association of corporate counsel: ambidextrous communication - acc.com · 2 agenda thomas green...

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Association of Corporate Counsel:Ambidextrous Communication

Ethan Burris, Ph.D.

[email protected]

Session Overview Thomas Green case

What is the range of options to establishing effective relationships with multiple stakeholders?

How should you choose among these options to best manage your relationships?

Emotional Intelligence What it is and why you should care

MSCEIT assessment

Your assessment and development plans

BCPC exercise What tactics can you employ to better understand the needs of your stakeholders

and accomplish your goals?

How can you better communicate your ideas to generate commitment and buy-in?

Personal application Utilizing these concepts in your own work environment

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Agenda Thomas Green discussion Green’s and Davis’ expectations Green’s performance Agendas Types of influence styles

Breakout groups decide Green’s next steps

Green debrief Your recommendations, update

Wrap up discussion Framework for analyzing power Contingent nature of when to leverage different power

bases

Thomas Green

What are the differences in work styles, personalities, and expectations for Green and Davis? Why does this matter?

What is your analysis of Green’s job performance?

What is the underlying agenda of Davis? What is his role in Green’s development?

What about McDonald’s agenda and role?

Has Green been totally abandoned?

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Levers of Influence

Power

Positional

PersonalRelational

Bases of Influence

INFLUENCEBASES

---POSITION---• Legitimate• Hierarchical position• Control of strategic

resources• Reward/Punishment

---PERSONAL---• Charisma• Expertise• Persuasion tactics (e.g.,

rational persuasion)

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Commitment and Consistency

After a commitment, there is internal pressure to align self-image with action, and interpersonal pressure to align self-image with the way others perceive us Must be active, public, effortful, and freely chosen.

Writing provides physical proof of commitment, cannot be disbelieved, and can be shown to others

Social Proof

Social Proof: We view a behavior as correct

in a given situation to the degree that we see

others performing it.

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Liking

Liking: We most prefer to say yes to the requests of people we know and like. Attractiveness

Familiarity

Similarity

Reciprocation

We should try to repay, in kind, what another person has provided us.

Uninvited and unwanted favors/gifts work just as well. It also works better if it's termed as a gift. Someone can do a small favor and get a bigger one in return.

However, if the first request is seen as too extreme, then the whole thing backfires.

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Scarcity

The less available something is, the more valuable it seems. When something becomes scarcer we want it more

We react more strongly to the possibility of losing rather than gaining something: the same choice, framed as avoiding losing money versus saving money, makes us more likely to choose it.

Time Limits – Something available for a limited time increases our desire for it, particularly if we must decide right now.

Recycling Towels in Hotels

What should this say?

Commitment/ConsistencySocial ProofLikingReciprocationScarcity

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Control: HELP SAVE THE ENVIRONMENT. You can show your respect for nature and help save the environment by reusing your towels during your stay

Social Norm: JOIN YOUR FELLOW GUESTS IN HELPING TO SAVE THE ENVIRONMENT. Almost 75% of guests [in your room] who are asked to participate in our new resource savings program do help by using their towels more than once. You can join your fellow guests in this program to help save the environment by reusing your towels during your stay.

Goldstein, Cialdini, & Griskevicius (2008, J of Consumer Research)

Recycling Towels in Hotels

25%

33%

Social Capital

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Network Diagnosis – Your own network Range of connections – breadth

Who are you connected with? What is the value added for connections to different areas of life

Types of ties Expressive ties for support (friendship, social support, etc.)

Task advice inside and outside of professional specialty

Location of ties Within your team

Outside of your team

Structure of connections Direct contacts

Status of contacts

Friends of friends

Broker relationships

Network Diagnosis – Your own network

Strength of ties – depth

What kind of relationship do you have with each person in your network? Weak ties – extended network Capitalizing on diversity – six degrees of separation

Indirect access to resources

Strong ties – core network Typically similar to you

Immediate task and career support

Multiplexity Overlap among different types of ties – e.g., advice and

friendship

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Types of Power

Power

Positional

(p. 5-7)

Personal

(p. 3-5)

Relational

(p. 7-10)

10 Min Breakout

Come back with a recommendation for what Green should do about Davis.

What plan of action would help correct the problem?

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Outcomes of Influence

What types of outcomes are you interested in obtaining? Compliance

Commitment

Internalization

What influence strategies are better positioned to obtaining these outcomes?

What’s the difference?

Context• Formal Structure

(Distribution of resources, Information flows)

• Culture• Constituents’ needs• Time urgency/turbulence

Starting Model of Effective Communication and Influence

Effective Use of

Influence

Positional

PersonalRelational

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Green Post-script Green took the offensive Crafted memos, emails, reports and projections to

expose “creative forecasting” of Davis’ projections

Built alliances Other marketing personnel (at same level as Green)

Two months later… Davis moved laterally to an “undefined” special

project

Green’s tactics seen as overly brutal

McDonald distanced herself from Green

Green quit to enroll in full-time MBA program

Forcing your way… Energy that would have been put into shared goals

is either snuffed out…

Increased compliance

Lowered investment in projects

Less creativity

More opportunities missed

…or redirected against those goals

Grumbling, procrastinating, shirking, strategic error, sabotage

e.g, An angry flight attendant purposely spills a drink on the lap

of a rude passenger, then apologizes for the “accident” – with

perhaps a suspicious hint of lightheartedness.

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Influence from the other perspective

We spend a lot of time thinking about how to get in an influential position: Traits – charisma, extraversion, proactive personality

Skills – communicating, problem-solving

Influence tactics – ingratiation, persuasion

Structural position – titles, authority

We spend little time thinking about how others react to our power. What can you do to help others give their best voluntarily,

be creative, willing to speak up to challenge the status quo, take responsibility, etc?

