a more empowered team. Equally, Officers must provide pastoral care to those they lead. As Head Boy at my secondary school, I found myself having to deal with pastoral situations, within which althoughthecontentmaybedifferent,thetechniquesprovidedbyahighEQtohelpdiscuss andsolvethesituationsarenot.Thesecircumstances,rangingfromdepressionandanxiety todifficultywithavarietyofrelationships,mustbeidentifiedandbrokendownbeforethey areallowedtositandruminate,causingfurthermoreentrenchedproblemssuchasapathy, fear,andevenanger.

Looking to the future

Theneedtoinnovateandrefinehowwelookatleadershipasawhole,andhowweteachits parts,suchasemotionalintelligence,integrity,andhonesty,haveneverbeenmorevital,in sucharapidlydevelopingworld.Overthelasttwentyyears,leadershiphasevolvedfroman autocratic process to a more cooperative one, where rather than making an individual’s decisionforthem,theleaderprovidesthenecessaryskills,support,andguidancetoallow their team andeachindividual withinit to make the correctdecisionthemselves (Marsh, 2020).Whilstmanagementisstillapartofanysuccessfulteam, evidenceshowsthatselfgovernanceviastrongleadershipallowsteamstoimproveefficiency,creategreaterdegrees oftrust,andprovidehigherdegreeofcreativityandinnovation.Asmentionedearlier,the worldischangingatafasterandfasterrate–thisefficiencyandtrustareneededtomake

decisionsonthefly,itisnolongerpossibleforoneleadertomicromanageeverydecision withinateam.

As emotional intelligence and the concept of psychological safety becomes more researchedandbetterunderstood,theywillalsobecomerequiredskillsfortheworkplace. Fromaneconomicpointofview,havingleadersthatknowhowtoempowertheirteamswill allow for a greater degree of fluidity. This in turn will result in a more proactive, multifacetedgroupoftalentthatismoreempowered,flexibleandadaptable.Similarly,withina militarysettingwherepersonnelmovearoundoften,thisideaofbeingabletosettlequickly, andthenhelpothersinyourteamachievethesame,viatheskillsetofemotionallyintelligent leadershipcannotbeunderstated(Watling,2021).

Conclusion

Leadership cannot be considered ‘good leadership’ without the use of emotional intelligence,whetherthatisusedsubconsciouslyas manygreatleaderswouldhave done before the term was coined, or consciously making an effort to be understanding and empathetic. The benefits of implementing these ideas into your strategy as a leader are infinite, from building amore trusting and creative team, to increasing innovation and to improvingefficiency.AleadershipapproachthatvaluesEQisusefulineveryenvironment, fromthemilitarytobusinessesandtosportsteams.Inthisever-changingworld,theseideas become more important than ever. It is no longer possible for a single leader to manage everythinganymoreandtosimplygiveordersandinstructions.Everymemberoftheteam mustcommit,andeveryonemustunderstand needstobeachieved,whyandhow.Thisis onlypossiblethroughleadershipandemotionalintelligence.

Bibliography

Boerma, M. et al. (2017). Point/counterpoint: Are outstanding leaders born or made?, American Journal of Pharmaceutical Education 81(3),Apr.p.58.

Gleeson,B.(2016).10uniqueperspectivesonwhatmakesagreatleader Forbes.9Oct

Goleman,D.andBoyatzis,R.E.(2017).Emotionalintelligencehas12elements.whichdoyouneed toworkon?, Harvard Business Review.6Feb.

Kim,S.,Lee,H.andConnerton,T.P.(2020) Howpsychologicalsafetyaffectsteamperformance: Mediatingroleofefficacyandlearningbehavior Front Psychol 24/11.Jul20

Landry,L.(2019). Emotional intelligence in leadership: Why it's important.BusinessInsightsBlog. Marsh,E.(2020) Howleadershiphaschanged:2000versus2020 T-Three Jan20.

McAllister,L.,Callaghan,J.E.andFellin,L.C.(2018) MasculinitiesandemotionalexpressioninUK servicemen:‘Bigboysdon’tcry’? Journal of Gender Studies,28(3),pp.257–270.

McLeod,S.(2023).CarlRogers:FounderoftheHumanisticApproachtoPsychology. Simply Psychology.18May23.

Ovans,A.(2015).Howemotionalintelligencebecameakeyleadershipskill. Harvard Business Review 28Apr15.

Pink,D.H.(2018) Drive: The Surprising Truth About What Motivates Us.Edinburgh: Canongate Books.

