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Relationship between Emotional Intelligence and Charismatic Leadership

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The 14th International Conference on Innovation
and Management (ICIM 2017)

Organized and Hosted by

University of Wales Trinity Saint David, UK
Wuhan University of Technology, China

Co-organized by
Yamaguchi University, Japan
Eindhoven University of Technology, the Netherlands
Tilburg University, the Netherlands
NEF- Pontifical Catholic University of Sao Paulo, Brazil
University of Vaasa, Finland
Technological University of Malaysia, Malaysia
 Proceedings of the 14th International Conference on Innovation & Management ·265·

Emotional Intelligence and Charismatic Leadership

Mohammad Ali Tareq1, Hamed Khazaei1, Ali Khazaei2
1 Malaysia- Japan International Institute of Technology, University Teknologi Malaysia, Kuala Lumpur,
Malaysia
2 Yazd University, Iran
(E-mail: tareq@utm.my, hamed_k55@yahoo.com, hooman.khazayi@gmail.com)

Abstract: The purpose of the study was to examine the relationship between Emotional Intelligence
and Charismatic Leadership among MBA astudents in Malaysia. The objective is to identify
whether independent variables (Empathy, Self-awareness, Self-Management, and Social Skills) have
influence on dependent variable (Charisma). The data has been collected through the questionnaires
from managers and MBA students in Kuala Lumpur, Malaysia. The results of this study
demonstrates that self awareness, social awareness, self-management and social skills have
significant association with Charismatic Leadership.
Key words: Emotional intelligence; Empathy; Self-awareness; Social skills; Charismatic leadership

1 Introduction
After Daniel Goleman published his well-known book ‗Emotional Intelligence‘ in 1995, the notion
of emotional intelligence (EI) have been applied in many areas, and sequences to develop one‘s EI have
been familiarized in universities and even in elementary schools throughout the United States.
Leadership, is one of the most constructs, which its association with EI has been studied. The leadership
literature has shaped many theories outlining which characteristics comprise effectiveness of
leadership(Mandell, Pherwani, 2003). The understanding on the constituents of emotional intelligence is
important to leadership as people strong in some of these elements can be lacking in others, sometimes
to disastrous effect. Thus, the aim of this research is to examine relationship between emotional
intelligence constructs and charismatic leadership.

2 Literature Review
Different schools of thought have defined and measured the concept of EI differently. In general,
emotional intelligence (E.I.) states the ability to identify and control emotions in ourselves and other
people(Goleman, 2001). Peter Salovey and John Mayer, who initially used the term ‗emotional
intelligence‘ in writing, stated emotional intelligence as a form of intelligence that contains the ability to
monitor one's own and others' feelings and emotions, to distinguish between them and to use this
information to guide one's thinking and behavior (Mayer, Salovey, 1997). Initial EI model as proposed
by Peter Salovey and John Mayer, referred EI as a cognitive skill. The model introduced by Reuven
Bar-On termed EI as a mixed intelligence containing cognitive ability and personal aspect. This model
showed how cognitive and personality factors affect general well-being. The model proposed by Daniel
Goleman regards EI as a mixed intelligence that combines cognitive ability and personality aspects. The
focus of Goleman model was to study the influence of these cognitive and personal factors in workplace
(Goleman, 1995).
Each theoretical framework defined emotional intelligence as one of the two viewpoints: ability
model or the mixed one. From the perspective of ability model, emotional intelligence is a pure form of
mental ability and intelligence. In contrast, mixed models of EI syndicated mental ability with
personality aspects such as confidence and comfort( Mayer et al., 1999). Onley Mayer and Salovey
regarded EI as an ability model. Another two models of EI was introduced with a rather diverse
conception. Reuven Bar-On has put forth a model based within the context of personality theory,
emphasizing the co-dependence of the ability aspects of emotional intelligence with personality traits
and their application to personal well-being. But, Daniel Goleman projected a mixed model in terms of
performance, integrating an individual's abilities and personality and applying their corresponding
effects on performance in the workplace (Goleman, 2001). This study adopted Goleman‘s model to
examine relationship between EI constructs and the charismatic leadership.
Daniel Goleman, was a psychologist and scientific writer. He found the research of Salovey and
Mayer in the 1990's. Encouraged by their conclusions, he conducted his research further and published
Emotional Intelligence, the revolutionary book which made both public and private sectors familiar with
·266· Proceedings of the 14th International Conference on Innovation & Management

idiom of emotional intelligence. He found that while the qualities traditionally associated with
leadership such as intelligence, toughness, determination and vision are required for success, they are
rather insufficient. In reality, effective leaders are also distinguished by a high degree of emotional
intelligence.
Goleman comprised a set of emotional capabilities within each construct of EI. He has argued that
emotional capabilities are not a natural talent rather a competency that can be learned, and thus one can
work on that and achieve great performance (Goleman, 1995). Goleman theorizes that individuals born
with an overall EI that regulates their potential for learning emotional abilities. Organizing the
competencies under the numerous factors is not random; they seem in synergistic clusters or groupings
that support and facilitate each other (Boyatzis, Goleman, Rhee, 1999). Table 1 shows Goleman's
conceptual model of EI and consistent emotional capabilities. The factors and capabilities are under one
of four groupings: the understanding emotions in oneself or others and the controlling the emotion in
oneself or others.
Figure 1: Goleman’s Conceptual Model of Emotional Intelligence

