EMOTIONAL INTELLIGENCE: A LEADER'S IMPACT ON PRODUCTIVITY IN A DISTRIBUTION ENVIRONMENT
By
Author
Presented To
Department of Organizational Leadership
ABSTRACT
Purpose: The purpose of this qualitative study was to explore and describe the impact of a supervisor's Emotional Intelligence on the performance of the associates that work for them within a distribution environment. The research design will include assessing a supervisor's levels of emotional intelligence through the administration of the Emotional Intelligence Appraisal®-Me Edition and will include the gathering of data through semi-structured interviews from identified associates that work with them.
Methodology: Convenience purposeful sampling was used to identify supervisors within a distribution environment. A qualitative, multiple case study
approach was used where feedback gathered through semi structured interviews with associates and the results of the Emotional Intelligence Appraisal®-Me Edition administered to supervisors was used to explore and describe the impact the emotional intelligence of the supervisors has on the associate's performance.
Findings: On average, the associates interviewed identified the attributes of emotional intelligence, when displayed by their supervisor, as having a significant impact
on their performance. The domains of self - awareness, self - management, and social awareness were identified as having either a significant impact or some impact on their performance. Relationship management behaviors were identified as having the most direct and positive impact on associate's daily performance within a distribution center.
Conclusions: Supervisors that display emotionally intelligent behaviors, such as self-awareness, self-management, social awareness, and relationship management,
when working with associates, within a distribution environment, have a positive impact
on the associate's daily performance.
Implication for Action: Those responsible for training and within an organization, should develop programs that help identify and develop levels of emotional
intelligence amongst the supervisors. They should ensure there is funding to create an ongoing means of training and development that allows its leaders to develop the appropriate occupational skillsets. In addition to providing training, organizations should ensure that there is a method of evaluating the environment, such as taking environmental surveys, and should incorporate behavioral assessments that helps identify how supervisors will respond in conflict or how they positively engage associates.
TABLE OF CONTENTS
CHAPTER I:
INTRODUCTION - - - - - - - - - - - 1
Background - - - - - - - - - - - - - - - 3
Measuring Productivity - - - - - - - - - - - - 3
Follower Alignment - - - - - - - - - - - - - - 5
Measuring Emotional Intelligence - - - - - - - - - - 6
Occupational Environments - - - - - - - - - - - - 7
Gaps in the Literature- - - - - - - - - - - - - 8
Statement of the Research Problem - - - - - - - - - - - 9
Purpose Statement - - - - - - - - - - - - - - - 11
Research Questions - - - - - - - - - - - - - - 12
Significance of the Problem - - - - - - - - - - - - - 12
Definitions- - - - - - - - - - - - - - - 13
Theoretical Terms - - - - - - - - - - - - - - 13
Operational Terms - - - - - - - - - - - - - - 15
Delimitations - - - - - - - - - - - - - - - - 16
Organization of the Study - - - - - - - - - - - - 17
CHAPTER II:
LITERATURE REVIEW - - - - - - - - - 18
Logistics and Supply Chain Management - - - - - - - - - 18
The Beer Game - - - - - - - - - - - - - - 19
Distribution - - - - - - - - - - - - - - 21
Food Distribution - - - - - - - - - - - - - 24
Productivity Measurements - - - - - - - - - - - 26
Common KPI's - - - - - - - - - - - - - - 27
Approaches to Leadership- - - - - - - - - - - - 30
Trait Approach - - - - - - - - - - - - - - 30
Contingency Theory- - - - - - - - - - - - - 32
