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Emotional Intelligence (EI)

• History, Definition, Theory and Model

• Intelligence: Intrapersonal and Interpersonal

• Emotional Intelligence Defined

• Emotional Quotient (EQ) Versus Intelligence Quotient (IQ)

• Research Findings

• Framework of EI Competencies

Module 1

Emotional Intelligence 1

Term Coinage: Leuner (1966)

PhD Thesis: A Study of Emotion: Developing Emotional Intelligence, Wayne Payne (1985)

EI Model, Greenspan (1989)

EI Research, Salovey and Mayer (1990),

Book: Daniel Goleman, (1995).

History

2Emotional Intelligence


First Book and First Media Buzz (1995)


Since Then... A Plethora of Books!

Ability of brain to absorb information

and analyze it accurately and rapidly

Ability to learn and to cope

Ability to deal with new or trying circumstances

Skilled use of reason; to apply knowledge to

manipulate one’s environment

What is Intelligence?


Most of our intellectual skills are

genetically inherited

These skills are influenced by social and environmental

learning

The two hemispheres of the

brainLateral thinking

Cognitive Intelligence


Intrapersonal Intelligence

Interpersonal Intelligence

2 Types of Cognitive Intelligence


A strong sense of independence, “Having a strong character or will”

A realistic view of personal strengths and weaknesses

“I know what I can achieve” “I know my limitations”

Intrinsically motivated

Accurately express feelings

Intrapersonal Intelligence


Socializing; a sense of belonging to groups, clubs, committees

Able to give advice and enjoy informally teaching others

Having two or more close friends

A well-developed concern for other people

Others seek this person’s company; are drawn to this individual

Interpersonal Intelligence


Worst Boss You’ve Had

•____________

•____________

•____________

•____________

Best Boss You’ve Had

•____________

•____________

•____________

•____________

Best Boss / Worst Boss in 1-worded Bites


Daniel Goleman

•“The capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships.”

Emotional Intelligence (Academically) Defined


Emotional Intelligence: the ability to manage our relationships and ourselves effectively – consist of four fundamental

capabilities: self-awareness, self-management, social awareness, and social skills. Each capability is composed of specific

sets of competencies. Below is a list of the capabilities and their corresponding traits.

Components of Emotional Intelligence(HBR Apr. ’00)

E.Q. = Emotional Quotient

Emotional Maturity Physical Maturity

Empathy: skill at sensing other people’s emotions, understanding their perspective, and taking an active interest in their concerns.Organizational awareness: the ability to read the currents of organizational life, build decision networks, and navigate politics.Service Orientation: the ability to recognize and meet customers’ needs.

Social Awareness

Self-control: the ability to keep disruptive emotions and impulses under control.Trustworthiness: a consistent display of honesty and integrity.Conscientiousness: the ability to manage yourself and your responsibilities.Adaptability: skills at adjusting to changing situations and overcoming obstacles.Achievement orientation: the drive to met an internal standard of excellence.Initiative: a readiness to seize opportunities.

Self-management

Visionary leadership: the ability to take charge and inspire with a compelling vision.Influence: the ability to wield a range of persuasive tactics.Developing others: the propensity to bolster the abilities of others through feedback and guidance.Communication: skills at listening and at sending clear, convincing, and well-tuned messages.Change catalyst: proficiency in initiating new ideas and leading people in a new direction.Conflict management: the ability to de-escalate disagreements and orchestrate resolutions.Building bonds: proficiency at cultivating and maintaining a web of relationships.Teamwork and collaboration: competence at promoting cooperation and building teams.

Social Skill

Emotional self-awareness: the ability to read and understand your emotions as well as recognize their impact on work performance, relationships, and the like.Accurate self-assessment: a realistic evaluation of your strengths and limitations.Self-confidence: a strong and positive sense of self-worth.

Self-awareness



Kuwaiti doctor emphasizes ‘EI’:

Environment plays a big role in developing major elements in emotional intelligence while 70% of a person’s IQ is inherited.20% of a person’s success in life is attributed to the IQ, 60% to emotional intelligence, and the remainder to other factors…Emotional intelligence should be developed to guide the mind to its best functioning so it could take correct decisions based on logic, analysis, innovation and creativity.

Emotional intelligence is responsible for self-construction and self-management……people of high emotional intelligence are more aware of their emotions, even the minor ones which are known as ‘gut reaction’ or ‘hunch’. Also they are more aware of others’ emotions and they are even capable of deploying their and others’ emotions to achieve successful relationships.Awareness, control and assessment of internal emotions helps a person know points of weakness and, accordingly, achieve emotional self-regulation, self-reformation and self-construction.

If a person is unaware of his emotions it will be difficult to understand and feel another’s emotions.Negative feelings such as anger, sadness, jealousy and envy should be deployed in a constructive way. A person should be able to rationalize such negative emotions to achieve logical and successful handling of such cases. Rationalization and control will lead to positive achievement, including constructive thinking and self-motivation.

