emotional intelligence project 2001

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of 30 Emotional Intelligence

Organizational Behaviour-1A project for the Executive Program in Management, 2001, XLRI, Dubai Campus

Shakeel [email protected]





CONTENT

ForewordIntroduction

Historical Background?

What is Emotional Intelligence?

Major Areas Of Emotional Intelligence?

Some Definitions

Importance of Emotional Intelligence Introduction to EQ

Why not IQ?

EQ v/s IQ

Value of EI at Work

Assessment of EI AND Competence

How to raise EQ levels

Components of High EQ

Emotional Literacy

Validation

Invalidation

Emotional Intelligence and Management

Some Applications in organizations

Real Life Application of EI Training in Organizations

Conclusion

References





Foreword:Who does not have feelings? Who is without emotions? Do we not feel sometimes confident,sometimes nervous? Sometimes happy and some other times sad? How do we manage to hide oursadness or happiness when we know the others might not like it? Don’t we manage them? Whatmakes us feel at the top of the world one moment and at the great depths of depression the othermoment? What makes us win people in a few seconds and what makes us ruin an age-oldrelationship in another few seconds? What makes one individual a winner in every negotiationand another a miserable loser all the time? What makes a leader and what a dumb follower? Aregood scientists and professors good managers and leaders also, and successful leaders goodteachers or parents? Why can’t all intelligent persons make use of their intelligence to the sameextent, i.e., have the same level of IQ, and thus be successful to the same levels? Can the mostintelligent Computer lead an organization, an institution, or a country?Emotions, perhaps, is the most important characteristic that could distinguish between the mostintelligent and the most successful persons. Emotions are so important because our bodies needto communicate with us and with others to tell us what we need. The better our communication,the better are our feelings. Emotions also help us establish our boundaries. Additionally,emotions have the potential to unite and connect us. Emotions serve as our inner moral andethical compass. Decisions affecting humans cannot be perfect by arriving at it by means of analysis or calculations alone; emotions are essential for good decision-making. Intelligence is just one characteristic of the human being. And just one characteristic cannot makean individual a leader, manager, professor or scientist. Because we are humans and humans arenot without emotions, being intelligent is not enough for us to be able to succeed or lead. Becausewe have to deal with humans in all our roles, we must also learn to manage our emotions andguide them to a positive use. Unguided emotions are most likely to fail us whereas whenchannelised prudently and intelligently, the same emotions definitely could lead us to success

every time.Like all the ingredients of a product, just by virtue of being put together in a place, cannot make aproduct, we can realize that all the characteristics already present within us cannot make usbecome what we wish to become. Through the science of Emotional Intelligence, an attempt isbeing made to make best use of the two most significant human characteristics, Emotions andIntelligence. In the words of Cary Cherniss of Rutgers University, “A person’s ability toperceive, identify, and manage emotion provides the basis for the kinds of social and emotionalcompetencies that are important for success in almost any job. Furthermore, as the pace of change increases and the world of work makes ever greater demands on a person’s cognitive,emotional, and physical resources, this particular set of abilities will become increasinglyimportant. It has become more important to use emotional intelligence to improve both

productivity and psychological well-being in the workplace of tomorrow.”

Introduction: Go To Top What enabled Martin Luther King Jr., PhD, to lead one of the most significant civil rightsmovements in the history of the world? According to Cary Cherniss, PhD, president of Div. 27(Society for Community Research and Action), Dr. King's outstanding ability to effect socialchange had much to do with the fact that he displayed qualities of emotional intelligence--traitsthat community psychologists need to foster among community activists and leaders to help bringabout social change and develop healthier communities.Neither Emotions nor Intelligence has been new to humans or researchers of human traits et al.Even the term Emotional Intelligence is not as new as it sounds. Psychologists and Psychiatrists,





Behavioural Scientists and the Success Preachers have all tried the same – make the humansmore emotionally intelligent – of course, without using the same term. The thought of going to apsychiatrist would most likely make us mentally sick! Emotional Intelligence is not an attempt to

cure an emotional problem, not is it about solving our mental or psychological problems, it is anattempt towards making the best possible use of the capabilities that all of us already have (withthe assumption that we are not born with any deficiency!). Researchers have been makingconsistent attempts towards developing models, which could be used to train people interested inmastering the art and science of success – in jobs, in businesses, in organizations, in families or insocieties. But the publication of Daniel Goleman’s first book on the topic in 1995, emotionalintelligence helped speed up the whole process and since then the popularity graph of anything todo with it has been on the rise. For instance, when the Harvard Business Review published anarticle on the topic two years ago, it attracted a higher percentage of readers than any other articlepublished in that periodical in the last 40 years. When the CEO of Johnson & Johnson read thatarticle, he was so impressed that he had copies sent out to the 400 top executives in the company

worldwide. Emotional intelligence, strictly speaking, was not Mr. Goleman's idea in the firstplace. The term, which is associated with the skills of empathy, self-awareness and sociability,was defined in the late 1980s by University of New Hampshire psychologist John Mayer andYale's Peter Salovey. And it was an Israeli psychologist, Reuen Baron, who coined the term"Emotional Quotient-EQ" back in 1985.The concept appeals to every one who has any intention to succeed in life. We will try to reasonin line with Daniel Goleman why Emotional Intelligence must be dealt with as a separate trainingneed, and more significantly, why it should be paid more attention than other tested conceptsused to ensure success. So in our presentation on Emotional Intelligence, we would like to startwith the history of the concept as an area of research and describe how it has come to be definedand measured. We also will refer to some of the research linking emotional intelligence with

important work-related outcomes such as individual performance and organizational productivity.Even though the term has been misused and abused by many populists, we believe it rests on afirm scientific foundation.It is very important to understand that Emotional Intelligence is not the opposite of intelligence, itis not the triumph of head over heart - it is the most efficient UNION of both. Think about thedefinition of emotion, intelligence, and especially, of the three parts of our mind - affect/emotion,cognition/thinking, volition/motivation. Emotional Intelligence combines affect with cognition,emotion with intelligence.Being successful in our work and throughout our personal life has a lot more to do with how wellwe work with people than how technically skilled we are. Technical expertise might get us in thedoor and place us in the position that is best for us, but it doesn’t necessarily get us more money,

promotions, or notoriety (sorry, reputation!). But, increasing our emotional intelligence will.Emotional Intelligence has been identified as the missing link in personal, career, andorganizational success. People who possess high levels of emotional intelligence are better atleading and serving others, earn higher wages, move further up the organizational hierarchy, aremore successful in reaching their goals, and in maintaining meaningful relationships. Contrary tothe belief that IQ is something we are born with, emotional intelligence can be developed!

Leadership requires a personal relationship between the leader and their followers. Consequently,the attributes that make an effective leader are crucial. For example, visioning ability, or futuretime perspective is a vital quality in a leader (Thomas & Greenburger, 1995). Combiningleadership traits and the situations encountered is the basis of the contingency theories of leadership. The Path-Goal theory incorporates the tangible functions of a leader and their





interaction with other group members (House & Mitchell, 1974). The underlying assumptions of the Path-Goal theory state that the leader must assess the situation, identify which behaviors areneeded, and change his/her behaviors to match the situation. The Path-Goal theory implies that

the leader can only be effective, if they accurately assess the needs of their individual groupmembers, and act accordingly. The emotional information required for effective leadership,based on this theory, is supported by the theory of emotional intelligence. Salovey and Mayer(1990) identified the three key mental process underlying emotional intelligence: (1) accuratelyassessing emotion in the self and others; (2) regulating emotions in the self and others; and (3)using emotions to facilitate achievement of goals.

