nexus point | Leadership Development ~ Talent Management ~ Realising Potential

Goleman (1999) “Working With Emotional Intelligence”

GOLEMAN, D. (1999).  WORKING WITH EMOTIONAL INTELLIGENCE.  BLOOMSBURY PUBLISHING, LONDON UK.

PART 1:  BEYOND EXPERTISE

  • As part of a management team, there is an imperative to be maximising the intelligence and the capacity of the group, and the synergistic interactions of the group members, skills and talents.
  • Even working on one’s own relies on the ability to work at one’s peak and manage this.  WHAT DOES THIS LOOK LIKE??
  • What’s being looked for in employees…beyond IQ and paper-skills?
    • Listening and oral communication
    • Adaptability and creative responses to set-backs and obstacles
    • Personal management, confidence and motivation; a sense of wanting to develop one’s career and take pride in accomplishments
    • Group and interpersonal effectiveness, cooperativeness and teamwork, skills at negotiating disagreements
    • Effectiveness in organisation, wanting to make a contribution, leadership potential.
  • Ability to read emotions of others is also important.
  • It seems that IQ accounts for somewhere between 4 and 25% of a person’s capacity to perform, and their career success.

PERSONAL COMPETENCE

o      SELF-AWARENESS

o      EMOTIONAL AWARENESS

o      ACCURATE SELF-ASSESSMENT

o      SELF-CONFIDENCE

o      SELF-REGULATION

o      SELF-CONTROL

o      TRUSTWORTHINESS

o      CONSCIENTIOUSNESS

o      ADAPTABILITY

o      INNOVATION

o      MOTIVATION

o      ACHIEVEMENT DRIVE

o      COMMITTMENT

o      INITIATIVE

o      OPTIMISM

SOCIAL COMPETENCE

o      EMPATHY

o      UNDERSTANDING OTHERS

o      DEVELOPING OTHERS

o      SERVICE ORIENTATION

o      LEVERAGING DIVERSITY

o      POLITICAL AWARENESS

o      SOCIAL SKILLS

o      INFLUENCE

o      COMMUNICATION

o      CONFLICT MANAGEMENT

o      LEADERSHIP

o      CHANGE CATALYST

o      BUILDING BONDS

o      COLLABORATION AND COOPERATION

o      TEAM CAPABILITIES

NOTE – THE CLIMATE OF THE ORGANISATION ALSO HAS AN INFLUENCE ON THE EXPRESSION AND DEVELOPMENT OF INDIVIDUAL EQ!  THERE IS A RESPONSIBILITY THERE TOO!

  • Turnover of staff because EQ was ignored is costly!  Eg L’Oreal – 63% less turnover when this was taken into account in hiring!
  • Rigidity and poor relationship skills are lethal to organisation / group leaders.

MAJOR DIMENSIONS OF EMOTIONAL COMPETENCE

  • SELF-CONTROL
  • CONSCIENTIOUSNESS (INCLUDES BEING RESPONSIBLE)
  • TRUSTWORTHINESS (BASED ON INTEGRITY)
  • SOCIAL SKILLS (LEVEL OF BEING PITCHED APPROPRIATELY)
  • BUILDING BONDS AND LEVERAGING DIVERSITY

