Qld Emotional Intelligence Pres

8/2/2019 Qld Emotional Intelligence Pres

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APS Interest Group for Coaching

Psychologists (QLD)

APS Interest Group for Coaching

Psychologists (QLD)

Enhancing Emotional Intelligence viaCoaching: Evidence from the field

Presented by

Dr Benjamin PalmerDirector of Research & Development, Genos

Proudly sponsored by

LEE HECHT HARRISONGlobal Career and Leadership Consultants

www.lhh.com.au

Enhancing Emotional Intelligence viaCoaching: Evidence from the field

Presented by

Dr Benjamin PalmerDirector of Research & Development, Genos

Proudly sponsored by

LEE HECHT HARRISONGlobal Career and Leadership Consultants

www.lhh.com.au


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Agenda

What is EI - The Genos EI model

How is it assessed - The Genos EI measure

The evidence Industry research findings

Products and practical application tools

How this may fit and add value to the type of

work your involved in


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Research articles

Palmer, B. R., Walls, M., Burgess, Z., & Stough, C. (2001). Emotional intelligence and effective leadership, Leadership andOrganisational Development Journal, 22, 5-10.

Palmer, B.R., Gardner, L., & Stough, C. (2003a). Measuring emotional intelligence in the workplace. Emotional Intelligence inOrganisations, Published by ICCM ISBN: 0-86396828-7

Palmer, B.R., & Stough, C. (2001). The measurement of emotional intelligence. Australian Journal of Psychology, 53, 85.

Stough, C., Palmer, B.R., Walls, M., & Burgess, Z. (2001). Emotional intelligence and effective leadership. Australian Journal ofPsychology, 53, 85.

Palmer, B.R., Gardner, L., & Stough, C. (2003b). The relationship between emotional intelligence, personality and leadership.

Australian Journal of Psychology, 55,p140-145.

Palmer, B.R., Gignac, G., Manocha, R., & Stough, C. (in press). A psychometric evaluation of the Mayer-Salovey-CarusoEmotional Intelligence Test. Intelligence.

Palmer, B.R., Gignac, G., Manocha, R., & Stough, C. (submitted). Psychometric analyses of the emotional intelligence measureby Schutte et al. Personality and Individual Differences.

Palmer, B.R. (2004). An analysis of the relationships between various models and measures of emotional intelligence.

Palmer, B.R., Gignac, G., Bates, T., & Stough, C. (2003). Examining the structure of the Trait Meta-Mood Scale. AustralianJournal of Psychology, 55, p154-159.

Palmer, B.R., Donaldson, C. & Stough, C. (2002). Emotional intelligence and life satisfaction. Personality and IndividualDifferences, 33, 1091-1100.

Palmer, B.R., Manocha, R., Gignac, G., & Stough, C. (2003). Examining the factor structure of the Bar-On Emotional QuotientInventory with an Australian general population sample. Personality and Individual Differences, 35, 1191-1210.


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When we began

1998 a number of different models and measures ofEI had been conceptualised

Emotional

Intelligence

Questionnaire

ACER


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Definitions

The term emotional intelligence does not yet appear in

dictionaries; as such, its definition is still an unsettledissue as are the boundaries of this new domain. Dr.Reuven Bar-On (1997)

At the outset we wanted to establish the most definitivedimensions of the emotional intelligence construct,

and build a measure to assess them that was specificfor occupational applications


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Establishing Genos Model

To identify the most definitive dimensions of EI weperformed a large factor analytic study involving six of

the predominant models and measures of EI

1. MSCEIT (Mayer, Salovey, & Caruso, 1999)

2. Bar-On EQ-i (Bar-On, 1997)3. TMMS (Salovey et al., 1995)

4. TAS-20 (Bagby, Taylor & Parker, 1994)

5. EI scale by Schutte et al. (1998)6. EI scale by Tett et al., (1997)


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Emotional intelligence

Emotions influence our thoughts and thedecisions we make deciding not to hire someone because something

just didnt feel right

Whos going to ask the boss for more resources ora pay rise when the boss is having a bad day?

Emotions also play a large role in our outwarddisplays and behaviours, they help define Our tone of voice

Our body language

Our facial expressions


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Because our emotions play a large role in bothour thoughts and behaviours, in the workplace

emotions are a defining factor of how we act andperform at work.


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When applied to the workplace EI involvesthinking intelligently about our own andothers emotions and how they influence ourthoughts and behaviours at work.

