0EI - PDF WORKBOOK FINAL NEW

Maximizing Emotional Intelligence in the Workplace

Leveraging Healthy Social Relationships for Workplace Success

Presented by:

Mitchel Groter

Quantum Achievement Group

NOTES –

Maximizing Emotional Intelligence in the Workplace Page 1 of 218

"Leveraging Healthy Social Relationships for Workplace Success"

NOTES –



NOTES –



NOTES –



NOTES –



NOTES –

A few more facts:

• More than 70% of employers value EI over IQ (careerbuilder.com)

• More than 1/3 of employers place greater emphasis on hiring & promoting people with high EI



NOTES –



NOTES –



NOTES –



NOTES –



NOTES –



NOTES –

Can you think of any more? Add them to the diagram.



NOTES –



NOTES –



NOTES –




NOTES –



NOTES: Studies have shown that:

A Fortune 500 company in financial services proved that their high EI salespeople produced 18% more than lower EI salespeople.

A Dallas corporation measured that the productivity difference between their low EI and high EI employees was 20 times (20X).

Technical programmers demonstrating high EI developed software 3 times (3X) fasters than those with low EI.

A Te as based Fort ne 500 compan sed an EI based candidate selection process A Texasbased Fortune 500 company used an EIbased candidate selection process, along with an EI training and development program, and increased their employee retention by 67% in the 1st year (which added $32M to their bottom line in reduced turnover costs & increased sales revenues).

After supervisors at several manufacturing plants received EI training, production increased by 17%, losttime accidents were reduced by 50%, formal grievances were reduced from 15 to 3 per year, and productivity goals were exceeded by $250,000.

After implementing an EI screening assessment, a large metropolitan hospital reduced critical care nursing turnover from 65% to 15% within 18 months.

After implementing EI assessments & placing people in the right roles for their competencies, a community bank that had to reduce staff by 30% due to the sluggish economy found it was now producing more with less people!

The US Air Force reduced recruiter turnover from 35% to 5% annually by selecting candidates high in EI. Total cost savings of $3M per year on a $10,000 investment (GAO)ca d dates g ota cost sav gs o $3 pe yea o a $ 0,000 vest e t (G O)

A correlation has been found among low EI and workplace theft & shrinkage.

Workers with low EI have a higher likelihood of getting injured while on the job.





NOTES –



NOTES –



EXERCISE – IDENTIFYING EMOTIONS (FEELINGS)

Working on your own, list every emotion you can think of. Write as fast as you can … don’t stop to think. How many did you list?

Some emotions are expected at certain times & some are discouraged (taboo) in certain social settings. List some below.



EXERCISE – FINDING HIDDEN EMOTIONS (FEELINGS)

Listen to the story the facilitator tells you, and write down every emotion you hear, think, feel, see, or otherwise perceive. Keep a running list of the emotions you find/identify. them Some are clearly stated (e.g., impatience, anger, etc.), others are implied by the person’s words or actions.

How long is your list? How many did you get or miss? Is there any pattern to what you caught or missed? (For example, you got all the specific stated emotions, but missed all the implied ones.) How did you find/identify all these emotions?



Property of: Quantum Achievement Programs, LLC (www.quantumachievement.com)

IDENTIFYING EMOTIONS

(The Story of My First Day at a New Job)

Last week, I waited impatiently for the light to change so that I could cross the street. It was my first day

at a new job and I could barely control my excitement and nervousness. After the light in my direction

turned green, I stepped quickly off the curb. Suddenly, I froze as a car shot past me through the red light

and crashed into another car already in the intersection. I couldn’t believe that I hadn’t been hit, but I

was thankful that I wasn’t hurt. I was also quite shaken up. The car that went through the red light had

been so close to me. I was terrified; then my body went weak and felt numb. In fact, I was so upset that I

started to shake. Even more, I was petrified that I would be late for work at my new job because of this

accident.

Later in the day, whenever I thought about the accident, I felt nervous and shaky. However, by the end of

the day, when I talked to my new co-workers about the accident, the shakiness started to wear off and

was replaced by anger toward the driver of the car that had run the red light. I knew that even though I

wasn’t physically hurt, I easily could have been. I could even have been killed!

By the time I got home, I wasn’t shaky or scare anymore. In fact, I was seething and ready to sue

everyone – the driver, the city, the person who manufactured the stop light, whoever. Only after a

relaxing cup of tea and a long talk with a good friend did I calm down and put the scary experience

behind me.



EXERCISE – EMOTIONAL SIGNATURE

Take a few moments to identify your own “basic” emotional signature. What patterns do you see?



NOTES –

Which area/emotions on the diagram do you cover the most? Why do you think that is?

Which area/emotions on the diagram do you cover the least? Why do you think that is?



NOTES –



NOTES –

What is the relationship between these 3 areas?

How do emotions affect you in these 3 areas?



NOTES –

Which is the correct approach to use & why?



NOTES –





NOTES –



NOTES –



NOTES –

List 12 careers that might fit each of the following different types of intelligence.

•Linguistic Intelligence (word smart):

•Logicalmathematical Intelligence (number/reasoning smart):

•Spatial Intelligence (picture smart):

•BodilyKinesthetic Intelligence (body smart):

•Musical Intelligence (music smart):g ( )

•Interpersonal Intelligence (people smart):

•Intrapersonal Intelligence (self smart):

•Naturalist Intelligence (nature smart):



NOTES –

List some jobs in your organization that typically use primarily “intellect” instead of emotions.

List some jobs in your organization that typically use primarily “emotion” instead of intellect.

Where does management/leadership fit?



NOTES –



VIDEO – Daniel Goleman on EI (2.5 min)

NOTES –

Here are 3 more definitions of EI:

EI is the innate potential to feel, use, communicate, recognize, remember, describe, identify, learn from, manage, understand, and explain emotions.

EI f t bilit t i th i f ti & th iEI refers to an ability to recognize the meanings of emotion & their relationships, & to reason & problemsolve on the basis of them. It is involved in the capacity to perceive emotions, assimilate emotionrelated feelings, understand the information of those emotions, & manage them.

EI is the area of cognitive ability involving traits & social skills that facilitate i t l b h i I t lli b b dl d fi d th itinterpersonal behavior. Intelligence can be broadly defined as the capacity for goaloriented adaptive behavior; emotional intelligence focuses on the aspects of intelligence that govern selfknowledge, & social adaptation.



NOTES –



NOTES –



NOTES –



NOTES –



NOTES –



NOTES –



VIDEO – Am I the Only Sane One & Mr. EI

NOTES –



EXERCISE – YOUR TYPICAL LOW EI BEHAVIORS & ATTITUDES

Review the list of lowEI “Thoughts, Attitudes, & Behaviors” shown in the 1st column on the next chart.

Add a few more of your own (specific to your own thoughts, attitudes, & behaviors) at the end of the column (add extra rows).

In the 2nd column, identify the stimulus event that “triggers” that thought, attitude, or behavior in you.

In the last column, identify the specific consequences/effects of your thought, attitude, or behavior in the workplace.




TYPICAL LOW EI BEHAVIORS, TRIGGERS, & CONSEQUENCES

BBEEHHAAVVIIOORR //

AATTTTIITTUUDDEE SSTTIIMMUULLUUSS//TTRRIIGGGGEERR CCOONNSSEEQQUUEENNCCEESS//EEFFFFEECCTTSS AATT WWOORRKK

Over Explaining

Intolerance / Rigidity

Sense of entitlement (lack of gratitude)

Disproportionate responses

Immediate gratification (inability to wait)

Uncontrolled or inappropriate sense of humor



NOTES –



VIDEO – Dilbert Moral Compass Deactivated

NOTES –



EXERCISE –WHY EMPLOYEES WANT LEADERS WITH HIGH EI

FYI: Top Fortune 500 leaders with high EI include Warren Buffet (Berkshire Hathaway), Jeff Bezos (Amazon.com), Ursula Burns (Xerox), Jamie Dimon (JPMorgan Chase), John Donahoe (Ebay), Larry Fink (BlackRock), Alan Mulally (Ford), Indra Nooyi (Pepsi), Howard Schultz (Starbucks), and Kent Thiry (DaVita).

Think about the best and worst boss you ever had. Why were they the worst/best? In the table below, list the qualities that brought out the worst/best in you.

QUALITIES OF PERSON/BOSSWHO QUALITIES OF PERSON/BOSSWHO

BROUGHT OUT THEWORST IN YOU BROUGHT OUT THE BEST IN YOU



NOTES –



NOTES –




EXERCISE – THE BOTTOM LINE: EI AT WORK IS IMPORTANT!

Read & discuss the article on the following page:

Why EMail May Be Hurting OffLine Relationships

By Belinda Luscombe Tuesday, June 22, 2010

http://www.time.com/time/health/article/0,8599,1998396,00.html#ixzz1YiksuP8m

Answer the key question this article poses:y q p

Do TRUST & RELATIONSHIPS matter in the workplace? Why/Why not?



Tuesday, Jun. 22, 2010

Why E-Mail May Be Hurting Off-Line Relationships By Belinda Luscombe

In an age of perpetual digital connectedness, why do people seem so disconnected? In a Duke University study, researchers found that from 1985 to 2004, the percentage of people who said there was no one with whom they discussed important matters tripled, to 25%; the same study found that overall, Americans had one-third fewer friends and confidants than they did two decades ago.

Another recent study, by researchers at the University of Michigan, found that college students today have significantly less empathy — the ability to understand and share the feelings of another — than students of generations past did. The reason, psychologists speculate, may have something to do with our increasing reliance on digital communication and other forms of new media.

It's possible that instead of fostering real friendships off-line, e-mail and social networking may take the place of them — and the distance inherent in screen-only interactions may breed feelings of isolation or a tendency to care less about other people. After all, if you don't feel like dealing with a friend's problem online, all you have to do is log off.

The problem is, as empathy wanes, so does trust. And without trust, you can't have a cohesive society. Consider the findings of a new study co-authored by Kevin Rockmann of George Mason University and Gregory Northcraft, a professor of executive leadership at the University of Illinois who specializes in workplace collaboration. Northcraft says high-tech communications like e-mail and (to a lesser extent) videoconferencing — which are sometimes known as "lean communication" because they have fewer cues like eye contact and posture for people to rely on — strip away the personal interaction needed to breed trust. In a business setting — as in all other social relationships outside the workplace — trust is a necessary condition for effective cooperation within a group. "Technology has made us much more efficient but much less effective," said Northcraft in a statement. "Something is being gained, but something is being lost. The something gained is time, and the something lost is the quality of relationships. And quality of relationships matters." (See photos of vintage computers.)

In Rockmann and Northcraft's study, 200 students were divided into teams and asked to manage two complicated projects: one having to do with nuclear disarmament; the other, price fixing. Some groups communicated via e-mail, some



http://www.time.com/time/photogallery/0,29307,1670168,00.html

http://www.time.com/time

via videoconference and others face to face. In the end, those who met in person showed the most trust and most effective cooperation; those using e-mail were the least able to work together and get the job done. (Let's hope they weren't the ones working on disarmament.)

Northcraft thinks this is because real-life meetings, during which participants can see how engaged their colleagues are, breed more trust. Over e-mail, meanwhile, confirmation of hard work gets lost, which tends to encourage mutual slacking off. "If I don't think you are taking a task seriously, then I won't either," Northcraft says. "And e-mail doesn't allow us to verify that you are taking it seriously."

So even if a colleague is working hard, his e-mail correspondent doesn't know it and is thus less likely to work hard himself. In the study, the groups who met by videoconference did better than the e-mailers, who tended to shirk their responsibilities — suggesting that visual cues are key for trust.

"We all know how inefficient meetings are, and we all know the limitations of e-mail," says Northcraft. "You have to have both." So despite the capacity for mobile communicating, he advises businesses to make sure employees get together often enough to "recharge" their relationships and develop enough trust to last during periods of lean communication.

The same is true of relationships with family and friends, Northcraft says. It's not enough to stay in touch by text or e-mail or Facebook. Now and then, alas, you have to pick up the phone or make a personal visit to Mom and Dad.

For employees, the bad news is that your daily deluge of e-mail isn't going away, and neither are those endless meetings. But the good news is that hard data on the benefits of face time may be enough to persuade HR to fund your trip to a regional office. Summer might be a good time to build some trust with those colleagues up in Maine.

Find this article at:

http://www.time.com/time/health/article/0,8599,1998396,00.html



http://www.time.com/time/health/article/0,8599,1998396,00.html

NOTES –

What this is really telling us is that the world that we experience is not the world that is outside of us, it is a world that we are creating inside. We do not experience reality as it is, we only experience our own perception of reality. Since we all have more or less different sets of filters (that being different sets of values, beliefs, memories etc.), we will all have our own unique perception of the world. This explains how one person can perceive an event completely differently than another person who has experienced the same event.

But, we are actually in charge of how we perceive reality. If our internal representations (our perceptions) of reality are based on our filters, then we could simply change our filters to change our experiences of the world.



NOTES – BUSTING OPEN STEREOTYPES

Do people with more or less status have higher or lower EI? Why do you think that?

How about people with more or less money? Do they have higher or lower EI? Why do you think that?

What about men and women … who has higher or lower EI? Why do you think that?

What about other factors such as education, power, ethnicity, etc.? Do you think they affect EI? How & why?



VIDEO – Left/Right Brain – Spinning & Solution

NOTES –

What are your “personal filters” telling you about these scenes?

How would you change your “personal filter” to view these scenes differently?



NOTES –



NOTES –



VIDEO – Andy Overreacts

NOTES:



NOTES –



EXERCISE – ESCALATION OF LOW EI LOOP (NEGATIVE EMOTIONS)

It is now the 2nd meeting for these 2 people. Assuming the Low EI Loop continues, fill in the thought & text boxes for both parties.

Now, do the same thing, but assume the LowEI Loop were broken.

Fill in the thought & text boxes for both parties from a HighEI perspective.

What’s different about these 2 scenarios? Which do you prefer?




LOW EI CONVERSATION (Fill in the Blanks)




HIGH EI CONVERSATION (Fill in the Blanks)



NOTES –

• Immobilization: From initial emotional stability, people become emotionally paralyzed by the shock of the impending change.

• Denial: Workers then move into denial, and they try to convince themselves that the change will not happen.

• Anger: Next comes anger, where individuals begin to accept the impending change but are angered by it. g y

• Bargaining: Employees then begin to bargain about the conditions of the change as they try to figure out how much they must really change in order to get by

• Depression: As change kicks in and workers start to give up old ways, they shift from bargaining to depression. Here they begin to accept reality and mourn the loss of the old ways.

• Testing: As they start working in newways, people start to test the change. IndividualsTesting: As they start working in new ways, people start to test the change. Individuals typically experiment with new methods, or explore the scope of the change.

• Acceptance: Finally, people accept the change as the new status quo, and reach emotional stability.



NOTES –

• Positive Expectations: People exhibit initial enthusiasm, high expectations, and confidence in the ability to deal with the change. They “don’t know” what they “don’t know.”

• Informed Concerns: As employees learn more about the change, reality sets in, as well as questions about whether the change can be accomplished; people often check out of the change (either publicly or privately) at this point.

• Hopeful Realism: As the changes begin to take hold, workers gain a more balanced p g g gperspective. People understand the challenges involved in the change and have realistic hope that those challenges can be met.

• Informed Optimism: As the change momentum builds, the light at the end of the tunnel becomes visible; people reach a higher level of optimism and self‐confidence about the change, based upon actual experience with it.