PART 2: SELF-MASTERY

  • EMOTIONAL AWARENESS – BE AWARE OF HOW EMOTION AFECTS THE ACTIONS THAT WE TAKE, OUR PERFORMANCE.
  • BE AWARE OF AND OPERATE CONSISTENT WITH VALUES AND GOALS.
  • GIVEN THE OPPORTUNITY, PEOPLE GRAVITATE TOWARDS WHAT THEY ARE PASSIONATE ABOUT – WHERE THEY DERIVE A SENSE OF PURPOSE AND MEANING FOR THEMSELVES.  THAT IS WHERE THEY WILL ENGAGE THEIR FULLEST COMMITTMENT, TALENT, ENERGY, AND SKILL.
  • ACCURATE SELF-ASSESSMENT:
    • AWARE OF STRENGTHS AND WEAKNESSES
    • REFLECTIVE – LEARNING FROM THEIR EXPERIENCE
    • OPEN TO CANDID FEEDBACK, NEW PERSPECTIVES, CONTINUOUS LEARNING AND SELF-DEVELOPMENT
    • ABLE TO SHOW SENSE OF HUMPOUR AND PERSPECTIVE ABOUT THEMSELVES
  • CUES TO IDENTIFY BLIND-SPOTS:
    • BLIND AMBITION
    • UNREALISTIC GOALS
    • RELENTLESS STRIVING
    • DRIVES OTHERS
    • POWER-HUNGRY
    • INSATIABLE NEED FOR RECOGNITION
    • PREOCCUATION WITH APPEARANCE
    • NEED TO SEEM PERFECT
      • Operating from here saves people from having to deal with failure, or the seemings of failure.  It takes a carefully crafted conversation to penetrate the defenses of the blind-spots, and leave the person with access to something here.
    • NOTE ALL OF THESE ARE LEARNED BEHAVIOURS…SOMETHING ELSE IS ALWAYS POSSIBLE!
  • SELF-CONFIDENCE
    • PRESENT WITH SELF-ASSURANCE – HAVE A 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
    • HAVING TALENT AND BELIEVING IT
      • Includes self-efficacy – accurate judgement of one’s own ability to perform.
      • Includes skill, belief, and trust.
  • SELF-CONTROL
    • Amygdala manages all primal responses, all emergencies, and effects all knee-jerk reactions
    • Amygdala stimulates cortisol production and release
    • Cortisol steals energy from intelligent thought
    • Sufficient levels of stress hormone kills neurons
    • Amygdala = brain’s alarm.  Prefrontal lobe = short-circuit…’just say No!’
    • SELF CONTROL:
      • Manage impulses and distressing emotions well
      • Stay composed, positive and unflappable
      • Think clearly and stay focussed under pressure.
      • Trustworthy
        • Honesty and integrity
        • Ethical
        • Build trust through reliability and authenticity
        • Admit own mistakes and confront unethical actions in others
        • Take tough principled stands even when unpopular
      • Conscientious
        • Dependable and responsible
        • Meet commitments and keep promises
        • Hold themselves accountable
        • Organised and careful in their work
      • Innovation and adaptability
        • INNOVATION
          • Open to new ideas, approaches and information.
          • Seek out fresh ideas and approaches
          • Consider original solutions
          • Generate new ideas
        • ADAPTABILITY
          • Smoothly handle multiple demands
          • Adapt responses and tactics to fit fluid circumstances
          • Flexible in how they see events
          • NOTE – lack of adaptability is due to fear, anxiety, discomfort regarding change.
      • NOTE – the creative mind is often somewhat unruly!!
      • CREATIVITY: 4 STAGES
        • Preparation – immerse self in the problem, gather data…lots of possibilities, few insights
        • Incubation – ideas simmer, on the back-burner, free-associate, brainstorm
        • Illumination – that moment of breakthrough insight
        • Execution – too many ideas never make it to this stage!  THIS bit requires dogged persistence!  AND excellent communication skills!
          • Two stages: Initiation and Implementation
          • Requires an adeptness at selling the ideas, working the politics, finding support and allies, using the webs / hubs of influence
        • Creativity Killers:
          • Surveillance
          • Evaluation
          • Overcontrol
          • Relentless deadlines
    • NOTE – ‘motive’ and ‘emotion’ have the same Latin root, motere – to move!! Great work starts with great feeling!  For top performers, there is no separation between excellence and pleasure!
    • NOTE TO SELF – THE EDGINESS / FLIGHTINESS I EXPERIENCE IS CORTISOL-BASED. MUST KEEP ITS PRODUCTION DOWN!
    • NOTE TO SELF – MANAGE STRESS TO BE ‘GOOD’ STRESS – AT THE LEVEL OF CATECHOLAMINE PRODUCITON, NOT CORTISOL!
      • ACHEIVEMENT DRIVE
        • Uses drive of amygdala with tempering of pre-frontal lobe
        • Strive to meet standards of excellence:
          • Results-oriented
          • Set challenging goals, take calculated risks
          • Pursue information to reduce uncertainty
          • Learn how to improve performance
        • Passion for feedback
      • COMMITTMENT
        • Make sacrifices to meet larger organisational goal
        • Find sense of purpose in larger mission
        • Use groups core values in decision-making and clarifying choices
        • Actively seek out opportunities to fulfil mission
      • INITIATIVE AND OPTIMISM
        • INITIATIVE:
          • Ready to seize opportunities
          • Pursue goals beyond what’s required or expected
          • Cut through red-tape when necessary to get the job done
          • Mobilize others through unusual enterprising efforts
        • OPTIMISM:
          • Persist in seeking goals despite set-backs and obstacles
          • Operate from hope of success rather than fear of failure
          • See set-backs as due to manageable circumstances rather than a personal flaw.