2.1 Emotional Intelligence and Leadership

Investigating emotional intelligence and the effective leadership of 43 participants employed in
management roles, Palmer et al. (2001) found that emotional intelligence has been associated with
several components of transformational leadership. The ability to monitor emotions within oneself and
others was associated significantly with the transformational leadership components of idealized
attributes and idealized behavior. The components (idealized attributes and idealized behaviors)
combined reflect ―charisma‖. The Trait Meta Mood Scale was used to measure the attention, clarity and
mood repair dimensions. They have suggested that the ability to monitor emotions in oneself and others
and the ability to manage emotions are the two main components associated with competences of
effective leadership. Empirical studies also showed that, when leaders experience come with positive
emotions at work, this can contribute to several potential beneficial impacts, which in turn contribute
towards the effectiveness of leadership (George, 2000). Cherulnik et al. (2001) pointed out that a leader‘s
behavior has an impact on the subordinate's state. They found that, when the leader exhibited truly
charismatic behavior, this behavior had an effect of emotional contagion, inspiring similar emotional
responses in the subordinates who were exposed to the behavior. Thus, emotion is a precursor of action,
providing the schema on how individuals interact with their environment. In this respect, it is therefore
reasonable to expect that individuals low in emotional intelligence are unlikely to recognize when help is
needed while individuals who exhibit emotional intelligence may adapt themselves with others optimally
and accommodate the needs of others. As such they would encourage others to exhibit behaviors that
benefit organizational outcomes and enhance organizational members.

To obtain followers‘ obligation to group level goals, charismatic leaders pursue to bond individual
participation of followers into the larger, collective identity of the organization (Shamir et al., 1993).
Avolio et al. (Avolio et al., 2004) projected that transformational leaders excite their followers‘ personal
identification toward the leader, and their social identification toward the cooperative, and this in turn
 Proceedings of the 14th International Conference on Innovation & Management ·267·

has a positive influence on follower attitudes and behaviors. Martin Luther King, Jr. for example, in his
famous ‗I have a dream‘ speech, began by signifying the follower‘s own feelings of irritation at social
dissimilarity. Then, he aroused pleasure and disappointment in the audiences: pride in the direction of
themselves for lasting difficulties, and pity in the direction of those who survive in rage and use
brutality. Therefore, King spoke to his followers‘ emotions first, thus indicating his sympathy of them.
Then He followed that by offering a diverse set of emotions, and a dream for treatment to relate to those
emotions. This is the skill to change followers‘ emotions in such a way is obviously associated to
emotional intelligence. Primary, awareness of emotions in him and in others is essential for a leader to
distinguish both the emotions linked with his own idea, and the emotions linked with his followers‘
primary principles and beliefs. Then, accepting of emotions and how they relay to each other, and to
exterior sources, is solution. The leader must recognize how the emotions his viewpoint involve relay to
the emotions his followers‘ beliefs demand. Throughout of this association, the leader can sketch a
rational association among the two. In addition, and of intense significance, a charismatic leader must
comprehend how emotions narrate to substantial gestures, language patterns and other civilizing
information he distributes with his followers. Mr. King understood the pride and expect connected with
the virtuous ‗Let Freedom Ring‘, consequently he was intelligent to use those vocabularies in his
language to highest result. Lastly, organizing emotions in the self and others is essential thus that the
leader knows how to transport his principles to his followers. Therefore, the fundamental gears of
emotional intelligence are all in a straight line associated to charismatic leadership.
Further than this, emotional intelligence has yet extra skill to influence charisma. (Yukl, 1981)
mentioned that, cohorts of charismatic leaders will experience optimistic emotion near the leader, and in
the direction of the leader‘s visions. (Kelly, Barsade, 2001) talked about the position of emotional
contagion in making sturdy emotional states inside a grouping. In the background of groups, emotional
infection refers to extend of emotion from one portion of the group, frequently the leader, to the rest of
the group. This is an automatic spread and unconscious. So, emotional intelligence will have a function
in emotional contamination. Leaders who have the ability of supervise emotions in the self and in others
will be enhanced talented to spread emotional contamination within the group. Thus, supervising of
emotions in others comprises sympathetic and using relevant signs, verbal communication and facial
terms. Leaders that are not capable to direct emotions in the self or others will similarly find it
complicated to spread such optimistic emotions about visions and themselves.
Higher the ability to observe and comprehend emotions, will also help the leaders to emphasize
with followers when they are facing difficulties. Kellett and her colleagues found that the ability to
observe others' emotions projected empathy, and thus projected both relations and task leadership. So,
emotionally intelligence leaders can progress their followers' job satisfaction by showing empathy and
signifying that they care about their followers' welfare (Kellett, Humphrey, Sleeth, 2006).