Historical Roots of the Topic Go To Top When psychologists began to write and think about intelligence, they focused on cognitiveaspects, such as memory and problem solving. However, there were researchers who recognizedearly on that the non-cognitive aspects were also important. For instance, David Wechsler

defined intelligence as “the aggregate or global capacity of the individual to act purposefully, tothink rationally, and to deal effectively with his environment”. As early as 1940 he referred to“non-intellective” as well as “intellective” elements, by which he meant affective, personal, andsocial factors. Furthermore, as early as 1943 Wechsler was proposing that the non-intellectiveabilities are essential for predicting one’s ability to succeed in life.Wechsler was not the only researcher who saw non-cognitive aspects of intelligence to beimportant for adaptation and success. Robert Thorndike, to take another example, wrote about“social intelligence” in the late thirties. Unfortunately, the work of these early pioneers waslargely forgotten or overlooked until 1983 when Howard Gardner began to write about “multipleintelligence.” Gardner proposed that “intrapersonal” and “interpersonal” intelligences are asimportant as the type of intelligence typically measured by IQ and related tests.

In the 1940s, under the direction of Hemphill, the Ohio State Leadership Studies suggested that“consideration” is an important aspect of effective leadership. More specifically, this researchsuggested that leaders who are able to establish “mutual trust, respect, and a certain warmth andrapport” with members of their group will be more effective (Fleishman & Harris). At about thesame time, the Office of Strategic Services developed a process of assessment based on theearlier work of Murray that included the evaluation of non-cognitive, as well as cognitive,abilities. This process evolved into the “assessment center,” which was first used in the privatesector at AT&T in 1956 Bray. Many of the dimensions measured in assessment centers then andnow involve social and emotional competencies such as communication, sensitivity, initiative,and interpersonal skills (Gowing).We could cite other strands of research and theory, but we think it is clear that by the early 1990s,

there was a long tradition of research on the role of non-cognitive factors in helping people tosucceed in both life and the workplace. The current work on emotional intelligence builds on thisfoundation.When Salovey and Mayer coined the term emotional intelligence in 1990, they were aware of theprevious work on non-cognitive aspects of intelligence. They described emotional intelligence as “a form of social intelligence that involves the ability to monitor one’s own and others’ feelingsand emotions, to discriminate among them, and to use this information to guide one’s thinkingand action.” In another place, they describe it as “Emotional intelligence is the ability to perceiveemotions, to access and generate emotions so as to assist thought, to understand emotions andemotional knowledge, and to reflectively regulate emotions so as to promote emotional andintellectual growth” - Mayer & Salovey, 1997. Salovey and Mayer also initiated a research





program intended to develop valid measures of emotional intelligence and to explore itssignificance. For instance, they found in one study that when a group of people saw an upsettingfilm, those who scored high on emotional clarity (which is the ability to identify and give a name

to a mood that is being experienced) recovered more quickly (Salovey, Mayer, Goldman, Turvey,& Palfai). In another study, individuals who scored higher in the ability to perceive accurately,understand, and appraise others’ emotions were better able to respond flexibly to changes in theirsocial environments and build supportive social networks (Salovey, Bedell, Detweiler, & Mayer).In the early 1990’s Daniel Goleman became aware of Salovey and Mayer’s work, and thiseventually led to his book, Emotional Intelligence. Goleman was a science writer for the NewYork Times, whose beat was brain and behavior research. He had been trained as a psychologistat Harvard where he worked with David McClelland, among others. McClelland was among agrowing group of researchers who were becoming concerned with how little traditional tests of cognitive intelligence told us about what it takes to be successful in life.

Definitions of Emotional Intelligence: Go To TopWhat is Emotional Intelligence?Professor Howard Gardner of Harvard Graduate School of Education’s theory of MultipleIntelligences includes among the seven types of intelligence the following two that together makeup what we now call Emotional Intelligence: Intrapersonal - this is the capacity to manage ourselves through knowing and understanding ourfeelings, wishes, needs, wants and purpose. With it we can motivate ourselves, delay ourimpulses if that will benefit us and keep persisting even when it's a hard patch. It is difficult tothink of a field where this intelligence isn't an asset. Intrapersonal - with this intelligence we have the ability to be sensitive to other people'semotions and psychological states. It also enables us to choose appropriate responses. We can

'read' the subtle undercurrents in relationships and be empathic and clear communicators.Examples of this are top sales people, managers, counsellors and teachers.The simplest possible way Emotional Intelligence could be described is: “Knowing how you andothers feel and what to do about it.” Or, “Emotional Intelligence is the capacity to create positiveoutcomes in our relationships with others and with ourselves.”Goleman: “The capacity for recognizing our own feelings and those of others, for motivatingourselves, and for managing emotions well in ourselves and in our relationships.”Mayor and Cobb, 2000: “The ability to process emotional information, particularly as it involvesthe perception, assimilation, understanding, and management of emotion."Patricia J . Addesso: “As organizations have shifted to a more team-based workplace, you’reasking employees for commitment and passion – to bring both their brains and hearts to the job.

Along with this, you have to expect, people will bring their emotions to work, too. ““You cannot ignore emotions – not if you want to get passion from workers.” Robert Reiher: ”Emotional Intelligence is to learning to reflect. You won’t have high EQ untilyou learn to reflect on what’s going on inside yourself. And if you don’t know what’s going oninside yourself emotionally, you cannot know going on inside others”.Simply put, Emotional Intelligence is the ability to persist and stay motivated even when facedwith frustrating circumstances, the ability to control impulses within us and emotions withinothers, and the ability to empathise. Effective leaders use these abilities to build successfulorganizations.





Emotional Intelligence – Major Areas: Go To Top In a 1997 publication Mayer and Salovey listed these branches as follows and offered a detailedchart reflecting their thoughts. In that article they say that the branches in the chart are "arrangedfrom more basic psychological processes to higher, more psychologically integrated processes.For example, the lowest level branch concerns the (relatively) simple abilities of perceiving andexpressing emotion. In contrast, the highest level branch concerns the conscious, reflectiveregulation of emotion." They add that abilities that emerge relatively early in development are tothe left of a given branch; later developing abilities are to the right." And they also say that,"people high in emotional intelligence are expected to progress more quickly through the abilitiesdesignated and to master more of them."The Four branches of EI:

Perception Appraisal and Expression of Emotion

• Ability to identify emotion in one's physical states, feelings, and thoughts.

• Ability to identify emotions in other people, designs, artwork, etc. through language,sound, appearance, and behavior.

• Ability to express emotions accurately, and to express needs related to those feelings.

• Ability to discriminate between accurate and inaccurate, or honest vs. dishonestexpressions of feeling.Emotional Facilitation of Thinking

• Emotions prioritize thinking by directing attention to important information.

• Emotions are sufficiently vivid and available that they can be generated as aids to judgment and memory concerning feelings.

• Emotional mood swings change the individual's perspective from optimistic topessimistic, encouraging consideration of multiple points of view.

• Emotional states differentially encourage specific problem-solving approaches such as

when happiness facilitates inductive reasoning and creativity.Understanding and Analyzing Emotions; Employing Emotional Knowledge

• Ability to label emotions and recognize relations among the words and the emotionsthemselves, such as the relation between liking and loving.

• Ability to interpret the meanings that emotions convey regarding relationships, such asthat sadness often accompanies a loss.

• Ability to understand complex feelings: simultaneous feelings of love and hate or blendssuch as awe as a combination of fear and surprise.