BREAK

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Emotional Intelligence

Agenda – Emotional Intelligence What it is and why you should care

The MSCEIT assessment

Your score and interpretation

Next steps, developing your emotional competencies

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To begin … quick emotion check:

What are you feelingright now?

What is the group’smood?- on average- overall emotional

composition

Why might it matter?

Emotions serve an adaptive function

The primary function of emotion is to mobilize us to deal quickly with important interpersonalevents.

Events include: threats, attacks, alarms, courtships, social contact, isolation, greetings, appeasement, dominance, submission, and play.

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EventAutomatically

attend to event

Change in

physiology

Starts quickly Brief duration

Distinctive thoughts

Distinctive experience Ready

for action

Time (seconds)

Adaptive view of emotion

From The Emotionally Intelligent Manager

Emotional Intelligence: Background

1990Peter Salovey and Jack Mayer develop the idea of an emotional intelligence:

Emotional intelligence is:"the ability to monitor one's own and others' feelings and emotions, to discriminate among them, and to use this information to guide one's thinkingand action"(Caruso & Salovey, 2004)

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Ability Model of Emotional Intelligence: Perceiving Emotions – emotion contains information about

ourselves, other people and the world around us. Emotions are data. We need to accurately identify how we, and others, feel.

Using Emotions to Facilitate Thought – our emotions influence both what we think about, and how we think. For example, positive emotion leads us to see things differently than negative emotion.

Understanding Emotions – we can figure out why we feel a certain way and how these feelings will change over time. If you understand emotions, you can predict how an idea will go over, how others might react to you, and so forth.

Managing Emotions – since emotions contain data or information, we need to stay open to this information, and use it to help us make good decisions. We have to know how to enhance, reduce, create or prevent emotions.

Emotional Intelligence – Principles:1. Emotions are universal

Darwin, The expression of the emotions in man and animals (1872)

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What are the colors of the rainbow and emotions?

COLORS EMOTIONS

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

Primary colors Red

Orange

Yellow

Green

Blue

Indigo

Violet

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Happiness/Joy

Fear

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Anger

Surprise

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Disgust

Sadness

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Contempt

What are the universal (basic) emotions?

Happiness/Joy

Fear

Anger

Surprise

Disgust

Sadness

Contempt

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Universal, but there are individual and group differences

Specific causes of emotions:- Can vary from person to person and across groups

When we express these emotions:- Differs from culture to culture, and differs within a culture across different social contexts - Differences are the result of “display rules”

Why Pay Attention to Emotions?

Emotions = Information

Emotional cues convey large amounts of subtle information:

Your perception of the situation

Your own preferences

Others' perceptions of (and reactions to) the situation

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What does he think about your suggestion?



What does he think about your suggestion?


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Contempt

Emotions mobilize us:

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Happiness Gain something of value

Sadness Lose something of value

Surprise Something is happening

Anger Blocked from getting something

Fear Possible threat

Disgust Rules are violated

Emotional Intelligence – Principles:2. Emotions have universal meaning

Value of Recognizing Other’s Emotions

Emotions reflect how people perceive a situation, allowing you to infer their opinions and preferences

Emotions are associated with distinct responses- Positive emotions: persistent, flexible, cooperative- Negative emotions: analytical, restricted attention, cautious

Recognizing other’s emotions allows you to anticipate their behavior at work

Together, this information can help you to regulate social interactions and find ways to best mobilize other’s efforts toward a desired goal.

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Which smile might be genuine?

Which smile might be genuine?

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Forced/Fake Smiles

Genuine Smiles

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Emotions Reveal

Dec. 16, 2007:Alex Rodriguez denies using performance enhancing drugs

Did you ever witness illegal drug use?

“I never saw anything. I never had raw evidence”

Half shoulder shrug suggests inability to answer tough question

Have you ever used steroids?

“No”

Micro-expressions of contempt reveal feelings of moral superiority

Have you ever been tempted to use illegal drugs?

“No”

Micro-expression of tightening of the lips reveal fear

Emotions Reveal

Feb. 10, 2009Alex Rodriguez admits using performance-enhancing drugs in 2001-2003

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Emotional Intelligence – Principles:3. Influences Important Outcomes

Psychological Health (Bastian, Burns & Nettelbeck, 2005)

Higher overall EI scores linked to:- Higher life satisfaction- Better perceived problem-solving- Increased coping ability- Lower anxiety

Social Interactions (Lopes, Brackett, Nezlek, Schutz, Sellin & Salovey, 2004)

Higher EI scores (specifically, Managing Emotions) are linked to:- Quality of interactions with friends- Increased positive interactions with romantic partners- Increased frequency of supportive relationships

Emotional Intelligence & Work Outcomes

Managers who “derail” are:

Less able to regulate their own emotional displays- e.g., more likely to be outspoken and offensive when

challenged

Less able to harness their own emotions to respond adaptively to situations - e.g., more likely to be defensive about their behavior,

cover up mistakes

Less able to accurately perceive and respond effectively to other’s emotions- e.g., more likely to be seen as insensitive, as indicated in

abrasive or intimidating behavior

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Emotional Intelligence & Leadership

IQ is a strong predictor of work performance

In organizations where most people have average or above-average IQ, restriction of range means other variables are important

EI is one of these variables

Emotional intelligence is positively associated with leader effectiveness

Emotional Intelligence & Leader Performance: Ratings of a Leader

Identifying Emotions• knows what people feel; reads people accurately, can recognize own feelings

Understanding Emotions• good predictions about others’ feelings; rich emotional vocabulary; sophisticated emotional knowledge