Gulf News Article – March 24, 2002

IQ versus EQ

IQ = 137

EQ = 0


IQ = 137

EQ = 0

IQ versus EQ


A Harvard study predicts IQ accounts

for some 20% of a person’s success in life

(Gardner)

A Yale study predicts IQ accounts for between 4-10% of life success

(Sternberg)

Emotional Intelligence predicts EQ accounts

for 80% (or more) of a person’s success in life

(Goleman)

IQ/EI Predictions


• Top 5 were:

• Being honest with all people

• Being well disciplined

• Getting along with people

• Having a supportive spouse

• Working harder than most people

• All five are reflections of Emotional Intelligence

• Cognitive Intelligence (IQ) ranked 21 on the list and was endorsed by 20% of the sample

Survey of 733 multi-

millionaires rated (out of

30) the factors responsible

for their success.

IQ/EI Predictions


Spencer & Spencer, Competence at Work

• “…. Close to three hundred different company – sponsored studies show that across a wide array of jobs, the recipe for excellence gives far more weight to emotional competencies than to cognitive abilities.”

The Best: What It Takes


Self-Awareness and Self Management: The Cornerstones of

EI

•Self Assessment

•Scoring and Interpretation of Results

MODULE 2


• Research supports that Self-Awareness is a necessary underpinning of both Self-Management and Social Awareness.

Yes No

Yes 49% 51%

No 4% 96%

The Impact of Self-Awareness

N = 427, p < .001 (Burckle and Boyatzis, 1999)

With Self-Awareness, a person has a 50-50 chance of demonstrating Self-

Management.

Without Self-Awareness, a person has virtually no chance of

demonstrating Self-Management.


• Research supports that Self-Awareness is a necessary underpinning of both Self-Management and Social Awareness.

Yes No

Yes 38% 62%

No 17% 83%

The Impact of Social-Awareness

N = 427, p < .001 (Burckle and Boyatzis, 1999)

With Self-Awareness, a person has a 38% chance of having Social

Awareness.

Without Self-Awareness, a person has an 83% chance of lacking Social

Awareness.


The Myers-Briggs Type IndicatorA Tool for Understanding & Managing Self

• Preferences are inborn.

• The environment enhances / impedes the expression / development of type.– TYPE: An innate predisposition allowed to develop.

• Type is dynamic not static

• All the types are equally valuable.– (There is not ‘BAD’ Type)

• Discovering one’s type may take some time.

• The MBTI is NOT a test.– It is an indicator which indicates how one’s type

is expressed through an instrument.

Assumptions


The Myers-Briggs Type Indicator 6

ARE COMPLEMENTARY ATTITUDES TOWARD THE WORLD.

AN EXTROVERT’S ESSENTIAL STIMULATION IS FROM THE ENVIRONMENT - THE OUTER WORLD OF PEOPLE AND THINGS.

AN INTROVERT’S ESSENTIAL STIMUALTION IS FROM WITHIN - THE INNER WORLD OF THOUGHTS AND REFLECTIONS.

+ + +BOTH ATTITUDES ARE USED BY EVERYONE, BUT ONE IS USUALLY PREFERRED AND BETTER DEVELOPED.

E

I

Extraversion and Introversion


Feels pulled outward by external claims and conditions.

Energized by other people, external experiences.

Energized by inner resources, internal experiences.

Feels pushed inward by external claims and conditions

EXTRAVERSIONTendencies / Characteristics

INTROVERSIONTendencies / Characteristics


Reflects, then (may be) acts.Acts, then (maybe) reflects

Is often reserved, quiet, hard to know.

Is often friendly, talkative, easy to know.

…and I said you

will not believe that I said….Let me tell

you.




IQ

PSYCHIATRICDISTURBANCES

EMOTIONS

TRAUMA

STRESS

LEARNING

“NORMALCY”

MATURITY

ILLNESS

AFFLUENCE

INTELLIGENCE

The MBTI does not measure …..


Expresses emotions.

Needs relationships. Needs privacy.

Bottles up emotions.





E’s may seem shallow to I’s.

Gives breadth to life.

I’s may seem withdrawn to E’s.


Gives depth to life.


E’s need Introversion for balance.

I’s need extroversion for balance.




Extraversion Introversion

Active Reflective

Outward Inward

Sociable Reserved

People Privacy

Many Few

Expressive Quiet

Breadth Depth

THESE CHARACTERISTICS OFTEN DEVELOP FROM E AND IPREFERENCES. SOME OF THEM MAY BE TRUE OF YOU.

E I

Some Key Words


ARE WAYS OF TAKING INFORMATION.

THE SENSING FUNCTION TAKES IN INFORMATION BY WAY OF THE 5 SENSES - SIGHT, SOUND, FEEL, TASTE AND SMELL.

THE INTUITION FUNCTION PROCESSES INFORMATION BY WAY OF A “SIXTH SENSE” OR HUNCH.

+ + +BOTH WAYS OF PERCEIVING AND TAKING IN

INFORMATION ARE USED BY EVERYONE, BUT ONE IS USUALLY PREFERRED AND BETTER DEVELOPED.

S

N

Sensing and Intuition


Looks at specific parts and pieces..

Looks at patterns and relationships..

Lives in the present, enjoying what’s there.

Lives toward the future anticipating what might be.

INTUITIONTendencies / Characteristics

SENSINGTendencies / Characteristics


Prefers handling practical matters. Prefers imagining possibilities.

Likes things that are definite, measurable.

Likes opportunities for being inventive.