• Ability to recognize likely transitions among emotions, such as the transition from angerto satisfaction or from anger to shame

Reflective Regulation of Emotion to Promote Emotional and Intellectual Growth• Ability to stay open to feelings, both those that are pleasant and those that are unpleasant

• Ability to reflectively engage or detach from an emotion depending upon its judgedinformativeness or utility

• Ability to reflectively monitor emotions in relation to oneself and others, such asrecognizing how clear, typical, influential or reasonable they are.

• Ability to manage emotion in oneself and others by moderating negative emotions andenhancing pleasant ones, without repressing or exaggerating information they may convey.The adaptation of the above definition:1. Emotional identification, perception and expression





• The ability to perceive and identify emotions in faces, tone of voice, body language• The capacity for self-awareness: being aware of your own feelings as they are occurring• The capacity for emotional literacy. Being able to label specific feelings in yourself and

others; being able to discuss emotions and communicate clearly and directly.2. Emotional facilitation of thought• The ability to incorporate feelings into analysis, reasoning, problem solving and decisionmaking• The potential of your feelings to guide you to what is important to think about3. Emotional understanding• The ability to solve emotional problems• The ability to identify and understand the inter-relationships between emotions, thoughtsand behavior. For example, to see cause and effect relationships such as how thoughts can affectemotions or how emotions can affect thoughts, and how your emotions can lead to the behaviorin yourself and others.• The ability to understand the value of emotions to the survival of the species4. Emotional management• The ability to take responsibility for one's own emotions and happiness• The ability to turn negative emotions into positive learning and growing opportunities• The ability to help others identify and benefit from their emotions

Importance of Emotional Intelligence: Go To Top • Dealing with threatening situations

• Helping others

• Conscience and Moral

• Happiness

• Mutual respect, cooperation empathy• Responsibility

• Individuality

Emotional Quotient – EQ:• Emotional Intelligence refers to a persons innate potential. This innate potential can beeither developed or damaged with life experiences, particularly by emotional lessons taught byparents, teachers, caregivers & family during childhood & adolescence.

• The impact of these lessons results in what refer to as one’s level of EQ.

• Thus, EQ represents a relative measure of a person’s healthy or unhealthy development of his innate emotional intelligence.

Why not IQ?• Academic Intelligence has nothing to do with emotional life. The brightest among us canfounder on the shoals of unbridled passions and unruly impulses; people with high IQ s can bestunningly poor pilots of their private lives.

• One of psychology’s open secrets is the relative inability of grades, IQ or SAT/ GMAT/ CAT scores, despite their popular mystique, to predict unerringly who will succeed in life. Sure,there is a relationship between IQ and life circumstances for large groups as a whole: manypeople with very low IQ s end up in very menial jobs, and people with high IQ s tend to becomewell – paid- but by no means always.





• It is relevant to recall Goleman’s words, here: "For better or for worse, intelligence cancome to nothing when the emotions hold sway." What will be your IQ when you are emotionallycharged?

Few Case Studies, EQ v/s IQ: Go To Top IQ by itself is not a very good predictor of job performance. Hunter and Hunter (1984) estimatedthat at best IQ accounts for about 25 percent of the variance. Sternberg(1996) has pointed outthat studies vary and that 10 percent may be a more realistic estimate. In some studies, IQaccounts for as little as 4 percent of the variance.An example of this research on the limits of IQ as a predictor is the Sommerville study, a 40-yearlongitudinal investigation of 450 boys who grew up in Sommerville, Massachusetts. Two-thirdsof the boys were from welfare families, and one-third had IQ’s below 90. However, IQ had littlerelation to how well they did at work or in the rest of their lives. What made the biggestdifference was childhood abilities such as being able to handle frustration, control emotions, andget along with other people (Snarey & Vaillant, 1985).Another good example is a study of 80 Ph.D.’s in science who underwent a battery of personalitytests, IQ tests, and interviews in the 1950s when they were graduate students at Berkeley. Fortyyears later, when they were in their early seventies, they were tracked down and estimates weremade of their success based on resumes, evaluations by experts in their own fields, and sourceslike American Men and Women of Science. It turned out that social and emotional abilities werefour times more important than IQ in determining professional success and prestige (Feist &Barron, 1996).If you’re a scientist, you probably needed an IQ of 120 or so simply to get a doctorate and a job.But then it is more important to be able to persist in the face of difficulty and to get along wellwith colleagues and subordinates than it is to have an extra 10 or 15 points of IQ. The same istrue in many other occupations.We also should keep in mind that cognitive and non-cognitive abilities are very much related. Infact, there is research suggesting that emotional and social skills actually help improve cognitivefunctioning. For instance, in the famous “marshmallow studies” at Stanford University, four yearolds were asked to stay in a room alone with a marshmallow and wait for a researcher to return.They were told that if they could wait until the researcher came back before eating themarshmallow, they could have two. Ten years later the researchers tracked down the kids whoparticipated in the study. They found that the kids who were able to resist temptation had a totalSAT score that was 210 points higher than those kids who were unable to wait (Shoda, Mischel,& Peake, 1990).

The Value of Emotional Intelligence at Work: Go To Top Martin Seligman has developed a construct that he calls “learned optimism”( Schulman, 1995). Itrefers to the causal attributions people make when confronted with failure or setbacks. Optimiststend to make specific, temporary, external causal attributions while pessimists make global,permanent, internal attributions. In research at Met Life, Seligman and his colleagues found thatnew salesmen who were optimists sold 37 percent more insurance in their first two years than didpessimists. When the company hired a special group of individuals who scored high on optimismbut failed the normal screening, they outsold the pessimists by 21 percent in their first year and57 percent in the second. They even outsold the average agent by 27 percent (Schulman, 1995)In another study of learned optimism, Seligman tested 500 members of the freshman class at theUniversity of Pennsylvania. He found that their scores on a test of optimism were a better





predictor of actual grades during the freshman year than SAT scores or high school grades(Schulman, 1995).The ability to manage feelings and handle stress is another aspect of emotional intelligence that

has been found to be important for success. A study of store managers in a retail chain found thatthe ability to handle stress predicted net profits, sales per square foot, sales per employee, and perdollar of inventory investment (Lusch & Serpkenci, 1990).Emotional intelligence has as much to do with knowing when and how to express emotion as itdoes with controlling it. For instance, consider an experiment that was done at Yale Universityby Sigdal Barsade. He had a group of volunteers play the role of managers who come together ina group to allocate bonuses to their subordinates. A trained actor was planted among them. Theactor always spoke first. In some groups the actor projected cheerful enthusiasm, in othersrelaxed warmth, in others depressed sluggishness, and in still others hostile irritability. Theresults indicated that the actor was able to infect the group with his emotion, and good feelingsled to improved cooperation, fairness, and overall group performance. In fact, objective

measures indicated that the cheerful groups were better able to distribute the money fairly and ina way that helped the organization. Similar findings come from the field. Bachman(1988) foundthat the most effective leaders in the US Navy were warmer, more outgoing, emotionallyexpressive, dramatic, and sociable.One more example. Empathy is a particularly important aspect of emotional intelligence, andresearchers have known for years that it contributes to occupational success. Rosenthal and hiscolleagues at Harvard discovered over two decades ago that people who were best at identifyingothers’ emotions were more successful in their work as well as in their social lives. Morerecently, a survey of retail sales buyers found that apparel sales reps were valued primarily fortheir empathy. The buyers reported that they wanted reps who could listen well and reallyunderstand what they wanted and what their concerns were (Pilling & Eroglu).