• Completion: People have achieved their goals for the change, are strong supporters of the change and are willing to help others through it.



NOTES –



NOTES –





NOTES –



EXERCISE – PERSONAL & SOCIAL SKILLS SURVEY

Complete the survey on the following page. Be prepared to discuss anything you discovered about yourself when completing this survey.

Note that a version of this survey is provided at the end of your workbook that can be used for others to rate you and give you a more indepth perspective of your personal & social skills. Make copies of it and give it to a few people you work with (peers, subordinates, supervisors, etc.) for more of a 360degree point of view.

DISCUSS AS A GROUP. Use later for your action planning.




NAME: DATE:

A SELF-SURVEY FOR PERSONAL & SOCIAL SKILLS

This questionnaire seeks your honest responses to questions about your abilities in the area of personal & social skills.

Your answers will help select skills for development. Please rate yourself in the following areas on a scale from 1 (very

seldom true) to 5 (very often true).

PERSONAL/SOCIAL SKILLS

1 2 3 4 5

Strongly Disagree Neither Agree Agree Strongly Disagree Nor Disagree Agree

RATING

1. Conveys a clear vision for the group/organization. 1 2 3 4 5

2. Encourages innovation in the workplace. 1 2 3 4 5

3. Clearly articulates performance expectations to staff. 1 2 3 4 5

4. Encourages ideas from staff members when solving problems. 1 2 3 4 5

5. Assists the staff in maintaining the direction needed to complete a task. 1 2 3 4 5

6. Seeks consensus among staff members. 1 2 3 4 5

7. Is sensitive to the needs of people from different backgrounds. 1 2 3 4 5

8. Voices disagreement without creating unnecessary conflict. 1 2 3 4 5

9. Responds to others in a timely manner. 1 2 3 4 5

10. Avoids reaching quick conclusions and making snap decisions. 1 2 3 4 5

11. Communicates a clear rationale for his/her decisions. 1 2 3 4 5

12. Considers the long-term implications of a decision before taking action. 1 2 3 4 5

13. Comes well prepared for meetings. 1 2 3 4 5

14. Monitors delegated responsibilities. 1 2 3 4 5

15. Generates enthusiasm in the workplace. 1 2 3 4 5




16. Expresses ideas and thoughts clearly in writing. 1 2 3 4 5

17. Successfully manages resources (i.e., time, budget, technology, etc.). 1 2 3 4 5

18. Responds to change in a positive manner. 1 2 3 4 5

19. Keeps abreast of new developments in his/her field of expertise. 1 2 3 4 5

20. Works cooperatively with others. 1 2 3 4 5

21. Understands gestures, facial expressions, tone of voice, & body language of others (non-verbal clues) when communicating.

1 2 3 4 5

22. Uses socially acceptable gestures, facial expressions, tone of voice, & body language (non-verbal clues) to communicate.

1 2 3 4 5

23. Appears to listen to and understand what you say. 1 2 3 4 5

24. Uses “active listening” techniques to listen to and understand what you say, and ensure you are heard.

1 2 3 4 5

25. Behaves/interacts in a confident manner (assertive, but not aggressive). 1 2 3 4 5

26. Recognizes aggressive, passive, and assertive communication styles (bully, doormat, in charge), and acts accordingly.

1 2 3 4 5

27. Offers help without dominating when needed. 1 2 3 4 5

28. Accepts help in a gracious manner when needed. 1 2 3 4 5

29. Behaves appropriately in a variety of settings. 1 2 3 4 5

30. Knows when it is appropriate to display emotions (e.g., laugh, act angry, cry, etc.). 1 2 3 4 5

31. Initiates, maintains, and ends a conversation appropriately. 1 2 3 4 5

32. Stays a comfortable distance from another when talking. 1 2 3 4 5

33. Freely admits to making mistakes. 1 2 3 4 5

34. Is sensitive to other people’s emotions and moods. 1 2 3 4 5

35. Stays relaxed and composed under pressure. 1 2 3 4 5




36. Receives feedback or criticism without becoming defensive. 1 2 3 4 5

37. Calms him/herself quickly after getting angry or upset. 1 2 3 4 5

38. Communicates needs and feelings honestly. 1 2 3 4 5

39. Pays attention to others & listens without jumping to conclusions. 1 2 3 4 5

40. Pulls him/herself together quickly after a setback. 1 2 3 4 5

41. Stays focused (not lost in unimportant details or procrastination) in getting a job done. 1 2 3 4 5

42. Is aware of how his/her behavior impacts others. 1 2 3 4 5

43. Gives others a chance to speak without interrupting. 1 2 3 4 5

44. Makes eye contact before initiating conversation or while listening. 1 2 3 4 5

45. Considers and generates a variety of possible solutions to problems encountered. 1 2 3 4 5

46. Tends to stay calm during difficult situations. 1 2 3 4 5

47. Has a positive &/or enthusiastic attitude much of the time. 1 2 3 4 5

48. Jumps into new projects quickly. 1 2 3 4 5

49. Usually tries to see things from other people’s points of view. 1 2 3 4 5

50. Generally works well and cooperates with others. 1 2 3 4 5

COMMENTS:

What do you think would help this person get along better with people?

Anything else to add?




SURVEY SCORING/TOTALS:

Total responses #1 = __________ X 1 = __________





TOTAL = __________ / 50 = __________ (Average)

(Mark your average score on the scale below with an “X.”)

1 . . . . . . . . . 2 . . . . . . . . . 3 . . . . . . . . . 4 . . . . . . . . . 5

LOW EI HIGH EI



NOTES –

1. Physiological Needs: Breathing, Food, Water, Sex, Sleep, Warmth, Rest, etc.

2. Safety Needs: Security, Safety, & Stability (of body, mind, employment, resources, morality, family, health, property, etc.)

3. Love & Belonging Needs: Relationships, Family, Friends, Work Group, TeamMembers, etc.

4. Esteem Needs: Status, Prestige, Respect, Confidence, Achievement, Mastery, Responsibility, Dominance, etc.

5 Cognitive Needs: Search for Knowledge Meaning Truth etc5. Cognitive Needs: Search for Knowledge, Meaning, Truth, etc.

6. Aesthetic Needs: Appreciation of & Search for Beauty, Balance, Form, etc.

7. Self‐Actualization Needs : Seeking personal growth/peak experiences & achieving one’s full potential – including morality, creativity, spontaneity, problem solving, lack of prejudice, acceptance of facts, etc.

8. Transcendence Needs: Helping others achieve Self‐Actualization

Maslow said that needs must be satisfied in the given order. Aims & drive always shift to next higher order needsorder needs.



NOTES –NOTES –



EXERCISE – ME VS. WE (PUZZLE)



NOTES –



NOTES –

Note: Selfawareness is the cornerstone of further development of emotional intelligence. Why do you think that is?



NOTES –



EXERCISE – SWOT

Strengths Weaknesses

SWOT

Opportunities Threats



NOTES –



VIDEO & EXERCISE – IMPULSE CONTROL & SELF GRATIFICATION (KIDS)

Watch the video.

Be prepared to discuss questions the facilitator poses on how similar situations play out in the workplace.



VIDEO – Dan Pink What Motivates You

NOTES –



EXERCISE – MOST IMPORTANT THINGS TO YOU



VIDEO – Dilbert – Empathy 2nd cartoon

NOTES –

“Situational radar” is the ability to "read" situations, understand the social context that influences behavior, and choose behavioral strategies that are most likely to be successful. Do you have it? Give an example of how you used it (or could use it) in the workplace.



EXERCISE – 2 IMPROVS (TENSE WORK SITUATION & PERSONAL DISCUSSION @ WORK)



VIDEO – Dilbert Communication & Teamwork

NOTES –



EXERCISE – SOCIAL COMPETENCIES SWOT

Strengths Weaknesses

SWOT

Opportunities Threats



EXERCISE – THE EI MODEL (IMPROV)

Work as a team. Using the scenario assigned to your team, and following the facilitator’s directions, develop & act out a skit that demonstrates both low and high EI characteristics. Use as many dimensions & characteristics as you want. You are also encouraged to “OVERACT” & make the characteristics obvious to the audience. Each skit should be about 35 minutes in length. Be prepared to discuss with the audience afterwards.

Academ A ards ill be presented to the BEST actors & actresses!Academy Awards will be presented to the BEST actors & actresses!



NOTES –

What are some ways in which high EI causes positive & healthy social interactions at the workplace?



HOMEWORK –

1. 360o Survey

2. Describe a few difficult scenarios you have with other people a t work

3. Social Network (Interactions) Diagram – (like an organization chart) of the people you work with most often (e.g., superiors, peers, staff, support people, friends, customers, etc.)

Add a label indicating the emotional signature of each person Add a label indicating the emotional signature of each person

Put a # (from 110) indicating the impact (power/position) on your success of each person (1 = little or no impact on you & 10 = highest impact on you)



NOTES –



NOTES –

DISCUSS HOMEWORK ASSIGNMENTS.



NOTES –



NOTES –



NOTES –



NOTES –



NOTES –



EXERCISE – RAISE SELFAWARENESS: PAY ATTENTION TO CUES & PATTERNS

Follow along with the workshop facilitator & think about each stimulus event (trigger) listed. Then – in the appropriate cell of the table on the next page – fill in what you believe is the corresponding emotions, thoughts, behaviors and effects for each trigger.

EXERCISE –WHAT ARE YOUR TRIGGERS? In the table below, list a few of the C S W OU GG S t e tab e be ow, st a ew o t emost common stimulus events that trigger strong emotions for you at work. List the trigger & the emotion you feel. (For example: Trigger = Criticism from boss about job performance / Emotion = Anger at boss & frustration with self.)

TRIGGER EMOTION




FROM TRIGGERS TO RESULTS (WHERE EMOTIONS FIT)

TTRRIIGGGGEERRSS

((SSTTIIMMUULLUUSS

EEVVEENNTTSS))

EEMMOOTTIIOONNSS ((FFEEEELLIINNGGSS))

TTHHOOUUGGHHTTSS ((CCOOGGNNIITTIIOONN))

BBEEHHAAVVIIOORRSS ((AACCTTIIOONNSS))

EEFFFFEECCTTSS ((RREESSUULLTTSS))

Threat (Might Lose Job)

Obstacle

(Have a Difficult Co-Worker)

Valued Gain (Win a Big Contract)

Valued Loss

(Lose a Big Contract)



EXERCISE – RAISE YOUR SELFAWARENESS: DECODE YOUR EMOTIONS (MIND MAP)

SCENARIO 1: Based on the stimulus illustrated by the facilitator, fill in the EMOTION it triggers in you (middle of page). Then list the THOUGHTS & ATTITUDES you have with this feeling. Now write down any BODY & HEALTH impacts you notice with this feeling. Finally, write down any BEHAVIORS you are displaying as a result of this feeling. Did you discover anything about yourself with this exercise? What?

SCENARIO 2: Repeat this exercise using the mind map template on the following page. This time, use an example from work & be as honest as possible with yourself to help raise your selfawareness. Think of 1 event (stimulus) that usually triggers a strong emotion in you at work. Write the TRIGGER down on the page, along with the EMOTION it makes you feel. Then list the THOUGHTS & ATTITUDES you have with this feeling. Now write down any BODY & HEALTH impacts you notice with this feeling. Finally, write down any BEHAVIORS you are displaying as a result of this feeling. Did you discover anything about yourself with this exercise? What?




RAISE SELF AWARENESS: (Decode Your Emotions)

Tho

ugh

ts & Attitudes

Behaviors

Bo

dy

&

Health

EMOTION?

__________________



NOTES –



EXERCISE – DESC USING DIFFICULT WORK & RELATIONSHIP SCENARIOS



NOTES –



NOTES –

Describe some of the characteristics of a typical victim/martyr in your workplace. (Anyone you know?)

Describe some of the characteristics of a typical perpetrator in your workplace. (Anyone you know?)

Describe some of the characteristics of a typical rescuer in your workplace. (Anyone you know?)





Energy Vampires Types

There are three types of “energy vampires”:

The Insecure Type

The Passive-Aggressive Type

The Robot Type

The Insecure Type

An insecure type always comes across as helpless. They insist you do things for them, and expect

you to take care of their every need. Give-and-take circumstances are unknown to them. All they

can do is take.

Never stand directly in front of this person. If possible, do not make eye contact with them.

Encourage them with words, but do not offer to do things for them. Remember these individuals

live in constant fear of rejection and abandonment. Do not let your pity for them be a basis for

you being their next victim.

Another style for an insecure type is a person who seemly overly confident. They are often very

aggressive or opinionated.

The person who takes charge without listening represents Shadow Leadership

The Passive-Aggressive Type

When you engage a passive-aggressive type in a conversation, they will request your advice.

Unfortunately, all of your suggestions are wrong and you are of no help to them. These people

ask but reject whatever is offered to them. Their classic response to your advice is, "yes, but...”.

The Robot Type

Their outer world is perfect, the inner world is denied, and there is no core essence. They

constantly fear that something is missing and life is progressing without them.

Robot types never complain about the world. They are perfect and everything is beautiful.

Appropriateness and being "politically correct" are more important that being real.

How Energy Vampires Drain Your Spirit and Soul

Energy vampires drain positive energy in many ways, such as:

Intruding on your life, ignoring boundaries and privacy (energy vampires don't think of you)

Making big deals out of nothing (energy vampires are often called "drama queens" because they

can turn a broken nail into a Shakespearean tragedy)

Complaining constantly about their partners, jobs, children, bad luck, and illnesses (energy

vampires like to vent)



Criticizing your hair, appearance, job, children, partner, friends, and pets (energy vampires aren't

positive)

Never taking "no" for an answer (energy vampires don't consider your needs)

Being unrelentingly negative (because their negative energy is relentless, energy vampires drain

your positive energy by encouraging you to be negative, too)

Blaming everyone else for their problems (energy vampires don't take responsibility)

11 Ways to Protect Yourself from Energy Vampires

Limit the amount of time you spend with energy vampires. The less time you're together, the less

positive energy you'll lose.

Learn effective ways to end conversations with energy vampires (e.g., I only have ten minutes to

talk.").

Stay calm and detached from energy vampires. Don't let their negative energy consume you.

Be honest about your needs (e.g., "I need this time to work/read/relax/exercise.").

Refrain from attempting to rescue them or fix an energy vampire's problems.

Practice walking away from energy vampires; the more you do it, the easier it gets.

Limit eye contact with energy vampires.

Avoid being in close spaces with energy vampires (elevators, cars, etc). Negative energy is

catching.

Define and guard your personal space from energy vampires.

Tell energy vampires you feel uncomfortable discussing particular people or circumstances.

Stand up for yourself and your boundaries! Your time, positive energy, and resources are precious

and should be closely guarded from energy vampires.



EXERCISE – MINDFULNESS MEDITATION & BREATHING & SERENITY PRAYER PRINCIPLES



NOTES –



NOTES –

Write down at least 3 ways in which you suppress your emotions at work.



EXERCISE: SUPPRESSION SKILLS

What did you do with the special objects the facilitator had put on the table? How hard was it to suppress your actions? Did any of you press the STOP or PAUSE buttons?



NOTES –

If not done clearly & effectively, will diminish self respect/effectiveness & limit professional growth

Write down at least 3 ways in which you express your emotions (react to the triggers) at work. Which ones are healthy ways & which are unhealthy ways?