Salavera,C.,Usan,P.,andJarie,L.(2017).Emotionalintelligenceandsocialskillsonself-efficacyin secondaryeducationstudents.aretheregenderdifferences? Journal of Adolescence 60pp. 39-46.

Trigueros,R.,etal.(2020).Relationshipbetweenemotionalintelligence,socialskillsandpeer harassment.Astudywithhighschoolstudents International Journal of Environmental Research and Public Health Jun20.

Watling,J.(2021) TheArmy'sofficercareerstructureisnotfitforpurpose Royal United Services Institute.13Sep21.

Lt Gen Hal Moore’s Human Leadership, Emotional Intelligence and Leadership by Example

ThomasGeorgeBoyd

Runner-UpoftheCAL-NAMEssayPrize2023–JuniorCategory

Abstract

This essay focuses on a leader who has inspired me with his leadership and emotional intelligence: Lt Gen (retd) Hal Moore of the US Army. The essay looks at Moore’s life to provide an insight into his human leadership and leadership by example. Through the examination of four separate lessons, this essay reflects on what Moore’s leadership has taught me, how it has inspired me and how it can teach every one of us to be better leaders in an ever more complex environment.

“Leaders at all levels must know their stuff, be dead honest, have unquestioned personal integrity, set the example, and treat their people 'fair and square’.”

HalMoore, On Leadership.

US Army Lieutenant General (retd) Harold G. Moore (1922-2017) was a leader whom I deeplyadmire.Hisleadershipisbasedonleadershipbyexampleandhumanleadership,and hecanoffernumerousvaluablelessonstothemodernleader.

LtGenMooreiswidelyknownforhisleadershipintheVietnamWarwhenheinspired his men on the battlefield in the battle of the Ia Drang Valley. He was also known for his humanleadershipathomeandforcaringdeeplyforthepeopleunderhiscommand,bothin peaceandinwartime.Thesetwocomplementaryleadershipstyleswerebroughttogether byLtGenMoore’sdeterminationtoservehispeopletothebestofhisabilities.

GenHalMoore (USArmyCopyright)

The first lesson we can learn is Hal Moore’s human leadership and his attitude towardsequalrightsandfairtreatmentofallminoritygroups atatimewhenracismwas rife in the United States, from the Second World War when the US Army fought as a segregatedarmyrightthroughthenext40to50years.Asabriefbackgroundhistory,the US Army had only been desegregated seventeen years earlier when Hal Moore took command of the 1st Battalion 7th Cavalry in 1965. He was commissioned in the US Army duringatimeofsegregationbetweenwhatwasseenassuperiorwhitesoldiersandinferior blacksoldiers.HalMoorewasgroundedinhisdeepCatholicfaith,andhewaspartofthe generationthathadexperiencedthehardshipsoftheGreatDepression, whichinfluenced hisleadershipstyleandhowhetreatedpeople.OnestoryIfindparticularlyinspiringabout his treatment of minorities and ethnic groups goes back to 1945 when his class were preparing to pass out of the United States Military Academy West Point. His classmates soughttoexcludeafellowblackstudentcalledErnieDavisfromagraduationweekcompany picnic,Mooreimmediatelyobjectedandthreatenedtoboycotttheevent.Theclassgreatly respected Mooreand theyeventually welcomed Davis andhis familyto theevent. Moore could simplyhavefollowed what the restofhis classthoughtwas acceptable. Instead,he stoodupforhisbeliefsandforwhatheknewwasright. Hiswillingnesstogoagainstthe trend of racial bigotry stands as one of his core leadership principles and beliefs about humanity.Inhisbook On Leadership, Moorestated,‘Agoodleaderneverdiscriminatesor alienates based onrace,colour,orothergeneticfactors’(p. 24)Thisisthefirstlessonof leadershipwhichwecanalllearnfromhim:standupforwhatyouknowisrightanddonot beafraidtohelpotherswhofacechallengesbasedontheirrace,age,gender,orbackground Instead,bethehandthatguidesandhelpsthemupandshowsthemthedirectiontogo.