Using Emotions• focuses on what’s important; uses feelings to inform thinking; can generate emotions that are useful

Managing Emotions• uses emotions effectively; in self and others can psych up, calm down, or maintain mood

Perceived Leader

Effectiveness

r = .75

r = .68

r =.80

r =.74

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Emotional Intelligence & Leader Performance: Ratings of a Leader

Identifying Emotions• knows what people feel; reads people accurately, can recognize own feelings

Understanding Emotions• good predictions about others’ feelings; rich emotional vocabulary; sophisticated emotional knowledge

Using Emotions• focuses on what’s important; uses feelings to inform thinking; can generate emotions that are useful

Managing Emotions• uses emotions effectively; in self and others can psych up, calm down, or maintain mood

r = .38

r = .40

r =.49

r =.43

Objective Leader

Performance

Emotional Intelligence & Leader Success

American Express Challenge- Top sales associates (e.g., high sales and high customer

satisfaction) scored higher in EI-related abilities

Center for Creative Leadership- 10 of 16 Leadership Benchmarks (i.e., an instrument

based on 25 years of research on successful leadership) were significantly related to emotional intelligence

- Notably: emotional self-awareness, impulse control, and empathy

Meta-Analysis of EI effects- 20 independent articles, 320 effect sizes examined- EI significantly related to transactional & transformational

leadership, and overall leader effectiveness

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Emotional Intelligence & Leader Success Value of accurately perceiving the

distribution of emotions in groups and teams

Moving beyond the ability to recognize the emotions of a single person …

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… to the ability to see the distribution of emotional reactions present in a group of people

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What proportion of the group had a positive reaction ___ %

What proportion of the group had a negative reaction ___ %

None of the group About 1/4 of the group About 1/2 of the group About 3/4 of the group All of the group


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What proportion of the group had a positive reaction ___ %

What proportion of the group had a negative reaction ___ %



Emotional Intelligence & Leader Success

Value of accurately perceiving the distribution of emotions in groups and teams

- Reveals how team members are feeling

- Shapes inferences (perceptions) about the team

- Informs appropriate ways of responding to the team

- Associated with higher subordinate ratings of transformational leadership behavior

(Sanchez-Burks, Bartel, Huy, & Rees, 2013)

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The MSCEIT The MSCEIT is an ability test of emotional intelligence designed

for adult ages 17 years and older. Normative data are from a sample of 1000s of adults.

The MSCEIT consists of 141 items that yield a total emotional intelligence score, two Area scores, and four Branch scores.

The MSCEIT asks test takers to:

Identify the emotions expressed by a face or in designs.

Generate a mood and solve problems with that mood.

Define the causes of different emotions. Understand the progression of emotions.

Determine how to best include emotion in our thinking in situations that involve ourselves or other people.

Distinct from other (mixed) models Goleman

Self-awareness – the ability to know one's emotions, strengths, weaknesses, drives, values and goals and recognize their impact on others while using gut feelings to guide decisions.

Self-regulation – involves controlling or redirecting one's disruptive emotions and impulses and adapting to changing circumstances.

Social skill – managing relationships to move people in the desired direction

Empathy - considering other people's feelings especially when making decisions and

Motivation - being driven to achieve for the sake of achievement.

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Distinct from other (mixed) models Bar-On

Intrapersonal - ability to be aware of our emotions and ourselves in general.

Interpersonal - ability to be aware of others’ feelings, concerns and needs, and to be able to establish and maintain cooperative, constructive and mutually satisfying relationships.

Stress Management - emotional management and controlling our ability to deal with emotions so that they work for us and not against us.

Adaptability - ability to cope with and adapt to personal and interpersonal change.

General Mood - relates to our level of optimism and happiness.

Mixed models because they “mix” emotional intelligence with other things that are neither emotional nor about intelligence

Distinct from other (mixed) models Ability-based rather than self-report:

People are poor judges of their own intelligence and very poor judges of their emotional intelligence

Ability Self-Estimate

Act

ual

MS

CE

IT S

core

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Relationships between Self-report and the MSCEIT

Identifying Emotions

Understanding Emotions

Using Emotions

Managing Emotions

r = .26

r = .06

r = .12

Identifying Emotions

Using Emotions


Managing Emotions

r = .06

Self-reported on survey MSCEIT ability scores

MSCEIT Scoring

Not one’s opinion, but one’s performance

How ‘correct’ each answer is Your answers compared to consensus or expert

ratings

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MSCEIT Validity

Good RELIABILITY Items within an area/branch are answered similarly

Test - Re-Test Reliability r = .86

MSCEIT is distinct from PERSONALITY Low correlations with “Big 5” and other measures

MSCEIT is distinct from IQ Correlations range from ~ 0 - .40

MSCEIT is predictive

Experiential EI Strategic EI

IdentifyEmotions

UseEmotions

UnderstandEmotions

ManageEmotionsA

bili

tyS

core

s

“Bran

ch”

Sco

res

‐ Faces‐ PicturesTa

skSc

ores

Are

aSc

ores

Total

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MSCEIT Result Reporting

Improve

Consider Developing

Competent

Skilled

Expert

Your MSCEIT scores are reported using a range of performance.

There are 5 possible score ranges:

MSCEIT in context: Two caveats1. Measures ability not behavior Can have a low MSCEIT score, but have learned

effective strategies over time

Achieve mostly positive outcomes because you work at it

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Low or High Scores … People with high scores may not utilize these abilities.

People with low scores can acquire knowledge, strategies and enhance their skills.

This means that you can get a low score on the MSCEIT, but through hard work and effort you can behave in an emotionally intelligent manner.

Lo

w .

. . .