Jumps in anywhere, leaps over steps.

Starts at the beginning, takes a step at a time.

Studies the overall design to see how the parts fit together..

Works hands-on with the parts to see the overall design.




Likes change and variety.Likes set procedures, established routines.

S’s may seem materialistic and literal-minded to N’s.

N’s may seem impractical dreamers to S’s.




S’s need intuition for balance. N’s need sensing for balance.




Sensing Intuition

Details Patterns

Present Future

Practical Imaginative

Facts Innovations

Sequential Random

Directions Hunches

Repetition Variety

Enjoyment Anticipation

Perspiration Inspiration

Conserve Change

THESE CHARACTERISTICS OFTEN DEVELOP FROM S AND N PREFERENCES. SOME OF THEM MAY BE TRUE OF YOU.

S N

Some Key Words


ARE WAYS OF MAKING DECISIONS.

THE THINKING FUNCTION DECIDES ON THE BASIS OF LOGIC AND OBJECTIVE CONSIDERATIONS.

THE FEELING FUNCTION DECIDE ON THE BASIS OF PERSONAL, SUBJECTIVE VALUES.

+ + +

BOTH WAYS OF DECIDING AND EVALUATING ARE USED BY EVERYONE, BUT ONE IS USUALLY PREFERRED AND

BETTER DEVELOPED.

T

F

Thinking and Feeling


Decides with the heart.

Goes by logic.

The sensible thing to do is…..

Goes by personal convictions.

What I feel is…...

Decides with the head.

THINKINGTendencies / Characteristics

FEELINGTendencies / Characteristics


Concerned for truth, justice.Concerned for relationships,

harmony.

Good at analyzing plans. Good at understanding people.

.




F’s need thinking for balanceT’s need feeling for balance.

T’s may seem cold and condescending to F’s.

F’s may seem fuzzy-minded and emotional to T’s.




T F

Some Key Words

Thinking Feeling

Head Heart

Objective Subjective

Justice Harmony

Cool Caring

Impersonal Personal

Criticize Appreciate

Analyze Empathize

Precise Persuasive

Principles Values

THESE CHARACTERISTICS OFTEN DEVELOP FROM T AND FPREFERENCES. SOME OF THEM MAY BE TRUE OF YOU.


ARE COMPLEMENTARY LIFESTYLES.

A JUDGING LIFESTYLE IS DECISIVE, PLANNED AND ORDERLY.

A PERCEPTIVE LIFESTYLE IS FLEXIBLE ADAPTABLE, AND SPONTANEOUS.

+ + +BOTH ATTITUDES ARE PART OF EVERYONE’S LIFESTYLE, BUT ONE IS

USUALLY PREFERRED AND BETTER DEVELOPED.

J

P

Judgment and Perception


Enjoys being decisive.

Likes clear limits and categories.

Likes freedom to explore without limits.

Enjoys being curious, discovering surprises.

PERCEPTIONTendencies / Characteristics

JUDGEMENTTendencies / Characteristics


Feels comfortable establishing closure.

Feels comfortable maintaining openness.

Prefers an organized lifestyle. Prefers a flexible lifestyle.




Likes definite order and structure. Likes going with the flow.

Prefers to experience life as it happens.

Likes to have life under control.




Handles deadlines, plans in advance.

Meets deadlines by last minute rush.

P’s may seem disorganized, messy, irresponsible to J’s.

J’s may seem demanding, rigid, uptight to P’s.




J’s need perception for balance. P’s need judgement for balance.




Judgment Perception

Organized Flexible

Structure Flow

Control Experience

Decisive Curious

Deliberate Spontaneous

Closure Openness

Plan Wait

Deadlines Discoveries

Productive Receptive

THESE CHARACTERISTICS OFTEN DEVELOP FROM J AND P PREFERENCES. SOME OF THEM MAY BE TRUE OF YOU.

J P

Some Key Words

The Conceptual Model

•The Competency Framework

•The 4 Competency Clusters

MODULE 3


Self Others

Aw

aren

ess

Self-Awareness

Social Awareness

Act

ion

s Self-Management

Relationship Management

The Four Competency Clusters

Posi

tive

im

pac

t o

n

oth

ers


Self Others

Aw

aren

ess

Emotional self-awarenessAccurate self-assessment

Self-confidence

EmpathyOrganizational Awareness

Service Orientation

Act

ion

s

Emotional Self-ControlTransparency

OptimismAdaptability

Achievement OrientationInitiative

Developing OthersInspirational Leadership

InfluenceChange Catalyst

Conflict ManagementTeamwork & Collaboration

The Competency Framework

Posi

tive

im

pac

t o

n

oth

ers


The Competencies of EI

•Definitions and Real-Life Examples

•Core Questions, Underlying Behaviors, and Tips for Improvement

MODULE 4


What Is a Competency?


The Competency Iceberg

Knowledge

Skills

Unknown

to others

Attitude

Traits, Characteristics, Attributes

Values, Motives, Ethics, Beliefs

Known

to others


About Competencies…

Competencies consist of behaviors that are

developmentally scaled.

For each competency, there is a target level of

behavior that, when met or exceeded, positively impacts performance.

You do not need to master every

competency to be successful.


