KICS: A MODEL OF MOTIVATIONAL LEADERSHIP IN ORGANIZATIONS
John N. N. Ugoani
College of Management and Social Sciences, Nigeria
E-mail: drjohnugoani@yahoo.com
Submission: 18/02/2015
Revision: 03/03/2015
Accept: 07/03/2015
ABSTRACT
This pure research produced a Model of Motivational
Leadership – KICS: which embraces knowledge, intelligence, collaboration and
synergy. It is a synergistic proposition based on the theory of emotional
intelligence as the index of competencies needed for effective leadership. It
opened with a general discussion on traditional models of leadership, then the
roles of knowledge, intelligence, collaboration and synergy as they relate to
motivational leadership. Emotional intelligence clusters and synthesis of the
model’s elements were discussed, emphasizing how KICS-based motivational
leadership can be developed and sustained. Motivational leadership entails
exciting people’s imaginations and inspiring them to move in a desired
direction. It reflects the power to motivate and lead in organizations.
Realizing that unity and cohesiveness are built from personal bonds, the best
leaders seek to deepen their rapport with employees and colleagues to enhance
organizational performance. The study argues that the synergy of related emotional
intelligence competencies leads to motivational leadership behavior. Knowledge
is critical to leadership because there are different types of leadership and
different situations require different kinds of knowledge, and the person
possessing the knowledge demanded by a certain situation in most cases, tends
to become the best leader. A knowledgeable person is one who is trained to
consider his actions to undertake them deliberately, in a disciplined manner.
Added to this ability is the intelligence to endure in a chosen course in the
face of distraction, confusion and difficulty, all combined in producing a
motivational leader. Knowledge tends to be procedural in nature and to operate
outside of focal awareness. It also reflects the structure of the situation
more closely than it does in the structure of formal disciplinary knowledge.
The survey research design was used for the study. Data generated were used to
describe the KICS Model of Motivational Leadership.
Keywords: Transformational
leadership, Transactional leadership, Charismatic leadership, Servant
leadership, Visionary leadership, Inspired leadership, Disciplinary knowledge
1. INTRODUCTION
Traditional
leadership scholars like Bass (1985, 1998, 1990) tend to overemphasize the
distinction between transformational and transactional leadership models in
attempts to determine who is an effective leader in organizations. Joining the
debate, Sternberg (2003) proposes WICS: Wisdom, Intelligence and Creativity
Synthesized, as an important model of leadership in organizations.
While
the debate rages on over what constitutes a fine model of leadership in
organizations, the KICS: Knowledge, Intelligence, Collaboration and Synergy is
a fresh impetus through the construct of Motivational Leadership Model towards
who is an effective organizational leader. The model suggests that the four
components of motivational leadership are Knowledge, Intelligence,
Collaboration and Synergy (KICS).
The
philosophy of the model is that an individual requires these important components
interacting together in a synergistic manner so as to be a highly successful
organizational leader. Despite the merits and demerits of transformational and
transactional leadership models, motivational leadership model proposal aims at
a leadership behavior that is highly relationship focused.
Leaders
whether transformational or transactional are frequently rated by the level of
admiration or none from their followers or subordinates, depending on the level
of impact they have on them. Assuming that no individual is ‘born’ a leader it
is then obvious that knowledge, intelligence, collaboration and synergy are to
a certain degree ways of developing and sustaining motivational leadership
because they interact in elimination of primitively which blocks interpersonal
relationships.
The
individual gains knowledge from the environment in ways that influence the
level of intelligence, which enables him to collaborate with others as a team
toward the achievement of organizational objectives. Knowledge of self, of
others, and of groups, the intelligence to arrange and collaborate with others,
lies at the heart of motivational leadership. Leadership is about warm
relationships that influences and inspires others to do what the leader expects
them to do without knowing it, or even feeling worried (GOLEMAN, 1998)
Figure 1: WICS:
A Model of Leadership in Organizations
Source:
Sternberg (2003)
In
his work Sternberg (2003) proposed The WICS Model of Leadership, and suggests
that while management tends to be a formal, scientific, and present-oriented
process, leadership tends to be an informal, flexible, inspirational, and
future-oriented process. This perspective clearly suggests that leadership
requires multiple intelligences embedded in the science of emotional
intelligence.