PART 3: PEOPLE SKILLS

  • SOCIAL RADAR
    • EMPATHY BEGINS ON THE INSIDE
      • The more you know yourself, the more you can know others.
      • Empathy includes development of others, cultivating opportunities through others, and reading the political landscape and working it.
    • Understanding others requires at the very least, being interested in others.
    • Missings in integrity will blow empathy.
    • Developing others:
      • Acknowledge and reward people’s strengths and accomplishments
      • Offer useful feedback and identify areas for growth
      • Mentor, coach, offer assignments that challenge and foster a person’s skills…all inside of what motivates them!
    • CUSTOMER-ORIENTATION
      • One can consider that everyone has customers, all of the time.  Creating opportunity of being a ‘trusted advisor’ to the client allows relatively easy contribution.
    • POLITICAL AWARENESS:
      • Accurately read the power-relationships
      • Detect crucial social networks
      • Understand the forces that shape the views and actions of clients/customers/competitors
      • Accurately read organisational and external realities
    • THE ARTS OF INFLUENCE
      • Emotions are contagious
      • Group emotions can be caused by intention!
    • SOCIAL SKILLS
      • INFLUENCE
        • Effective persuasion
        • 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.
        • Can NOT influence without rapport.
        • Must convince / enrol…and must MAINTAIN and ongoingly generate the state of enrolment!!!  Eg – watch for sticking to guns rather than listening and flexing with what’s needed and wanted.
      • COMMUNICATION – clear, convincing messages
        • Effective in give and take, register emotional cues
        • Deal with difficult issues in a straight-forward manner
        • Listen well and seek mutual understanding, welcome sharing of information
        • Foster open communication  – for both good and bad news!
        • Supported by managing mood, keeping cool.
      • CONFLICT MANAGEMENT – negotiate and resolve disagreements
        • Handle difficult people and tense situations with tact and diplomacy
        • Spot potential conflict, bring disagreements into the open, and help defuse
        • Encourage debate and open discussion
        • Orchestrate win-win solutions.
        • Classic moves:

1.    Calm down – tune into feelings and express them

2.    Show willingness to work things out by talking over rather than escalating with more aggression

3.    State point of view in neutral language rather than argumentative tone

4.    Try to find equitable ways to resolve dispute; working together to find a resolution that both sides can embrace.

      • LEADERSHIP – inspiring and guiding
        • Articulate and arouse enthusiasm for 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.
        • Leadership GIVES energy!
        • Charisma – requires ability to feel strong emotions (rather than be forceful with them), being an emotional sender (rather than receiver), being highly expressive – facial, gestural…allows to inspire and captivate others.  This is about conveying emotion convincingly – from the heart!  It requires being authentic, and owning it.
        • Leadership also entails instilling strategy with meaning and resonance – blending it all into an inspired vision.
        • Superior leaders:
          • People-oriented with a decisive command role
          • Do not hesitate to take charge, purposeful, assertive, business-like
          • Positive, outgoing, emotionally expressive, dramatic, warmer, sociable, democratic, cooperative, fun, trustful.
          • Tough when necessary
      • CHANGE CATALYST – initiating, promoting, managing change
        • Recognise 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
        • Generate attunement and alignment
        • Create coalition for support
      • TEAMS AND GROUPS
        • Groups function at their best when they have the group interest at heart
        • Relies on:
          • building and maintaining bonds
            • cultivate and maintain extensive informal networks (networks are everything in business!)
            • seek out relationships that are mutually beneficial
            • build rapport and keep others in the loop
            • make and maintain persona; friendships among work associates.
          • collaboration and cooperation
            • balanced focus on task with attention to relationships
            • share plans, information and resources
            • promote friendly, cooperative climate
            • spot and nurture opportunities for collaboration
          • team capabilities: creating synergy in working towards group goals.
            • Model team qualities like respect, helpfulness and cooperation
            • Draw all members into active and enthusiastic participation
            • Build team identity, esprit du corps and commitment
            • Protect the group and its reputation; share credit.
            • Distinguishing capabilities of star teams:
              • Empathy / interpersonal understanding
              • Cooperation and unified effort
              • Open communication – explicit expectations, confronting underperforming members
              • Drive to improve, seek performance feedback
              • Self-awareness – evaluate strengths and weaknesses as a team
              • Initiative and taking a proactive stance towards solving problems
              • Self confidence as a team
              • Flexibility in how they go about their tasks
              • Organisational awareness, incl assessing needs of other groups and being resourceful
              • Building bonds to other teams.
        • In a sense, leaders lead best when they lead least!
        • When groups achieve flow:
          • Daunting challenge or noble mission
          • Intense group loyalty
          • Diverse range of talents
          • Trust and collaboration
          • Focus and passion
          • Work that is intrinsically (?) fun and rewarding
        • 5 simple secrets of success:
          • rapport
          • empathy
          • persuasion
          • cooperation
          • consensus-building