Level 1

• Makes decisions based solely on rules

Level 2

• Makes decisions by interpreting rules

Level 3

• Makes decisions in vague situations

Level 4

• Makes complex decisions in the face of ambiguity

Decision MakingD

egr

ee

of

Dif

ficu

lty


Target Levels

1 2 3 4

# o

f P

eo

ple

Wh

o H

ave

It

Levels

BaselineLevel

TargetLevel

BelowAverage

TypicalPerformers

Challenging Level

OutstandingPerformers


One size does not fit all.

• “…often various combinations of competencies lead to success.”• David McClelland, “Where Do We

Stand on Assessing Competencies,” 1994

One competency may compensate for

another.

Certain combinations of competencies may

contribute to outstanding

performance.

Some competencies are more critical than

others.

There Are Many Ways to Success


• Recognizing how our emotions affect our performance

Emotional Self-Awareness

• Knowing one’s own inner resources, abilities, and limits

Accurate Self-Assessment

• A strong sense of one’s self-worth and capabilities

Self-Confidence

I. Self-Awareness


• Emotional Self-Control: keeping disruptive emotions and impulses in check

• Transparency: maintaining integrity, acting congruently with one’s values

• Adaptability: flexibility in handling change

Self-Regulation

• Achievement Orientation: striving to improve or meeting a standard of excellence

• Initiative: readiness to act on opportunities

• Optimism: persistence in pursuing goals despite obstacles and setbacks

Motivation

II. Self-Management


• Sensing others’ feelings and perspectives, and taking an active interest in their concerns

Empathy

• Reading a group’s emotional currents and power relationships

Organizational Awareness

• Anticipating, recognizing, and meeting customers’ or clients’ needs

Service Orientation

III. Social Awareness


• Developing Others: sensing others’ development needs and bolstering their abilities

• Inspirational Leadership: inspiring and guiding individuals and groups

• Change Catalyst: initiating or managing change

Leading Others

• Influence: having impact on others

• Conflict Management: negotiating and resolving conflict

• Teamwork and Collaboration: working with others toward a shared goal

Working with

Others

IV. Relationship Management


• To understand what the EI competencies mean, it is important to think of them in terms of their behaviors.

• To help you do this, generate examples of what the target-level behavior for each competency might look like when demonstrated on the job. 1. Working in groups, you will be assigned three to four

competencies from one of the following pages.

2. Create examples for each competency assigned.

3. Share your examples with the large group.

Competency Examples Checklist


• Emotional Self-Awareness

– Definition of the competency: (in your own words)

– Target-level behavior:

• Understands implications of own emotions

– Real-life example:

Self-Awareness Competencies


• Core Question : Is the person aware of his/her feelings and emotions?

– People who have this competency

• 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.



• People who do not demonstrate competence

– Get irritated very easily.

– Feel imbalanced in their work life, health, and family concerns.

– Feel unable to align work with personal values and goals.

– May experience chronic headaches, lower back pain, anxiety attacks, etc…



• Pay attention to the physical signs aroused in stressful situations – get some fresh air, take a walk, stand up and stretch, shrug your shoulders.

• Keep a journal and jot down your behavior and feelings when under stress. Self-reflect.

• Look for feedback. Talk to someone who is willing to listen to you.

• Team up with a colleague, exchange honest observation on each other’s behavior.

Tips for Developing

Self-Awareness



• Accurate Self-Assessment



• Has sense of humor about oneself




• Core Question: Is the person aware of his/her strengths and limitations?


• Aware of their strengths and weaknesses.

• Reflective, learning from experience.

• Open to candid feedback, new perspectives, continuous learning, and self-development.




– Have to appear “right” in front of other people.

– Compete rather than cooperate with others.

– Set unrealistic goals.

– Take credit for others’ efforts.

– Cannot admit mistakes or personal weaknesses, reject criticism even if realistic.



• Ask for feedback.

• Make a list of strengths and areas for improvement.

• Think about situations when you have felt successful/unsuccessful. Analyze the behaviors shown; recognize possible patterns.

• Video or tape-record yourself (meeting, presentation).

• Take valid and reliable self-assessments (MBTI, ECI, etc…)

Tips for Developing

Self-Assessment



• Self-Confidence



• Has presence




• Core Question: Does the person take on risky tasks or conflicts with those in power over him/her?


• 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.

Self Confidence



– Avoid confrontation with people over problems.

– Hesitate to try new things.

– Are unable to defend a good idea if challenged.

– Avoid challenges and give in, even when that interferes with getting the job done.

– Are unable to demand (or get) respectful treatment.

Self Confidence


Cause

• Lack of skills

• Inaccurate self perception

• Inexperience

Remedy

• Get trained

• Get a mentor; someone you trust

• Get into moderate risk situations; try out new behaviours, routines.

Self Confidence


• Emotional Self-Control



• Responds calmly


Self-Management Competencies


• Core Question: Does the person feel very strong emotion, especially negative emotion such as anger, and keep from expressing it or acting on it?– People who have this competency

• Manage their impulsive feelings and distressing emotions well.

• Stay composed, positive, and unflappable even in trying moments.

• Think clearly and stay focused under pressure.

Self Control



– React impulsively.