Thus far we have seen that “emotional intelligence” is important for success in work and in life.However, this notion actually is somewhat simplistic and misleading. Both Goleman and Mayer,Salovey, & Caruso have argued that by itself emotional intelligence probably is not a strongpredictor of job performance. Rather, it provides the bedrock for competencies that are.Goleman has tried to represent this idea by making a distinction between emotional intelligenceand emotional competence. Emotional competence refers to the personal and social skills thatlead to superior performance in the world of work. “The emotional competencies are linked toand based on emotional intelligence. A certain level of emotional intelligence is necessary tolearn the emotional competencies (Gowing).” For instance, the ability to recognize accuratelywhat another person is feeling enables one to develop a specific competency such as Influence.Similarly, people who are better able to regulate their emotions will find it easier to develop a

competency such as Initiative or Achievement drive. Ultimately it is these social and emotionalcompetencies that we need to identify and measure if we want to be able to predict performance.

The Assessment of Emotional Intelligence and Competence: Go To Top Assuming that emotional intelligence is important, the question of assessment and measurementbecomes particularly pressing. What does the research suggest about the measurement of emotional intelligence and competence? In a paper published in 1998, Davies, Stankov, &Roberts concluded that there was nothing empirically new in the idea of emotional intelligence.This conclusion was based solely on a review of existing measures purporting to measureemotional intelligence at the point in time when they wrote that paper. However, most of thosemeasures were new, and there was not yet much known about their psychometric properties.





Research now is emerging that suggests emotional intelligence, and particularly the newmeasures that have been developed to assess it, is in fact a distinct entity. However, there still isnot much research on the predictive validity of such measures, and this is a serious lack. Let me

briefly summarize what we really know about the most popular ones.The oldest instrument is Bar-On’s EQ-I , which has been around for over a decade. This

self-report instrument originally evolved not out of an occupational context but rather a clinicalone. It was designed to assess those personal qualities that enabled some people to possess better“emotional well-being” than others. The EQ-I has been used to assess thousands of individuals,and we know quite a bit about its reliability and its convergent and discriminant validity(Gowing). However, in one study the EQ-I was predictive of success for U.S. Air Forcerecruiters. In fact, by using the test to select recruiters, the Air Force saved nearly 3 milliondollars annually (Bar-On). Also, there were no significant differences based on ethnic or racialgroup.

A second instrument is the Multifactor Emotional Intelligence (MEI) Scale (Mayer,

Caruso, & Salovey). The MEIS is a test of ability rather than a self-report measure. The test-taker performs a series of tasks that are designed to assess the person’s ability to perceive,identify, understand, and work with emotion. There is some evidence of construct validity,convergent validity, and discriminant validity, but none for predictive validity (Gowing).

A third instrument is the Emotional Competence Inventory. The ECI is a 360-degreeinstrument. People who know the individual rate him or her on 20 competencies that Goleman’sresearch suggests are linked to emotional intelligence (Goleman, 1998). Although the ECI is inits early stages of development, about 40 percent of the items come from an older instrument, theSelf-Assessment Questionnaire, that was developed by Boyatzis (Boyatzis 1994). These earlieritems had been “validated against performance in hundreds of competency studies of managers,executives, and leaders in North America,” Italy, and Brazil (Boyatzis, Goleman, & Rhee).

However, there currently is no research supporting the predictive validity of the ECI.Another measure that has been promoted commercially is the EQ Map (Orioli, Jones, &

Trocki). Although there is some evidence for convergent and divergent validity, the data havebeen reported in a rather ambiguous fashion.

One other measure deserves mention, even though it is less well known than the others.Schutte, Malouff, Hall, Haggerty, Cooper, Golden, & Dornheim have developed a 33-item self-report measure based on Salovey and Mayer’s (1990) early work. There is evidence forconvergent and divergent validity. Emotional intelligence scores on this measure were positivelyassociated with first-year college grades and supervisor ratings of student counselors working atvarious mental health agencies. Also, scores were higher for therapists than for therapy clients orprisoners (Malouff & Schutte), (Salovey, Woolery, & Mayer).

Finally, it might be helpful to keep in mind that emotional intelligence comprises a largeset of abilities that have been studied by psychologists for many years. Thus, another way tomeasure emotional intelligence or competence is through tests of specific abilities. Some of thesetests seem rather strong. To name just one example, there is Seligman’s SASQ, which wasdesigned to measure learned optimism and which has been impressive in its ability to identifyhigh performing students, salespeople, and athletes, to name just a few (Schulman, 1995).

What Can I Do To Raise My EQ: Go To Top The first step is to start identifying your own emotions. Use my feeling word list to help you.Then take responsibility for them. This is much harder. Then learn what compassion and empathy





is and try to practice it daily. This is easier if you have done the first two steps, probablyimpossible if you haven't. Also, read everything I have written about emotions. Attend supportgroups. Find a safe place, even if it just your journal, to express your true feelings. Read

emotional literature, watch emotional movies. Label the feelings being acted out. Let yourself feel your emotions. Avoid people who invalidate you. Emotional Intelligence, Emotional Enlightenment, and Business

Business has become, in this last half-century, the most powerful institution on the planet.

The dominant institution in any society needs to take responsibility for the whole. " —Futurist Willis Harman (1918-1997)

Quick Steps to Raising EQ at Work: If you want to raise the EQ in your organization, start asking people how they feel . Insist ongetting feelings as the response, not thoughts disguised as feelings (Examples of thoughts indisguise: I feel like..., I feel that..., I feel as if...)

Here are some steps to follow:Step 1Start with these feelings. Ask them specifically, on a scale of 0-10 how much they feel:RespectedAppreciatedSupportedThen wherever the number is less than 10, ask what it would take to raise the numbers. Then do

it. Next, ask about how much they feelCriticizedControlled

Ask what it would take to lower the numbers. Then take action.Step 2Start expressing your own feelings. Begin sentences with:I am afraid....I feel confused about...I appreciate...I feel concerned aboutStep 3After expressing your feelings, let your employees figure out what to do. Don't tell them. Don'tunderestimate their intelligence and rob them of a chance to feel good about themselves.Step 4

Start thinking about the impact your words have on their feelings. Remember we all do our bestwork when we feel good about ourselves.A Few Principles:• All humans have basic emotional needs• Each of us has similar, but different emotional needs• Emotional needs vary more in degree than in type• Emotional needs vary more than physical needs• Emotional needs are more basic and more important than "rights"• Negative feelings are indications of our unmet emotional needs (UEN's)• Feelings are real and are not debatable.• Invalidation destroys self-esteem





• High self-esteem is needed for productivity, job satisfaction, and customer service• Group harmony requires both mutual need satisfaction and mutual respect of feelings.

What doesn't feel good to us normally doesn't feel good to others. But to

understand the importance of this, we must first be in touch with our own feelings.

Components of High EQ: Go To Top • Self-awareness. Knowing how you feel in "real time"• Emotional literacy. Being able to label emotions precisely. Being able to talk aboutfeelings with others.• Empathy and compassion. The ability to feel and understand the emotions of others.• Balance. Being able to make decisions using a healthy balance of emotion and reason.• Responsibility. Taking primary responsibility for your own emotions and happiness. Notsaying that others "made" you feel the way you feel.

Primary and Secondary EmotionsPrimary emotions identify our unmet emotional needs (UEN's); secondary emotions are not soclear. For example, if I say I feel ignored, I need to feel acknowledged. But if I say I feel angry, itis not clear what emotional specific need is unmet.