Generally
speaking, organizational leadership involves the process of guiding and
directing the behavior of people in the work environment and a key to
influencing organizational performance and effectiveness. The KICS model
suggests that motivational leadership is the ingredient that drives
organizational and human progress through knowledge, intelligence, empathize
and synergy.
Motivational
leaders inspire the people around them because they are able to develop good
common identity, collaborate with others for common good, lead teams in the
achievement of organizational objectives, avoid being autocratic, remain
committed to a course and usually visionary. In contrast, lackluster leaders
deplete the values of a people as they ruin organizations upon which society
depends for sustenance. Their actions and inactions go on at huge costs against
the organizations, employees, customers, and investors (RICHARDSON, 2010).
Motivation
is intricately tied to leadership because it is directed towards changing the
behavior of people. Motivation theories continue to show that it is a critical
element of leadership that arouses enthusiasm, loyalty, passion and commitment
to pursue a definite goal. Thus, motivational leadership involves the ability of
the leader to change human behavior to move in the right direction. Since
leadership requires a high dose of people skills, the imperative of KICS model
of motivational leadership cannot be overemphasized.
The
motivational leadership theory proposition is heavily in support of the
transformational leadership concept. Transformational leadership inspires
organizational success by dramatically affecting workers attitudes about what
an organization should be as well as their basic values, such as trust, fairness,
and reliability. Like transformational leadership, motivational leadership
seeks to create in employees a sense of loyalty, ownership, commitment,
encourages new ways of solving organizational problems and promotes lifelong
learning through knowledge sharing (DAFT, 1999; GRAEF, 1993; YUKE, 1998).
1.1. Four
Components of KICS:
1.1.1. Knowledge
Knowledge
involves the leader ability for self-evaluation, the capacity or skill to
identify, understand, examine, and manage the perspectives of others. According
to Goleman (1998) the attainment of self-knowledge is humanity’s greatest
challenge, yet it is one of the greatest skills a person requires to be
successful in leadership architecture. Knowledge of the self, the environment
and the others is very critical for organizational leadership now that global
organizations do more with knowledge employees.
Armstrong
(2004) posits that knowledge is a necessary competitive tool for organizational
success. Nonaka and Takeuchi (1995) state that knowledge is either explicit or
tacit. Explicit knowledge refers to academic intelligence necessary for job
performance while tacit knowledge has more to do with emotional intelligence
which provides the skill for collaboration with others. Knowledge is important
to organizational leadership success because management and leadership are
qualitatively different concepts.
Ability
to apply specialized procedures, techniques and knowledge required to get the
job done, the ability to manage diversity and work well with others, and the
ability to see the organization as a whole, to understand how the different
parts of the organization affect each other, and recognize how the organization
relates with the external environment are ingredients of knowledge that lead to
motivational leadership in organizations. The latitude of human knowledge
pushes back the frontiers of ignorance, opens the gate to human intelligence
and widens the scope of interpersonal/human collaboration.
1.1.2. Intelligence
Intelligence
provides the ability to take correct decisions. It is therefore an essential
element of motivational leadership. A popular definition of intelligence is:
“Intelligence is the aggregate or global capacity of the individual to think
rationally and to deal effectively with his environment”. Since intelligence is
important to leadership, how important is it?
It is
believed that if the conventional intelligence of a leader is too much higher
than that of the group he or she leads, the leader may fail to connect with
those people and becomes ineffective. Therefore, in addition to general
intelligence, a leader requires intelligence in terms of emotional
intelligence. Emotional intelligence may be defined as the capacity to reason
about emotions, and of emotions to enhance thinking.