– Cannot find acceptable outlets for stress

– Respond to problems in a non-constructive way, especially under stressful situations.

– Are likely to become angry, depressed, or agitated when faced with conflicts.

Self Control


• Change the environment; make work area more cheerful.

• Eat nutritious food.

• Music, hobby, art, prayer.

• Plant positive thoughts.

Tips for Controlling

Bad Moods

Self Control


• Don’t deny it; allow yourself to feel it.

• Reframe

• Use all three parts of the brain

• Rational: Build rationale as to why you are justified.

• Emotional: Feel the anger; use moans, grumbles, tears.

• First brain: Be active, pace, shout, hit a pillow, but do it privately.

• Have a safe place where you can be alone.

• Visualize a calming scene.

• Call a temporary truce with the person you are angry with.

Tips for Controlling

Anger

Self Control


• Transparency



• Publicly admits to mistakes




• Core Question: Does the person act in line with beliefs and values even when it is difficult to do so?– People who have this competency

• Maintain integrity and take responsibility for personal performance.

• Act ethically.

• Build trust through reliability and authenticity.

• Admit mistakes.

• Take tough principled stands even if unpopular.

Transparency



– Have a difficult time sorting out their own feelings and opinions independent of immediate influences.

– Do what is most expedient rather than what is right.

– Present their views in such broad or ambiguous terms that no one can reasonably object.

– Show little independence of thought.

Transparency


• Explore your values; write down the most popular ones; post them on a calendar.

• Walk the talk; act as a role model.

• Speak up when you spot unethical issues.

• Give feedback to people who don’t “Walk the Talk”.

Tips for developing

Transparency

Transparency


• Optimism



• Is resilient




• Core Question: Does the person operate from hope of success rather than fear of failure?


• Persist in seeking goals despite obstacles and setbacks.

• Operate from hope of success rather than fear of failure.

• See setbacks as due to manageable circumstances rather than a personal flaw.

Optimism



– Have difficulty overcoming obstacles or setbacks.

– Hesitate to try new things.

– Give up easily in the face of failure.

– Express a lack of confidence or a feeling of powerlessness, or helplessness.

Optimism


• A positive attitude when talking about work-related issues with your fellow employees.

• Communicate your commitment to customer satisfaction.

• Focus on quality and team spirit in a genuine, sincere manner.

• Develop and communicate a sense of purpose and a standard of excellence within your organization.

Tips for developing Optimism

Optimism


• Adaptability



• Adapts or changes strategy




• Core Question: Does the person adapt to changing situations or obstacles?


• 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.

Adaptability


• People who do not demonstrate competence– Can’t handle multiple demands.– Respond negatively to new situations.– Display worry or emotional strain when they have to

shift priorities.– Express frustration at change, even when it is for a

positive purpose.– Are unable to adapt their responses and tactics to fit

fluid circumstances.– Are inflexible in how they see events.– Are hesitant in taking on new challenges.

Adaptability


• Seek feedback on your ability to make decisions in unique situations.

• When confronted with a problem, speak with colleagues and brainstorm alternative approaches.

• When current strategies are not working, stop what you are doing, acknowledge that it is not working and make the necessary adjustment to your plans.

• Think about your “usual”style of presentation. Use your next few internal meetings to experiment with different styles and approaches.

• When interacting with others, be open to their opinions and viewpoints.

Tips for developing Adaptability

Adaptability


• Achievement Orientation



• Anticipates obstacles




• Core Question: Does the person think about meeting and beating goals and taking calculated risks for measured gains?– People who have this competency

• 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.

Achievement Orientation


• People who do not demonstrate competence– Actively or passively avoid any firm, fixed

standards for performance.

– Work on a whim, without regard to past expectations.

– Do not take goals seriously. (They make a token effort by setting easy or impossible goals.)

– Accept practices just the way they are, refusing to “rock the boat”.

– Show little concern for improvement.



• Establish moderate risk setting.

• Monitor your progress against the goal, and periodically review the process with others.

• Customize your own development plan using a supportive consultant or coach to help you monitor your progress.

Tips for developing




• Initiative



• Initiates action for future




• Core Question: Does the person think ahead of the present to act on future needs and opportunities?– People who have this competency

• 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.

Initiative



– Need specific direction to get the job done.

– Resist doing work that is outside their immediate area of responsibility.

– Are reactive rather than proactive.

– Give up when initial attempts fail.

– Fail to plan, or avoid planning, for future needs or potential obstacles.

– Fall behind.

Initiative


• Keep a note on how you act on opportunities or overcome obstacles, including time taken.

• Identify recurring obstacles and successful solutions.

• Review decision-making processes in your business.

• Identify all the factors that are blocking or impeding business performance in your area.

• Work with peers to develop a plan to overcome obstacles.

• Allocate regular time in your diary for you and your team to look ahead to improve business performance over the next six months.

• Meet with internal departments, eg: marketing, business analysts, strategy, etc., to explore future business opportunities.

Tips for developing

Initiative

Initiative


• Empathy



• Sees others’ perspectives


Social Awareness Competencies


• Core Question: Is the person aware of what others are feeling and thinking but not saying?


• 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

Empathy



– Stereotype others.

– Show no understanding.

– Show little understanding.

– Come into conflict.