Emotional Literacy: Go To Top The purpose for developing our emotional literacy is to precisely identify and communicate ourfeelings. When we do this we are helping nature fulfill its design for our feelings. Thankfully, ourancestors have provided us with a plentiful vocabulary with which to describe and identify ouremotions. We have found, though, that most of us are never taught to make anywhere near fulluse of this rich vocabulary. We believe one of the first and most basic steps to raising our EQ isto identify our feelings by name.

This is in line with the Mayer Salovey model of emotional intelligence. Though they do not seemto use the term emotional literacy, they do say the first branch of emotional intelligence is "thecapacity to perceive and to express feelings. Emotional intelligence cannot begin without the firstbranch...". They have also written that the "ability to label emotions" is part of the third branch of their model (Emotional understanding).A good place to start is with simple, three word sentences such as these:I feel sad. I feel motivated. I feel offended. I feel appreciated. I feel hurt. I feel disrespected.

Examples of Emotional Literacy Examples of What is NOT Emotional Literacy

I feel....criticized

unimportantdisrespectedbored

I feel like ....I feel that...

I feel like you ....(This is a “you message” indisguise)

Here, are a few basic feeling words.

PositiveComfortableAcceptedAcknowledgedAppreciatedLoved

NegativeUncomfortableRejectedIgnoredUnappreciatedResentful, Bitter





LovableDesirableHappyAwareSatisfiedSupportedEncouragedOptimisticRespectedSafe, SecurePeaceful, RelaxedMotivatedFocusedFreeIndependentConfidentCompetent, CapableProudWorthy, DeservingExcited, EnergeticFulfilledValidatedConnected

Unloved, HatedUnlovable, UndesirableAngry, Sad, HurtUnaware, ConfusedUnsatisfied, FrustratedUnsupported, Squelched, Thwarted, ObstructedDiscouragedPessimistic, HopelessDisrespected, Insulted, MockedAfraid, InsecureTense, FrustratedBored, Lethargic, UnmotivatedLostTrapped, Controlled, Forced, ObligatedDependent, NeedyNervous, Worried, ScaredIncompetent, Inadequate, Dumb, StupidGuilty, Embarrassed, AshamedUnworthy, Undeserving, InadequateDepressed, Numb, FrozenEmpty, NeedyInvalidatedDisconnected, Isolated, Lonely

Feeling words not only express a feeling, but they also express the intensity of the feeling. By

expressing intensity, they communicate the degree to which our needs are being met and ourvalues and beliefs are being upheld. Accurately capturing the intensity of an emotion is critical to judging the message our feelings are sending. If we either exaggerate or minimize the feeling, weare distorting reality and undermining the effectiveness of our communication. There are severalcommon ways to verbally express the intensity of a feeling, as shown below:1. Weighting the feeling with a modifier.I feel a little hurt. I feel extremely hurt.2. Choosing a specific word on the continuum of that emotion.I feel: disturbed... angry ... incensed.3. Making use of the familiar 0 to 10 scale.If I feel just a little bit hurt and I expect it to pass quickly, I might give it just a 1 or a 2 or even

some fraction of 1.Thus I might tell a friend: I feel hurt at about the 2 level on a scale of 0-10.Of the three methods, this is the one we have found most effective way of communicating myfeelings, assuming the other person is really interested in my feelings.MiscommunicatingOften, it is socially unacceptable to directly express certain emotions. We are too afraid of offending others, too afraid of appearing unhappy or unhealthy, and too afraid of socialdisapproval. Sadly, we live in a world where appearances matter more than reality. This seems tobe especially true in the upper classes of society where conformity and etiquette are so important.So instead of truthfully expressing our feelings clearly and directly, we express the sameemotions indirectly, either through our actions or our body language. Sometimes we actuallyoutright lie about our feelings. When we start to hide our feelings, lie about them, or tell people





only what we think they want to hear, we impede communication, distort reality, fightevolutionary intelligence and dishonor nature.Let's look at some examples of how we corrupt the language of feelings.

Masking Our Real Feelings - There are many ways we mask our real feelings. Sometimes we justplain lie about them, for example when someone says she is fine, though she is obviously isirritated, worried, or stressed. Sometimes we intentionally or unintentionally substitute onefeeling for another. For example, if we say, "I hope it doesn't rain," we might actually be feelingafraid that it will!Inconsistency - Often, our tone of voice or our body language contradicts the words we aresaying. None of us can totally hide our true feelings, but many of us do try to disguise our voicesto go along with the act. People who are especially superficial even adopt the cosmetic voicesfound on television in order to further conform to societal expectations, and further mask theirtrue feelings.Overuse - One of the ways we corrupt language is to over-use a word. Consider the word "love."

We love corn on the cob, root beer, apple pie, and our mothers. Doesn't it seem there should be adifferent word for the way we feel about our parents as opposed to food?Hate is another word, which is tremendously overused. If someone hates traffic, hates spinach,and hates lawyers, how can they express their feelings about child abuse?Exaggeration - When we exaggerate our feelings we are lying in order to get attention. Peoplewho need to exaggerate have had their feelings neglected for so long, they have resorted todramatization to be noticed and cared about. Unfortunately, when they send out false signals,they alienate people and risk becoming like the boy who cried wolf. As the story goes, because hesent out too many false alarms, he was ignored when he truly needed help.Consider these exclamations, none of which are typically true in a literal sense:I feel mortified. I feel devastated. I feel crushed. I feel decimated. I felt run over by a truck.

Minimization - Many people minimize their feelings, particularly when they are upset, worried ordepressed. They use expressions such as:I'm fine. I'll be all right. I'm okay, don't worry about me. There is nothing wrong. I said I wasfine.Such people typically are either too proud, too stubborn, too scared or feel too unworthy to sharetheir feelings. They desperately need to be connected with others, but they will not allow othersto get close to them. They effectively push people away by withholding their true feelings.Indirect Communication:Because we are not skilled at directly expressing our feelings, we often use indirectcommunication of our emotions such as by using examples, figures of speech, and non-verbalcommunication. Let us look at a few of these forms of indirect communication.

I Feel Like ....Using sentences that begin with "I feel like..." may be the most common form of communicatingour feelings. The literal result is that we often feel like labels, thoughts, and behaviors, as we cansee below:I feel like (a label) - In the examples below we are labeling ourselves, and not clearly and directlyexpressing our feelings.I feel like: ... an idiot ... a baby ... a failureWe typically use lots of expressions, which put ourselves down. These negative labels certainlydon't help us feel any better about ourselves. In fact, by mentally branding us, they make it morelikely we will repeat the exact kinds of actions, which caused our feelings.





I feel like (a thought) - In these examples we are actually conveying more of a thought than afeeling.I feel like you are crazy. I feel like it was wrong. I feel like he is going to win.