It
includes the abilities to accurately perceive emotions, to access and generate
emotions so as to assist thought, to understand emotions and emotional
knowledge, and to reflectively regulate emotions so as to promote emotional and
intellectual growth. Emotional intelligence complements academic intelligence,
which has not provided the answer to successful leadership. The long-time
primary emphasis on academic intelligence or intelligence quotient (IQ) in the
literature relating intelligence to leadership perhaps has been unfortunate.
Presumably,
some measure of academic intelligence is an ingredient of successful
leadership, however, recent theorists emphasize other aspects of intelligence
in their work, such as emotional intelligence. The leadership excellence at
Johnson & Johnson provides evidence of the romance of emotional
intelligence and leadership in organizations. (STERNBERG, 2003; GOLEMAN, 1998a;1998b;
MCCLELLAND, 1973; SPENSER; SPENCER, 1993; MAINDL, et al. 1985)
1.1.3. Collaboration
Those
excelling in leadership positions are those who are able to articulate and
arouse enthusiasm for a shared vision and mission, step forward as needed and
guide the performance of others, hold them accountable and lead by example.
Collaboration is very important in the workplace of today. According to Goleman
(1998) everything is done collaboratively.
There
are no lone geniuses anywhere; ideas do not come from a lone head, but from
collaboration. In a deep sense, collaboration matters immensely for leadership
success in a world where work is done in teams. One of the most important
skills in management or leadership is the ability to read the human
perspective, to be aware of what is happening.
Power
in leadership is the ability to make things happen, and to make things happen
the leader must collaborate effectively, through understanding the human
elements and move accordingly. Collaboration is the art of making an impact
through people, the ability to pull people together, and to attract colleagues
to work as a team for the achievement of organizational goals.
Gardner
(1983) opines that the network of his associates is critical in work
performance, suggesting that the group mind can be far more intelligent than
the individual mind. The beauty of the art of collaboration cannot be
overemphasized. For example, Goleman (1998) states that outstanding team
performance raises the group intelligence quotient – the sum total of the best
talents of each member on a team, contributes to their fullest.
When
teams operate at their best, the results can be more than simply additive –
they can be multiplicative, with the best talents of one person catalyzing the
best of another to produce results far beyond what any one person might have
done. The explanation lies in the members relationships. The motivation,
interpersonal skills, and compatibility of the group members is the key to
their performance.
In
contrast, according to Williams and Sternberg (1988) those who are socially
inept, out of tune with others feelings are frequently a drag on success,
especially if they lack the ability to resolve differences or communicate
effectively and positively. Motivational leadership is strongly lied to
collaboration because if group members receive proper recognition they become
more committed to the goals and work harder.
1.1.4. Synergy
Many
distinguished previous researchers have done a great deal of excellent work in
the area of leadership. Models have also been created, but it would appear that
there is no particular model of leadership theory that will completely embrace
all its major components in an effort to determine who is a successful leader.
The
KICS model is one of such models that may come nearer to some other models in
capturing the components that are critical in producing quality leadership. The
last component of the KICS model is synergy. The different elements of the
model operates in cluster. The framework of the KICS model is emotional
intelligence. Emotional intelligence is the index of knowledge, intelligence,
collaboration among other competencies necessary for leadership success.
A
leader requires knowledge to understand others and his or her environment, this
knowledge provides the necessary level or type of intelligence to take
appropriate decisions and actions. Intelligence as a basic leadership
requirement gives rise to social skills – such as relationship management and
collaboration. Emotional intelligence is a common phrase with which to focus
attention on talent as it emphasizes links to all levels of the human psyche.
This
dispositional variable is observed when a person demonstrates the competencies
that constitute self – awareness, self-management social awareness and social
skills at appropriate times and ways in sufficient frequency to be effective in
the situation. Goleman (1998) posits that leadership is almost all about
emotional intelligence. He explains that emotional intelligence invokes the
capacity for recognizing our own feelings and those of others for motivating
ourselves and others, and for managing emotions well in ourselves, and others
and in our relationships.