Authentic Leadership - - - - - - - - - - - - - 33
Transformational Leadership - - - - - - - - - - - - 35
Idealized influence - - - - - - - - - - - - - 35
Inspirational motivation - - - - - - - - - - - 35
Intellectual stimulation Tr - - - - - - - - - - - 36
Individualized consideration - - - - - - - - - - 36
The Need for Effective Leaders - - - - - - - - - - - 36
Intelligence Defined - - - - - - - - - - - - - 37
Multiple Intelligences - - - - - - - - - - - - 39
Multiple Abilities - - - - - - - - - - - - - 39
Emotional Intelligence Introduction - - - - - - - - - - 41
Emotional intelligence in the workplace- - - - - - - - - 43
Criticisms of emotional intelligence - - - - - - - - - 44
Cultural Intelligence- - - - - - - - - - - - - 46
History of Emotional Intelligence - - - - - - - - - - - 46
Gardner - - - - - - - - - - - - - - 48
Bar-On- - - - - - - - - - - - - - - 48
The EQ-i™ - - - - - - - - - - - - - - 49
Mayer and Salovey - - - - - - - - - - - - - 50
MSCEIT - - - - - - - - - - - - - - 52
Goleman - - - - - - - - - - - - - - 53
Emotional and Social Competence Inventory- - - - - - 54
Bradberry and Greaves - - - - - - - - - - - 55
Emotional Intelligence Appraisal®-Me Edition - - - - - - 55
Emotional Intelligence Models - - - - - - - - - - - 56
The ability model - - - - - - - - - - - - - 56
The mixed model - - - - - - - - - - - - 57
Impact of a Leader with Emotional Intelligence- - - - - - - 58
Conceptual Framework - - - - - - - - - - - - - - 60
Conclusion - - - - - - - - - - - - - - - 61
CHAPTER III:
METHODOLOGY - - - - - - - - - - - 63
Overview - - - - - - - - - - - - - - - - 63
Purpose Statement - - - - - - - - - - - - - - - 63
Research Questions - - - - - - - - - - - - - - 63
Research Design- - - - - - - - - - - - - - 64
Non-Experimental - - - - - - - - - - - - - - 64
Qualitative - - - - - - - - - - - - - - - 64
Multiple Case Study - - - - - - - - - - - - - 65
Population and Sample - - - - - - - - - - - - - - 66
Population - - - - - - - - - - - - - - - 66
Sample- - - - - - - - - - - - - - - 66
Instrumentation - - - - - - - - - - - - - - 69
Interview Instrument - - - - - - - - - - - - - 69
Instrument Development - - - - - - - - - - - - -
70
Expert Panel - - - - - - - - - - - - - - 70
Field Testing - - - - - - - - - - - - - - - 71
Emotional Intelligence Assessment - - - - - - - - - - 72
Instrument Validity and Reliability - - - - - - - - - - 73
Interview Instrument - - - - - - - - - - - - - 74
Emotional Intelligence Assessment - - - - - - - - - - 74
Data Collection - - - - - - - - - - - - - - 75
Institutional Review Board - - - - - - - - - - - 75
Selection of Organizations - - - - - - - - - - - - 76
Interview Process - - - - - - - - - - - - - 77
Emotional Intelligence Assessment - - - - - - - - - - 78
Data Analysis - - - - - - - - - - - - - - - 78
Transcription of Interview Data - - - - - - - - - - - 78
Coding of Data - - - - - - - - - - - - - - 79
Interrater Reliability - - - - - - - - - - - - - 80
Emotional Intelligence Assessment - - - - - - - - - - 80
Triangulation - - - - - - - - - - - - - - - 80
Limitations - - - - - - - - - - - - - - - 81
Summary - - - - - - - - - - - - - - - - 82
CHAPTER IV:
RESEARCH, DATA COLLECTION, AND FINDINGS- - - - 84
Purpose Statement - - - - - - - - - - - - - - - 84
Research Questions - - - - - - - - - - - - - - 85
Methodology - - - - - - - - - - - - - - - - 85
Population and Sample - - - - - - - - - - - - - - 87
Data Analysis - - - - - - - - - - - - - - - 89
Data Analysis per Supervisor- - - - - - - - - - - - 90
Supervisor 1
- - - - - - - - - - - - - 90
Research question 1 - - - - - - - - - - - 91
Research question 2 - - - - - - - - - - - 92
Research question 3 - - - - - - - - - - - 93
Research question 4 - - - - - - - - - - - - 93
Research question 5 - - - - - - - - - - - - 94
Supervisor 2 - - - - - - - - - - - - - - 95
Research question 1 - - - - - - - - - - - 96