Empathy


•Did you listen when someone approached you to express feelings? Or did you feel too busy to talk about such things and brush the other person off?

•Did you practice using open-ended probes, such as “Tell me more about that,” to make sure you understood the other person’s point of view fully, as to both emotion and content?

•Did you adjust your style and approach based on the needs and style of the person you were working with, as shown in body language?

•Did you understand underlying motivations for others’ behavior?

•Courses that help develop listening and counseling skills.

•Listening to taped dialogues in which you are asked to try to respond either at the moment or afterwards.

Tips for developing Empathy

Empathy


• Organizational Awareness



• Understands organizational politics




• Core Question: Is the person sensitive to the realities of organizational politics and structure?


• Accurately read key power relationships.

• Detect crucial social networks.

• Understand the forces that shape views and actions of clients, customers, or competitors.

• Accurately read organizational and external realities.



• People who do not demonstrate competence– Rely on formal structures and systems to get

things done.

– Unwittingly offend organizational norms or individuals.

– Ignore organizational politics.

– Take action outside organizational limits without realizing it.

– Act in ways that are not appropriate in the organization, that are against norms.



• Identify key people inside and outside the organization who exert influence over policies and activities.

• Study the strategies and goals of your organization and identify how your work supports those goals and strategies.

• Talk to someone who has risen rapidly through the organization.

• When major decisions are made or change initiatives are started in your organization, attempt to learn all you can about the reasons for the decisions or changes, and the major players involved.

Tips for developing




• Service Orientation



• Matches customers’ needs




• Core Question: Does the person act on behalf of the person being served?


• 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.

Service Orientation



– Focus on own objectives rather than on client needs.

– Provide client with a routine or “off the shelf” solution.

– Speak poorly of other clients served.

– Refuse to take a stand on behalf of the person served or give extra help.

–

Service Orientation


• Set a measurable goal to improve the level of service you have provided to your customers.

• Construct a plan of action to deliver a new and better service to your customers.

• Take action to change/modify some procedure in your own company that your customers have complained about.

Tips for developing

Service Orientation

Service Orientation


• Developing Others



• Gives constructive feedback


Relationship Management Competencies


• Core Question: Does the person work to develop the long-term characteristics and capabilities (not just skills) of others?


• Acknowledge and reward people’s strengths and accomplishments.

• Offer useful feedback and identify people’s needs for further growth.

• Mentor, give timely coaching, and offer assignments that challenge and foster a person’s skills.

Developing Others



– Fail to give behaviorally specific feedback.

– Fail to give instructions.

– Give all negative feedback.

– Discount training.

– Refuse to delegate.

– Do not give opportunities.

Developing Others


• Regularly take time to talk to individuals about their aspirations.

• Maintain a development file for each of your direct reports to track their progress.

• Prepare your own development plan and share it with staff.

• Tell people you expect them to excel and do their best. Be sure to congratulate the improvements you observe.

• Hold regular meetings with your staff, e.g., quarterly, to discuss development. Distinguish between short, medium, and long-term development objectives.

• Practice giving specific, behavioral, nonevaluative feedback focusing on the evidence you have gathered.

Tips for developing

others

Developing Others


• Inspirational Leadership



• Inspires others




• Core Question: Does the person lead groups of people to work together effectively?


• 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.

Inspirational Leadership


• People who do not demonstrate competence– Work independently or against the group.

– Ignore others as a source of support.

– Are unable to persuade or convince others that their goal is held in common and should be followed.

– Let people work in their own little worlds without consulting each other.

– Allow bad feelings to fester and undermine group integrity.

– Ignore the circle outside themselves.



•Set up regular team meetings, providing agendas in advance.

•Work with HR to conduct a climate survey for your team. Use the results to identify ways of improving inspirational leadership, e.g. increasing clarity.

•Discuss with each team member the performance expected of them.

•Develop and provide a vision of success for your business area.

•Take all opportunities to reward behaviors in others that are consistent with your vision.

•Review how effectively you have fulfilled your commitment to your team/division for the past month.

• Interview or shadow a leader whom you find inspirational.

Tips for developing

others



• Influence



• Anticipates impact of action or words




• Core Question: Does the person use deliberate influence strategies or tactics?


• Are skilled at winning people over.

• 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.

Influence



– Fail to leave a memorable or positive impression.

– Are unable to defend a good idea if challenged.

– Work independently or against the group.

– Are ineffective in persuading or convincing others that there is a common vision and direction that should be pursued.

– Fail to respond to the audience.

Influence


• Develop a diary/planning journal that will identify influence opportunities, diagnosis questions, influence attempts/outcomes, and include a “continue to do / do more” analysis section.

• Keep a log of situations where you felt you demonstrated influence at the targeted levels, and situations where you didn’t.

• Form a study group among colleagues to draw upon others’ successful experiences and reality-test future strategies.

Tips for developing Influence

Influence


• Change Catalyst



• Personally leads change




• Core Question: Does the person initiate or manage change?


• 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.

Change Catalyst



– Are happy with the status quo.

– Only suggest ideas based on previously accepted philosophies.

– Have little understanding and instinct for organizational politics.

– Consider what they do as a “job” as opposed to a “mission”.

Change Catalyst


• Challenge the status quo by recognizing where things could be better.