It
describes abilities distinct from, but complementary to, academic intelligence,
the purely cognitive capacities, measured by intelligence quotient. Emotional
intelligence is the bedrock of emotional competencies that facilitate
successful leadership. According to Goleman (1998) emotional competencies
contribute about 80 percent in the success matrix of successful organizational
leaders, and in contrast, lack of emotional attunement explains the failures of
brilliant CEOs.
Emotional
intelligence skills are synergistic with cognitive skills, top leaders have
both – that is, knowledge, intelligence and social awareness. The more complex
the task of leadership, the more emotional intelligence matters, because a
deficiency in emotional intelligence can hinder the use of whatever technical
expertise or intellect a leader may have. (SALOVEY; MAYER, 1990; BAR-ON, 1997)
2. SYNERGISTIC PROPOSITION
Cleary
(1992) describes a model as a simplified representation of the world. He posits
that the purpose of any model is to simplify and clarify thinking, to identify
important aspects, to suggest explanations, and to predict consequences (DYE,
1992; FINEMAN, 1997).
Models
have been widely employed in management theory to help clarify relationships
and processes, including McGregor’s (1960) theory ‘X’ and theory ‘Y’ model.
Such significant studies confirm that models assist the researcher to
understand the real world, and the reality of the researcher and make explicit
the core competencies that would otherwise be hidden in an excess of words.
Models suggest organization’s core competencies that fit reality.
According
to Drucker (1998), they must also fit one another, and be known, understood,
and constantly tested throughout the organization. Drucker (1998) deems this
essential and asserts that most organizations move to correct the culture of
the organization before they accurately establish the assumption upon which the
organization has been built.
The development
of KICS Model of Motivational Leadership is a synergistic proposition and it is
based on clusters of emotional intelligence competencies. Clusters within a
competency model should be related in some way, like: knowledge, intelligence,
collaboration and synergy – and not a list. They may be related as being parts
of a whole.
In
other words, the clusters might complement each other like in the KICS Model
the competencies of knowledge, intelligence and collaboration are social
skills. Demonstrating the competencies in one of these clusters does not
preclude nor arouse the competencies in the other cluster but when demonstrated
in conjunction with each other the individual is typically more effective in
leadership and professional management positions.
The
clusters within a model may have a developmental relationship. For example, the
knowledge cluster of competencies is needed for sustainable intelligence, and
the intelligence cluster required for superior collaboration. Also effective
clusters may have compensatory relationships. For example, the collaboration
cluster may occasionally compensate for the demonstration of the other
clusters.
The
clusters of a competency model is not by accident, rather they offer an
appropriate focal point from which to identify, predict and establish the
multiple levels of causal connections as suggested in the KICS Model. Rather
than by accident, the clusters of a competency model make sense and come out of
our mental and theoretical models (BALLON, et al. 1999; BOYATZIS, 1982;
BOYETZIS, et al. 2000; CAVALLO; BRIENZA, 2002; BOYATZIS, 1999).
Goleman
(1998) posits that for outstanding leaders, emotional competencies – as opposed
to technical or cognitive cues – make up 80 to 90 percent of those listed as
crucial for success. In model building, emotional intelligence competencies are
put in synergistic clusters. Clusters are behavioral groups of the designed
competencies.
They
are often linked conceptually and defined by a theory as an operationalization
framework to describe which competencies are associated with others. The
competencies within such a cluster may be linked empirically to allow us
discover how the human organism demonstrates these desired competencies in
various situations.
In a
classic work, McClelland (1973) posits that competence comes in multiples.
Organizations and individuals interface in ways that require a multitude of
emotional intelligence abilities, each most effective when used in conjunction
with others in synergistic clusters. The KICS Model of Motivational Leadership
though a fresh conception is not too different from other previous models of
leadership as it incorporates wonderful ideas of such models in continuation of
the search for the ever elusive best leader. (BASS, 1998; BASS; AVOLIO, 1994;
BASS, et al. 1996; CONGER; KANUNGO, 1998; MODASSIR; SINGH, 2008; HARMS; CREDE,
2010; UGOANI, 2014; MCCLELLAND, 1993)
2.1 Motivational
Leadership Theory
One
of the most applied constructs which emotional intelligence has been associated
with is that of leadership. The leadership literature has produced many
theories suggesting which characteristics compose the most effective leader. In
addition to the major focus on transformational leadership, transactional
leadership, charismatic leadership, servant leadership, visionary leadership,
WICS Model, the race continues on what comprises the most effective leader (STERNBERG,
2003).