The second point is about creating a family environment within the organisation. Through his Catholic upbringing, Moore felt deeply about family and core family values, caringforeverymember.Whenhetookcommandofthe1st Battalion7th CavalryRegiment, he developed strong relationships with his troopers, whom he regarded as his family, an attitudedatingbackatleasttohistimefightinginKorea.Hisviewofhissoldiersiscaptured inaletterhesenton28October1952,‘Finallygotourfamilybacktogether,allbutourD/S Engineer Company.’ By creating a space where everyone felt like family, those under his commandknewtheyhadapurposeandadutynottoletdownthemannexttothem.Moore said,‘thehighlyfunctioningsubordinatesaretheoneswhofeelthattheleadershipisfair and that their teammates have their back.’ This second lesson of leadership I believe is somethingwecanalllearnfrom:whateverorganisationyouarein,ifyouarealeader,you mustcreateanenvironmentwherepeoplefeeltheyhaveapurposewithintheorganisation Youmustcreateasituationwherepeoplecanexpresstheirworriesorsitdownforachat and a brew. Do not be the toxic leader that creates a climate where people are scared to share their thoughts, where they are afraid to challenge negative behaviours or bad decisions,andwheretheyhatetheleaderandthepeopletheyworkwith.

The third lesson from Moore’s leadership is leading by example. As a leader, it sometimes can be easy to demand highly of your people without checking yourself. Hal Moorethoroughlybelievedintheprincipleofleadershipbyexampleandleadingfromthe front.ByleadinghismenbyexampleinthebattleofIaDrangValley,heboostedhistroops’ moralewithhispresencebyfightingalongsidethemandbyleadingthemtofightoninthe direst of circumstances, when they were outgunned and outmanned and when the odds were against them. This made him a great leader as he ensured that his men were not experiencingthingsthathedidnotgothroughhimself.Mooredidnothesitatetoputhimself inpositionsofimmensedangeralongwithhismensothattheyknewtheywerebeingled byexample.Aquotefromakeypromotionreviewwrittenbyaseniorcommandersaid,‘He ispersonallyboldinbattle,almost,Irepeat,almosttoafault.Hegoeswherethefightingis hardestandtheremakeshisownon-the-groundassessmentofwhattodo.Hissubordinates lovehimandwouldfollowhimanywhere.’Anextractfromthe Detroit Free Press dated7 February1966reflects this leadershipbyexampleperfectly:it contains quote of a young soldierunderhiscommandandwhowaswoundedatthebattleofIaDrangValley:‘Afew

days ago in a medivac plane an American soldier who sat clutching a shattered arm was asked:“Whatdoyouthinkofyourcommandingofficer?”.“I’dgoanywherewiththatSOB” thesoldiersaidpromptly’Thisthirdlessonofleadershipcanapplytoallleaderswhether inacombatsituationliketheBattleofIaDrangValley,orinanoffice:leadyourpeopleby example.Donotdemandhighlyofyourpeopleifyou arenotwillingtodemandhighlyof yourself.Makesurethatyourpeoplefeeltheyarebeingledintherightdirectionnotimply managed.

Thefourthlessonofleadershipisthesmartleader.Domoretoinfluenceanysituation, orasHalMooreputsit,‘thereisalwaysonemorethingyoucandotoinfluenceanysituation inyourfavour.Andafterthat,there’sonemorething.’Asaleaderyoumustcreatethebest possible circumstances for the people under your command to thrive and be the best versionsofthemselves.Inhisbook On Leadership,Moorediscusses‘thesmartleader’(pp. 2-4)andtalksaboutplanningaheadforthe‘whatifs’.Thesmartleaderalwaysplansahead Theymakecontingencyplanstotakeadvantageofwindowsofopportunitythatmayoccur orsituationsthathavedeveloped.Theyanticipateroadbumpsandpotentialproblems.By planningaheadandbybeingproactive,theleadercanhelpthesituationbyexpectingthe unexpected and always being ready to face whatever challenges may occur. At the same time,thesmartleadermustrecognisetheirorganisation’sweaknessesandworktoimprove suchweaknessesorworkwiththemiftheycannotdootherwise.So,whatcanwealldraw fromthislessonofleadership?Bethesmartleaderthatalwayslookstodomorefortheir people,beproactiveandanalyseallpossiblescenariossothatwhenyoucometothemyou knowhowtodealwiththe‘whatifs’.Aboveall,giveyourpeoplethebestpossiblechanceto bethebestversionsofthemselvessothattheythrive,andtheirteamthrivestoo