• Identify somebody who has successfully implemented a major change initiative and is willing to discuss this with you.

• Take action to ensure others hear and understand the need for change.

• Write detailed plans of how you can capitalize on the forces that will help your change initiative, and how you can prevent the barriers to change from affecting your work.

Tips for developing a Change Catalyst

Change Catalyst


• Conflict Management



• Orchestrates win-win solutions




• Core Question: Does the person resolve disagreements?


• Handle difficult people and tense situations with diplomacy and tact.

• Spot potential conflict, bring disagreements into the open, and help de-escalate.

• Encourage debate and open discussion.

• Orchestrate win-win solutions.

Conflict Management



– Avoid conflict.

– See that the other party as their opponent and try to find a win solution for themselves.

– Believe that the problem is caused by the other party, and therefore are not open to other points of view.

– Are not interested in, or are unable to read, the feelings of the “opposition”

– Present their arguments in a way that creates hostility to the other parties involved.

Conflict Management


• When in a heated discussion, focus on the issues at hand and leave personal matters aside.

• If presenting an unpopular position to someone, deliver your message in a way that creates little or no hostility and preserves the other person’s sense of dignity.

• If you cannot reach an agreement in a conflict situation, bring in a trusted party to review both sides of the situation.

Tips for developing

Conflict Management

Conflict Management


• Teamwork & Collaboration



• Encourages others




• Core Question: Does the person act to facilitate the operation of a team of which he or she is a part?– People who have this competency

• Model team qualities like respect, helpfulness, and cooperation.

• Draw all members into active and enthusiastic participation.

• Build team identity, esprit de corps, and commitment.

• Protect the group and its reputation; share credit.

Teamwork and Collaboration


• People who do not demonstrate competence– Prefer working alone or without coordinating with

others.– Withhold help or information from other members of

the team.– Dominate team interactions.– Undermine, discount, or engage in win-lose

competition with other members of the team.– Avoid confrontation to resolve conflicts with other

team members.– Ignore team potential.– Treat the team as an obstacle.



• Bring a conflict within the group out in the open and encourage the group to resolve it.

• Create a symbol for the group to rally around, or hold a get-together to celebrate the team’s success.

• Publicly credit other team members who have done something well.

• Solicit other team members’ views, particularly quiet members.

• Avoid taking control of the agenda or being the first to make suggestions; share the different roles being played in the group.

Tips for developing Teamwork

Collaboration



Empathy as an EI Competency

•Definition and Examples

•Empathy and Active Listening

•The Personal Listening Profile: Determining Your Most Preferred Approach to Listening

MODULE 5


Emotional Intelligence Competencies & Leadership Styles

• The Power of Leaders

• Correlation Between EI Competencies, Styles, Climate and Results

• Organizational Climate: The Six Components

MODULE 6


The Power of Leaders


Emotional Intelligence

Emotional Intelligence

We feel before we think

Our thoughts are emotionally toned by the oldest parts of the brain, not the neo-cortex


Competencies

Competencies

Individual Emotional Intelligence suggests how easy or difficult it will be to change leadership behavior to match the situation

Emotional Intelligence influences the optimal choice of leadership styles and the successful implementation of related behaviors


Leadership Styles

Leadership Styles

Patterns of behavior

Your ability to match your behavior to the situation

Use of the full array of styles


Behavior = f(person; situation)

Patterns of behaviors used across a wide range

of managerial and leadership situations

Leadership styles have the biggest impact on organizational climate

The breadth of a leader’s styles determines

his/her effectiveness.

Leadership Styles


Leadership Styles Are a Function of...

The leader’s personal

characteristics

The styles used by others

The organization’s espoused values

Specific leadership situations and the people involved


Competencies

Organizational Climate

“The feel of the place”

Your opportunity to create “star” performers


Experience of employees

Employee strengths and weaknesses

Complexity of tasks

Time pressuresRisk associated with deviation

from performance

Resources available

Organizational Climate: The 6 Components


Leadership Styles

•The Six Styles

•When Best to Use Each Style

•Impact of Styles on Climate and Bottom Line Results

Module 7


Commanding Visionary Affiliative

Democratic Pacesetting Coaching

The Six Leadership Styles


The Six Leadership Styles (HBR, Apr. ’00)

Positive

+

Highly Negative

-

Positive

+

Positive

+

Most strongly positive+ + +

Highly Negative

-

Overall impact on climate

To help an employee improve performance or develop long-term strengths

To get quick results from a highly motivated and competent team

To build buy-in or consensus, or to get input from valuable employees

To heal rifts in a team or to motivate people during stressful circumstances

When changes require a new vision, or when a clear direction is needed

In a crisis, to kick start a turnaround, or with problem employees

When the style works best

Developing others, empathy, self awareness

Conscientious, drive to achieve, initiative

Collaboration, team leadership, communication

Empathy, building relationships, communication

Self-confidence, empathy, change catalyst

Drive to achieve, initiative, self-control

Underlying emotional intelligence competencies

“Try this.”“Do as I do, now.”

“What do you think?”

“People come first.”

“Come with me.”

“Do what I tell you.”