I recall a conversation where I asked someone how she felt about something and she said, "I feellike you shouldn't have done that." At another point when I asked about her feelings, she said, "Idon't want to get into all of that." Such a lack of emotional literacy and emotional honesty makesit difficult to have a relationship, even a friendship or a working relationship.I feel like (a behavior) - Here, we are expressing our feelings in the form of a behavior. Again,these are unclear and indirect. They may be graphic and entertaining, but they are usuallyexaggerations and distortions which don't help us focus on our true feelings.I feel like: ... strangling him ... shooting him ... wringing his neck ... telling her off ... teachinghim a lesson ... filing for divorce ... dumping him ... quitting ... giving up ... jumping off of a cliff In other words, people who use such expressions feel like a behavior, an action, an act. Thus,they are not in touch with their feelings. They may be acting out their lives as they think others

would rather than acting as unique individuals. Or they simply imagine themselves taking actionrather than actually using their emotions to motivate them to take appropriate action.Non-verbal CommunicationStudies show that up to 90 percent of our communication is non-verbal. When we communicatenon-verbally our bodies are literally expressing themselves. When Shakespeare said the eyes arethe windows to the soul he was implying the eyes are the best non-verbal indicator of ouremotional and intellectual state of mind.For example, we think of those who will not look us in the eyes as untrustworthy, dishonest,afraid or insecure. We think of those who have alert, expressive eyes as intelligent, energetic, andemotional. Our eyes have the power to judge, to attract, and to frighten. Through our eyes we canshow: interest, boredom, disbelief, surprise, terror, disgust, approval, and disapproval. Many

parents can bring their children to tears, for example, without saying a word.Our faces often express what we are not saying verbally. Our lips may tremble when we areafraid. Our forehead wrinkles when we are concerned or confused. And when people tap theirfingers or feet they are usually feeling impatient.Research shows that those with high EQ are better at reading these non-verbal cues. This givesthem valuable information, particularly from people who are not expressing themselves verbally,or whose body language is inconsistent with their words.SummaryAfter we learn to find the right word for our feeling and its intensity, the next step is explainingwhy we feel what we feel. At this point, our analytical brain is called into action. We actuallymake things much easier on others and ourselves when our language is clear, direct, and precise.

When our words and our non-verbal communication are consistent, we gain respect because wecome across as having integrity. Clear, honest communication is not only helpful in personalrelationships, but also essential to a society. We are simply all better off when we all follow theold rule:“Say what you mean and mean what you say.”

Validation: Go To Top

We believe one of the most important emotional skills is the skill of validation. If you want tohave better relationships with people, the skill of validation is extremely useful. By "better" here





we mean for one thing, more equal, in the sense that you are not judging the other person, orgiving advice as if you were superior in some manner.We also mean "better" in the sense that with more validation you are going to have less debating,

less conflicts, and less disagreement. You will also find that validation opens people up and helpsthem feel free to communicate with you. In fact, if there is a communication breakdown, if thereis a wall between you and someone else, it probably has been built with the bricks of invalidation. Validation is the means of chipping away at the wall and opening the free flow of communication.To validate someone's feelings is first to accept someone's feelings. Next, it is to understandthem, and finally it is to nurture them.To validate is to acknowledge and accept one's unique identity and individuality. Invalidation, onthe other hand, is to reject, ignore, or judge their feelings, and hence, their individual identity.When we validate someone, we allow him or her to safely share his or her feelings and thoughts.We are reassuring them that it is okay to have the feelings they have. We are demonstrating that

we will still accept them after they have shared their feelings. We let them know that we respecttheir perception of things at that moment. We help them feel heard, acknowledged, understoodand accepted.Sometimes validation entails listening, sometimes it is a nod or a sign of agreement orunderstanding, sometimes it can be a hug or a gentle touch. Sometimes it means being patientwhen the other person is not ready to talk.Summary:• Acknowledge, accept, understand and nurture feelings• To validate someone is to accept their individuality• Validation is one of the keys to emotional intelligence• Validating someone allows them to accept themselves• Self-acceptance is a key to high self-esteem• Often, the only thing we need is validation to feel better

Invalidation: Go To Top

Invalidation is to reject, ignore, mock, tease, judge, or diminish someone's feelings. Invalidationgoes beyond mere rejection by implying not only that our feelings are disapproved of, but alsothat we are fundamentally abnormal. Psychological invalidation is one of the mostcounterproductive ways to try to manage emotions. It kills confidence, creativity andindividuality. Telling a person she shouldn't feel the way she does is akin to telling water itshouldn't be wet, grass it shouldn't be green, or rocks they shouldn't be hard. Each person’sfeelings are real. Whether we like or understand someone's feelings, they are still real. Rejecting

feelings is rejecting reality; it is to fight nature and may be called a crime against nature,"psychological murder", or "soul murder." Considering that trying to fight feelings, rather thanaccept them, is trying to fight all of nature, you can see why it is so frustrating, draining andfutile.Below are a few of the many ways we are invalidated:• We are told we shouldn't feel the way we feel• We are dictated not to feel the way we feel• We are told we are too sensitive, too "dramatic"• We are ignored• We are judged• We are led to believe there is something wrong with us for feeling how we feel





First accept the feelings, then address the behavior.

One the great leaders in education, Haim Ginott, said this: Primum non nocere- First do no harm. Do not deny your teenager's perception. Do not argue

with his experience. Do not disown his feelings.We regularly invalidate others because we ourselves were, and are often invalidated, so it hasbecome habitual. Below are a few of the many ways we are invalidated:• We are told we shouldn't feel the way we feel• We are dictated not to feel the way we feel• We are told we are too sensitive, too "dramatic"• We are ignored• We are judged• We are led to believe there is something wrong with us for feeling how we feelYou Can't Heal an Emotional Wound with Logic People with high IQ and low EQ tend to use logic to address emotional issues. They may say,

"You are not being rational. Let's look at the facts." Businesses, for example, and "professionals"are traditionally out of balance towards logic at the expense of emotions. This tends to alienatepeople and diminish their potential.Actually, all emotions do have a basis in reality, and feelings are facts, fleeting though they maybe. But trying to dress an emotional wound, with logic tends either to confuse, sadden or infuriatea person. Or it may eventually isolate them from their feelings, with a resulting loss of major partof their natural intelligence.Remember:You can't solve an emotional problem, or heal an emotional wound, with logic alone.

Defensiveness and Invalidation

All invalidation is a form of psychological attack. When we are attacked, our survival instinct

tells us to defend ourselves either through withdrawal or counter-attack. Repeated withdrawal,though, tends to decrease our self-confidence and lead to a sense of powerlessness anddepression. On the other hand, going on the offensive often escalates the conflict or puts us in theposition of trying to change another person.One sign of both high self-esteem and high EQ is the absence of either of these defensiveresponses. A healthier response, one which is both informative and assertive, without beingaggressive, is to simply express your feelings clearly and concisely. For example, you mightrespond, "I feel invalidated," "I feel mocked," or "I feel judged."How the other person responds to your emotional honesty will depend upon, and be indicative of:(a) how much they respect you(b) how much they care about you and your feelings

(c) how insecure and defensive they are(d) how much they are trying to change or control youAll of this is information, which will help you make decisions that are in your best interest.

Self-Injury and Invalidation Invalidation has been suggested as one of the primary reasons people cut, burn and injurethemselves.For example this quote is from D. Martinson:“One factor common to most people who self-injure, whether they were abused or not, isinvalidation. They were taught at an early age that their interpretations of and feelings about thethings around them were bad and wrong. They learned that certain feelings weren't allowed. In





abusive homes, they may have been severely punished for expressing certain thoughts andfeelings.”Martnison also writes:

“Self-injury is probably the result of many different factors. Among them: Lack of role modelsand invalidation - most people who self-injure were chronically invalidated in some way aschildren (many self-injurers report abuse, but almost all report chronic invalidation.”

The high EQ person will never invalidate another person's feelings, especially not the feelings of

a sensitive child.

Emotional Intelligence and Management Go To Top

We shall now discuss the application of “Emotional intelligence” at work place.