EXERCISE – IMPROVE YOUR SELFMANAGEMENT (CHOOSE YOUR RESPONSE—EXPRESS)

A. Always start with an “I” statement. It provokes a less defensive reaction than starting with a “You” statement (e.g., “You make me feel …”). State clearly & accurately how you feel (the emotion).

B. Tell the person what they did (their behavior) that caused you to feel that way. Do not be judgmental; be specific about what it is they did (raised their voice).

C. Finally, tell them exactly what it is you expect them to do the next time, so they don’t y y y p yhave to guess. Be clear about your expectations.

Record 3 examples of how you could use the communication formula to clearly & effectively express your feelings.

Example: I feel FRUSTRATED when you INTERRUPT ME WHEN I AM TALKING. A great solution would be if you COULD REMEMBER THAT I AM A LITTLE WORDIER THAN YOU & AM DOING THE BEST I CAN TO GET TO THE POINT.



NOTES –



EXERCISE TRANFORMATION

Work with a partner. Describe to each other an event that triggered a strong “negative” emotional reaction from you. Label the emotion(s) you felt (be specific). Then discuss with your partner what that emotion was telling you, & how you learned from it (turn it from a negative experience into a positive, learning experience). Then decide it you can let the emotion go or if you think you need to act on it (express it) in a healthy way.



NOTES –



EXERCISE – MOTIVATION

Work with a partner. One person asks the questions, the other person responds. At the end, trade places and repeat the exercise.

Part 1: Ask: “What is most important to you?” After you get a response, ask why? Repeat 4 more times (total of 5 times). Record your observations here.

Part 2: Ask: “If I released my fear of losing anything, how would I live my life?” After you get a response, ask why? Repeat 4 more times (total of 5 times). Record your observations here.



NOTES –



NOTES –



NOTES –



VIDEO – Kid with Positive Thinking

EXERCISE: MOTIVATION (POSTIVE AFFIRMATIONS)

Write at least 1 positive affirmation you can use to “boost” yourself up each day to improve your emotional intelligence.

List several people you in your “social network” (or who you would like to add to your “ i l t k”) t ti i ti lli f & t id f db k & t“social network”) to serve as optimistic allies for you & to provide feedback & support.



NOTE –



EXERCISE –

You’ve been working together for a day now, so what do you know about your team? How observant have you been? Write down 3 things about each member of your team. Avoid the obvious, such as “she is woman, has brown hair, and African American.” Get deeper than “skinlevel.” Discuss your answers as a group & validate your observations.



VIDEO – Blue Man, Kramer, & Movie Clips

EXERCISE – NONVERBAL COMMUNICATION

Follow the directions of the facilitator for this exercise.



EXERCISE – PAY ATTENTION TO OTHERS

View the scene displayed above. Listen to the description of the scenario from the facilitator. Answer the questions posed by the facilitator about the people in the scene.



EXERCISE – THE INTENTIONAL DIALOGUE

The SENDER asks for a Dialogue: “I would like time for a dialogue, is now a good time?” Then SENDER states a frustration or concern in a few sentences. The RECEIVER does the following:1. MIRROR

“So, if I’ve got it, what I’m hearing you say is …”THEN“Is there more about that?”(SENDER: Resend anything the RECEIVER missed that’s important to you or you wish to modify )modify.)(RECEIVER: Continue mirroring and “Tell me more” until the SENDER says that there isn’t anymore about that for now.)

2. SUMMARIZE“So let me see if I’ve gotten it all …” (Summarize the key parts of what the SENDER has said).“Did I get it all?” (Mirror any piece you left out in your summary. )

3. VALIDATE“I understand what you’re saying and you make sense to me because …” (Give a couple of reasons it makes sense ) ORreasons it makes sense.) OR“Help me understand.” (Then mirror again & repeat the process until it makes sense to you. This is NOT about whether you agree or not, only that it makes sense from the SENDER’s perspective.)

4. EMPATHIZE“I can imagine you must feel (or have felt) …” (mention 2 or more feeling words.) If your guess is incorrect, the SENDER will tell you what he/she feels & then you mirror. If your guess is correct or you have mirrored the correct feeling(s), ask:“I h b h ?” (If h i h )“Is there more about that?” (If there is, repeat the process.)

5. SWITCHIf there isn’t anything more about the topic, then ask: “Can we switch?”



NOTES –

What are some other ways you can show respect at the workplace?



NOTES –

What are some examples of the “emotional baggage” that everyone carries?



NOTES –

List some instances when you did not act ethically or responsibly (when considering others’ feelings).

What are some ways you can act ethically & responsibly?



EXERCISE – INCREASE YOUR SOCIAL AWARENESS: SHOW EMPATHY FOR OTHERS

Fill in the mind map on the following page. Think of someone you typically work with on a regular basis. Put their initials next to the people in the middle.

1. Thinking & Feeling. Along the arrow pointing to the top, list some thoughts & priorities that this person may have. (Ex: They want to get ahead, they don’t want to work late, they hate to be embarrassed in front of others, etc.)

2. Listening. Along the arrow pointing to the right/top, list some things that g g p g g / p ginfluence this person. What ideas/people might they be listening to that influences them. (Ex: They listen to & believe office gossip, they are influenced by people with big job titles, etc.)

3. Seeing. Along the arrow pointing to the left/top, list some of the realities of the situation when you work or relate with this person. (Ex: They are often unprepared, they get distracted easily, etc.)

4. Gains. Along the arrow pointing to the right/bottom, list some of the goals or achievements this person typically wants to gain when working/relating with you. (Ex: The upper hand, control, power, etc.)

5. Pains. Along the arrow pointing to the left/bottom, list some of the obstacles or challenges this person might be facing. (Ex: They are the youngest person in the office, they don’t have a lot of experience in this field, etc.)

Did this exercise help you gain any new perspective about this person? Would you act Did this exercise help you gain any new perspective about this person? Would you act, say, or do anything differently with this person now?




EXPAND SOCIAL AWARENESS: (Consider Feelings in Decisions)



NOTES –

List some instances when you were insensitive to the needs of others.

What are some ways you can be sensitive to the needs of others?



NOTES –



NOTES –



NOTES –



NOTES –



EXERCISE:

Review the handout “Common Listening Barriers” for more information on each of the items listed in the slide. Circle the top 3 listening barriers that you use most often. What can you do to lower those barriers in the future?




COMMON LISTENING BARRIERS (Adapted from: Jerry L. Hampton, 1994-2005)

NOT LISTENING = NOT COMMUNICATING

Not listening is not communicating. How well do you listen to what people say? Do you hear someone, but not really listen to him or her? Does this happen to you? People who think they aren’t being listened to feel as if they or their opinions aren’t important.

If you listen, do you hear what is not said with words, but with emotions or body language? How about listening to what is not said? How can you listen with your whole being, body, mind, spirit, and heart?

Below are some of the more common listening barriers.

1. AUTOMATIC TALKING (Most common way of blocking true communication)

“Automatic talking” is listening just long enough to find a word/topic that you know something about; shutting off the rest of what is being said (particularly the emotional content); and then starting to talk about the word/topic you know something about. Automatic talking blocks real communication by not letting yourself or someone else hear the total content.

2. SELECTIVE LISTENING

“Selective listening” is when a person hears someone speaking but selects to not hear portions of what is being said either by choice or desire to hear some other message. Selective listening can take several forms, and results in acting out in destructive ways. One example is to pretend to hear and agree to what was said by acting passive-aggressive, when your actual intent is to NOT act on the message but instead make the other person think you will. Another example is to act on what you wanted to hear instead of what was said. Continued selective listening is one of the best ways to destroy a relationship.

3. DAYDREAMING

“Daydreaming” is letting your attention drift away. There are many causes of this and you can stop it by getting into the conversation and saying you are having a hard time staying with what is being said, without blaming anyone. You may find out others are having the same difficulty and will do the same.

4. BEING RIGHT

“Being right” can take several forms. The most common is polite criticism of how a person speaks or what they say or to insinuate that the person said it wrong. This can stop communication, particularly with sensitive people. Many people have to learn how to communicate and can only do it by trying the way they know how.

5. DERAILING

“Derailing” means changing the subject, telling a joke, or pointing a finger at another person to try to turn a question around and back to the speaker.

6. NAME-CALLING OR BELITTLING

“Name-calling” is using offensive terms for someone, and is actually verbal abuse. “Belittling” someone means to reduce or dismiss the importance or quality of someone or something. Both name-calling and belittling are hurtful and may make someone feel foolish or stupid; and, as a result, that person may remove himself or herself from further conversation.

7. USING “YOU” OR “WE” STATEMENTS INSTEAD OF “I” STATEMENTS

“You” statements are often a form of criticism. "We" statements often imply everyone within listening distance agrees with the statement, which is like you speaking for other people without their permission. Instead, use “I” statements to show ownership of what is being said.




8. ABSOLUTE STATEMENTS

“Absolute statements” are those that use words such as: never, always, forever, etc. Using these words often make a statement untrue. Instead, use a less absolute word.

9. HOOKING/REACTING

“Hooking/Reacting” is a method in which a person will attempt to get you to speak by trying to “hook” you to “react.” Using bad or offensive language is one way of hooking some people. A good listener will continue to just listen and not react. This will often cause the person to stop trying to hook you if you keep it up long enough.



NOTES –

Excellent influence builders are able to influence an outcome without becoming too closely associated with that issue and always live for another day if they are on the wrong side of a vote or decision. They can establish and maintain healthy and rewarding relationships based on cooperation. They resist inappropriate social pressure; constructively prevent, manage, and resolve interpersonal conflict; and seek and provide help when needed.

Ho good of an infl encer/pers ader are o ? Wh ?How good of an influencer/persuader are you? Why?



NOTES –

Take some time to write down several examples where you could have used more IQ or EQ to get your message across. Discuss with each other.



EXERCISE:

Review the handout “Common Social Barriers” for more information on each of the items listed in the slide. Circle the top 3 social barriers that you use most often. What can you do to lower those barriers in the future?



EXERCISE – CONNECTWITH OTHERS

Redo the organization chart you drew as homework following the sample illustrations in the slide. You should have 2 charts.

On each chart, who do you need to connect with more in the future? Draw a circle around the top 3 on each chart. Now list them below & explain why you need to connect with them more & how you will do that?




COMMON SOCIAL BARRIERS (Adapted from: Jerry L. Hampton, 1994-2005)

1. SILENCE:

[Definition: Not speaking, the absence of noise/talking, quiet time.]

Do you feel comfortable with silence? How comfortable? Is the absence or presence of silence a barrier to you? Do you fill in moments of silence with random chatter or body language?

2. EXPECTATIONS:

[Definition: A confident belief or strong hope, a mental image of something expected, or a standard of conduct or performance expected.]

What are your expectations of others? Do others know your expectations or do you just think they know them? Can you change them?

3. RISKING:

[Definition: Inviting unknown (bad or good) consequences, or incurring the chance of something (bad or good) happening.]

What are you risking? How much are you willing to risk? What keeps you from risking it? Those who don’t risk much (or anything), don’t achieve much (or anything).

4. FIXING:

[Definition: Mend, repair, or correct something or someone.]

Do you try to fix others? Fixing is often trying to get someone to believe as you do or to do as you have done in a similar situation or to be more like you so you will feel more comfortable. Can you fix anyone other than yourself?

5. CONTROLLING:

[Definition: Exercising power or authority over something or someone, restraining or limiting something or someone.)

Do you try to control others or the situation? Controlling often takes the form of manipulation. People don’t like it when they find they have been manipulated.

6. PROBING:

[Definition: Conducting a thorough investigation, asking questions that delve deeply into a subject.]

Do you probe others for information? Probing may often be considered intrusive, may cross boundaries, and may offend others.

7. PLACATING:

[Definition: Make someone less angry or upset by doing or saying things to please them.]

Do you placate or feel placated by others? Being placated often makes people feel as if they are being treated like children. People who placate others are often viewed as fake and unauthentic.

8. EXCLUDING:

[Definition: Not including something or someone, leaving it/them out, omitting it/them.]

Do you exclude others or feel excluded by others? Being excluded makes people feel less important than others. People who exclude others are often viewed as domineering or thinking they are better than others.




9. AVOIDANCE:

[Definition: Keeping away from somebody or something, refraining from doing something or preventing something from happening.]

Do you avoid people, issues, or things you need to do? Do you disappear when the going gets tough? Do you shrink back from people or topics that make you uncomfortable? Avoidance is frequently present when a person feels unsure or unsafe (such as with conflict or change). What is it you are unsure about or don’t feel safe about? What are you running from?

10. SCAPEGOATING:

[Definition: Scapegoating is forcing somebody to take the blame for others. It is often an attempt to keep focus off of the person doing the scapegoating.]

Do you scapegoat others or feel scapegoated by others? If you are scapegoating others, what is it you are trying to pass the blame for? If you are being scapegoated, do you stand up for yourself?

11. BLAMING:

[Definition: Finding fault with someone or considering someone responsible for something wrong that has happened.]

Has anyone blamed you for what was or was not happening? Do you make some other person responsible for your behavior?

12. SPEAKING IN CODE:

[Definition: Speaking another language (such as a foreign language or technical jargon) or referring to inside jokes that only a small subgroup can understand.]

Do you speak in code (or another language)? Can everyone understand what you mean or refer to? People who can’t understand what is being said often feel excluded.

13. PUTTING UP BOUNDARIES:

[Definition: Putting up limits that shouldn’t be crossed.]

Do you put up boundaries that define what is good or bad for you? How firm are these limits? Can they be changed? Usually boundaries are often created for protection and should only be changed with considerable thought. They are accumulated during life for protection and may be replaced with another boundary that offers more freedom until it becomes safe to “take the next step.”

14. NOT LISTENING (Also see “Common Listening Barriers”)

[Definition: Not concentrating or hearing somebody or something, not paying attention to something or taking it into account.]

Not listening is not communicating. How well do you listen to what people say? Do you hear someone, but not really listen to him or her? Does this happen to you? People who think they aren’t being listened to feel as if they or their opinions aren’t important.

If you listen, do you hear what is not said with words, but with emotions or body language? How about listening to what is not said? How can you listen with your whole being, body, mind, spirit, and heart?



NOTES: Can you think of any others? Add them to the list!

1. Considerate – Mindful of the needs, wishes, & feelings of others

2. Helpful – Provide support & assistance; give of yourself … time, things, & emotions

3. Accepting – Commit yourself to patience, tolerance, & forbearance

4. Respectful – Everyone deserves your respect … show it

5. Affable – Be goodnatured, friendly, & easytotalkto,

6. Caring – Show genuine empathy & concern for others

7. Trusted/Trusting – Act ethically, responsibly, honorably, & fairly; be willing to rely on or show trust in others

8. Enthusiastic – Show a passionate interest in or eagerness about somethingg

9. Real – Reveal your true self, be authentic & honest, tell the truth, listen to others, & communicate

10.

11.

12.

13.



NOTES –



NOTES –



NOTES –



NOTES –




NOTES –



NOTES –



NOTES –



NOTES –



NOTES –

(Note: Try substituting another word for “Leader,” such as “Employee,” “Teammate,” “Spouse,” or “Parent.”)



VIDEO – Don’t give up

NOTES –



NOTES –



EXERCISE –

Complete the Personal Development Action Plan on the next page.