The style in a phrase

Develops people for the future

Sets high standards for performance

Forges consensus through participation

Creates harmony and builds emotional bonds

Mobilizes people towards a vision

Demands immediate compliance

The leader’s modus operandi

CoachingPacesettingDemocraticAffiliativeVisionaryCommanding


Primary objective: Providing long-term direction and vision for employees

• Develops and articulates a clear vision

• Solicits employee perspective on the vision

• Sees selling the vision as key

• Persuades employees by explaining the “whys” in terms of employees’ or the organization’s long-term interest

• Sets standards and monitors performance in relation to the larger vision

• Uses a balance of positive and negative feedback to motivate

Questions to ask:

• Is there a vision for the group or organization?

• Are employees committed to the vision?

• How is the leader perceived by his/her direct reports?

Visionary Style


When a new vision or clear direction and standards are needed

When the leader is perceived as the “expert” or the “authority”

With new employees who depend on the leader for guidance

When the leader does not develop employees

When the leader is not perceived as credible

When trying to promote self-managed teams and participatory decision making

Mo

st e

ffec

tive

Least effectiveVisionary Style


Primary objective: Supporting the long-term professional development

of others

• Helps employees identify their strengths/weaknesses

• Encourages employees to establish long-range development goals

• Reaches agreement with employees on mutual roles in development process

• Provides ongoing instruction as well as feedback

• May trade off immediate standards of performance for long-term development

Questions to ask:

• Do employees have development and/or career plans?

• Are employees supported in achieving their professional development goals?

• Are employees interested in their own personal development?

Coaching Style


When employees acknowledge a discrepancy in performance

With employees who are motivated to seek professional development

When the leader lacks expertise

When employees require considerable direction and feedback

In crises

Mo

st e

ffec

tive

Least effective

Coaching Style


Primary objective: Creating harmony

• Is most concerned with promoting friendly interactions

• Places more emphasis on addressing employees’ personal needs than on goals and standards

• Pays attention to and cares for “the whole person”; stresses things that keep people “happy”

• Avoids performance-related confrontations

• Rewards personal characteristics more than job performance

Questions to ask:

• What are the predominant employee/employee and employee/leader interactions?

• What is the nature of performance feedback?

• How are goals and standards represented in this organization?

Affiliative Style


When used as part of a repertoire

When giving personal help

In getting diverse, conflicting groups to work together harmoniously

When employees’ performance is inadequate

In crises or complex situations needing clear direction and control

With employees who are task-oriented or uninterested in friendship with their leader

Mo

st e

ffec

tive

Least effective

Affiliative Style


Primary objective: Building commitment and generating new

ideas

• Trusts that employees can develop the appropriate direction for themselves and the organization

• Invites employees to participate in the development of decisions

• Holds many meetings and listens to employees’ concerns

• Rewards adequate performance; rarely gives negative feedback

Questions to ask:

• How are decisions made in this organization?

• How is poor or less-than-satisfactory performance dealt with?

• Who provides the direction in this organization?

• What is the level of competence of the employees in this organization?

Democratic Style


When employees are competent

When employees must be coordinated vs. managed

When a leader is unclear about the best approach

In crises

When employees are not competent, lack crucial information, need close supervision

Mo

st e

ffec

tive

Least effective

Democratic Style


Primary objective: Accomplishing tasks to high standards of

excellence

• Leads by example

• Has high standards

• Is apprehensive about delegating

• Takes responsibility away if high performance is not forthcoming

• Has little sympathy for poor performance

• Rescues the situation

• Sees collaboration with others only as it impacts the task

Questions to ask:

• What happens when work is not performed to expectations in this organization?

• Does the leader feel comfortable delegating his work to others?

• What is the pace of work in this organization?

• What is the level of competence of the employees in this organization?

Pacesetting Style


When employees are highly motivated, competent, know their jobs

When managing individual contributors

In making the organization move fast

For developing employees who are similar to the leader

When the leader cannot do all his/her work personally

When employees need direction, development, and coordination

Mo

st e

ffec

tive

Least effective

Pacesetting Style


Primary objective: Getting immediate compliance

• Gives lots of directives

• Expects immediate employee compliance

• Controls tightly

• Relies on negative, corrective feedback

• Motivates by stating the negative consequences of noncompliance

Questions to ask:

• Who controls the work?

• What is the nature of performance feedback?

• What is the nature of the work of the group?

Commanding


When applied to relatively straightforward tasks

In crisis situations

When deviations from compliance will result in serious problems

With problem employees (when all else has failed)

When applied to tasks that are more complex than straightforward

Over the long term

With self-motivated, capable employees

Mo

st e

ffec

tive

Least effective

Commanding


Level 5 Leadership (HBR, Jan. ‘01)

Makes productive contributions through talent, knowledge, skills, and good work habits.

Highly Capable IndividualLevel 1

Contributes to the achievement of group objectives; works effectively with others in group setting.

Contributing Team ManagerLevel 2

Organizes people and resources toward the effective and efficient pursuit of predetermined objectives.

Competent ManagerLevel 3

Catalyzes commitment to, and vigorous pursuit of, a clear and compelling vision; stimulates the group to high performance standards.

Effective LeaderLevel 4

Builds enduring greatness through a paradoxical combination of personal humility plus professional will.

Level 5 ExecutiveLevel 5


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