. Hig

h

MSCEITScore

Performance

MSCEIT in context: Two caveats2. MSCEIT and work outcomes

MSCEIT score predicted performance (including deliverable, measurable objectives) after accounting for personality and cognitive ability (Rosette, 2005)

Self-report EI measure not predictive

MSCEIT score associated positively with peer and supervisory work behavior ratings and recommended year-end salary increases for finance division employees (Lopes et al., 2006)

MSCEIT score associated with salary

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MSCEIT, EI, and “Success”

- “Success” is a function of many skills and traits

- High MSCEIT scores do not guarantee success! It may be one component of effective behavior, but even then, it is one of many factors.

Due to EI ability (MSCEIT)

Due to otherstrategies and

skills

Negative Daily Outcomes Positive

In fact, IQ is still one of the best predictors available. The issue is that in an organization where everyone is smart and technically proficient we look toward other skills to enhance performance.

What do you think? Thoughts about taking the MSCEIT?

Expectations? Most people are unsure

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Preparing for your results:Strategies for remaining open

Listen

Be aware of your reactions (sensations, feelings)

Consider whether it is possible that the results are correct

Ask questions

Think about situations you’ve experienced

READ YOUR REPORT

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Examine your overall results:

Examine your overall Total and ability scores – Pg. 5

- How are you feeling now? Note your reaction.

- Manage your feelings

- Maintain openness, decrease defensiveness

Let’s review each ability:

As we review each ability and its tasks, compare to your detailed results (Page 6)

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1. Perceiving Emotions

The ability to accurately recognize emotions is the most basic EI skill.

- Emotions are data.

- You need to be aware of your own and others’ feelings and emotions in order to have accurate information about the world around you.

- The better the emotional read you have on a situation, the more appropriately you can respond to it.

Perceiving Emotions: Faces Task

Indicate how much of each emotion is present in this picture.

Not Mood Much VeryHappiness 1 2 3 4 5Fear 1 2 3 4 5Sadness 1 2 3 4 5Surprise 1 2 3 4 5

Ability: Accurately identify emotions in people.How the Ability May Be Used: "Read" or identify how a person feels based on his or her facial expressions.

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Perceiving Emotions: Faces TaskLower score on the Faces Task may indicate:

- May not pay attention to emotions

- May have more concrete and practical thinking

- May misread (or over-analyze) people

- May misunderstand your own feelings

- May filter certain emotions in or out of your awareness

Higher score on the Faces Task may indicate:

- Can quickly and accurately read people

- Can label own and others’ feelings accurately

- Should trust initial or first impressions

INSTRUCTIONS: How much is each emotion expressed by this picture?

1. Happiness

1 2 3 4 5

2. Sadness

Ability: Accurately identify emotions evoked by inanimate objects.How the Ability May Be Used: Perceive emotions in the environment. Can you “read the room?”

Perceive Task Scores: Pictures

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About This Task:

There is emotion in art ‐ whether it be a movie, a piece of music, a poem, or a scene. The ability to correctly identify emotions in others is related to the ability to identify emotion in objects as well. This task asks you to identify the emotions that are conveyed by various pictures and designs. It is not asking about your own, unique reaction to them.

Basis for Task:

Some people wonder how landscapes or pictures convey emotion. Yet, most people are aware that different textures, colors and designs move us in different ways. Landscape photographs likewise have textures, patterns, and colors. Visual information was, and is, critical to our survival.


A low score on the Pictures Task might indicate: May not attend to emotions, particularly in objects.

May have more concrete and practical thinking

May have low comfort level in extracting emotions from art, objects, music, textiles, colors and patterns.

May not “read” the room or environment well

A high score on the Pictures Task might indicate: A strong sense of aesthetics

A “good eye” and a sensitivity to cues in the environment

Should trust initial or first impressions (even if Pictures score is higher than Faces- may have overanalyzed the faces task.)


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DEVELOP LEVERAGE

Ask questions about your emotional perceptions to improve accuracy.

Trust your observations of people and report these to others as appropriate.

Look! Observe people, ask them how they feel. Confirmyour observations.

Emotions contain data so consider what emotions are telling you.

Discussing the feelings conveyed by pictures, movies, music, and environments can help.

Suggest ways to create environments that communicate your message.

Perceiving Emotions: Action Steps

2. Using Emotions

Emotions influence what we think about & howwe think

Harnessing your feelings to enhance cognition –knowing which emotions are best for different situations

Also using emotions to connect with others by feeling what they feel (emotional empathy)

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Using Emotions, Task scores: Facilitation

About This Task:Measures your ability to determine how different emotions shape thinking & decision making.

Basis for Task:Research on emotions documents how different emotions influence perception and judgment.

Emotion and thought are intertwined, and decision making does not, and cannot, occur in the absence of emotion.

USING Emotions When employees feel emotions, they

view the world through emotional lenses

resultsconscientious performance

retaliatory behaviors

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Using Emotions: Facilitation Task

What mood(s) might be helpful to feel when meeting in-laws for the very first time?

Not Mood Useful UsefulTension 1 2 3 4 5Surprise 1 2 3 4 5Joy 1 2 3 4 5

Ability: Understanding how an emotion and mood support thinking and reasoning.

How the Ability May Be Used: Leveraging the right feeling to assist in problem solving, communicating a vision, leading people.

Using Emotions: Facilitation

Lower score on the Facilitation Task may indicate: - Tendency to focus on the task no matter how people feel.- Perhaps not knowing how feelings influence thinking.

Negative moods provide a clear focus, enabling us to examine details with an enhanced ability to search for errors.Positive moods expand thinking, helping us generate new ideas and encourage us to think about possibilities.