PERSONAL DEVELOPMENT ACTION PLAN Review the personal or social competencies (listed below) needed for each of the 5 EI Model Dimensions. List 1-3 items you feel need improvement under each of the dimensions listed below. Now list 1-3 goals for each of the items in your list, along with a timeframe/deadline for each item. The goals should be SMART &/or HARD objectives for improvement; and should be a mix of short-term goals (completed in 1-3 months), mid-term goals (completed in 3-9 months), and long-term goals (completed in 6-12 months).

1. Self Awareness (Inner Focus)

• Emotional awareness: Recognizing one’s emotions & their effects

• Accurate self-assessment: Knowing one’s strengths & limits

• Self-confidence: Having sureness about one’s self-worth & capabilities

2. Self Management (Regulation)

• Self-control: Managing disruptive emotions & impulses

• Trustworthiness: Maintaining standards of honesty & integrity

• Conscientiousness: Taking responsibility for personal performance

• Adaptability: Displaying flexibility in handling change

• Innovativeness: Being comfortable with & open to novel ideas & new information

3. Self Motivation (Drivers)

• Achievement drive: Striving to improve or meet a standard of excellence

• Commitment: Aligning with the goals of the group or organization

• Initiative: Being ready to act on opportunities

• Optimism: Persisting in the pursuance of goals despite obstacles & setbacks

4. Social Awareness (Empathy)

• Empathy: Sensing others’ feelings & perspective, & taking an active interest in their concerns

• Helpful (Caring): Anticipating, recognizing, & meeting others’ needs

• Developing others: Sensing what others need & bolstering their abilities

• Leveraging diversity: Cultivating opportunities through the talent & strength of a variety of other people

• Political awareness: Reading group’s emotional currents & power relationships

5. Social Relationships (Synergy)

• Influence: Wielding effective tactics for persuasion

• Communication: Sending clear & convincing messages

• Leadership: Inspiring & guiding groups & people

• Change catalyst: Initiating or managing change

• Conflict management: Negotiating & resolving disagreements

• Building bonds: Nurturing instrumental relationships

• Collaboration & cooperation: Working with others towards shared goals

• Team capabilities: Creating group synergy in pursuing collective goals

Finally, indicate someone with whom you will share your development plan. (Research has shown that if you share a plan/goal with someone else, it helps keep you “honest” in working towards your goal.) Explain what this person can do to help keep you working towards your goal.

Signature: ________________________________________________________________ Date: ______________________




PERSONAL DEVELOPMENT ACTION PLAN 1. RAISE YOUR SELF AWARENESS (INNER FOCUS) – Develop Your Observing Self

Personal Competencies Goal(s) Timeframe/Deadline

1.

2.

3.




PERSONAL DEVELOPMENT ACTION PLAN 2. TURN ON SELF MANAGEMENT (REGULATION) – Develop Your Composed Self


1.

2.

3.




PERSONAL DEVELOPMENT ACTION PLAN 3. FIND SELF MOTIVATION (DRIVERS) – Develop Your Awakened Self


1.

2.

3.




PERSONAL DEVELOPMENT ACTION PLAN 4. EXPAND SOCIAL AWARENESS (EMPATHY) – Develop Your Empathetic Self

Social Competencies Goal(s) Timeframe/Deadline

1.

2.

3.




PERSONAL DEVELOPMENT ACTION PLAN 5. BUILD SOCIAL RELATIONSHIPS (SYNERGY) – Develop Your Connected Self


1.

2.

3.



NOTES –



NOTES –



The Consortium for Research on Emotional Intelligence in Organizations EI Framework ( www.eiconsortium.org )

1

The Emotional Competence Framework

SOURCES: This generic competence framework distills findings from: MOSAIC competencies for professional and administrative occupations (U.S. Office of Personnel Management); Spencer and Spencer, Competence at Work; and top performance and leadership competence studies published in Richard H. Rosier (ed.), The Competency Model Handbook, Volumes One and Two (Boston : Linkage, 1994 and 1995), especially those from Cigna, Sprint, American Express, Sandoz Pharmaceuticals; Wisconsin Power and Light; and Blue Cross and Blue Shield of Maryland. Much of the material that follows comes from Working with Emotional Intelligence by Daniel Goleman (Bantam, 1998).

Personal Competence

SELF - AWARENESS

Emotional awareness: Recognizing one�s emotions and their effects. People with this competence:

• Know which emotions they are feeling and why • Realize the links between their feelings and what they think, do, and say • Recognize how their feelings affect their performance • Have a guiding awareness of their values and goals

Accurate self-assessment: Knowing one�s strengths and limits. People with this competence are:

• Aware of their strengths and weaknesses • Reflective, learning from experience • Open to candid feedback, new perspectives, continuous learning, and self-

development • Able to show a sense of humor and perspective about themselves

Self-confidence: Sureness about one�s self-worth and capabilities. People with this competence:

• Present themselves with self-assurance; have �presence� • Can voice views that are unpopular and go out on a limb for what is right • Are decisive, able to make sound decisions despite uncertainties and pressures


2

SELF - REGULATION Self-control: Managing disruptive emotions and impulses. People with this competence:

• Manage their impulsive feelings and distressing emotions well • Stay composed, positive, and unflappable even in trying moments • Think clearly and stay focused under pressure

Trustworthiness: Maintaining standards of honesty and integrity. People with this competence:

• Act ethically and are above reproach • Build trust through their reliability and authenticity • Admit their own mistakes and confront unethical actions in others • Take tough, principled stands even if they are unpopular

Conscientiousness: Taking responsibility for personal performance. People with this competence:

• Meet commitments and keep promises • Hold themselves accountable for meeting their objectives • Are organized and careful in their work

Adaptability: Flexibility in handling change. People with this competence:

• Smoothly handle multiple demands, shifting priorities, and rapid change • Adapt their responses and tactics to fit fluid circumstances • Are flexible in how they see events

Innovativeness: Being comfortable with and open to novel ideas and new information. People with this competence:

• Seek out fresh ideas from a wide variety of sources • Entertain original solutions to problems • Generate new ideas • Take fresh perspectives and risks in their thinking

SELF - MOTIVATION

Achievement drive: Striving to improve or meet a standard of excellence. People with this competence:

• Are results-oriented, with a high drive to meet their objectives and standards • Set challenging goals and take calculated risks • Pursue information to reduce uncertainty and find ways to do better • Learn how to improve their performance


3

Commitment: Aligning with the goals of the group or organization. People with this competence:

• Readily make personal or group sacrifices to meet a larger organizational goal • Find a sense of purpose in the larger mission • Use the group�s core values in making decisions and clarifying choices • Actively seek out opportunities to fulfill the group�s mission

Initiative: Readiness to act on opportunities. People with this competence:

• Are ready to seize opportunities • Pursue goals beyond what�s required or expected of them • Cut through red tape and bend the rules when necessary to get the job done • Mobilize others through unusual, enterprising efforts

Optimism: Persistence in pursuing goals despite obstacles and setbacks. People with this competence:

• Persist in seeking goals despite obstacles and setbacks • Operate from hope of success rather than fear of failure • See setbacks as due to manageable circumstance rather than a personal flaw

Social Competence

SOCIAL AWARENESS Empathy: Sensing others� feelings and perspective, and taking an active interest in their concerns. People with this competence:

• Are attentive to emotional cues and listen well • Show sensitivity and understand others� perspectives • Help out based on understanding other people�s needs and feelings

Service orientation: Anticipating, recognizing, and meeting customers� needs. People with this competence:

• Understand customers� needs and match them to services or products • Seek ways to increase customers� satisfaction and loyalty • Gladly offer appropriate assistance • Grasp a customer�s perspective, acting as a trusted advisor


4

Developing others: Sensing what others need in order to develop, and bolstering their abilities. People with this competence:

• Acknowledge and reward people�s strengths, accomplishments, and development • Offer useful feedback and identify people�s needs for development • Mentor, give timely coaching, and offer assignments that challenge and grow a

person�s skills. Leveraging diversity: Cultivating opportunities through diverse people. People with this competence:

• Respect and relate well to people from varied backgrounds • Understand diverse worldviews and are sensitive to group differences • See diversity as opportunity, creating an environment where diverse people can

thrive • Challenge bias and intolerance

Political awareness: Reading a group�s emotional currents and power relationships. People with this competence:

• Accurately read key power relationships • Detect crucial social networks • Understand the forces that shape views and actions of clients, customers, or

competitors • Accurately read situations and organizational and external realities

SOCIAL SKILLS

Influence: Wielding effective tactics for persuasion. People with this competence:

• Are skilled at persuasion • Fine-tune presentations to appeal to the listener • Use complex strategies like indirect influence to build consensus and support • Orchestrate dramatic events to effectively make a point

Communication: Sending clear and convincing messages. People with this competence:

• Are effective in give-and-take, registering emotional cues in attuning their message

• Deal with difficult issues straightforwardly • Listen well, seek mutual understanding, and welcome sharing of information fully • Foster open communication and stay receptive to bad news as well as good


5

Leadership: Inspiring and guiding groups and people. People with this competence:

• Articulate and arouse enthusiasm for a shared vision and mission • Step forward to lead as needed, regardless of position • Guide the performance of others while holding them accountable • Lead by example

Change catalyst: Initiating or managing change. People with this competence:

• Recognize the need for change and remove barriers • Challenge the status quo to acknowledge the need for change • Champion the change and enlist others in its pursuit • Model the change expected of others

Conflict management: Negotiating and resolving disagreements. People with this competence:

• Handle difficult people and tense situations with diplomacy and tact • Spot potential conflict, bring disagreements into the open, and help deescalate • Encourage debate and open discussion • Orchestrate win-win solutions

Building bonds: Nurturing instrumental relationships. People with this competence:

• Cultivate and maintain extensive informal networks • Seek out relationships that are mutually beneficial • Build rapport and keep others in the loop • Make and maintain personal friendships among work associates

Collaboration and cooperation: Working with others toward shared goals. People with this competence:

• Balance a focus on task with attention to relationships • Collaborate, sharing plans, information, and resources • Promote a friendly, cooperative climate • Spot and nurture opportunities for collaboration

Team capabilities: Creating group synergy in pursuing collective goals. People with this competence:

• Model team qualities like respect, helpfulness, and cooperation • Draw all members into active and enthusiastic participation • Build team identity, esprit de corps, and commitment


6

• Protect the group and its reputation; share credit


NAME: DATE:

A SELF-SURVEY FOR PERSONAL & SOCIAL SKILLS

This questionnaire seeks your honest responses to questions about your abilities in the area of personal & social skills.

Your answers will help select skills for development. Please rate yourself in the following areas on a scale from 1 (very

seldom true) to 5 (very often true).


1 2 3 4 5


RATING























1 2 3 4 5


1 2 3 4 5



1 2 3 4 5



1 2 3 4 5


























COMMENTS:










TOTAL = __________ / 50 = __________ (Average)


1 . . . . . . . . . 2 . . . . . . . . . 3 . . . . . . . . . 4 . . . . . . . . . 5

LOW EI HIGH EI


NAME: DATE:

A 360o SURVEY FOR PERSONAL & SOCIAL SKILLS

This questionnaire seeks your honest responses to questions about this person’s abilities in the area of personal & social

skills. Your answers will help this person select skills for development. Please rate this person in the following areas on a

scale from 1 (very seldom true) to 5 (very often true).


1 2 3 4 5


RATING























1 2 3 4 5


1 2 3 4 5



1 2 3 4 5



1 2 3 4 5


























COMMENTS:










TOTAL = __________ / 50 = __________ (Average)


1 . . . . . . . . . 2 . . . . . . . . . 3 . . . . . . . . . 4 . . . . . . . . . 5

LOW EI HIGH EI

The Business Case for Emotional Intelligence

Prepared for the Consortium for Research on Emotional Intelligence in Organizations

( www.eiconsortium.org )

by Cary Cherniss, Ph.D. Rutgers University

The following 19 points build a case for how emotional intelligence contributes to the bottom line in any work organization. Based on data from a variety of sources, it can be a valuable tool for HR practitioners and managers who need to make the case in their own organizations. The Consortium also invites submissions of other research for the Business Case. All submissions will be reviewed to determine their suitability. If you have research findings that you think might help build the business case, submit them to Rob Emmerling at [email protected]. 1. The US Air Force used the EQ-I to select recruiters (the Air Force’s front-line HR

personnel) and found that the most successful recruiters scored significantly higher in the emotional intelligence competencies of Assertiveness, Empathy, Happiness, and Emotional Self Awareness. The Air Force also found that by using emotional intelligence to select recruiters, they increased their ability to predict successful recruiters by nearly three-fold. The immediate gain was a saving of $3 million annually. These gains resulted in the Government Accounting Office submitting a report to Congress, which led to a request that the Secretary of Defense order all branches of the armed forces to adopt this procedure in recruitment and selection. (The GAO report is titled, “Military Recruiting: The Department of Defense Could Improve Its Recruiter Selection and Incentive Systems,” and it was submitted to Congress January 30, 1998. Richard Handley and Reuven Bar-On provided this information.)

2. Experienced partners in a multinational consulting firm were assessed on the EI

competencies plus three others. Partners who scored above the median on 9 or more of the 20 competencies delivered $1.2 million more profit from their accounts than did other partners – a 139 percent incremental gain (Boyatzis, 1999).

3. An analysis of more than 300 top-level executives from fifteen global companies

showed that six emotional competencies distinguished stars from the average: Influence, Team Leadership, Organizational Awareness, self-confidence, Achievement Drive, and Leadership (Spencer, L. M., Jr., 1997).

4. In jobs of medium complexity (sales clerks, mechanics), a top performer is 12 times

more productive than those at the bottom and 85 percent more productive than an average performer. In the most complex jobs (insurance salespeople, account managers), a top performer is 127 percent more productive than an average performer (Hunter, Schmidt, & Judiesch, 1990). Competency research in over 200 companies and organizations worldwide suggests that about one-third of this difference is due to technical skill and cognitive ability while two-thirds is due to emotional competence (Goleman, 1998). (In top leadership positions, over four-fifths of the difference is due to emotional competence.)

5. At L’Oreal, sales agents selected on the basis of certain emotional competencies

significantly outsold salespeople selected using the company’s old selection procedure. On an annual basis, salespeople selected on the basis of emotional competence sold $91,370 more than other salespeople did, for a net revenue increase of $2,558,360. Salespeople selected on the basis of emotional competence also had 63% less turnover during the first year than those selected in the typical way (Spencer & Spencer, 1993; Spencer, McClelland, & Kelner, 1997).

6. In a national insurance company, insurance sales agents who were weak in emotional

competencies such as self-confidence, initiative, and empathy sold policies with an average premium of $54,000. Those who were very strong in at least 5 of 8 key emotional competencies sold policies worth $114,000 (Hay/McBer Research and Innovation Group, 1997).

7. In a large beverage firm, using standard methods to hire division presidents, 50% left

within two years, mostly because of poor performance. When they started selecting based on emotional competencies such as initiative, self-confidence, and leadership, only 6% left in two years. Furthermore, the executives selected based on emotional competence were far more likely to perform in the top third based on salary bonuses for performance of the divisions they led: 87% were in the top third. In addition, division leaders with these competencies outperformed their targets by 15 to 20 percent. Those who lacked them under-performed by almost 20% (McClelland, 1999).

8. Research by the Center for Creative Leadership has found that the primary causes of

derailment in executives involve deficits in emotional competence. The three primary ones are difficulty in handling change, not being able to work well in a team, and poor interpersonal relations.