Moore’s leadership lessons provide an insight into the human leadership and emotionalintelligenceofsuchagreatleader. Formepersonallytheyhavetaughtmetobe the leader who helps andencourages people whentheyare downand need picking up. I have been recently faced with a challenging situation: fellow pupils at my school were raciallyabusedbyabully.Idrewfromthefirstleadershiplessonoffairtreatmentforall, andIsteppedintoalerttheschool’sseniorleadershipteamtothesituation. Myintervention led to the bully being removed from the school. In the long term, my actions helped to restoreafamilyenvironmentandanelementoftrustwithintheschoolorganisation. Standingupforwhatisrightcanbehardespeciallywhenyouareputtingyourselfin thefiringlineofabully.However,standingasideisnotanoption.Itisweakandtheopposite ofhowyoushouldbeasaleaderasitshowsyoursubordinatesandpeersthatyoudonot carefortheirwelfare.Instead,beagreathumanleaderlikeHalMoore,demandhighlyof yourpeoplebutfirstofalldemandhighlyofyourself,bethebestversionofyourselfyoucan bebeforeyoudemandexcellenceofothers. Standupforwhatyouknowisrightbyusing yourmoralcompass,bethesmartleaderthatalwayslookstodomoretobenefittheteam andlookstoputtheminthebestpossiblepositiontothrive.Betheleaderthattreatspeople withrespectnomattertheirrace,gender,age,background,orcreed.DrawingontheBritish ArmyLeadershipDoctrine:

Leaders who have strong emotional intelligence can inspire and develop individuals. They can form, motivate, and manage teams. In a rapidly changing and increasingly complex global environment in which the demands placed upon our people are as great as ever, leaders require emotional intelligence to ensure balance between a focus on the task, team, and individual (ALD, 2021)

Perhaps,themostimportantleadershiplessonformodernleadersfromHalMooreistolead by example. Do not be a manager that asks people to do things you do not want to do yourself. Be the leader that shows them the way forward and be the example that your peoplewilllooktowhenthegoinggetstough.

Bibliography

ArmyLeadershipDoctrine,2021.

HalMoore:OnFairandEqualTreatmentfromFortMoore:RecognizingtheContributionsofMilitary SpouseandFamily OfficialWebsite

LeonardS.(2022).BattlingImpossibleOdds:Hall’sMoore4PrinciplesofLeadership ClearenceJobs

9Mar

Moore,H.andGalloway,J.L.(1992). We Were Soldiers Once …. And Young London:RandomHouse

Moore, H. and Guardia, M. (2017). Hal Moore on Leadership: Winning When Outgunned and Outmanned MapleGrove,MN:MagnumBooks

TheCove(2017),VietnamWarHeroLTGENHalMoore’sLessonsonLeadership. The Cove,16Feb.

Biographies

Thomas George Boyd

Thomas Boyd is 17 years old and an A-Level student studying History, Philosophy and Business at King’s College, Taunton. He comes from a military family. Thomas is a Royal Marines Cadet and has a keen interest in Military History, with a particular interest in learningaboutwhatdrivespeopletocommitactsofheroismintimesofwar.Heishoping topursueWarStudiesatuniversity,andhehasadesiretojointheArmy.

Andrew

Mark Fox

Andrew Fox served in the British Army for 16 years. He is now a Senior Lecturer in Communications and Applied Behavioural Science at the Royal Military Academy Sandhurst. He is researching a PhD dissertationonthe leadershipof General Schofield in 1868duringtheUSReconstruction.

Alex

Paske

MajAlexPaskeisaformereliteathletewhorepresentedGreatBritainforalmostadecade. HeisCommissionedOfficerandcurrentlyworksintheArmyDiversityandInclusionTeam. Through a colourful and unconventional career, he has developed a passion for people, performance, and culture, specifically in the context of forming highly professional and effectiveteams.Alexhasrecentlymadethetoughdecisiontotransitiontoaciviliancareer inconsultancy,wherehehopestousehisvariedexperiencestohelpindividuals,teams,and businessesunlocktheirpotential.

Joshua Charles Ralph

Joshua Ralph is a 2nd Year Economics Studentat the University of Southampton. He is an activememberofboththeUniversity’sOfficerTrainingCorpandtheRugbyteam.Ralphis looking forward to continuing to pursue a military career after graduation. Josh took his experiences within his degree into his essay, especially concerning the analytical perspectiveofutility.

From the left: Andrew Fox, Alex Paske, Joshua Ralph, Thomas Boyd

From the left: Major General Zac Stenning OBE and Alex Paske

CentreforArmyLeadership

RobertsonHouse

RoyalMilitaryAcademySandhurst

Camberley UK

ISBN:978-1-7394546-0-9

©CrownCopyright2023