Higher score on the Facilitation Task may indicate:- Are likely to have strong emotional empathy.- Can probably switch points of view and be flexible in their

thinking.- May get insight from emotions and view them as helpful

to their performance.

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Using Emotions: Sensations Task

About This Task:You are asked to identify or describe the direction and degree of your feelings.

- Although it may seem unusual, one of the best ways to describe your internal feelings is to compare them to other sensations.

Basis for Task: Published research suggests that this task is related to the ability to feel what others feel. That’s because primary emotions are accompanied by a distinct set of physiological changes.

If you are able to generate an emotion you should be able to also generate these same physiological reactions in response to others.

Using Emotions: Sensations

Imagine feeling surprised because you got a birthday present that was unexpected and one you really love. How much is the feeling of surprise like each of the following?

a. cold 1 2 3 4 5

b. blue 1 2 3 4 5

c. sweet 1 2 3 4 5

Not Alike Much Alike

Ability: Generate an emotion in order to compare and contrast its sensation with other emotion and their sensations.

How the Ability May Be Used: Creating the right feeling to assist in problem solving, communicating a vision, leading people.

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Using Emotions: SensationsLower score on the Sensations Task may indicate:

- May block out emotions or difficulty in processing them- May have limited range of emotional experiences- May not feel what others feel- May have difficulty imagining how events impact people

Higher score on the Sensations Task may indicate:- May feel what others feel; have emotional empathy for

others.- May be “in tune” with the physiological reactions that

emotions produce in the body.- Has a large depth of feeling & a potentially rich emotional

life. **Look at emotion self-management. If much lower than Sensations, strong feelings could overwhelm at times.

DEVELOP LEVERAGE

Consider whether current mood helps with task. If not, change task or mood.

Study the Mood Meter and which quadrants facilitate which types of thinking.

Use your ability to match the task with the optimal mood.

Focus on attending to and engaging with feelings. Reflect on the value and insight of feelings – even “unpleasant” ones.

Be the person who sets the ‘tone’ of a meeting/interaction. Suggest that the mood be changed as appropriate.

Focus on feeling other people’s feelings. “Listening to feelings” may be a useful metaphor.

Reflect your feelings to others to demonstrate your emotional empathy. Establish strong connections with people.

Using Emotions: Action Steps

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Emotions and thinking

PleasantUnpleasant

High

FEELING

Low

EN

ER

GY

3. Understanding Emotions

Knowledge of the emotional lexicon, including:- Simple and complex emotion terms- How emotions progress (annoyance anger

rage)- How emotions combine (anger + disgust =

contempt)

Ability to analyze emotions and their causes, and to predict how people will feel & react in different situations. - Can answer questions such as:

Why are we feeling anxious? If I say this to my friend, how will he feel? What will happen if I say that to her?

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Understanding Emotions: Changes Task

Tom felt anxious, and became a bit stressed when he thought about all the work he needed to do. When his supervisor brought him an additional project, he felt ___________.

a) Overwhelmedb) Depressedc) Ashamedd) Self Consciouse) Jittery

Ability: Understand the causes of emotions .How the Ability May Be Used: Being able to predict how people will emotionally react.

Understanding Emotions: Changes Task

Lower score on the Changes Task may indicate: - Outcomes of interactions may often be surprising (i.e.,

were unable to predict someone’s reaction).- May view emotions as arbitrary and occurring randomly,

rather than due to specific causes- May have difficulty understanding how emotions change

over time.- Emotional “what-if” analyses may not be conducted or

the wrong emotions are predicted.

Higher score on the Changes Task may indicate:- A solid understanding of emotions and their causes.- The ability to predict what will happen next in terms of

how people will feel in a given situation.- A solid understanding of how emotions can change over

time.

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Understanding Emotions: Blends Task

About This Task:Emotions are complex, and people can experience a combination of different emotions. This section taps your knowledge of complex emotions people may experience.

Basis for Task:Just as emotions follow a set of moves, there are simple and complex emotions. Emotions theory might not specify combinations of emotions with the accuracy of chemistry, but we know a lot about how simple emotions combine to form more complex and sometimes subtle emotions.

Understanding Emotions: Blends Task

A feeling of contempt most closely combines emotions of _______________.

a. surprise and anger

b. anger and fear

c. anxiety and fear

d. disgust and anger

e. hatred and guilt

Ability: Understand the complexity and nuances between emotions and how they interact.How the Ability May Be Used: Being able to determine how complex emotions are formed.

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Understanding Emotions: Blends

Lower score on the Blends Task may indicate: - May have a limited emotional vocabulary.- May have difficulty in differentiating between the

nuances of emotion.- May struggle to put exact words to the emotions they

are experiencing.

Higher score on the Blends Task may indicate:- A strong emotional vocabulary and an ability to find

just the right word to describe feelings.- Emotional insight.- Others are likely to recognize the insightful nature of

these individuals.

Understanding Emotions: Action Steps

DEVELOP LEVERAGE

Consider your emotional vocabulary. Look at some of the charts and tables of emotion and feeling words (for instance, in The Emotionally Intelligent Manager).

Be the person to explain what is happening and why something is happening. You should be the emotional spokesperson.

Try to consider outcomes of different actions when you, or someone else, is feeling a certain way. Ask yourself various “emotional what-if” questions.

Generate emotional what-if analyses and use the results to make recommendations.

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Emotion Words

PleasantUnpleasant

High

Emotion

En

erg

y

Low

Sad

HappyAngry

Calm

Content

Pleased

Afraid

Annoyed

Bored Tired

Surprised

Plutchik Circumplex

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4. Managing Emotions

Managing one’s own, or other people’s, feelings, you must be able to:- Monitor, discriminate, and label feelings

accurately- Believe that they can improve or otherwise

modify these feelings- Use strategies that will alter feelings and assess

the effectiveness of these strategies

Because emotions contain information, ignoring this information means that we may end up making a poor decision.