9. After supervisors in a manufacturing plant received training in emotional competencies such as how to listen better and help employees resolve problems on their own, lost-time accidents were reduced by 50 percent, formal grievances were reduced from an average of 15 per year to 3 per year, and the plant exceeded productivity goals by $250,000 (Pesuric & Byham, 1996). In another manufacturing plant where supervisors received similar training, production increased 17 percent. There was no such increase in production for a group of matched supervisors who were not trained (Porras & Anderson, 1981).

10. One of the foundations of emotional competence -- accurate self-assessment -- was

associated with superior performance among several hundred managers from 12 different organizations (Boyatzis, 1982).

11. Another emotional competence, the ability to handle stress, was linked to success as a

store manager in a retail chain. The most successful store managers were those best able to handle stress. Success was based on net profits, sales per square foot, sales per employee, and per dollar inventory investment (Lusch & Serpkeuci, 1990).

12. Optimism is another emotional competence that leads to increased productivity. New

salesmen at Met Life who scored high on a test of “learned optimism” sold 37 percent more life insurance in their first two years than pessimists (Seligman, 1990).

13. A study of 130 executives found that how well people handled their own emotions

determined how much people around them preferred to deal with them (Walter V. Clarke Associates, 1997).

14. For sales reps at a computer company, those hired based on their emotional

competence were 90% more likely to finish their training than those hired on other criteria (Hay/McBer Research and Innovation Group, 1997).

15. At a national furniture retailer, sales people hired based on emotional competence had

half the dropout rate during their first year (Hay/McBer Research and Innovation Group, 1997).

16. For 515 senior executives analyzed by the search firm Egon Zehnder International, those who were primarily strong in emotional intelligence were more likely to succeed than those who were strongest in either relevant previous experience or IQ. In other words, emotional intelligence was a better predictor of success than either relevant previous experience or high IQ. More specifically, the executive was high in emotional intelligence in 74 percent of the successes and only in 24 percent of the failures. The study included executives in Latin America, Germany, and Japan, and the results were almost identical in all three cultures.

17. The following description of a “star” performer reveals how several emotional

competencies (noted in italics) were critical in his success: Michael Iem worked at Tandem Computers. Shortly after joining the company as a junior staff analyst, he became aware of the market trend away from mainframe computers to networks that linked workstations and personal computers (Service Orientation). Iem realized that unless Tandem responded to the trend, its products would become obsolete (Initiative and Innovation). He had to convince Tandem’s managers that their old emphasis on mainframes was no longer appropriate (Influence) and then develop a system using new technology (Leadership, Change Catalyst). He spent four years showing off his new system to customers and company sales personnel before the new network applications were fully accepted (Self-confidence, Self-Control, Achievement Drive) (from Richman, L. S., “How to get ahead in America,” Fortune, May 16, 1994, pp. 46-54).

18. Financial advisors at American Express whose managers completed the Emotional

Competence training program were compared to an equal number whose managers had not. During the year following training, the advisors of trained managers grew their businesses by 18.1% compared to 16.2% for those whose managers were untrained.

19. The most successful debt collectors in a large collection agency had an average goal

attainment of 163 percent over a three-month period. They were compared with a group of collectors who achieved an average of only 80 percent over the same time period. The most successful collectors scored significantly higher in the emotional intelligence competencies of self-actualization, independence, and optimism. (Self-actualization refers to a well-developed, inner knowledge of one's own goals and a sense of pride in one's work.) (Bachman et al., 2000).

References Bachman, J., Stein, S., Campbell, K., & Sitarenios, G. (2000). Emotional intelligence in the collection of debt. International Journal of Selection and Assessment, 8(3), 176-182. Boyatzis, R. E. (1999). From a presentation to the Linkage Conference on Emotional Intelligence, Chicago, IL, September 27, 1999.

Boyatzis, R. (1982). The competent manager: A model for effective performance. New York: John Wiley and Sons. Goleman, D. (1998). Working with emotional intelligence. New York: Bantam. Hay/McBer Research and Innovation Group (1997). This research was provided to Daniel Goleman and is reported in his book (Goleman, 1998). Hunter, J. E., Schmidt, F. L., & Judiesch, M. K. (1990). Individual Differences in Output Variability as a Function of Job Complexity. Journal of Applied Psychology, 75, 28-42. Lusch, R. F., & Serpkeuci, R. (1990). Personal differences, job tension, job outcomes, and store performance: A study of retail managers. Journal of Marketing. McClelland, D. C. (1999). Identifying competencies with behavioral-event interviews. Psychological Science, 9(5), 331-339. Pesuric, A., & Byham, W. (1996, July). The new look in behavior modeling. Training and Development, 25-33. Porras, J. I., & Anderson, B. (1981). Improving managerial effectiveness through modeling-based training. Organizational Dynamics, 9, 60-77. Richman, L. S. (1994, May 16). How to get ahead in America. Fortune, 46-54. Seligman, M. E. P. (1990). Learned optimism. New York: Knopf. Spencer, L. M., Jr. et al. Competency assessment methods History and state of the art. Boston: Hay/McBer, 1997 Spencer, L. M. J., McClelland, D. C., & Kelner, S. (1997). Competency assessment methods: History and state of the art. Boston: Hay/McBer. Spencer, L. M., Jr. , & Spencer, S. (1993). Competence at work: Models for superior performance. New York: John Wiley and Sons. Walter V. Clarke Associates. (1996). Activity vector analysis: Some applications to the concept of emotional intelligence . Pittsburgh, PA: Walter V. Clarke Associates.

Consortium for Research on Emotional Intelligence in Organizations Emotional Intelligence 1 ( www.eiconsortium.org )

Emotional Intelligence: What it is and Why it Matters

Cary Cherniss Graduate School of Applied and Professional Psychology

Rutgers University 152 Frelinghuysen Road Piscataway, NJ 08854

732-445-2187 [email protected] www.eiconsortium.org

Paper presented at the Annual Meeting of the Society for Industrial and Organizational

Psychology, New Orleans, LA, April 15, 2000


Emotional Intelligence: What it is and Why it Matters

Ever since the publication of Daniel Goleman�s first book on the topic in 1995, emotional

intelligence has become one of the hottest buzzwords in corporate America. For instance, when

the Harvard Business Review published an article on the topic two years ago, it attracted a higher

percentage of readers than any other article published in that periodical in the last 40 years.

When the CEO of Johnson & Johnson read that article, he was so impressed that he had copies

sent out to the 400 top executives in the company worldwide.

Given that emotional intelligence is so popular in corporate America, and given that the

concept is a psychological one, it is important for I/O psychologists to understand what it really

means and to be aware of the research and theory on which it is based. So in my presentation

today, I�d like to briefly lay out the history of the concept as an area of research and describe how

it has come to be defined and measured. I also will refer to some of the research linking

emotional intelligence with important work-related outcomes such as individual performance and

organizational productivity.

Even though the term has been misused and abused by many popularizers, I believe it

rests on a firm scientific foundation. Also, while there are aspects of the concept that are not

new, some aspects are. Finally, emotional intelligence represents a way in which I/O

psychologists can make particularly significant contributions to their clients in the future. So let�s

begin with some history.

Historical Roots of the Topic

When psychologists began to write and think about intelligence, they focused on

cognitive aspects, such as memory and problem-solving. However, there were researchers who

recognized early on that the non-cognitive aspects were also important. For instance, David

Wechsler defined intelligence as �the aggregate or global capacity of the individual to act

purposefully, to think rationally, and to deal effectively with his environment� (Wechsler, 1958, p.

7). As early as 1940 he referred to �non-intellective� as well as �intellective� elements (Wechsler,

1940), by which he meant affective, personal, and social factors. Furthermore, as early as 1943


Wechsler was proposing that the non-intellective abilities are essential for predicting one�s ability

to succeed in life. He wrote:

The main question is whether non-intellective, that is affective and conative abilities, are

admissible as factors of general intelligence. (My contention) has been that such factors

are not only admissible but necessary. I have tried to show that in addition to intellective

there are also definite non-intellective factors that determine intelligent behavior. If the

foregoing observations are correct, it follows that we cannot expect to measure total

intelligence until our tests also include some measures of the non-intellective factors

[Wechsler, 1943 #316, p. 103).

Wechsler was not the only researcher who saw non-cognitive aspects of intelligence to

be important for adaptation and success. Robert Thorndike, to take another example, was writing

about �social intelligence� in the late thirties (Thorndike & Stein, 1937). Unfortunately, the work of

these early pioneers was largely forgotten or overlooked until 1983 when Howard Gardner began

to write about �multiple intelligence.� Gardner (1983) proposed that �intrapersonal� and

�interpersonal� intelligences are as important as the type of intelligence typically measured by IQ

and related tests.

Now let us switch our historical lens to I/O psychology. In the 1940s, under the direction

of Hemphill (1959), the Ohio State Leadership Studies suggested that �consideration� is an

important aspect of effective leadership. More specifically, this research suggested that leaders

who are able to establish �mutual trust, respect, and a certain warmth and rapport� with members

of their group will be more effective (Fleishman & Harris, 1962). At about the same time, the

Office of Strategic Services (1948) developed a process of assessment based on the earlier work

of Murray (1938) that included the evaluation of non-cognitive, as well as cognitive, abilities. This

process evolved into the �assessment center,� which was first used in the private sector at AT&T

in 1956 (Bray, 1976). Many of the dimensions measured in assessment centers then and now

involve social and emotional competencies such as communication, sensitivity, initiative, and

interpersonal skills (Gowing, in press; Thornton & Byham, 1982).


I could cite other strands of research and theory, but I think it is clear that by the early

1990s, there was a long tradition of research on the role of non-cognitive factors in helping people

to succeed in both life and the workplace. The current work on emotional intelligence builds on

this foundation.

Contemporary Interest in the Topic

When Salovey and Mayer coined the term emotional intelligence in 1990 (Salovey &

Mayer, 1990), they were aware of the previous work on non-cognitive aspects of intelligence.

They described emotional intelligence as �a form of social intelligence that involves the ability to

monitor one�s own and others� feelings and emotions, to discriminate among them, and to use

this information to guide one�s thinking and action� (Salovey & Mayer, 1990). Salovey and Mayer

also initiated a research program intended to develop valid measures of emotional intelligence

and to explore its significance. For instance, they found in one study that when a group of people

saw an upsetting film, those who scored high on emotional clarity (which is the ability to identify

and give a name to a mood that is being experienced) recovered more quickly (Salovey, Mayer,

Goldman, Turvey, & Palfai, 1995). In another study, individuals who scored higher in the ability to

perceive accurately, understand, and appraise others� emotions were better able to respond

flexibly to changes in their social environments and build supportive social networks (Salovey,

Bedell, Detweiler, & Mayer, 1999).

In the early 1990�s Daniel Goleman became aware of Salovey and Mayer�s work, and this

eventually led to his book, Emotional Intelligence. Goleman was a science writer for the New

York Times, whose beat was brain and behavior research. He had been trained as a

psychologist at Harvard where he worked with David McClelland, among others. McClelland

(1973) was among a growing group of researchers who were becoming concerned with how little

traditional tests of cognitive intelligence told us about what it takes to be successful in life.

IQ by itself is not a very good predictor of job performance. Hunter and Hunter (1984)

estimated that at best IQ accounts for about 25 percent of the variance. Sternberg (1996) has

pointed out that studies vary and that 10 percent may be a more realistic estimate. In some

studies, IQ accounts for as little as 4 percent of the variance.


An example of this research on the limits of IQ as a predictor is the Sommerville study, a

40 year longitudinal investigation of 450 boys who grew up in Sommerville, Massachusetts. Two-

thirds of the boys were from welfare families, and one-third had IQ�s below 90. However, IQ had

little relation to how well they did at work or in the rest of their lives. What made the biggest

difference was childhood abilities such as being able to handle frustration, control emotions, and

get along with other people (Snarey & Vaillant, 1985).

Another good example is a study of 80 Ph.D.�s in science who underwent a battery of

personality tests, IQ tests, and interviews in the 1950s when they were graduate students at

Berkeley. Forty years later, when they were in their early seventies, they were tracked down and

estimates were made of their success based on resumes, evaluations by experts in their own

fields, and sources like American Men and Women of Science. It turned out that social and

emotional abilities were four times more important than IQ in determining professional success

and prestige (Feist & Barron, 1996).

Now it would be absurd to suggest that cognitive ability is irrelevant for success in science.

One needs a relatively high level of such ability merely to get admitted to a graduate science

program at a school like Berkeley. Once you are admitted, however, what matters in terms of

how you do compared to your peers has less to do with IQ differences and more to do with social

and emotional factors. To put it another way, if you�re a scientist, you probably needed an IQ of

120 or so simply to get a doctorate and a job. But then it is more important to be able to persist in

the face of difficulty and to get along well with colleagues and subordinates than it is to have an

extra 10 or 15 points of IQ. The same is true in many other occupations.

We also should keep in mind that cognitive and non-cognitive abilities are very much related.

In fact, there is research suggesting that emotional and social skills actually help improve

cognitive functioning. For instance, in the famous �marshmallow studies� at Stanford University,

four year olds were asked to stay in a room alone with a marshmallow and wait for a researcher

to return. They were told that if they could wait until the researcher came back before eating the

marshmallow, they could have two. Ten years later the researchers tracked down the kids who

participated in the study. They found that the kids who were able to resist temptation had a total


SAT score that was 210 points higher than those kids who were unable to wait (Shoda, Mischel,

& Peake, 1990).

Granted that cognitive ability seems to play a rather limited role in accounting for why

some people are more successful than others, what is the evidence that emotional and social

factors are important? In doing the research for his first book, Goleman (1995) became familiar

with a wealth of research pointing to the importance of social and emotional abilities for personal

success. Some of this research came from personality and social psychology, and some came

from the burgeoning field of neuropsychology. I don�t have the time or space to summarize all of

this research. Let me, however, give you a few examples that deal specifically with the role that

non-cognitive abilities play in success at work.

The Value of Emotional Intelligence at Work

Martin Seligman has developed a construct that he calls �learned optimism� (Schulman,

1995). It refers to the causal attributions people make when confronted with failure or setbacks.

Optimists tend to make specific, temporary, external causal attributions while pessimists make

global, permanent, internal attributions. In research at Met Life, Seligman and his colleagues

found that new salesmen who were optimists sold 37 percent more insurance in their first two

years than did pessimists. When the company hired a special group of individuals who scored

high on optimism but failed the normal screening, they outsold the pessimists by 21 percent in

their first year and 57 percent in the second. They even outsold the average agent by 27 percent

(Schulman, 1995).

In another study of learned optimism, Seligman tested 500 members of the freshman

class at the University of Pennsylvania. He found that their scores on a test of optimism were a

better predictor of actual grades during the freshman year than SAT scores or high school grades

(Schulman, 1995).

The ability to manage feelings and handle stress is another aspect of emotional

intelligence that has been found to be important for success. A study of store managers in a

retail chain found that the ability to handle stress predicted net profits, sales per square foot,

sales per employee, and per dollar of inventory investment (Lusch & Serpkenci, 1990).


Emotional intelligence has as much to do with knowing when and how to express

emotion as it does with controlling it. For instance, consider an experiment that was done at Yale

University by Sigdal Barsade (1998; 1998). He had a group of volunteers play the role of

managers who come together in a group to allocate bonuses to their subordinates. A trained

actor was planted among them. The actor always spoke first. In some groups the actor projected

cheerful enthusiasm, in others relaxed warmth, in others depressed sluggishness, and in still

others hostile irritability. The results indicated that the actor was able to infect the group with his

emotion, and good feelings led to improved cooperation, fairness, and overall group performance.