3 Research Model and Hypothesis

This study uses Goleman‘s model which frameworks four foremost EI constructs. First is
self-awareness which is the skill to understand one‘s emotions and recognize the effect of intuitive
feelings to make decision. The second construct is self-management, which comprises controlling one's
emotions to change conditions. Social awareness is third construct which refers to the ability to
observe, recognize, and respond to other's emotions while realizing social systems. Lastly, the fourth
construct, is relationship management, involves the ability to encourage, inspire, and motivate others
dealing with conflicts (Goleman, 1998).
Leaders who have skill to personalize their consideration are able to assess individual follower‘s
needs and assign task suitable to those needs. Consequently, a leader should accurately comprehend the
follower‘s needs, both emotional and progressive. This would need leader‘s emotional awareness and so
will be connected to leader‘s emotional intelligence. intelligence. A leader who can recognize and
empathize with follower‘s emotional desires is experiencing empathy for that follower (Kellett,
Humphrey, Sleeth, 2002). Then, when that leader cooperates with the follower to meet those emotional
needs, his activities should indicate his empathy to the follower. So, when a leader involves in
personalized consideration, he involves in empathy. Additionally, empathy is a key characteristic of
transformational leaders (Behling, McFillen, 1996). Base on earlier discussion, emotional intelligence is
a essential precursor to empathy. Extra researches also showed that people with low emotional
intelligence, have lack of empathy (Constantine, Gainor, 2001).
Base on above discussion, the following hypothesis proposed:
·268· Proceedings of the 14th International Conference on Innovation & Management

H1: Emotional intelligence have incremental validity in predicting charisma, beyond empathy or
social awareness.
Considering the connection of idealized inspiration, or charisma, to emotional intelligence, the
second factor of the transformational leadership model, inspirational motivation, will be careful. Several
studies have showed that self-awareness and self-confidence are two key constructs in shaping a leader‘s
success in inspirational motivation (Yukl, 1999; Sosik, Megerian, 1999). Persons who can observe and
comprehend their own emotions and the emotions of others should have greater self-awareness. Thus:
H2: Emotional intelligence have incremental validity in predicting charisma, through Self
Awareness.
The foundations of adaptableness and self-management, are capabilities defined in all models of
emotional intelligence. Mayer, Salovey (1997) regard them as emotional management and
understanding, Bar-On (Bar-On, 2000) defines them as intrapersonal components, and Goleman regards
them in the category of self-awareness and self-management.
Chung, A. et al. (2011) demonstrated that self‐management skills acted as supplement/enhancer
of charismatic leadership behaviors. Above discussion, leads to the next hypothesis:

H3: Emotional intelligence have incremental validity in predicting charisma, through

Self-Management.
Sy et al. (2005) discovered that, when leaders have positive attitude, followers will
experience more positive mood. This consequence also generalizes to the group level, therefore those
leaders with positive moods empower groups to have a more positive and a less negative emotional
attitude. It is significant that emotional demonstrates a critical role in influencing follower‘s impressions
of their leaders' sincerity (Dasborough, Ashkanasy, 2002) and of their leaders' charisma (Groves, 2005).
Leaders with high EI are capable to display emotions, raising emotions in others, and conveying a
message of authenticity to their followers, so growing subordinates' job satisfaction. Dasborough and
Ashkanasy realized that followers who observe leaders as being genuine, will have a greater positive
affect that would explain into a surge in their job satisfaction. Grovesalso discovered that leaders need to
be able to control their emotions to display the appropriate emotions to their followers. Emotional
intelligence should play a role in emotional influence. A leader who can manage emotions in the self
and in others will be better able to spread emotional contagion within the group. Base on previous
discussion, managing emotions in others comprises empathetic and using relevant gestures, language
and facial expressions. If the leader selects and displays positive emotions regarding his or her goals, or
toward himself or herself, such contagion will be a part of charismatic leadership. So it will be difficult
to spread and inspire such positive emotions about goals for those leaders who are not able to manage
emotions in the self or others. Base on this, next hypothesis generates:
H4: Emotional intelligence have incremental validity in predicting charisma, through social
skills.