The
KICS model comes from the idea that a combination of motives, skills and values
determines how people lead in a given situation. The model is relationship –
oriented within the context of leadership theory that leads to a construct
which lies outside the taxonomy of previous models. This provides an important
distinction in as much as it bears directly on the operationalization of the
model and the theories and hypotheses that are formulated about it.
Armstrong
(2004) argues that knowledge emerges from the collective experience of work and
is shared between members of a particular group or community, and that knowledge
whether explicit or tacit is a social skill needed in leadership positions. For
example tacit knowledge is a part of practical intelligence. Emotional
Intelligence is based within the context of intelligence theory which
integrates key ideas from the fields of intelligence and emotion thereby
forming the index of a set of skills hypothesized to contribute positively to
accurate self and group appraisal that may guide human behavior in a more
prosocial manner (STERNBERG, 1998).
Prosocial
behavior entails open communication and nurturing instrumental relationships
with others. Motivational leadership is about quality relationships between the
leader and the group. The best way to build quality relationship is to stay in
contact with the individuals and the group. Since the art of leadership
involves influence, it is better to move along with people and not ahead of
them (MAXWELL, 2005; MAYER; SALOVEY, 1997; ABRAHAM, 2004; ADAIR, 2003).
Building
relationships make employees feel inspired about their jobs and pass that
loyalty to customers. Personal relationship means treating employees, customers
and significant others with the highest respect. These elements are critical
because leadership in organizations is the process of guiding and directing
people in the work environment.
Cherniss
and Goleman (2001) state that emotional intelligence affects the quality of
relationships. They posit that relationships can help people become more
emotionally intelligent and therefore contribute more toward organizational
success. Management development strategies emphasize a way of imparting the
skills and knowledge needed by organizational leaders to meet the strategic
objectives of their organizations through helping, advising subordinates,
controlling when necessary and providing feedback.
There
is no single competence that can lead to success, rather a combination and a
configuration of multiple competencies synergized can lead to organizational
success. Studies suggest that effective leaders possess emotional intelligence
which is the ability to recognize and manage emotion in oneself and in others.
Emotional intelligence is made up of several competencies like knowledge,
intelligence, collaboration, and they work more effectively in synergy with
each other.
Nelson
and Quick (2003) The person who gets the best out of his team, and meets
overall expectations, compassionate, calm, and a great motivator, exhibits
emotional intelligence, and a motivational leader. (BRYANT, 2003; BRIEF; WEISS,
2002; DIONNE, et al. 2004; CHERNISS, 2000; GLYNN, 1996; NWUGBE, 2010; ADUKWU –
BOLUJOKO, 2010; BENNIS, 1989; ANONYMOUS, 2004; ARMSTRONG, 2004; ANTONAKIS, et
al. 2009; BARDZILL; SLASK, 2003; BOYATZIS, 1995; NONAKA, 1994; CLAYTON, 1982;
GENTILE, 1998; STERNBERG; KAUFMAN, 1993; KOTTER, 1990; ANONYMOUS, 2004)
3. MATERIALS AND METHOD
3.1 Research
Design
The
survey research design was used for the study. Surveys refer to an
investigation into certain things or events that exist or occur at the time of
the research and connected with some problem situations that is felt over a
wide area by a large population. Surveys could either be descriptive or
analytical.
3.2 Population
and Sample
The
target population comprised bank managers in Aba and Umuahia, Abia State,
Nigeria. The sample was selected by the simple random sampling method, while
the size was determined through the Yamane’s technique.
3.3 Instrument
Primary
data were collected through the use of a questionnaire titled “Motivational
Leadership Questionnaire (MLQ). The 20-item instrument designed along the
Likert-type scale had structured questions on leadership and emotional
intelligence.