In fact, objective measures indicated that the cheerful groups were better able to distribute the

money fairly and in a way that helped the organization. Similar findings come from the field.

Bachman (1988) found that the most effective leaders in the US Navy were warmer, more

outgoing, emotionally expressive, dramatic, and sociable.

One more example. Empathy is a particularly important aspect of emotional intelligence,

and researchers have known for years that it contributes to occupational success. Rosenthal and

his colleagues at Harvard discovered over two decades ago that people who were best at

identifying others� emotions were more successful in their work as well as in their social lives

(Rosenthal, 1977). More recently, a survey of retail sales buyers found that apparel sales reps

were valued primarily for their empathy. The buyers reported that they wanted reps who could

listen well and really understand what they wanted and what their concerns were (Pilling &

Eroglu, 1994).

Thus far I have been describing research suggesting that �emotional intelligence� is

important for success in work and in life. However, this notion actually is somewhat simplistic and

misleading. Both Goleman (1998) and Mayer, Salovey, & Caruso (1998b) have argued that by

itself emotional intelligence probably is not a strong predictor of job performance. Rather, it

provides the bedrock for competencies that are. Goleman has tried to represent this idea by

making a distinction between emotional intelligence and emotional competence. Emotional

competence refers to the personal and social skills that lead to superior performance in the world

of work. �The emotional competencies are linked to and based on emotional intelligence. A


certain level of emotional intelligence is necessary to learn the emotional competencies(Gowing,

in press).� For instance, the ability to recognize accurately what another person is feeling

enables one to develop a specific competency such as Influence. Similarly, people who are

better able to regulate their emotions will find it easier to develop a competency such as Initiative

or Achievement drive. Ultimately it is these social and emotional competencies that we need to

identify and measure if we want to be able to predict performance.

The Assessment of Emotional Intelligence and Competence

Assuming that emotional intelligence is important, the question of assessment and

measurement becomes particularly pressing. What does the research suggest about the

measurement of emotional intelligence and competence? In a paper published in 1998, Davies,

Stankov, & Roberts (1998) concluded that there was nothing empirically new in the idea of

emotional intelligence. This conclusion was based solely on a review of existing measures

purporting to measure emotional intelligence at the point in time when they wrote that paper.

However, most of those measures were new, and there was not yet much known about their

psychometric properties. Research now is emerging that suggests emotional intelligence, and

particularly the new measures that have been developed to assess it, is in fact a distinct entity.

However, there still is not much research on the predictive validity of such measures, and this is a

serious lack. Let me briefly summarize what we really know about the most popular ones.

The oldest instrument is Bar-On�s EQ-I (Bar-On, 1997), which has been around for over a

decade. This self-report instrument originally evolved not out of an occupational context but

rather a clinical one. It was designed to assess those personal qualities that enabled some

people to possess better �emotional well-being� than others. The EQ-I has been used to assess

thousands of individuals, and we know quite a bit about its reliability and its convergent and

discriminant validity (Gowing, in press; Salovey et al., 1999). Less is known about its predictive

validity in work situations. However, in one study the EQ-I was predictive of success for U.S. Air

Force recruiters. In fact, by using the test to select recruiters, the Air Force saved nearly 3 million

dollars annually (Bar-On, in press). Also, there were no significant differences based on ethnic or

racial group.


A second instrument is the Multifactor Emotional Intelligence Scale (Mayer, Caruso, &

Salovey, 1998a). The MEIS is a test of ability rather than a self-report measure. The test-taker

performs a series of tasks that are designed to assess the person�s ability to perceive, identify,

understand, and work with emotion. There is some evidence of construct validity, convergent

validity, and discriminant validity, but none for predictive validity (Gowing, in press).

A third instrument is the Emotional Competence Inventory. The ECI is a 360 degree

instrument. People who know the individual rate him or her on 20 competencies that Goleman�s

research suggests are linked to emotional intelligence (Goleman, 1998). Although the ECI is in

its early stages of development, about 40 percent of the items come from an older instrument, the

Self-Assessment Questionnaire, that was developed by Boyatzis (1994). These earlier items had

been �validated against performance in hundreds of competency studies of managers,

executives, and leaders in North America,� Italy, and Brazil (Boyatzis, Goleman, & Rhee, in

press). However, there currently is no research supporting the predictive validity of the ECI.

Another measure that has been promoted commercially is the EQ Map (Orioli, Jones, &

Trocki, 1999). Although there is some evidence for convergent and divergent validity, the data

have been reported in a rather ambiguous fashion.

One other measure deserves mention, even though it is less well-known than the others.

Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim (1998) have developed a 33-item

self-report measure based on Salovey and Mayer�s (1990) early work. There is evidence for

convergent and divergent validity. Emotional intelligence scores on this measure were positively

associated with first-year college grades and supervisor ratings of student counselors working at

various mental health agencies. Also, scores were higher for therapists than for therapy clients or

prisoners (Malouff & Schutte, 1998; Salovey, Woolery, & Mayer, in press).

Finally, it might be helpful to keep in mind that emotional intelligence comprises a large

set of abilities that have been studied by psychologists for many years. Thus, another way to

measure emotional intelligence or competence is through tests of specific abilities. Some of

these tests seem rather strong. To name just one example, there is Seligman�s SASQ, which

was designed to measure learned optimism and which has been impressive in its ability to

Consortium for Research on Emotional Intelligence in Organizations Emotional Intelligence10 ( www.eiconsortium.org )

identify high performing students, salespeople, and athletes, to name just a few (Schulman,

1995).

Conclusion

So is there anything new about emotional intelligence? In some ways, emotional

intelligence really is not new. In fact, it is based on a long history of research and theory in

personality and social, as well as I/O, psychology. Furthermore, Goleman has never claimed

otherwise. In fact, one of his main points was that the abilities associated with emotional

intelligence have been studied by psychologists for many years, and there is an impressive, and

growing, body of research suggesting that these abilities are important for success in many areas

of life.

However, rather than arguing about whether emotional intelligence is new, I believe it is more

useful and interesting to consider how important it is for effective performance at work. Although I

have not had the time to cover very much of it, I hope I have shown that there now is a

considerable body of research suggesting that a person�s ability to perceive, identify, and manage

emotion provides the basis for the kinds of social and emotional competencies that are important

for success in almost any job. Furthermore, as the pace of change increases and the world of

work makes ever greater demands on a person�s cognitive, emotional, and physical resources,

this particular set of abilities will become increasingly important. And that is good news for I/O

psychologists, for they are the ones who are best situated to help clients to use emotional

intelligence to improve both productivity and psychological well-being in the workplace of

tomorrow.


References

Bachman, W. (1988). Nice guys finish first: A SYMLOG analysis of U.S. Naval commands. In

e. a. R. B. Polley (Ed.), The SYMLOG practitioner: Applications of small group research .

New York: Praeger.

Bar-On, R. (1997). Bar-On Emotional Quotient Inventory: User's manual . Toronto: Multi-

Health Systems.

Bar-On, R. (in press). Emotional and social intelligence: Insights from the Emotional Quotient

Inventory. In R. Bar-On & J. Parker (Eds.), Handbook of emotional intelligence . San

Francisco, CA: Jossey-Bass.

Barsade, S. (1998). The ripple effect: Emotional contagion in groups (Working paper ). New

Haven, CT: Yale University School of Management.

Barsade, S., & Gibson, D. E. (1998). Group emotion: A view from the top and bottom. In D.

G. e. al. (Ed.), Research on managing groups and teams . Greenwich, CT: JAI Press.

Boyatzis, R. E. (1994). Stimulating self-directed learning through the Managerial Assessment

and Development Course. Journal of Management Education, 18(3), 304-323.

Boyatzis, R. E., Goleman, D., & Rhee, K. S. (in press). Clustering competence in emotional

intelligence: Insights from the Emotional Competence Inventory (ECI). In R. Bar-on & J.

D. Parker (Eds.), Handbook of emotional intelligence . San Francisco, CA: Jossey-Bass.

Bray, D. W. (1976). The Assessment Center Method. In R. L. Craig (Ed.), Training and

Development Handbook . New York: McGraw-Hill.

Davies, M., Stankov, L., & Roberts, R. D. (1998). Emotional intelligence: In search of an

elusive construct. Journal of Personality and Social Psychology, 75, 989-1015.

Feist, G. J., & Barron, F. (1996, June). Emotional intelligence and academic intelligence in

career and life success. Paper presented at the Annual Convention of the American

Psychological Society, San Francisco, CA.

Fleishman, E., & Harris, E. F. (1962). Patterns of leadership behavior related to employee

grievances and turnover. Personnel Psychology, 15, 43-56.

Gardner, H. (1983). Frames of mind. New York: Basic Books.


Goleman, D. (1995). Emotional intelligence. New York: Bantam.

Goleman, D. (1998). Working with emotional intelligence. New York: Bantam.

Gowing, M. (in press). Measurement of individual emotional competence. In C. Cherniss & D.

Goleman (Eds.), Emotional competence in organizations .

Hemphill, J. K. (1959). Job description for executives. Harvard Business Review, 37(5), 55-

67.

Hunter, J. E., & Hunter, R. F. (1984). Validity and utility of alternative predictors of job

performance. Psychological Bulletin, 76(1), 72-93.

Lusch, R. F., & Serpkenci, R. R. (1990). Personal differences, job tension, job outcomes, and

store performance: A study of retail managers. Journal of Marketing, 54(1), 85-101.

Malouff, J., & Schutte, N. S. (1998, August). Emotional intelligence scale scores predict

counselor performance. Paper presented at the Annual Convention of the American

Psychological Society, Washington, DC.

Mayer, J. D., Caruso, D., & Salovey, P. (1998a). The multifactor emotional intelligence scale .

Unpublished report available from the authors.

Mayer, J. D., Salovey, P., & Caruso, D. (1998b). Competing models of emotional intelligence.

In R. J. Sternberg (Ed.), Handbook of human intelligence (2nd ed., ). New York:

Cambridge University Press.

McClelland, D. C. (1973). Testing for competence rather than intelligence. American

Psychologist, 28(1), 1-14.

Murray, H. A. (1938). Explorations in personality. New York: Oxford University press.

Office of Strategic Services Assessment Staff. (1948). Assessment of men. New York:

Rinehart.

Orioli, E. M., Jones, T., & Trocki, K. H. (1999). EQ Map technical manual. San Francisco, CA:

Q-Metrics.

Pilling, B. K., & Eroglu, S. (1994). An empirical examination of the impact of salespeson

empathy and professionalism and merchandise salability on retail buyer's evaluations.

Journal of Personal Selling and Sales Management, 14(1), 55-58.


Rosenthal, R. (1977). The PONS Test: Measuring sensitivity to nonverbal cues. In P.

McReynolds (Ed.), Advances in psychological assessment . San Francisco, CA: Jossey-

Bass.

Salovey, P., Bedell, B., Detweiler, J. B., & Mayer, J. D. (1999). Coping intelligently:

Emotional intelligence and the coping process. In C. R. Snyder (Ed.), Coping: The

psychology of what works (pp. 141-164). New York: Oxford University press.

Salovey, P., & Mayer, J. (1990). Emotional intelligence. Imagination, cognition, and

personality, 9(3), 185-211.

Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional

attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood

Scale. In J. W. Pennebaker (Ed.), Emotion, disclosure, and health (pp. 125-154).

Washington, DC: American Psychological Association.

Salovey, P., Woolery, A., & Mayer, J. D. (in press). Emotional intelligence: Conceptualization

and measurement. In G. Fletcher & M. S. Clark (Eds.), The Blackwell handbook of social

psychology (Vol. 2: Interpersonal Processes, ). Oxford, England: Blackwell Publishers.

Schulman, P. (1995). Explanatory style and achievement in school and work. In G. Buchanan

& M. E. P. Seligman (Eds.), Explanatory style . Hillsdale, NJ: Lawrence Erlbaum.

Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., &

Dornheim, L. (1998). Development and validation of a measure of emotional intelligence.

Personality and Individual Differences, 25, 167-177.

Shoda, Y., Mischel, W., & Peake, P. K. (1990). Predicting adolescent cognitive and self-

regulatory competencies from preschool delay of gratification: Identifying diagnostic

conditions. Developmental Psychology, 26(6), 978-986.

Snarey, J. R., & Vaillant, G. E. (1985). How lower- and working-class youth become middle-

class adults: The association between ego defense mechanisms and upward social

mobility. Child Development, 56(4), 899-910.

Sternberg, R. (1996). Successful intelligence. New York: Simon & Schuster.


Thorndike, R. L., & Stein, S. (1937). An evaluation of the attempts to measure social

intelligence. Psychological Bulletin, 34, 275-284.

Thornton, G. C. I., & Byham, W. C. (1982). Assessment centers and managerial

performance. New York: Academic Press.

Wechsler, D. (1940). Nonintellective factors in general intelligence. Psychological Bulletin, 37,

444-445.

Wechsler, D. (1958). The measurement and appraisal of adult intelligence. (4th ed.).

Baltimore, MD: The Williams & Wilkins Company.

The Consortium for Research on Emotional Intelligence in Organizations Guidelines ( www.eiconsortium.org )

1

Guidelines for Best Practice The following 22 guidelines represent the best current knowledge about how to promote emotional intelligence in the workplace. They apply to any development effort in which social and emotional learning is a goal. This would include most management and executive development efforts as well as training in supervisory skills, diversity, teamwork, leadership, conflict management, stress management, sales, customer relations, etc. These guidelines are based on an exhaustive review of the research literature in training and development, counseling and psychotherapy, and behavior change. The guidelines are additive and synergistic; to be effective, social and emotional learning experiences need not adhere to all of these guidelines, but the chances for success increase with each one that is followed. The guidelines are divided into four phases that correspond to the four phases of the development process: preparation, training, transfer and maintenance, and evaluation. Each phase is important. These guidelines were developed for the Consortium by Daniel Goleman and Cary Cherniss, with the assistance of Kim Cowan, Rob Emmerling, and Mitchel Adler. If you are interested in the full technical report that includes all the supporting research for each guideline, you view the full technical report online or download the document in Word 6.0/95 format from. The address of the Consortium�s Web site is www.EIConsortium.org. Paving the Way

1. Assess the organization�s needs: Determine the competencies that are most critical for effective job performance in a particular type of job. In doing so, use a valid method, such as comparison of the behavioral events interviews of superior performers and average performers. Also make sure the competencies to be developed are congruent with the organization�s culture and overall strategy.

2. Assess the individual: This assessment should be based on the key competencies needed for a particular job, and the data should come from multiple sources using multiple methods to maximize credibility and validity.

3. Deliver assessments with care: Give the individual information on his/her strengths and weaknesses. In doing so, try to be accurate and clear. Also, allow plenty of time for the person to digest and integrate the information. Provide the feedback in a safe and supportive environment in order to minimize resistance and defensiveness. But also avoid making excuses or downplaying the seriousness of deficiencies.


2

4. Maximize learner choice: People are more motivated to change when they freely choose to do so. As much as possible, allow people to decide whether or not they will participate in the development process, and have them set the change goals themselves.