H1

H2

H3

H4

Figure 2 Theoretical Framework of the Research

4 Research Method
This research utilizes quantitative approach. Researchers will provide participants with all testing
materials. Participants were originally requesting participation manually or e-mail invitation containing
 Proceedings of the 14th International Conference on Innovation & Management ·269·

a connection to the survey email, on the Internet. This study contains measures of Social Management
Skills, Empathy, self-Awareness and self-Management. The primary questions that asked in the study,
also measured on charismatic leadership behavior s participant.
4.1 Questionnaire design
Charismatic leadership has been calculated by the ‗charisma items‘ in the CLIO (‗Questionnaire for
Charismatic Leadership in Organizations‘) that was developed in 2004 by de Hoogh, den Hartog and
Koopman. The respondents were complete and rate on a 6-point Likert-scale type, to complete this
questionnaire.
Self-awareness. Participants will complete the 4 items include of a measure of self-awareness
adopted form Emotional Intelligence Appraisal (EIA) measure, developed by Travis Bradberry and Jean
Greaves in 2003.The personal Self-awareness sub scale used a four tip Likert style reply layout. Interior
consistency for this scale is α=0.73, and analysis retest reliability is reported that should be 0.84.
Self-Management. As explained by the author s own efficiency measure, captures the General
differences between individuals in their tendency display themselves able to meet demands into a wide
range of frameworks. Items also adopted from Emotional Intelligence Appraisal (EIA) measure
(Bradberry et al., 2003). Confirmation studies showed that the building measures related to become
impure, but distinct from self-esteem and self-efficacy of circumstantial. Self-report scale become
impure. Utilizing three Likert style four points scoring for each item.
Empathy. Participants completed the ‗empathy‘, 3 items adopted from EIA. The five response
options in Likert style points. Reliability of half scale Division reportedly. 76 large sample.
For Social Skills measure that will calculate the ability of managing relationships to move people
in the desired direction, the study used the ECI measure (Emotional Competency Inventory), which was
shaped in 1999 that consists of 4 items.
Table 1 Summary of the Designed Questionnaire
Variables No. of Items
Charismatic Leadership 6
Self-awareness 4
Self-Management 3
Empathy 3
Social Skills 4
Items to be considered under different constructs:

Table 2 Items in Self-awareness Construct

Item ID Measures
SA1 I realize immediately when I lose my temper.
SA2 When I feel anxious I usually can account for the reason(s).
SA3 Awareness of my own emotions is very important to me always.
SA4 When I am being 'emotional' I am aware of this.

Table 3 Items in Self-management Construct

Item ID Measures
SM1 I can 'reframe' bad situations quickly.
SM2 I can consciously alter my frame of mind or mood.
SM3 I do not let stressful situations or people affect me once I have left work.

Table 4 Items in Empathy Construct

Item ID Measures
EM1 I am always able to see things from the other person's viewpoint.
EM2 I am excellent at empathizing with someone else's problem.
EM3 I can tell if a team of people are not getting along with each other.
·270· Proceedings of the 14th International Conference on Innovation & Management

Table 5 Items in Social Skills Construct

Item ID Measures
SS1 I have respect for those who are not agreeing with me.
SS2 I am able to encourage or inspire others.
SS3 I am very good at expressing my opinions and views openly and honestly.
SS4 I am able to convince others that my opinions or ideas have value, without being pushy

Table 6 Items in Charismatic Leadership Construct

Item ID Measures
CL1 As a leader, I involve employees in decisions that are important for their work.
CL2 As a leader I have a vision of the future.
CL3 As a leader I delegate challenging responsibilities to employees.
CL4 As leader I encourage employees to think independently.
CL5 As a leader I will delegate challenging responsibilities to employees.
CL6 As a leader I give people the feeling of an important, common mission / task to work.

Figure 2 The Model Test in PLS

In this study Empathy, Self-Awareness, Self-Management and Social Skills as independent
variables totally describe 70% of variance in Charismatic Leadership construct. In other words, the R^2
is about 70% (Figure 2).

5 Conclusion
This study has been done in Kuala Lumpur, Malaysia, Respondents of this study were MBA stdents
in University Technology Malaysia and CEOs and departmant managers of five deifferent companies in
Kuala lumpur. The charismatic leaders can lead the employees by motivating them to attain the
company’s goal. Besides, Charismatic characteristics of leaders are expected to give employees more
satisfaction and give company competitive advantage over the competitors. The results of PLS SEM
path analysis revealed that independent variables totally describe 70% of variance in Charismatic
Leadership construct, indicating that Emotional Intelligence is highly assosiated with Charisma among
the respondents of this study.
 Proceedings of the 14th International Conference on Innovation & Management ·271·

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