Managing Emotions: Emotion Management Task

About This Task:There are different ways to cope with situations. Some strategies are more effective than others, and this task measures a person's ability to select effective emotional strategies.

Basis for Task:There is a good deal of research on emotion management and regulation. Some actions, while common or popular, simply don't work that well.

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Managing Emotions:Emotion Management Task

Debbie just came back from vacation. She was feeling peaceful and content. How well would each action preserve her mood?

Action 1: She started to make a list of things at home that she needed to do.

Very Ineffective..1.....2.....3.....4.....5..Very Effective

Action 2: She began thinking about where & when she would go on her next vacation.


Action 3: She decided it was best to ignore the feeling since it wouldn't last anyway.


Ability: Stay open to emotions and blend with thinking. How the Ability May Be Used: Integrate emotion with thought to make effective decisions.

Managing Emotions:Emotion Management Task

Lower score on this task may indicate:- Tendency to ignore emotions in oneself- Tendency to suppress certain feelings- May not utilize the wisdom or the data that is

included in feelings- May get overwhelmed

Higher score on this task may indicate:- Potential to integrate emotions and thought- Open to experiencing all sorts of emotions, even

those that unwanted or uncomfortable- Can manage stress well

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Managing Emotions: Emotional Relations Task

About This Task:Emotional Relationships tests your ability to get to a certain emotional outcome in social situations.

Basis for Task:There are better and worse ways to handle other people. We have a good knowledge base of what is effective in determining certain outcomes, and what doesn't work that well.

Managing Emotions: Emotional Relations Task

Ken and Andy have been good friends for over 10 years. Recently however, Andy was promoted and became Ken’s manager. Ken felt that the new promotion had changed Andy in that Andy had become very bossy to him. How effective would Ken be in maintaining a good relationship, if he chose to respond in each of the following ways?

Response 1: Ken tried to understand Andy’s new role and tried to adjust to the changes in their interactions.

Response 2: Ken approached Andy and confronted him regarding the change in his behavior.

Ability: Stay open to emotions and use this information to make decisions that involve others.How the Ability May Be Used: To get a certain emotional outcome out of a situation.

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Managing Emotions: Emotional RelationsLower score on this task may indicate:

- May lack strategies to help others cope, unsure what works to manage others’ emotions.

- May be a very rational or matter-of-fact approach to people problems.

- May have an unwillingness to “get involved” with people’s problems.

Higher score on this task may indicate:

- Can manage other’s emotions effectively.

- Data in feelings and emotions is leveraged in order to make solid decisions for others.

- A willingness to help other people process feelings in order to better assist them.

- A willingness to solve conflict rather than avoid it.

Managing Emotions: Action Steps

DEVELOP LEVERAGE

Learn preventative and responsive management strategies.

Take the lead in challenging emotional situations.

Limit exposure to upsetting situations while you bolster yourmanagement skills.

Make sure you have good emotional data, and if you do, make your decisions and act on them. Don’t necessarily shy away from stressful situations.

You might get right to the concrete solution of a problem before you determined the underlying, emotional cause.

You should manage conflicts, address grievances and be the group’s problem-solver.

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MSCEIT Results: Managing Emotions branch

Example:

A “consider developing” score for “managing emotions”

Task scores: Managing emotions

Task: Manage Your Emotions Task: Manage Others’ Emotions

This task measures a person‘s ability to select effective emotional strategies for coping with situations.

This task tests your ability to get to a certain emotional

outcome in social situations.

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Consider branch scores in relation to each other

Example:

What kind of person might this pattern describe?

What kinds of behaviors and outcomes might this pattern of emotional capabilities produce?

The MSCEIT Assessment:

Your questions and reactions?

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MSCEIT Summary Results

Summary results:

Class distribution? Average score: 98.68

SD = 11.72

Gender differences? Males: 97.77

Females: 101.90

Last Year? Average score: 95.79

SD = 9.80

Gender differences? Males: 93.62

Females: 104.46

Consider: EI and you

1. How might your MSCEIT results impact how you manage and lead?

2. How might your MSCEIT results impact how you work in teams?

3. How might the results impact your own self development?

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Two Strategies to Develop How to work around (cope) with your

emotional skills?

How to develop (improve) your emotional skills?

Strategies to Cope and Develop

Emotion Strategies to cope Strategies to develop

Perceiving Emotions

Using Emotions


Managing Emotions

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MSCEIT Discussion

Reminders:

- Emotional intelligence – as assessed by MSCEIT and others – predicts outcomes

- MSCEIT is not perfect or exhaustive

- EI can be developed and managed

- You don’t need to score high to be a good mentor, colleague, leader, or person – but it does help to know our set of emotional aptitudes.

Emotional IntelligenceCan be Developed:

You can start today by:

Practicing ‘in the background’ when you see opportunities to pay attention to emotions- Try to assess the different emotions in others, how

they change throughout the meeting, and how the emotions affect decision making, buy-in, etc.

Seeking feedback on your assessment of others’ emotions- “You seemed angry. Were you?”

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Other development strategies:

Practice deep & focused listening when communicating with others

Practice noticing body language or nonverbal communication

Summarize what you think you heard and ask for feedback

Ask questions to identify emotions & feelings in others

Ask questions to identify why people are behaving in particular ways (to establish links between emotions, emotion triggers, and behaviors)



Seeking feedback on how others are perceiving you- “I felt so dejected but was trying to conceal it. How

well did I do this?” “What did you think I was feeling?”- “I was trying to create a positive tone for the

brainstorming session. How did you experience me? Did it work, or come off as concocted?”