PART 4: A NEW MODEL OF LEARNING

  • KNOWING DOES NOT EQUAL DOING…BY A LONG SHOT!
    • EQ IS WHAT PERMITS IQ TO ACT!!
  • GUIDELINES FOR EMOTIONAL COMPETENCE TRAINING
    • ASSESS THE JOB
      • Focus on the competencies needed for excellence in the job
        • Caveat – do not train where it’s not needed, design based on needs (and wants!)
    • ASSESS THE INDIVIDUAL
      • Look at strengths and weaknesses wrt what there is to develop.
        • Caveat – do not train where no needed.  Tailor to needs
    • DELIVER ASSESSMENTS WITH CARE
      • Feedback on strengths and weaknesses carries an emotional charge.
        • Caveat – if done skilfully, this is motivating.  Do not do it badly!  Use emotional intelligence in its delivery!
    • GAUGE READINESS
      • Training will be wasted if someone is not ready for it
        • Caveat – if not ready, cultivate this!
          • STAGES OF READINESS:
            • Oblivious
            • Contemplation
            • Preparation
            • Action
    • MOTIVATE
      • People learn to the degree that they are motivated—esp if they make competence a personal goal!
        • Caveat – no motivation = no effective training.  Make it clear how it will pay off and be rewarding!
    • SELF-DIRECTED – includes choose their own goals!  (enrolment here!)
    • CLEAR, MANAGEABLE GOALS – includes workable plan
    • GIVE PERFORMANCE FEEDBACK
    • ENCOURAGE PRACTICE – embedding change takes time and practice.  Look for opportunities.
    • PREVENT RELAPSE – allow slips to be lessons for development
    • ARRANGE SUPPORT – like-minded people, buddy, coach!
    • PROVIDE MODELS – supervisors and trainers to model the ways of being that are being developed.
    • ENCOURAGE – eg provide safe environment for experimentation – support change that forwards the organisation and reward it.
    • REINFORCE CHANGE – recognise effort and change.
    • EVALUATE – need ways to say if the change is in or not, and if it provided what was wanted or not.  MUST have a pre-training measure of what’s so to be able to compare to AFTER!

PART 5:  THE EMOTIONALLY INTELLIGENT ORGANISATION

  • EG HAVING A MISSION STATEMENT AND ACTUALLY DELIVERING / BEING GIVEN BY IT1
  • WHAT MAKES AN ORGANISATION EFFECTIVE:
    • EMOTIONAL SELF-AWARENESS – getting a read on the emotional climate as it impacts performance
    • ACHIEVEMENT – look for crucial data and opportunities for enterprise
    • ADAPTABILITY – flexibility in the face of obstacles and challenges
    • SELF-CONTROL – perform effectively under pressure rather than reacting
    • INTEGRITY – reliability that breeds trust
    • OPTIMISM – resilience in the face of set-backs
    • EMPATHY – getting what’s going on for others
    • LEVERAGING DIVERSITY – use differences as opportunities
    • POLITICAL AWARENESS – understand (and able to use) political landscape / social trends
    • INFLUENCE – adept at persuasion
    • BUILD BONDS – strength of personal links between far-flung people and parts of an organisation.
  • POSSIBLE SOURCES OF LOW PERFORMANCE:
    • WORK OVERLOAD
    • LACK OF AUTONOMY
    • INSUFFICIENT REWARD
    • LOSS OF CONNECTION
    • UNFAIRNESS
    • VALUE CONFLICTS
  • SYSTEMS THEORY: in an environment of turbulent change and competition, the entity that can take in information most widely, learn from it most thoroughly, and respond most nimbly, creatively and flexibly will be the most adaptive (aka – most likely to survive!).  This is the use of intellectual capital.
  • HIGH EQ ORGANISATIONS:
    • Balance between human and financial agendas
    • Organisational commitment to a basic strategy
    • Initiative to stimulate improvements in performance
    • Open communication and trust-building with all stakeholders
    • Collaboration, support and sharing resources
    • Innovation, risk-taking and learning together
    • A passion for competition and continual improvement.
  • ACTIONING THESE CHANGES STARTS TO RE-WIRE THE BRAIN.  YOU CAN TELL IT’S WORKING WHEN THE OLD HABIT LOSES ITS SWAY AD THE NEW ONE STARTS TO PREDOMINATE.
  • IT ALL REQUIRES INTEGRITY – AND AN EMPOWERING RELATIONSHIP WITH INTEGRITY!

Find it!

Theme Design by devolux.nh2.me

Tag Cloud

Archives

    To top