3.4 Procedure
for Data Collection
All
the 133 questionnaire copies were personally administered by the researcher and
two research assistants. All the items were returned and found useful for the
study.
3.5 Data
Analysis
Data
generated were used for the description and conceptualization of the KICS:
Model of Motivational Leadership.
Figure 2: The
KICS: Model of Motivational Leadership in Organizations
Source: Ugoani, (2014)
4. DISCUSSION
The
KICS Model of Motivational Leadership is a synergetic proposition and asserts
that the latitude of knowledge pushes back the frontiers of ignorance, opens up
the gate to human intelligence and widens the window of interpersonal
collaboration to produce prosocial human behaviors.
There
is ample empirical evidence that this model is strongly theoretically, related
to the concept of emotional intelligence which is the index of the competencies
required for effective prosocial organizational behaviors. Leadership as an art
of influence involves articulating and causing enthusiasm for a shared vision
and mission, stepping forward to lead as the need arises, regardless of
positions, guiding performance of others while yet holding them accountable and
leading by example.
It is
a social competence that is crucial for organizational success. In business
organizations for example, good leaders are known for establishing rapport with
their employees and using such emotional attunement to persuade and achieve
excellent performance. Getting to know the employees by the Chief Executive
Officer (CEO) provides a different type of motivation that arouses their
enthusiasm for higher performance.
Goleman
(1998) posits that the artful leader is attuned to the subtle undercurrents of
emotion that pervades a group in an organization, and can read the impact of
his or her own actions or inactions on those currents. One way leaders
establish their credibility is by sensing these collective unspoken feelings
and articulating them for the group, or acting in a way that tacitly shows they
are understood.
In
this sense the leader is a mirror reflecting back to the group its own
experience. The leader is also a key source of the organization’s emotional
tone and image, because the excitement emanating from the leader can move an
entire group in that direction, in this way, leadership gives energy to the
people.
The
matter of prosocial behavior is very important, because people not only pay
close attention to leaders, they also tend to mimic them, either positively or
negatively, and such actions and inactions have far-reaching effects on
organizational performance. Highly successful leaders exhibit high levels of
positive behaviors that spread throughout the organization and the more
positive the mood of a group leader, the more positive, helpful, co-operative
are those in the group.
Leadership
has emotional architecture because the ability to convey instructions
convincingly, from the hearts, requires that a leader become sincere about the
emotional message being delivered; truly believing that the message is what
separates the motivational leader from the self-serving, manipulative leader.
Motivational leadership entails exciting peoples’ imaginations and inspiring
them to move in a desired direction.
It
takes more than simple power to motivate and lead in organizations. Realizing
that unity and cohesiveness are built from personal bonds, the best leaders
ensure to deepen their rapport with employees and colleagues which enhances
organizational performance. This research argues that the synergy of related
emotional intelligence competencies leads to motivational leadership behavior.
Knowledge
is critical to leadership because there are different types of leadership and
different situations require different kinds of knowledge, and the person
possessing the knowledge demanded by a certain situation in most cases, tends
to become the best leader. A knowledgeable person is one who is trained to
consider his actions, to undertake them deliberately, in a disciplined manner.
Added
to this ability is the intelligence to endure in a chosen course in the face of
distraction, confusion and difficulty, all combined in producing a motivational
leader. Knowledge tends to be procedural in nature and operates outside of
focal awareness. It also reflects the structure of the situation more closely
than it does in the structure of formal disciplinary knowledge.
5. ACKNOWLEDGEMENTS
The
author is indebted to Professor R. J. Sternberg whose WICS Model of Leadership
in Organizations provided the impetus for the conceptualization of the KICS
Model of Motivational Leadership. Gratitude also goes to Bro. Emma Okorie,
Chancellor, Rhema University, Professor, O. C. Onwudike, Vice Chancellor, Rhema
University, and Professor, O. C. Nwaorgu, Dean, College of Management and
Social Sciences, Rhema University, for the provision of a conducive environment
for academic work.
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