Emotional Intelligence Training For Managers – Emotional Intelligence – We’ve all seen books, presentations, TV commercials, interviews and lectures about it. Even the respected Harvard Business Review has published articles on this topic. What’s more, you can now have your “EQ” scientifically measured like your IQ. But is emotional intelligence a new area for managers to pay attention to? Or is this just another “buzz du jour” that will eventually fade away in so much hype?
First, we need to clarify what exactly we mean by emotional intelligence (EI). In his bestselling book Working with Emotional Intelligence (Bantam, 1998), Daniel Goleman defines it as “the ability to recognize our own feelings and the feelings of others, to motivate ourselves, and to manage emotions well in ourselves and in our relationships. Goleman goes on to define several core EI skills (see “Emotional Intelligence Skills” on page 2).
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By this definition, emotional intelligence is not a new idea. As an element of self-knowledge and understanding of others, emotional intelligence (the ability, not today’s movement) is as old as the inspiration of the first philosophers who encouraged their followers to know themselves. It is also associated with the wisdom of the first spiritual leader who encouraged his followers to treat each other with love and compassion. As a subject of psychological research and personal development, the study of the inner self, the “non-rational,” dates back at least to the work of Sigmund Freud. In the 20th century, psychologists and organizational development theorists created models and programs to help people understand and resolve intra- and interpersonal problems.
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But in the 1940s, David Wexler and RW Lipper began to recognize “affective intelligence” as a component of general intelligence and something distinct from intellectual or cognitive intelligence. Current theorists of emotional intelligence cite this work as a starting point for today’s EI movement. Other researchers, including Peter Salovey, Jack Mayer, and Reuven Bar-On, contributed additional work to define this emerging field in the 1980s and 1990s.
Building on this earlier research, Daniel Goleman’s books Emotional Intelligence (Bantam, 1995) and Working with Emotional Intelligence dramatically opened up the idea of EI to people around the world by bringing earlier research to public attention in an accessible way. The field is taken. and over 200 books have been written on the subject in the last two years alone.
One of the reasons for this great attention is captured in Goleman’s own words: “The rules of work are changing. We will be judged by a new criterion: not only by how smart we are or by our training and experience, but also by how well we manage ourselves and each other” (Emotional Intelligence Work, 1998, p. 3). Why this shift in the rules of work?As competition and globalization intensify, technology becomes more sophisticated, and the imbalance between work and family/community life spirals further out of control, companies everywhere are realizing that IQ just isn’t enough. to run productive, thriving organizations.
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Likewise, studies are beginning to document that not managing our own emotions can actually hinder our mental intelligence. Especially when we allow ourselves to be overwhelmed by stress, our thinking becomes problematic. Then we say and do things that can harm our own health and livelihood, our relationships with our colleagues, and ultimately our organization’s bottom line.
To study the benefits of helping employees learn new ways to manage stress and conflict, Motorola contracted HeartMath LLC, a consulting firm in Boulder Creek, Calif., to conduct a six-month productivity study to see if focusing on techniques for emotional management would benefit productivity, teamwork, communication and health. The results showed that 26 percent of exercisers saw their blood pressure drop, 36 percent reported a reduction in stress symptoms, and 32 percent said they felt happier. Fifty-seven percent said their productivity improved by more than 50 percent, 47 percent reported a 50 percent improvement in teamwork, and measured quality increased by 22 percent (“Self-Improvement, Corporate Style” by T. Kinney , training, May 2000) . It is clear that emotions can be a vital resource if organizations harness them fully.
Emotional intelligence is also emerging as an issue for organizations struggling to understand why “smart” people sometimes make “stupid” mistakes. For example, the June 21, 1999 Fortune article, “Why CEOs Fail,” pointed out that leaders rarely strike for lack of intelligence or vision. Authors Charan and Colvin state that “Most unsuccessful CEOs stumble because of a simple and fatal flaw. . . failure is an emotional force.”
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The fact remains that having a high IQ (in the traditional sense) is not enough to be effective in the workplace. The good news is that with training and practice, EI can be learned. EI means having “street smarts” in addition to mental smarts, for the head and heart to work together. Emotional intelligence has three components: (1) awareness of our own emotional state and its impact on ourselves and others, (2) awareness of the emotional states of others, and (3) the ability to manage and use this awareness. . These skills play a central role in at least three aspects of organizational effectiveness—specifically, personal development, collaborative learning, and systems thinking.
Personal development. Effective organizations are built on the foundation of effective people. As Tellabs manager Debbie Reichenbach explains, “If people feel personally balanced, they can make more effective decisions, and we can increase their personal effectiveness. We have a very intelligent workforce and we need to make the most of it” (Training, May 2000). But how can we be more productive at work? One way is to increase our ability to learn from experience and gain insight into the personal motivations, choices, beliefs, and thought processes that motivate our behavior.
Cultivating these skills takes practice. In HeartMath programs, participants learn activities that help them manage stress and balance the mind, emotions, and body. In the Freeze Frame® exercise, for example, people shift their attention away from a stressful problem and instead focus on positive feelings in the heart area. This one-minute exercise synchronizes breathing, heart rate and blood pressure. It also allows the person to gain perspective and bring clearer thinking to the situation.
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Collaborative learning. For both constructive reasons (increasing team learning capacity) and preventive reasons (avoiding interpersonal problems), EI plays an important role in effective teamwork. Well-rounded self-awareness—both among team leaders and among team members—is essential to both successful work projects and a thriving company culture. Specifically, people who are unaware of their own inner drives and feelings also have trouble sensing their impact on others. For example, a “micromanager” who does not recognize his own need for control will also not see the extent to which he knows his subordinates’ sense of independence. And usually the abuser ignores his own feelings of vulnerability, as well as the humiliation or anger he causes in his co-workers. Few teams can thrive in such conditions.
By exploring and developing their EI, team members can improve their ability to contribute to projects and build productive working relationships. EI skills enable people to understand each other better and communicate more effectively about what is important to them. For example, a key executive at Intel recently described how when members of remote global teams spend time learning about each other’s interests, hobbies, and families, their ability to collaborate remotely via email is greatly improved. Why? Because they knew each other as three-dimensional, different people, and their personal and emotional connection was more complete.
Systems thinking. For us, systems thinking is the third key element of personal and organizational effectiveness. A classic way to introduce people to systems thinking is to use the event/model/structure “iceberg” model. This framework teaches us that systemic structures—which can include feelings, beliefs, and motivations—give rise to patterns of behavior and ultimately the events we observe.
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For example, suppose you miss your daughter’s school play this week (event) (see Missing the School Play—Again). You apologize, you really believe this is a unique incident. But he points out that you missed six school events this year (sample). When you dig deeper, you may find that underlying assumptions and emotions contribute to this pattern of behavior (structure). For example, you may be under a lot of pressure to meet work deadlines, and you may fear that your colleagues will view you as disengaged or incompetent if you leave the office early.
This model suggests that, like the submerged part of an iceberg, the system structure is hard to see and more robust than we might expect. Drawing cause-and-effect diagrams (CLDs) and others can help clarify our understanding of these structures. As management consultant Rick Karash explains, we can deepen our understanding of the system structure represented in the CLD by asking what feelings and assumptions motivate people to make the choices represented in the diagram.
For example, in “Shifting the Burden to Senior Consultants” on page 4, the fear of dissatisfying clients forced ConsultSmart to go to its first
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