5. Encourage people to participate: People will be more likely to participate in development efforts if they perceive them to be worthwhile and effective. Organizational policies and procedures should encourage people to participate in development activity, and supervisors should provide encouragement and the necessary support. Motivation also will be enhanced if people trust the credibility of those who encourage them to undertake the training.

6. Link learning goals to personal values: People are most motivated to pursue change that fits with their values and hopes. If a change matters little to people, they won�t pursue it. Help people understand whether a given change fits with what matters most to them.

7. Adjust expectations: Build positive expectations by showing learners that social and emotional competence can be improved and that such improvement will lead to valued outcomes. Also, make sure that the learners have a realistic expectation of what the training process will involve.

8. Gauge readiness: Assess whether the individual is ready for training. If the person is not ready because of insufficient motivation or other reasons, make readiness the focus of intervention efforts.

Doing the Work of Change

9. Foster a positive relationship between the trainers and learners: Trainers who are warm, genuine, and empathic are best able to engage the learners in the change process. Select trainers who have these qualities, and make sure that they use them when working with the learners.

10. Make change self-directed: Learning is more effective when people direct their own learning program, tailoring it to their unique needs and circumstances. In addition to allowing people to set their own learning goals, let them continue to be in charge of their learning throughout the program, and tailor the training approach to the individual�s learning style.

11. Set clear goals: People need to be clear about what the competence is, how to acquire it, and how to show it on the job. Spell out the specific behaviors and skills that make up the target competence. Make sure that the goals are clear, specific, and optimally challenging.


3

12. Break goals into manageable steps: Change is more likely to occur if the change process is divided into manageable steps. Encourage both trainers and trainees to avoid being overly ambitious.

13. Provide opportunities to practice: Lasting change requires sustained practice on the job and elsewhere in life. An automatic habit is being unlearned and different responses are replacing it. Use naturally occurring opportunities for practice at work and in life. Encourage the trainees to try the new behaviors repeatedly and consistently over a period of months.

14. Give performance feedback: Ongoing feedback encourages people and directs change. Provide focused and sustained feedback as the learners practice new behaviors. Make sure that supervisors, peers, friends, family members � or some combination of these � give periodic feedback on progress.

15. Rely on experiential methods: Active, concrete, experiential methods tend to work best for learning social and emotional competencies. Development activities that engage all the senses and that are dramatic and powerful can be especially effective.

16. Build in support: Change is facilitated through ongoing support of others who are going through similar changes (such as a support group). Programs should encourage the formation of groups where people give each other support throughout the change effort. Coaches and mentors also can be valuable in helping support the desired change.

17. Use models: Use live or videotaped models that clearly show how the competency can be used in realistic situations. Encourage learners to study, analyze, and emulate the models.

18. Enhance insight: Self-awareness is the cornerstone of emotional and social competence. Help learners acquire greater understanding about how their thoughts, feelings, and behavior affect themselves and others.

19. Prevent relapse: Use relapse prevention, which helps people use lapses and mistakes as lessons to prepare themselves for further efforts.

Encouraging Transfer and Maintenance of Change

20. Encourage use of skills on the job: Supervisors, peers, and subordinates should reinforce and reward learners for using their new skills on the job. Coaches and mentors also can serve this function. Also, provide prompts and cues, such as through periodic follow-ups. Change also is more likely to endure when high status persons, such as supervisors and upper-level management model it.


4

21. Develop an organizational culture that supports learning: Change will be more enduring if the organization�s culture and tone support the change and offer a safe atmosphere for experimentation.

Did It Work? Evaluating Change

22. Evaluate: To see if the development effort has lasting effects, evaluate it. When possible, find unobtrusive measures of the competence or skill as shown on the job, before and after training and also at least two months later. One-year follow-ups also are highly desirable. In addition to charting progress on the acquisition of competencies, also assess the impact on important job-related outcomes, such as performance measures, and indicators of adjustment such as absenteeism, grievances, health status, etc.

DOES EMOTIONAL INTELLIGENCE AFFECT

SUCCESSFUL TEAMWORK?

Joe Luca & Pina TarriconeSchool of Communications and Multimedia

Edith Cowan University, [email protected]

[email protected]

AbstractThere is a growing emphasis in tertiary education that students shoulddevelop professional skills as part of their education. Skills such as problemsolving, communication, collaboration, interpersonal skills, social skills andtime management are actively being targeted by prospective employers asessential requirements for employability especially in team environments. Ofthese, employment authorities consistently mention collaboration andteamwork as being a critical skill, essential in almost all workingenvironments. How then can students successfully practice teamwork skills intertiary institutions in order to develop these skills?

In this study, a group of final year multimedia students were investigatedwhile completing a project-based unit, in which teamwork was an essentialingredient, couched in an authentic context. Student teams were required todevelop web sites for “real” clients; with teamwork processes supported withon-line tools to monitor progress and contributions. At the end of thesemester, successful and unsuccessful teams (in terms of collaboration andteamwork) were interviewed and surveyed to determine essential factors thatpromoted success. A framework was developed from the literature based onstudents’ Emotional Intelligence, and propensity to engage in collaborativeteamwork. It was found that there was a strong correspondence betweenstudents’ Emotional Intelligence and team harmony.

Keywordsemotional intelligence, teamwork, higher education, collaboration

Introduction

Attributes needed for successful teamwork can be viewed from different perspectives, ranging innature from “Visible to Invisible” (Figure 1). A team member, who is the programmer, must haveacceptable technical skills in programming. This skill can be tested for competence, and classifiedas a “visible skill” (Wysocki, Beck, & Crane, 1995). Also, having acceptable generic and teamskills is highly desirable but not always easily testable i.e. testing for time management, problemsolving or collaboration skills can be challenging? Another skill set, known as ‘Emotional Intelligence’(Salovey & Mayer, 1990) is increasingly being promoted as being necessary for successfulteamwork. Emotional intelligence consists of five main elements - self-awareness, self-regulation,empathy, motivation and social skills which are difficult to test for, and certainly are not as“visible” as technical skills. How important are each of these skills for team harmony and success?

In this study, teams of final year multimedia students worked together to develop web sites for“real” clients. Online tools were provided which helped scaffold teamwork and collaboration. At

~ 367 ~

the beginning of the semester, an online “Student Contract” was provided which enabled teammembers to commit to roles, deliverables, a schedule and amount of time committed, which wassigned by all team members and tutor. This was complemented with online weekly journalscompleted by all students that showed success in completing tasks, as well as a self/peer mark forall team members based on task completion, quality, contribution to team dynamics, andpunctuality at team meetings. These journals were completed online and confidentially submittedto tutors, who then used this information to conduct “Tutor Led Peer Assessment Sessions” tomake decisions about transferring marks between students.

Figure 1: A spectrum of skills needed for teamwork

Twenty teams were involved in the project, from which two teams were investigated, one highlysuccessful, and another, which had major collaboration problems and eventually was forced tosplit. These teams were interviewed, and comparisons were made to try and determine attributesthat contributed to their success and failure.

Exploring Emotional Intelligence

The concept of emotional intelligence and its impact on teamwork is relatively new. Salovey andMayer (1990) initially conceived the concept and coined the term Emotional Intelligence, whichwas derived from Gardner’s (1983) theory of multiple intelligences. These included interpersonaland intrapersonal intelligence which were used by Salovey and Mayer (1990) to form the basis ofthe theory of emotional intelligence. Salovey and Mayer (1990) used this as a basis for theirdefinition of emotional intelligence, which they define as the “ability to monitor and regulate one’sown and other’s feelings, and to use feelings to guide one’s thinking and action” (p. 189). Thisdefinition identifies five main domains: knowing one’s emotions, managing emotions, motivatingoneself, recognising emotions in others and handling relationships.

Goleman (1998b) adapted Salovey and Mayer’s (1990) model as a basis for his discussion of thetheory of emotional intelligence and it’s implications for everyday life including the world of work.He adapted Salovey and Mayer’s emotional intelligence model to develop five emotional and socialcompetencies: self-awareness, self-regulation, motivation, empathy and social skills. These areeach discussed below.

Self-AwarenessSelf-awareness is the ability to understand and interpret one’s own feelings through internalreflection. The ability to be critical about thoughts and make changes to behaviour can lead to anin-depth understanding about one’s self, which leads to a better understanding of others. Lanser(2000) places a strong emphasise on the importance of self-awareness in guiding and perfectingjob performance, including interactions with colleagues and in the establishment of positive andproductive leadership and teamwork skills. Team members need to be aware of their feelings asthey may allow uncontrolled emotions to impact on the dynamics and culture of the team. Cherniss(1998) emphasises that effective team members are self-confident, which is reflective of their ownemotional self-awareness, and ability to control their emotions.

Self-RegulationSelf-awareness of emotions enables team members to then practice self-regulation, which is theability to use emotions to facilitate the progress of the task or the project (Goleman, 1998b; Lanser,

~ 368 ~

Meeting at the Crossroads

2000). Being able to regulate emotions especially during conflict, pressure, stress and deadlinesfacilitates the smooth progress of the project and promotes positive, effective working relationshipswith other team members and clients. Goleman (1998b) explains that handling emotions andputting the task first rather than emotions aids in the attainment of the required goal.

MotivationBeing able to motivate fellow team members into contributing their best is very powerful. Workersare discretionary in their application to a project – they will only give if they feel they are beingsupported, nurtured and inspired. Successful teamwork requires intrinsic motivation, persistenceand vision. Team members are not only responsible for their own motivation but are also play a keyrole in motivating the team and colleagues. Goleman (1998b) and Lanser (2000) propose thatmotivation is an essential element of emotional intelligence that pushes us forward through thepositive and negative aspects of working life by showing initiative, perseverance and dedication, aswell as being goal orientated, focussed and proactive.

EmpathyGoleman (1998b) contends that empathy is understanding and interpreting colleagues’ feelings andbeing able to identify with their feelings on issues through understanding their perspective andcultivating rapport with people from different ‘walks of life’. Empathic team members have anawareness of the diversity of personalities and are accepting of the diversity of people and theimpact culture can have on interactions within a team environment. Book (2000), defines empathyas the “capacity to see the world from another person’s perspective” (p. 45).

Social Skills Social skills are essential for the development of positive, effective relationships with colleaguesand the ability to interact with team members to deter conflict, be aware of, ease and dissipateunderlying tensions that can accumulate and have a negative impact on working relationships andproject success. Team members need to be able to stimulate cooperation, collaboration andteamwork through well-developed social skills (Goleman, 1998b).

Teamwork and Social Interdependence

Teamwork is defined by Harris and Harris (1996) as “…a work group or unit with a common purposethrough which members develop mutual relationships for the achievement of goals/tasks” (p. 23).Teamwork implies that individuals work in a cooperative environment in the interests of a commongoal by sharing knowledge/skills and being flexible enough to serve multiple roles. The literatureconsistently highlights that one of the essential elements of a team is its focus toward a common goaland a clear purpose (Fisher, Hunter & Macrosson, 1997; Johnson & Johnson, 1995, 1999; Parker,1990). Many organizations rely upon successful teamwork to achieve goals and to meet the needs ofclients. It is a synergistic process that relies upon all team members to contribute and participate inorder to promote and nurture a positive, effective team environment. Team members must be flexibleenough to adapt to working in a cooperative working environment where goals are achieved throughcollaboration and social interdependence rather than individualised, competitive goals.

Social interdependence refers to how individuals interact in cooperative learning or workingsituations, including team environments and is an integral part of cooperative learning. Therelationship between successful teams, cooperative learning theory and social interdependence isstrong (Johnson & Johnson, 1999). “Social interdependence exists when individuals share commongoals; each individual’s outcomes are affected by the actions of the others” (Johnson & Johnson,1995; p. 206). The literature consistently highlights interdependence focussed toward a commongoal as an integral element of an effective team (Fisher et al., 1997; Johnson & Johnson, 1995,1999; Parker, 1990). Scarnati (2001) explains that teamwork that relies upon cooperative processesenables individuals to extend their boundaries and achieve more through social interdependencethan as individuals. “The team has synergy. By sharing a common goal or vision, the team canaccomplish what individuals cannot do alone” (p. 6).

~ 369 ~

Luca & Tarricone

Social interdependence can be considered to be positive, negative or non-existent (Johnson &Johnson, 1999). Johnson and Johnson (1995) explain that positive interdependence createspromotive interaction in which individuals encourage and facilitate each other’s efforts to attainteam goals, such as creating positive relationships and collaborative team environments. Negativeinterdependence or competition generally results in oppositional interaction. This occurs whenindividuals prevent others from achieving because of their own competitiveness. Rather thanpromoting a team environment through positive interaction, team members are focussed on“…increasing their own success and on preventing anyone else from being more successful thenthey are” (Johnson & Johnson, 1995; p. 212). No interaction occurs when individuals workindependently without interacting with others. Individuals focus on increasing and improving theirown success and have no regard or interest in the efforts of others (Johnson & Johnson, 1995).

Johnson and Johnson (1995, 1999) list essential attributes of positive interdependence needed forsuccessful teamwork as follows: giving and receiving help and assistance for both task related andpersonal issues; exchanging resources and information; giving and receiving feedback on tasks andteamwork behaviours; challenging each other’s reasoning; encouraging others to achieve;influencing each other’s reasoning and behaviour; using interpersonal and social skills to enhanceteam work; and consciously reflecting on the effectiveness of the team to continue improvementand acknowledge achievements.

Team members need to be aware that negative behaviour can impact on work productivity andaffect the overall success of the team and project. Conflict resolution and the ability of teammembers to deal with issues, feelings and emotions can impact greatly on the success of the team.Team members caring for one another, encouraging each other, showing empathy and regulatingtheir emotions contribute to and have an impact on the success of the team. Harris and Harris(1996) explain that successful teams have a high level of maintenance and must incorporateessential ‘invisible’ skills such as caring for one another, showing warm feelings, friendliness andoffering team members support when needed. Successful teams require both technical skills andinterpersonal skills “…communication at both the cognitive and feeling levels is what determinesthe success or failure of the team” (Harris & Harris, 1996; p. 29). The importance of cooperative,positive interaction team environments and a discussion of the essential elements of successfulteams and determining a link to emotional intelligence theory is the focus of this paper. Thefollowing section provides a synthesis of emotional intelligence literature and aims to provide linksbetween successful teamwork and emotional intelligence.

Emotional Intelligence and Teamwork

From the above review, it was found that there was much commonality between successfulteamwork and emotional intelligence. This is supported by Yost and Tucker (2000) who promote astrong relationship between successful teamwork and emotional intelligence and contend thatemotional intelligence competencies are more important than the “Visible skill” set shown inFigure 1, such as technical competencies. There is more to effective teamwork than a keen intellectand grasp of technical knowledge. The difference between success and mediocrity in workingrelationships, especially in a team environment, can be attributed to a team member’s mastery ofthe softer skills – abilities and approaches grounded in emotional intelligence. (Grossman, 2000;Tucker, Sojka, Barone, & McCarthy, 2000).

Positive, effective interpersonal relationships are an important element of successful teams.Emotional bonding that exists between team members has a profound effect on the work producedand the overall success of the project. Teams that care about each other at a personal andprofessional level are more likely to be successful than teams that ignore the importance of therelationship between positive interpersonal relationships, professional relationships and goalachievement. Developing positive relationships where team members are aware of the impact theiremotions can play on the effectiveness and success of the team should be the aim of each teammember. A positive emotional climate should be developed so that all energies can be focussed on

~ 370 ~


the attainment of mutual goals including the success of the project (Johnson & Johnson, 1999).