Problems Caused by Negative Feelings• Increase in defensiveness• Turnover• Absenteeism• Lost work time• Inefficient communication• Dishonesty, secrecy, evasiveness• Decrease in creativity• Fear of risk-taking, criticism, judgment and disapproval• Inefficient problem solving• Increased personal attacks

When We Have Negative Feelings We Are More: • Critical• Aggressive• Judgmental• Closed-minded• Non-accepting• Disapproving• Impatient• InflexibleCommon Negative Feelings Among Employees

• Disrespected

• Unappreciated• Unfulfilled• Unchallenged• Unmotivated• Apathetic• Exploited• Bored• Criticized• Unsupported• Hindered

• Over-controlled

• Underestimated• Powerless• Overworked• Underpaid• Stressed• Judged• Replaceable• Unimportant• Afraid and Insecure





* Unmet Emotional Needs Cause the Majority of Problems at Work * The emotionally intelligent manager, then, knows how to identify and manage UEN's of both thecustomer and the employee.

More Desirable Feelings Which Management Can Help Create • Respected• Acknowledged• Supported• Helped• Trusted• Appreciated• Important• Special• Irreplaceable• Useful• Needed• Valued and valuableEffects of Positive Feelings When our emotional needs are satisfied we feel better, and when we feel better we are

more: • Productive• Motivated• Adventurous• Patient• Complimentary• Creative• Cooperative• Open-minded• Flexible• Understanding• Empathetic• Compassionate• AcceptingA Five-Step Plan to Manage Feelings 1. Identify the primary feelings.2. Identify the cause of the feelings.3. Ask what would help (me/you) feel better?

4. Generate options.5. Choose the best option.Communicating Negative Feelings • Express your specific feeling (Example, I am afraid that...)• Ask for help (Can you help me understand...)• Avoid "you messages" which put other on the defense• Avoid judging, labeling and criticizingRespect • All humans need to feel respected, even the least powerful• To show respect to someone we must respect their feelings• Respecting feelings includes asking about feelings, validation and empathy





• Respecting someone means asking how they would feel before making decisions whichaffect themCustomer Service • Teach representatives to look for and validate feelings.• Ask what would help the customer feel better• Set goals for key customer feelings• Track them and manage them• Use a simple scale such as 0-10 for each feeling• Avoid saying things like "It is company policy." "I am not authorized to do that." "Thereis nothing I can do." "You should have gotten the person's name."Key Feelings You Want Your Customers to Have • Respected• Important• Remembered• Acknowledged• Satisfied• Helped• UnderstoodPerformance Evaluation • Ask subordinates and co-workers how they feel around this person• Key feelings to track are: respected, controlled, criticized, supported, appreciated, relaxed, judgedPreventing Sexual Harassment Problems • Teach employees to express their feelings directly• Teach them what invalidation is• Teach them what it means to respect another's feelings• Take invalidation seriously• Arrange a facilitated conflict resolution session including both partiesSummary • Start talking about feelings• Start respecting them• Start assigning value to them• Include feelings in decision making and problem resolution• Listen to the most sensitive people in the organization• Strike a balance between emotion and logic• Develop the EQ skills throughout the organization

• Prohibit invalidation• Make your business a place of mutual respect for feelings• Identify the key feelings important for success• Establish feeling goals for employees and customers• Use a simple scale such as 0-10 to track feelings

Some Applications: Go To Top

As Fabio Sala outlines, the purpose is to develop “programs that are designed to (1) educatepeople about the relevance of emotional intelligence in the workplace, (2) assess their relative





strengths and weaknesses, and (3) provide a framework to develop and enhance their ability tointeract with others with greater emotional intelligence (Boyatzis, 1999).”

(1) Conflict Resolution: Nearly all conflicts involve underlying emotional issues. The stronger the feelings, the more

difficult the resolution. To resolve conflicts, then, it is absolutely necessary to address the

feelings of all parties. Listed below is a conflict resolution model that emphasizes emotions.

First, the probability of a mutually agreeable solution is increased when:

• The parties are in direct communication

• The parties have learned the basic skills of emotional literacy, validation & EQ basedlearning.

• The parties honestly communicate both thoughts and feelings

• There is a mutual respect of needs and feelings. Go To Top

• Neither party feels superior or more powerful.

• Participation is voluntary, not forced.

• The goal is a win-win outcome.

• This principle is followed:“First seek to understand, then to be understood.” ---The basic steps are outlined below:A. Seek To Understand

• Validate each person's feeling.

• Confirm a willingness to solve problem.

• Seek understanding of the cause of the feeling.• Confirm accurate understanding. Paraphrase. Identify the underlying unmet emotional

needs.

• Show empathy.

• Ask the powerful and positive question:

• What would help you feel better?

• B. Seek to be Understood:

• Share your feelings & needs

• Confirm accurate reception & understanding.

• C. Mutually generate options & resolutions

• Brainstorm solutions (while withholding evaluation/judgment).

• Discuss each party’s feelings about alternatives.

• Make selection that maximizes positive feelings and minimizes negative feelings.

(2) Customer Service: Learning how to help your customers feel heard, understood, helped,served, respected, valued and important.

(3) High Technology Management: Helping technical experts improve their emotional & peopleskills; i.e. creating a high-tech, high-touch workplace.

(4) Hiring and Placement: Selecting employees with relatively high emotional intelligence andEQ and better placement matching.





(5) Turnover: Turnover reduction through helping employees feel appreciated, recognized,supported, challenged, rewarded and respected.

(6) Training: Raising EQ at all levels of the business through Emotional Literacy and EQ

awareness workshops. (7) Corporate Culture or Climate: Creating an environment where employees feel safe, trusted,

special, needed, included, important, cooperative, focussed, productive, motivated, respectedand valued.

(8) Productivity: Developing intrinsic motivation. Increasing employee commitment, cooperationand cohesion. Reducing lost time spent on conflicts, turf-battles, defensiveness and insecurity.

(9) Goal Setting: Setting goals that include feelings. For example, stating the goal that we wantcustomers to feel satisfied, appreciated, etc. and setting similar goals for employees, and thengetting feedback on feelings and measuring and tracking performance.

(10) Long term reduction of health care costs: Negative emotions such as fear, worry, anxiety,and stress have been shown to reduce the functioning of the immune system, increase blood

pressure, increase chance of heart attacks, prolong recovery times, cause migraine headaches,and increase the risk of cancer. On the other hand, emotional support has been shown to havetangible health benefits. In one study, for example, terminally ill cancer patients who receivedone hour per week of emotional support lived twice as long as those who did not receive suchemotional support. While I am not aware of any studies, I believe it is safe to say that thereare potential savings here.

(11) Leadership: The leader with high EQ is found to be emotionally aware. This means he isaware of his own feelings and is not limited to logic, intellect and reasons when makingdecisions and managing people. He is also able to read the emotions in others. In addition:

He is emotionally literate in that he is able to concisely articulate emotions; he has a broadvocabulary of feeling words at his quick disposal.

He is emotionally secure. In other words, he does not feel threatened by others or theirdiffering opinions or beliefs. Thus he does not easily become defensive or angered. Also,he acknowledges his fears and encourages others to do likewise.

He is empathetic. He tends to accept others and show compassion, rather than to bedemanding and intolerant. He treats all feelings with respect.

He is inspiring and motivating. He is able to understand what motivates his individualemployees and he adjusts his management style to their unique values and motives.