Research question 2 - - - - - - - - - - - - 97
Research question 3 - - - - - - - - - - - - 98
Research question 4 - - - - - - - - - - - - 98
Research question 5 - - - - - - - - - - - - 99
Supervisor 3 - - - - - - - - - - - - - - 100
Research question 1 - - - - - - - - - - - - 101
Research question 2 - - - - - - - - - - - - 102
Research question 3 - - - - - - - - - - - - 102
Research question 4 - - - - - - - - - - - - 103
Research question 5 - - - - - - - - - - - - 104
Supervisor 4 - - - - - - - - - - - - - - 104
Research question 1 - - - - - - - - - - - -
106
Research question 2 - - - - - - - - - - - - 106
Research question 3 - - - - - - - - - - - - 107
Research question 4 - - - - - - - - - - - - 108
Research question 5 - - - - - - - - - - - - 108
Supervisor 5 - - - - - - - - - - - - - - 109
Research question 1 - - - - - - - - - - - - 110
Research question 2 - - - - - - - - - - - - 111
Research question 3 - - - - - - - - - - - - 112
Research question 4 - - - - - - - - - - - - 112
Research question 5 - - - - - - - - - - - - 113
Supervisor 6 - - - - - - - - - - - - - - 114
Research question 1 - - - - - - - - - - - - 115
Research question 2 - - - - - - - - - - - - 115
Research question 3 - - - - - - - - - - - - 116
Research question 4 - - - - - - - - - - - - 117
Research question 5 - - - - - - - - - - - - 117
Supervisor 7 - - - - - - - - - - - - - - 118
Research question 1 - - - - - - - - - - - - 119
Research question 2 - - - - - - - - - - - - 120
Research question 3 - - - - - - - - - - - - 121
Research question 4 - - - - - - - - - - - - 121
Research question 5 - - - - - - - - - - - - 122
Supervisor 8 - - - - - - - - - - - - - - 123
Research question 1 - - - - - - - - - - - - 124
Research question 2 - - - - - - - - - - - - 125
Research question 3 - - - - - - - - - - - - 125
Research question 4 - - - - - - - - - - - - 126
Research question 5 - - - - - - - - - - - - 126
Supervisor 9 - - - - - - - - - - - - - - 127
Research question 1 - - - - - - - - - - - - 128
Research question 2 - - - - - - - - - - - - 129
Research question 3 - - - - - - - - - - - - 130
Research question 4 - - - - - - - - - - - - 130
Research question 5 - - - - - - - - - - - - 131
Data Analysis per Themes in Research Questions - - - - - - - 132
Research Question 1 - - - - - - - - - - - - 132
Common theme A: Increases morale - - - - - - - - 133
Common theme B: Increases associate productivity - - - - - 133
Research Question 2 - - - - - - - - - - - - 134
Common theme A: Builds and encourages confidence - - - - - 134
Common theme B: Issues and obstacles are addressed faster - - - - 135
Common theme C: Increases performance - - - - - - - 135
Common theme D: Inspires teamwork - - - - - - - 136
Research Question 3 - - - - - - - - - - - - 136
Common theme A: Associates voluntarily increase performance - - - 136
Common theme B: Operation runs more effectively - - - - -
137
Common theme C: Interactions with supervisors are more positive and
influence teamwork - - - - - - - - - - - - 137
Research Question 4 - - - - - - - - - - - - 138
Common theme A: Supervisors anticipate associate needs more effectively
- - - - - - - - - - - - - - - - 138
Common theme B: Supervisor understands group dynamics - - - - 138
Research Question 5 - - - - - - - - - - - - 139
Common theme A: More recognition and relationship building - - 139
Common theme B: Supervisor leads more through influence - - - - 139
Common Themes across Research Questions - - - - - - - - 140
Common Theme Overlap 1: Increased morale and associates feel valued - 140
Common Theme Overlap 2: Increased productivity - - - - - - 141
Common Theme Overlap 3: Influences teamwork and operations run more
effectively - - - - - - - - - - - - - - 142
Summary - - - - - - - - - - - - - - - 143
CHAPTER V:
SUMMARY, CONCLUSIONS, IMPLICATIONS, AND
RECOMMENDATIONS - - - - - - - - - - - - 145
Summary - - - - - - - - - - - - - - - 145