In order to promote positive, progressive, effective working environments, team members need tohave a combination of technical knowledge and well-developed emotional intelligence includingself-awareness, empathy, social awareness and be highly motivated and be able to inspire andmotivate their colleagues. Table 1 links the attributes needed for successful teams with theemotional intelligence competencies defined by Goleman’s (1998a) - self-awareness, self-regulation, motivation, empathy and social skills. These relationships were derived through asynthesis of the literature (Esquivel & Kleiner, 1996; Francis & Young, 1979; Harris & Harris,1996; Johnson & Johnson, 1995, 1999; Yost & Tucker, 2000).

Table 1: Emotional Intelligence (modified from Goleman 1998a) and attributes of successful teams

~ 371 ~

Luca & Tarricone

Definition Relationship to Successful Teamwork

The ability to recognise Having positive and productive teamwork skills and understand Controlling emotions and understand the impact of emotions on the team your moods, Being self-confident, high self-esteem and a coherent and integrated self-identityemotions, and drives, Promoting psychological health including a happy disposition as well as their effect on others

The ability to control or Being self-aware of emotions to enable self-regulationredirect disruptive impulses Handling emotions and putting the team task firstand moods Using emotions to facilitate the progress of the projectThe propensity to suspend Regulating emotions during conflict, pressure, stress and deadlinesjudgement – to think Coping with stress, frustrations through creating and contributing to caring, before acting supportive relationships

A passion to work for Motivating other team members to contributing their bestreasons that go beyond Openness, flexibility and motivation to change, innovation, creativity andmoney or status collaborative problem solvingA propensity to pursue goals Creating an environment that stimulates, enhances and empowers team memberswith energy and persistence to become motivated and apply themselves fully

Showing initiative, perseverance and dedication, goal orientation & focusPlacing team or common goals ahead of individual goals and pursue these withdetermination and perseverance Having a sincere interest and motivation for the group and individual’sachievements and goalsConsidering team morale and aiming to maintain a positive productivework environment

The ability to understand Understanding, interpreting and identifying with colleagues’ feelings the emotional makeup of Cultivating rapport with people from different ‘walks of life’other people Having the potential to turn adversarial relationships into collaborative alliancesSkill in treating people Showing emotional concern including reassurance and caring for other teamaccording to their emotional membersreactions Helping to create a team environment where members can express their feelings

Proficiency in managing Creating a team culture which is supportive, informal, comfortable,relationships and building and non-judgementalnetworks Developing professional as well as positive personal relationships with otherAn ability to find common team membersground and build rapport Developing intense, short-term relationships and being able to disconnect and

work in another team environment with the same sincerity and motivationBeing able to stimulate cooperation, collaboration and teamwork throughwell-developed communication and social skills Developing positive, effective relationships with colleagues through fosteringtrust, confidence and commitment Helping to establish a positive team climate and promoting support and respectfor one anotherHaving the ability to interact with team members and deter conflict,be aware of, ease and dissipate underlying tensions

So

cia

l S

kill

Em

path

yS

elf-R

eg

ula

tio

nS

elf-A

ware

ness

Mo

tivati

on

Case Study

Final year students enrolled in the Interactive Multimedia course at Edith Cowan University arerequired to develop skills and expertise in managing the development of multimedia product. Theunit IMM “Project Management Methodologies”, uses teams of four or five students to develop aweb site, in which students use their specialist skills within a team environment. Team rolesinclude programmers, graphic designers and project managers. There were 82 students completingthis unit, which was delivered through a custom built web site to enable both internal and externalstudents access to resources, and also to enhance the quality of the learning environment. The unitconsists of thirteen, three-hour class sessions conducted over a full semester.

Students were required to carefully consider their own and their peers’ contributions each weekthrough online journals that allowed team members to rate their own and their peers’ performanceconfidentially online. These proved to be successful in helping tutors make decisions abouttransferring marks amongst team members.

Within this scenario, one team was highly successful in developing quality work, without any teamproblems. Their journal entries continually reflected positive comments about other team members,and at no stage during the semester was there a request or requirement to transfer marks from oneteam member to another. The students were always goal focussed, continually exploringexpectations of the tutor and the unit requirements. This team had a strong sense of collaboration,and were content with their peers work.

Another team experienced problems, causing it to become dysfunctional and had to be split. Bymonitoring the online journals, team discrepancies were identified and marks were transferredbetween team members, though resentment amongst team members continued to escalate. Thetutor had several meetings with the project manager and individuals to help resolve issues, but tono avail. At one of the team meetings a serious disagreement occurred, in which one of the teammembers verbally berated another, from which point there was no reconciliation. After thisaltercation, team members felt they could no longer work together, so even though they wouldexperience a heavier workload, they unanimously agreed to split and form two separate teams.

One week after the team split, focus group interview sessions were organised. A questionnaire wasdeveloped based on Goleman’s work (1995, 1998a, 1998b) with a view of determining aspects ofemotional intelligence present within each of these teams. The interview sessions were taped andtranscribed for analysis. A summary of the results is shown in Table 2, which illustrates each of thefive emotional intelligences, as described by Goleman (1995). By looking through the responsesgiven by each of the teams, it is evident that the successful team had a strong awareness of theimpact of emotions on team success. In almost all of their responses, this team was highly focussedon delivering a quality product, and not pre-occupied by personal issues that could interrupt theirobjectives. Focussing on a common goal is an important element of positive interdependence. Theteam members felt that they had a responsibility towards the other members of the team and thatthe success of the project was based upon each team member’s contribution. They recognised thatteam members had different personalities and experienced problems at different stages. They feltthat it was a “healthy thing” to discuss and offer constructive help/criticism in trying to resolveproblems. They were strongly aware of the consequences – the negative effect on the team andtheir common goal – if emotions were not controlled.

The results from the dysfunctional team showed a lack of emotional intelligence skills, as defined byGoleman (1995, 1998a, 1998b). Team members seemed unaware and very surprised that they hadupset other team members. Comments made by team members indicated that peers were inconsiderateof their situation and problems, and were not inclined to discuss problems, as they would only attractcriticism. This resulted in team members resenting each other, which eventually caused majordisruption and caused the team to split. There was a lack of communication resulting in problemsaffecting the development of positive interaction based on positive interdependence. Rather than

~ 372 ~


the team as a whole having ownership of the project one team member felt that he was not includedin decision-making and did not receive all communication regarding the progress and developmentof the project leading to miscommunication and resentfulness. This caused a lack of team cohesionand cooperation, a feeling of disempowerment, and resulted in the eventual split of the team.

The data showed the dysfunctional team having oppositional interaction or negativeinterdependence (Johnson & Johnson, 1995, 1999). Some team members were highly competitiveand this negated the development of a synergistic team environment. After analysing the data itwas obvious that negative interdependence was not the only reason for the dysfunction of the team;the lack of emotional intelligence was the main reason for the team being unsuccessful.

An individual student questionnaire was also given to all of the team members in both teams, afterthe focus interview questions. Students were asked to fill out a Likert scale based on questionsrelated to Goleman’s (1998) five emotional intelligences. An average of all the scores was taken tocompare how students rated themselves against their peers. As shown in Figure 2, thefunctional/successful team clearly outscored the dysfunctional team in their responses.

They rated themselves and their peers highly, showing a marginally higher score for their peers,over their own. Whereas, the dysfunctional team, showed overall lower scores, and ranked theirown/self emotional intelligence scores higher than their peers. This indicates that the dysfunctionalteam recognised that they did not have strong emotional intelligence attributes, though on averageconsidered self better than their peers. This may be related to some of the “unconscious”miscommunications uncovered through the interviews i.e. these students truly believed that theywere showing consideration toward others, but their peers did not perceive it this way.

By analysing the summarised interview and the survey results, it was evident that students in thedysfunctional team had lower skills in self-awareness, self-regulation, motivation, empathy andsocial skills. The in-depth interviews revealed clear differences between the two teams in theseareas, which had a major impact on the quality of the final product and functionality of the team.In this study, it was clearly evident that a lack of emotional intelligence skills such as taking issuespersonally, not being aware of others feelings, not controlling feelings and others shown in Table 2,directly contributed to the team becoming dysfunctional.

~ 373 ~

Luca & Tarricone

Table 2: “Comparative” Emotional Intelligence data summary

Figure 2: Comparing likert scale survey data

~ 374 ~


Functional Team Dysfunctional Team

Team was aware of their emotions and the possible Team members seemed unaware of the impact theirimpact they could have on the team behaviour had other team membersTeam members tried to sort out problems as soon as When problems occurred teams members tendedpossible by trying to be aware of others problems to take it personally

Team-members didn’t predict that comments wouldupset others

Team was product focused, and regulated their Team-members did not realise they had upset peers,emotions so that they did not have a negative impact and didn’t seem to understand the effect the emotionalon the product outburst had on the rest of the team The team facilitated the smooth progress of the project Team members didn’t control their emotions well underand promoted positive working relationships with pressure and reacted quickly to trivial situationsteam members to get the job done In communicating problems, team members were

overly emotional and personal

Team members felt comfortable and supported in The team didn’t create an empowering environment,discussing their problems to allow all members freedom of expression and The team created a positive and motivating team encouragement to contributeenvironment. They tried to motivate team members Team members lost motivation, especially when theirwith constructive criticism work criticised in a negative fashion

The team was very goal oriented and focused on the“big picture”

Team members had previously worked with others Could see that a team member was angry and upset,and knew when others were getting upset, which but didn’t make any effort to try and understand whyhelped to deter conflict the team member was angryTeam members felt supported in discussing Some team members were aware of each otherstheir problems feelings, particularly when some were getting upsetTeam members respected different personalities, Team members considered others inadequacies ascultures and sensitivities “downfalls” rather than something they could help

them withThe team didn’t consider everybody’s needs duringplanning sessionsSome team members felt alienated and didn’t feelpart of team

The team never took issues in a personal manner, as it Lack of communication was evident in the team.would detract from developing a quality final project For example, some team members believed that wereThe team felt that talking about or communicating making allowances for different learning styles, butproblems to each other was a “healthy thing” this wasn’t perceived that way The team felt that developing a healthy working The team did not communicating their feelings, whichenvironment with good relationships was important. resulted in resentment and bad feelings to others They often socialised together

So

cia

l S

kill

Em

path

yS

elf-R

eg

ula

tio

nS

elf-A

ware

ness

Mo

tivati

on

Summary and Conclusions

This study analysed the team dynamics of a successful and dysfunctional team. The successfulteam was highly motivated to produce a quality product, and not pre-occupied by personal issues.This team felt that it was appropriate and healthy to discuss problems as they arose so that the finalproduct would not be compromised, and they could get on with the job. This team displayedcharacteristics of positive interdependence and promotive interaction. However, the dysfunctionalteam demonstrated negative interdependence, poor communication, lack of consideration, empathyand understanding.

Using the attributes provided by Goleman (1995, 1998a, 1998b), it was evident that teammembers’ emotional intelligence played a pivotal role in determining the success and functionalityof the team, and the quality of final product being developed. It would appear that emotionalintelligence skills underpin collaboration and communication skills needed for managing conflictand keeping the team focussed on developing the required product.

At a time when generic skills are being strongly promoted by employers and government fundingauthorities, it would be appropriate to further investigate this line of research in the affectivedomain. Further research in this area will be focussed on developing:An evaluation instrument used to assess students’ emotional intelligence at the beginning of thesemester, to help advise students on how best to implement strategies to help with teamwork;More focussed and probing interview questions needed to help uncover greater detail aboutunderlying issues related students’ emotional intelligence (lack and awareness of); andMore detailed procedures for tutors to use when running tutor led peer assessment sessions.

The results of this study show a compelling relationship between students’ emotional intelligenceand their ability to work effectively within a team. This has important implications for alldiscipline areas, where collaborative teamwork is incorporated as part of the learning environment.Visible skills and emotional intelligence should both be considered when selecting team membersfor a collaborative environment. Lecturers, tutors and students need to be made aware of emotionalintelligence and the impact it can have on team success.

References

Book, H.E. (2000). One big happy family - the emotionally intelligent organization. IVEY BusinessJournal,(Sept/Oct), 44-47.

Cherniss, C. (1998). Social and emotional learning for leaders. Educational Leadership, 55 (7),26-28.

Esquivel, M.A. & Kleiner, B.H. (1996). The importance of conflict in work team effectiveness.Team Performance Management: An International Journal, 2 (3), 42-48.

Fisher, S.G., Hunter, T.A. & Macrosson, W.D.K. (1997). Team or group? Managers’ perceptions ofthe differences. Journal of Managerial Psychology, 12 (4), 232-242.

Francis, D. & Young, D. (1979). Improving work groups. San Diego, California: UniversityAssociates.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.Goleman, D. (1998a). What makes a leader? Harvard Business Review, 76, 93-102.Goleman, D. (1998b). Working with emotional intelligence. New York: Bantam Books.Grossman, R.J. (2000). Emotions at Work. Health Forum Journal,(Sept/Oct), 18-22.Harris, P.R., & Harris, K.G. (1996). Managing effectively through teams. Team Performance

Management: An International Journal, 2 (3), 23-36.Johnson, D.W., & Johnson, R.T. (1995). Social interdependence - Cooperative learning in

education. In B. Bunker & J.Z. Rubin (Eds.), Conflict, cooperation, and justice. (pp. 205-251).San Francisco: Jossey-Bass Publishers.

Johnson, D.W., & Johnson, R.T. (1999). Learning together and alone: Cooperative, competitive,

~ 375 ~

Luca & Tarricone

and individualistic learning (5th ed.). Needham Heights: Massachusetts: Allyn and Bacon.Lanser, E.G. (2000). Why you should care about your emotional intelligence. Healthcare

Executive,(Nov/Dec), 6-11.Parker, G.M. (1990). Team players and teamwork. San Francisco, CA: Jossey-Bass.Salovey, P., & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality,

9 (3), 185-211.Scarnati, J.T. (2001). On becoming a team player. Team Performance Management: An

International Journal, 7(1/2), 5-10.Tucker, M.L., Sojka, J.Z., Barone, F.J. & McCarthy, A.M. (2000). Training tomorrow’s leaders:

Enhancing the emotional intelligence of business graduates. Journal of Education for Business,75 (6), 331-337.

Wysocki, R.K., Beck, R., & Crane, D.B. (1995). Effective project management. How to plan,manage, and deliver projects on time and within budget. New York: John Wiley & Sons, Inc.

Yost, C.A., & Tucker, M.L. (2000). Are effective teams more emotionally intelligent? Confirming theimportance of effective communication in teams. Delta Pi Epsilon Journal, 42 (2), 101-109.

Copyright © 2001 Joe Luca and Pina Tarricone.

The author(s) assign to ASCILITE and educational non-profit institutions a non-exclusive licence to use this

document for personal use and in courses of instruction provided that the article is used in full and this copyright

statement is reproduced. The author(s) also grant a non-exclusive licence to ASCILITE to publish this document

in full on the World Wide Web (prime sites and mirrors) and in printed form within the ASCILITE 2001

conference proceedings. Any other usage is prohibited without the express permission of the author(s).

~ 376 ~


Date post:	11-Apr-2017
Category:	Documents
Upload:	mitchel-groter-pcccff
View:	200 times
Download:	5 times

0EI - PDF WORKBOOK FINAL NEW

Documents