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Pay more attention to your own emotions- Do your emotions flow from one to the other as your experiences

change? Or, are certain emotions “sticky”, blocking out other emotions?

- Do you experience intense feelings that capture your and other’s attention?

- Notice if and when your emotions affect how you make decisions

- Identify triggers for different emotions

Observe your own reactions to other’s communications —what you feel inside and what you express to others

Test out different ways to deal with your negative emotions

MSCEIT Discussion Review “Conclusions” section of your report

Based on your scores and profile, you may have no recommendations or several

Consider the additional action items we covered, and some further suggestions (at the end of this slide deck)

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If you want to know more…

LUNCH

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BCPC

Communication in decision-making teams

BCPC Internet Strategy Team Purpose of the exercise To have a shared experience of team decision-

making – to explore the challenges and opportunities of influencing others.

Uses a short, disguised management case about a strategic decision faced by a real organization Big City Phone Company’s Internet Strategy Team

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BCPC Preparation Each group will simulate the BCPC internet

strategy team and develop a recommendation for the CEO about the HIP Launch. In advance of the team meetings, please:

Reflect on the issues conveyed

in the four page case

in your separate role sheet(s)

Prepare to play an assigned “role”

even if it differs from your own experience or initial point of view after reading the case

play the role as if your own status, reputation, job security, pay, etc. depends on the outcome you think best!

Prep and Discussion Process Phase 1 (~10 minutes)

Read the case & your role sheet to learn about your character.Create a tent card to display your character’s name and position/title.Do not share your role sheet with other team members.

There are 6 roles in this case. This means:

8 person teams: 4 people playing two roles 7 person teams: 2 people playing the same role 6 person teams: as is 5 person teams: 1 person plays 2 roles 4 person teams: 2 people play 2 roles

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Prep and Discussion Process Phase 2 (~20 minutes)

In your mixed-role strategy team, meet to discuss the HIP decision.

In the conversation, you may draw from information or views held by your role, as well as from general information about BCPC

Prepare to give a brief report on your recommendation to the CEO.

ReportsDecision Output

Be prepared to give a very brief report to the whole group about your team’s decision about whether or not to launch HIP.

1. What did you decide?

1. What were the key issues the team considered?

Good luck!

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BCPC: The DecisionWhat did you decide? What were the key

issues you discussed in arriving at your decision?

A: Full-scale, aggressive launch

B: Wait – learn from other first movers

C: Something in the middle – iterative, staged roll out

BCPC: Decision Making ProcessHow did the conversation go? What was

it like?

This was an easy, smooth conversation?

A: Yes B: No

What went well? What was easy?

How many of you felt “hot” or “angry” or “worked up” at some point in the discussion?

A: Yes B: No

What didn’t go well?

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BCPC: Decision Making ProcessChris, Dana, Kim:

Did you find yourself primarily “advocating” (selling your position) or “inquiring” (asking for alternative viewpoints) or both?

A: Advocating/selling

B: Inquiring/seeking input

C: A balanced mix of Advocacy and Inquiry

Terry, Jan, Leslie: What do YOU think Chris, Dana, and Kim did?

A: Primarily advocated/pushed their own perspectives

B: Primarily sought to understand our perspectives

C: Sold their own positions AND fully sought and considered our input

BCPC: Decision Making ProcessChris, Dana, Kim:

Private Thoughts:

Was there anything you thought or felt, but didn’t share with others during the discussion?

Terry, Jan, Leslie: If forced to choose, would you say you primarily “advocated/sold” or

“inquired/asked” during the discussion?

A: Advocated/sold my position

B: Inquired/asked about Chris, Dana, and Kim’s positions

Private Thoughts:

Was there anything you thought or felt, but didn’t share with others during the discussion?

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The Challenge of “Difficult Decisions”Difficult decisions are those most in need of a

group because: Different views are present

Some favor the launch, some are against

Both personal and professional factors shape the different views

High stakes CEO’s interest and close attention

Market visibility of potential failure

Window of opportunity

Uncertainty about future events Technological risk, uncertain demand, uncertain about ability to

serve demand

Meetings to discuss decisions like this are also most likely to get “hot”

Reflect on Your Experience

Think of a time you were part of a “hot topic”

discussion of a difficult decision.

From your perspective, By what “rules of the game” did people seem to be playing?

Did the team produce a good decision?

Did the experience make you look forward to, or dread, future

interactions with this group?

Did you learn something valuable (besides who to avoid)?

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When Groups Face Difficult Decisions…

What are the unstated rules of the game?

How do you play? How do you win?

Typical view of “others” in the group?

Strategy for dealing with gaps in your argument?

Strategy for dealing with negative feelings?

Response to dissent?

When Groups Face Difficult Decisions…

The unstated rules of the game: • The aim is to win, gaining converts to your point of view.

Play and win by: • Forcefully and confidently advocating your point of view

• Representing your role or constituents

See others as: • Competitors

Strategy for dealing with gaps in your argument:

• Hide them

Strategy for dealing with negative feelings:

• Hide them

Response to dissent: • Suppress it, find it annoying.

This is essentially a “Win or Lose” orientation

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Back to the BCPC strategy team’s disagreement:

Typical exchange in BCPC case:

Leslie: “It’s going to cost too much if we do that.”

Chris: “It’s going to cost too much if we don’t do that.” (exasperated tone)

Given the unstated rules of the game and our cognitive biases, how is this conflict likely to be “resolved”? Who is going to “win”?

Why conversations go awry

People get angry, defensive, dig in their heels, etc. or they get scared and give up But why and what can we do about it?