Purpose Statement - - - - - - - - - - - - - - 145
Research Questions - - - - - - - - - - - - - 145
Methods- - - - - - - - - - - - - - - - 145
Population and Sample - - - - - - - - - - - - - 147
Sample- - - - - - - - - - - - - - 147
Findings and Interpretations - - - - - - - - - - - - 149
Research Question 1 - - - - - - - - - - - - 149
Major finding 1 - - - - - - - - - - - - - 149
Research Question 2 - - - - - - - - - - - - 150
Major finding 2 - - - - - - - - - - - - - 150
Research Question 3 - - - - - - - - - - - - 151
Major finding 3 - - - - - - - - - - - - 151
Research Question 4 - - - - - - - - - - - - 153
Major finding 4 - - - - - - - - - - - - - 153
Major finding 5 - - - - - - - - - - - - - 154
Research Question 5 - - - - - - - - - - - - 155
Major finding 6 - - - - - - - - - - - - - 155
Conclusions - - - - - - - - - - - - - - - - 156
Conclusion 1 - - - - - - - - - - - - - - - 156
Conclusion 2 - - - - - - - - - - - - - - - 157
Conclusion 3 - - - - - - - - - - - - - - - 158
Conclusion 4 - - - - - - - - - - - - - - - 158
Conclusion 5 - - - - - - - - - - - - - - - 159
Implications for Action - - - - - - - - - - - - - 160
Implication for Action 1- - - - - - - - - - - - 160
Implication for Action 2- - - - - - - - - - - - 161
Implication for Action 3- - - - - - - - - - - - 162
Implication for Action 4- - - - - - - - - - - - 163
Recommendations for Further Research - - - - - - - - - 164
Concluding Remarks and Reflections - - - - - - - - - - - 166
REFERENCES - - - - - - - - - - - - - - - 168
APPENDICES - - - - - - - - - - - - - - 194
LIST OF TABLES
Table 1 The Bar-On model of emotional-social intelligence (ESI) - - - 49
Table 2 The four-branch model of emotional intelligence - - - - 51
Table 3 Goleman's model of EI - - - - - - - - - - 54
Table 4 Participating organizations - - - - - - - - - 67
Table 5 EI level categories - - - - - - - - - - - 73
Table 6 Instrument costs - - - - - - - - - - - - 74
Table 7 Breakdown of Supervisors and Associates in Study - - - - - 88
Table 8 Supervisor 1: Assessment Results - - - - - - - 90
Table 9 Participant 1: Themes in Responses to Research Questions- - - 90
Table 10 Supervisor 2: Assessment Results - - - - - - - - 95
Table 11 Participant 2: Themes in Responses to Research Questions- - 95
Table 12 Supervisor 3: Assessment Results - - - - - - - - 100
Table 13 Participant 3: Themes in Responses to Research Questions- - - 100
Table 14 Supervisor 4: Assessment Results - - - - - - - - 104
Table 15 Participant 4: Themes in Responses to Research Questions- - - 105
Table 16 Supervisor 5: Assessment Results - - - - - - - - 109
Table 17 Participant 5: Themes in Responses to Research Questions- - - 110
Table 18 Supervisor 6: Assessment Results - - - - - - - - 114
Table 19 Participant 6: Themes in Responses to Research Questions- - - 114
Table 20 Supervisor 7: Assessment Results - - - - - - - - 118
Table 21 Participant 7: Themes in Responses to Research Questions- - - 119
Table 22 Supervisor 8: Assessment Results - - - - - - - - 123
Table 23 Participant 8: Themes in Responses to Research Questions- - - 123
Table 24 Supervisor 9: Assessment Results - - - - - - - - 127
Table 25 Participant 9: Themes in Responses to Research Questions- - - 128
Table 26 Research Question 1: Common Themes and Patterns in Responses 133
Table 27 Research Question 2: Common Themes and Patterns in Responses 134
Table 28 Research Question 3: Common Themes and Patterns in Responses 136
Table 29 Research Question 4: Common Themes and Patterns in Responses 137
Table 30 Research Question 5: Common Themes and Patterns in Responses 139
LIST OF FIGURES
Figure 1 Maslow's Needs Hierarchy - - - - - - - - - - - 48
Figure 2 Common Themes Research Questions 1&5 - - - - - - - 140
Figure 3 Common Themes Research Questions 1, 2, &3 - - - - - - - 141
Figure 4 Common Themes Research Questions 2 & 3 - - - - - - 142
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