Emotional Intelligence Training For Employees – Emotional intelligence — we’ve all seen books, presentations, TV specials, interviews and conferences about it. Even the venerable Harvard Business Review has published articles on this topic. In addition, you can measure your “EQ” as scientifically as your IQ. But is Emotional Intelligence a new area that managers should pay attention to? Or is it just another ‘buzz du jour’ that will eventually die out in the noise?
First, we need to define what we mean by Emotional Intelligence (EI). In his best-selling book Working with Emotional Intelligence (Bantam, 1998), Daniel Goleman defines it as “the ability to recognize our own emotions and those of others, to motivate ourselves, and to manage emotions in ourselves and in our relationships. Goleman goes on to describe some key EI skills (see “Emotional Intelligence Skills” on p. 2).
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Based on this definition, Emotional Intelligence is not a new concept. As a component of self-awareness and understanding of others, Emotional Intelligence (the ability, not the current activity) is as old as the inspiration of the first philosopher who encouraged followers to know themselves. It is also about the wisdom of the first spiritual leader who encouraged the disciples to treat each other with love and compassion. As a topic of psychological study and personal development, the exploration of the inner, “irrational” self goes back at least as far as the work of Sigmund Freud. Indeed, throughout the 20th century, psychologists and organizational development theorists developed models and programs to help people understand and resolve their intrapersonal and interpersonal issues.
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But in the 1940s, David Wechsler and R.W. Leeper began to define “emotional intelligence” as a component of general intelligence and distinct from intellectual or cognitive intelligence. Current theorists of Emotional Intelligence cite this work as the 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 the concept of EI to people around the world, bringing the first research to public attention in a rapid manner. Taken in the field. off, and over 200 books on the subject have been written in the last two years alone.
One reason for this wave of attention is captured in Goleman’s own words: “The rules of work are changing. We are judged by a new standard: not just by how smart we are, or by our training and skills, but also by how well we manage ourselves and each other’ (Working with Emotional Intelligence, 1998, p. 3 ). Why this change in work rules? As competition and globalization intensify, as technology becomes more complex, and as the imbalance between work and family/community life becomes unmanageable, companies everywhere are realizing that cognitive IQ is not enough to run productive, thriving organizations.
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Similarly, studies are beginning to document that not managing our own emotions can affect our thinking. In particular, if we allow ourselves to be overwhelmed and pressured, our thinking becomes distorted. We then say and do things that harm our own health and livelihood, our relationships with our colleagues, and ultimately our organization.
To explore the benefits of helping employees learn new ways to manage stress and conflict, Motorola contracted with HeartMath LLC, a consulting firm in Boulder Creek, California, to conduct a six-month productivity study to see if focusing in emotional management techniques can benefit productivity. teamwork, communication and health. The results showed that 26 percent of those who exercised saw their blood pressure drop, 36 percent reported reduced symptoms of stress, and 32 percent claimed increased feelings of satisfaction. 57 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. Kinni , Training, May 2000). Clearly, emotions can be a valuable resource if organizations make full use of them.
Emotional intelligence has also emerged as an issue for organizations struggling to understand why “smart” people sometimes make “stupid” mistakes. For example, Fortune’s June 21, 1999 feature article, “Why CEOs Fail,” points out that leaders rarely fail for lack of wisdom or vision. Authors Charan and Colvin argue that “most failed CEOs stumble because of one simple, fatal flaw…failure is an emotional stability.”
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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 is about having “smart ways” in addition to cognitive smarts, with the head and the heart working together. Emotional Intelligence consists of three components: (1) awareness of our own emotional state and its effect on ourselves and others, (2) awareness of the emotional state of others, and (3) the ability to manage and apply this knowledge. These skills play an important role in at least three aspects of organizational effectiveness—namely, personal development, collaborative learning, and systems thinking.
Personal development. Effective organizations are built on a foundation of effective people. As Tellabs CEO Debbie Reichenbach explains, “When people feel balanced, they make more effective decisions and we can leverage their personal effectiveness. We have highly intelligent workers and we need to maximize their use” (Training, May 2000 But how can be more productive in the workplace? One way is to increase our ability to learn from experience and gain insight into the personal motivations, choices, beliefs and thought processes that drive our behavior.
Developing these skills takes practice. In HeartMath programs, participants learn activities that help them manage stress and balance mind and body emotions. In the Freeze Frame® exercise, for example, subjects take their attention away from a stressful problem and instead focus on positive feelings in the heart area. This one-minute drill 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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Cooperative learning. For both constructive reasons (enhancing the capacity for group learning) and preventive reasons (preventing interpersonal problems), EI plays an important role in effective teamwork. Good self-awareness—both among team leaders and members—is essential to successful work projects and a thriving company culture. In particular, people who are not aware of their inner drives and emotions also have trouble feeling their impact on others. For example, a “micromanager” who does not recognize his own need for control will also not notice the extent to which he reduces subordinates’ sense of freedom. And a bully is usually unaware of his own feelings of helplessness as well as the humiliation or anger he causes his colleagues. Few groups can thrive under these 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 better understand each other 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 spent time learning about each other’s interests, hobbies, and families, their ability to collaborate remotely via e-mail improved significantly. Why; Because they recognize each other as three-dimensional, separate individuals, their personal and emotional connections are more complete.
Systems thinking. For us, systems thinking is a third key element of personal and organizational effectiveness. A classic way to introduce people to systems thinking is to use the “iceberg” event/pattern/structure model. This framework teaches us that systemic structures—which may include emotions, beliefs, and motivations—produce patterns of behavior and, ultimately, the phenomena we observe.
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For example, let’s say you miss your child’s school play this week (an event) (see “Miss the school play — again”). You apologize, truly believing that this is a rare occurrence. But he points out that you haven’t missed six school events this year (a standard). If you look closely, you may discover that your underlying assumptions and feelings contribute to this pattern of behavior (a structure). For example, you may be under intense pressure to meet work deadlines, and you may fear that your colleagues will see you as disengaged or incompetent if you leave the office early.
This model suggests that, like the submerged part of an iceberg, systemic structure is hard to see and far more important than we expect. Drawing causal loop diagrams (CLDs) with others can help clarify our understanding of these structures. As management consultant Rick Karash explains, we can deepen our understanding of the systemic structures we describe in a CLD by asking what feelings and assumptions motivate people to create from the choices presented in the diagram.
For example, in “Shifting the burden to senior consultants” on p.4, fears of unhappy customers forced ConsultSmart to turn to its senior
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