1) “False Consensus Effect”

People tend to see their own views as more common

than they actually are…

Ignorance assumption

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Why “hot topic” conversations usually go awry

2) “Naïve Realism” “A person’s unshakeable conviction that he or she is somehow

privy to an invariant, knowable, objective reality -- a reality that others will perceive faithfully, provided they are reasonable and rational” (Lee Ross)

When others misperceive that “reality” we conclude it must be because they (not me!) view the world through a “prism of self-interest, ideological bias, or personal perversity.”

3) “Ladders of Inference” We (skillfully, but problematically) automatically employ “ladders

of inference” and therefore confuse “accounts” of reality from reality

Understanding Disagreement

HIP is a critical strategic product for us. It’s an essential part of the CEO’s vision for making BCPC a technology leader! Launching HIP in the Big City is a great opportunity for the company that will enhance our brand.

The costs associated with the launch are costs we’d have to bear eventually anyway and are not a deterrent. Hence, we should launch the HIP product aggressively in the BC market under the BCPC brand.

The HIP technology is premature. Our infrastructure is not ready -- to do a full scale launch at the present time would be crazy! Our brand would be destroyed by a visible failure.

The costs of doing it are much too high. Hence, we should not launch ourselves but sell our network space to others who want to enter the market now.

Chris’s Account of the situation Leslie’s Account of the situation

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Understanding Disagreement






Opposing “Ladders of Inference”

Pool of Available Data

Conclusions

“We can’t pull it off!”

Reasoning

“The company doesn’t have the capability to do it well, and doing it badly would be worse than not doing it.”

Data & examples

Staffing levels, technological skills, infrastructure reports

Leslie’s Ladder Chris’s Ladder

Conclusions

“Let’s roll it out quickly!”

Reasoning

“The company needs this new business, and the window of opportunity is now.”

Data & examples

Financial projections, customer surveys

Working constructively with opposing accounts starts with making ladders of inference transparent. This requires Advocacy and Inquiry

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Communicating views as partial and tentative

In groups of 2 or 3, split up Chris and Leslie statements

By yourself:

Rewrite your statement in a way that communicates to others that you recognize that this is an account of reality, not reality itself. That is, try to improve upon the statement by rewriting it.

In pairs or triads:

Read your statements to each other, and offer observations/critiques

Chris’ and Leslie’s Statements






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Partial views – How did you do? Consider the statements shared with you.

Did your partner(s) succeed in rewriting the statement to reveal his/her ladder of inference/reasoning, to invite alternative points of view, etc? That is, did your partner(s) succeed in advocating and

inquiring in the rewrite?

A: Not really

B: Partially

C: Yes

Starting with a “Partial View”

An example of a “partial view” offered by Chris that combines Advocacy and Inquiry:

As I see it, HIP is part of the CEO’s vision of being a technology leader and this launch offers an opportunity to enhance our market image and brand. This led me to think we should launch. But, the last thing I want is a failure. So it's important for me to learn as much as I can about the issues. Do others think we have the capability to do it successfully? If not, what are your concerns?

My understanding was that we would have to bear technology upgrade costs in the future anyway, and so costs are not a real deterrent. But let me check; do others of you see it differently, or have concerns about this line of reasoning?

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How to get there… Balancing advocacy and inquiry is (communication)

behavior.

So, do we just need some training and practice with this “skill”?

NO

It won’t happen routinely without a shift in mindset. It starts with an orientation, an intention to do some unnatural things.

The Problem-solving orientation

Orientation: Win/lose Problem-solving

Unstated rules of the game:

• The aim is to win, gaining converts to your point of view.

• The aim is to collectively arrive at the best possible solution.

How you play: • Forcefully and confidently advocate your point of view

• Represent your function or role or point of view

• Put forward your view as a point of view

• Actively inquire into others’ views

• Take company wide POV

Others as: • Competitors • Collaborators

Dealing with gaps & negative emotions:

• Hide them • Reveal them

Response to dissent: • Suppress it, find it annoying • Seek it, examine its implications

The problem-solving orientation is “unnatural.” Therefore, it must be LED.

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Conclusions

A good decision is at least partly a synthesis of different perspectives Multiple inputs have been considered in the decision

making process

Rarely is this a unilateral “WIN” for one person

The Decision Making Process goes well when People communicate openly about what they see as the

strengths and the possible weaknesses when advocating their position or viewpoint

Ironically, influential people actively seek others’ views, concerns, data, and experiences

Conclusions This rarely occurs spontaneously in groups…

It feels risky to court embarrassment, to appear vulnerable or incompetent

It requires conscious effort to overcome natural cognitive and emotional defense mechanisms

It requires leadership

… but is critical, because the prevalence of hot topics is unlikely to diminish over time! In most organizations, groups make important decisions under

conditions of uncertainty

The higher you get, the more of these decisions you face

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BREAK

Application

Generate one improvement-oriented idea 1. You would like implemented

2. You don’t have the authority alone to implement –you need buy-in and/or resources from multiple stakeholders.

Break into teams of 4-5 people Each person discuss the issue

How would you have approached pitching this idea in the past?

Would you change your approach based on our discussions today?

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Tactics in Collaboration and Issue Selling

Tailored to the target

Activating appropriate effect

Consciously framed

Timed right

Involving interested others

Considerate of context

Suggesting a sensible solution

Book recommendations

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Session Summary What is the range of options for ambidextrous

communication? Personal, positional, relational

Choice is dependent on outcome you want to achieve

How can you leverage emotional intelligence to improve communication? Adjust your tactics depending on the emotional reaction of others

What generic tactics help foster productive relationships? Balancing advocacy and inquiry

The real challenge Taking these concepts back to the “real world”

association of corporate counsel: ambidextrous communication - acc.com · 2 agenda thomas green...

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