Emotional intelligence is comprised of five

specific capabilities

Workplace

event

Behavioural

outcome

Reasoning/

Decision-making

Feelings/

emotion

EI


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Establishing the Genos model

Five definitive factors of EI were identified1.Recognizing and expressing ones own emotions

2.Understanding others emotions3.Emotional reasoning

4.Managing emotions (self & others)

5.Controlling Emotions (self)

We operationalize these as capabilitiesto do with

emotions and the processing of emotionalinformation.


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1. Recognizing andExpressing

Emotions (Self)

2. UnderstandingEmotions

(Others)

3. EmotionalReasoning

4. Managing Emotions

5. Controlling Emotions

Emotional Intelligence


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Th e evid en ce


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Research Findings (Genos EI)

Emotional Intelligence is related to: Leadership success

Successful leadership styles (i.e., transformational asapposed to transactional leadership)

Subordinate ratings of leadership effectiveness

Salary, number of direct reports, Level ofmanagement/ leadership.

Around 36% of the variance in Australian leadershipsuccess appears to be accounted for by EI

(Gardner & Stough, 2002; Palmer, Gardner & Stough,2003)


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Emotional Intelligence & Performance(Self-Ratings of EI; Supervisor ratings of

Performance)

Innovation & Creativity (r =.35, 12%) Teamwork Effectiveness (r = .38, 15%)

Customer service (r = .35, 12%)

Organisational Commitment (r = .47, 22%)

(Palmer, Gardner & Stough, 2003).


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Emotional Intelligence and otherworkplace variables:

Absenteeism (r = -.54, 29%)

Job Satisfaction (r = .49, 24%) Index of Occupational Stress (r = -.43, 18%)

(Palmer et al., 2003)


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What does the research say

Can Emotional Intelligence beenhanced?

What does that translate to?


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Genos enhancement methodology

EI involves thinking intelligently about

our emotions and how they impact on ourthoughts and behaviours

Workplaceevent

Behaviouraloutcome

Reasoning/Decision-making

Feelings/emotion

EI


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This approach involves

Cognitive restructuring helping peopleidentify different ways of thinking in the

workplace

Behavioral restructuring helping peoplefind differently ways of doing things


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Assisting people

Workplaceevent

Behaviouraloutcome

Reasoning/Decision-making

Feelings/emotion

evaluate

decide

practice

i d


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Continued

All 8 modules involve learning materialand behavioral rehearsal activities

Can be conducted at the individual and

group level

Evaluated with pre and post assessment

G EI D l C S d


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Genos EI Development Case StudyLarge Australian Retailer Executive development program

35 senior executivesEI assessment pre and post the program1 full-day and two day group workshops on EI9 one-on-one EI coaching sessionsA total of 34hrs per person invested over a 3 month period

360 Genos EI Feedback results pre and post development program

54

76

52

80

59

82

34

76

61

67

62

72

0 20 40 60 80 100

1

Percentile Scores

Emotional Control - Time 2

Emotional Control - Time 1

Emotional Management - Time 2

Emotional Management - Time 1

Emotions Direct Cognition - Time 2

Emotions Direct Cognition - Time 1

Understanding Others' Emotions - Time 2

Understanding Others' Emotions - Time 1

Emotional Recognition & Expression - Time 2

Emotional Recognition & Expression - Time 1

Total EI - Time 2

Total EI - Time 1

ROI Ratings from 350 staff members pre and post the program;


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Leadership enhancement leads to improved employee satisfaction,output and quality effectiveness

From 75%

From 83%

From 69%

From 75%

From 75%

From 70%

Not assessed

From 73%

% of improvem ent

20%

19%

33%

25%

28%

45%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Value

Identity

output

quality

organising and planning

interpersonal effectiveness

F L d hi P O i


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Future Leadership Program Overview

10 Finance Executives

Briefing session

Pre-assessment (EI and Leadership)

7 one-on-one coaching sessions Self-awareness and communication

Awareness and understanding others

Decision-making Managing Emotions (self-others)

Influencing Others EI

Post-Assessment (EI and Leadership)

One-on-One review session

Group Results Debrief

P t f Ch (R t P ti )


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Percentage of Change (Raters Perspective)

percentage change (raters)

25%

59%

76%

54%

34%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Recognising and Expressing

Emotions

Understanding Others'

Emotions

Decision-Making

Managing Emotions

Controlling Emotions

percentage change (raters)

% Change in Leadership Effectiveness


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g p

11%

11%

13%

9%

13%

0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%

Role Model

Developing Staff

Motivating Staff

Innovative Thought

Customer Focus


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Q u e s t i o n s

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