(12) Top Management: Top management's emotional style and emotional self-management iscritical to company's EQM. When the executive values feelings, so will the managers and theemployees. Also, research confirms what common sense would suggest: Emotions arecontagious. Thus, if the executives feel optimistic, confident, creative, flexible, tolerant,

respectful, and compassionate, the employees will tend to take on these same feelings.Research also indicates that the direction of emotional flow is from top down, as we might

expect, since anyone in power has, by default, more influence. Go To Top

A Real Life Example of EI Training:Consider instilling emotional competence within the ranks of the U.S. Air Force! Thatexperience, according to Rich Handley, 43, an organizational-development specialist and chief of human-resources development for the Air Force Recruiting Service, has been a very valuableone. Like AmEx, the Air Force found itself stumped by a problem that seemed to defyconventional solutions. Each year, it would hire about 400 new recruiters and charge them withfinding a fresh group of recruits. And each year, within just seven months, the Air Force would





dismiss as many as a quarter of those recruiters for failing to meet their quotas. The cost of thatturnover was catastrophic. The Air Force spends an average of $30,000 to train a recruiter. Thedirect cost of replacing 100 a year was nearly $3 million. The indirect costs -- which, for starters,

included the missed recruiting targets -- were even greater.For Handley, the challenge was to figure out a way to assess each recruiter applicant moreaccurately -- to predict a candidate's likelihood of success before hiring that person. After lookingover a series of sales-aptitude screening instruments, Handley was most impressed by ReuvenBar-On's EQI. "It just seemed to go to the heart of it," he says. The 133-question self-administered test evaluates 15 qualities, such as empathy, self-awareness, and self-control, butalso includes categories that seem less obviously a measure of emotional competence -- amongthem assertiveness, independence, social responsibility, and even happiness.In early 1997, eager to learn more about the predictive capabilities of the EQI, Handleyadministered the test to 1,200 staff Air Force recruiters. They were divided into three groups:high performers who met 100% of their quotas, average performers who met at least 70%, and

failures who met less than 30% of their quotas. The highest performers outscored the lowest in 14of the 15 EQI competencies.Handley found the results intriguing but not fully satisfying. "They were equivalent to tellingyou, 'Here are 14 ingredients that will make a good-tasting cake,' but then not giving you theexact amounts of the ingredients," he says. Taking his analysis one level deeper, Handley used astatistical-modeling technique to determine the top-five qualities that were associated with thehighest-performing recruiters. They were ( in order of importance ) assertiveness, empathy,happiness, self-awareness, and problem solving. Disparate as these qualities may seem, theymade sense to Handley. "Assertiveness is obviously important," he says. "If you're happier,you're more positive, and that's infectious. Someone with strong empathy skills can read a coldsale very quickly and won't waste time if it isn't going to work out. And recruiters with strong

problem-solving skills think on their feet more efficiently, waste less time, and feel less stressed -- which makes them more effective in the long run." Indeed, the highest-performing recruiters putin the fewest number of hours. "The best ones work smarter, not harder," Handley says.Recruiters who matched this high-performance profile turned out to have been nearly three timesmore likely to have met their quotas than their less-successful counterparts. The model yieldedfive categories for rating the probable success of new recruiters based on their EQI scores --excellent fit, good fit, fair fit, poor fit, and bad fit. This assessment turned out to be remarkablyaccurate. All recruiters who were considered "excellent" fits have met 100% of their recruitingquotas during the past year. More than 90% of the "good" fits met their quotas, compared to 80%of the "fairs" and less than 50% of the "poors."The real value of that data was its ability to predict the performance of job applicants.

Theoretically, the model suggests a 95% chance of success of a potential recruiter with a "good"or an "excellent" EQI profile. So Handley required every new recruiter to meet that threshold.One year later, the turnover among new recruiters had dropped from 100 to just 8. Based on aninvestment of less than $10,000 for EQI testing, the Air Force saved $2.76 million. "I come froman aeronautical orientation, and drag is what slows a plane down and impedes performance," saysHandley. "To me, the EQI is a way to profile individual and organizational drag."Handley went on to administer the EQI to two other groups in the Air Force -- chronic substanceabusers and spousal abusers. His goal was to identify their EQI deficits. Substance abusers' keydeficits turned out to be problem solving, social responsibility, and stress tolerance. Spousalabusers primarily lacked empathy and had poor impulse control and an inflated self-regard.Again, the results made sense to Handley -- and suggested a better approach to those problems.





"We typically give people standard treatments," he says. "For spousal abusers, it might be angermanagement. The implication of these findings is that you need to individualize training toenhance the specific competencies that a person is lacking."

Handley has also begun to experiment with delivering such training through a Web site called EQUniversity.com. For $99, visitors to that site can take the EQI online, receive a seven-to-eight-page assessment, and participate in a 30-minute confidential telephone consultation with Handleyor another trained professional. Based on that feedback, people can then select the competenciesthat they want to improve on and sign up for Web-based courses on 9 of Bar-On's 15competencies. ( The other 6 will be available by summer 2000. ) Each course costs $49, andpersonal coaching is also available. So far, these courses are very basic and minimally interactive.It will be interesting to see whether deeply habitual behavior patterns can be transformed throughWeb-based training programs. Bar-On believes that progress will occur in increments. "We'vegot a good start in assessment," he says. "Successful training is what we really have to tune upover the next several years."

Conclusions: How often do we wish we had something like a stethoscope to measure relationships? "It's veryhard to know what people are feeling in my office and how I should respond." Do we not hearsuch comments from friends about the difficulty in the workplace of finding a balance betweenreasonable openness and respectful discretion? "When one of my direct reports starts talking tome about her medical problems, I don't want to be unsympathetic, but it makes me veryuncomfortable," says a male department head. "I find myself joking by saying to her, 'Too muchinformation.' But I'm not really sure how to get the message across." Conversations like that one,focusing on the importance of emotions in the workplace, are occurring with greater frequency inall kinds of companies. The graph is moving upwards, as the implications of globalization are

being felt across the globe. Appreciation, apprehension, defensiveness, inadequacy, intimidation,resentment - which ones don’t bother us? Training on Emotional Intelligence is no moreuncommon, at least in the USA. In other countries, it is packaged in a different mould, likeRelaxation sessions, Stress Relieving sessions. Although not quite completely reflecting the sameapproach, they at least reinforce the belief that the competitive world, today, needs to mangeEmotional Intelligence much more than ever before.[ For example, training sessions on emotional competence take place at the Minneapolis facilityseveral dozen times a year. An unlikely pioneer in the field of emotional competence, AmExlaunched its first experimental program in 1992. An eight-hour version of the course is nowrequired of all of its new financial advisers, who help clients with money management. During afour-day workshop, 20 participants are introduced to a range of topics that comprise an

emotional-competence curriculum, including such fundamental skills as self-awareness, self-control, reframing, and self-talk.Much of that material represents new territory for these businesspeople. "The majority of thosewe work with are very cognitive and not very experienced with emotions," explains Darryl Grigg,a psychologist who practices in Vancouver, British Columbia and conducts about 20 workshopseach year for AmEx and other organizations. "We're introducing people to a whole newlanguage." Employees, for their part, complied with that prevailing mind-set. Until recently, theworkplace was dominated by male employees - and most of them were just as eager as theiremployers were to avoid the ambiguous complications and unexplored terrain of personalfeelings.





One notable exception to that tacit pact occurred in the 1970s and early 1980s, when theinfluence of the human-potential movement prompted a brief corporate romance with suchexperiential techniques as sensitivity training and encounter groups. But those approaches lacked

the rigor to endure. Before long, business got back to business. A backlash set in, and the focusreturned to no-nonsense training methods that were highly quantifiable, happily free of emotions,and demonstrably able to produce results that would show up on the bottom line.Today, more than 20 years later, companies in a variety of industries are once again exploring therole of emotions in business. This renewed interest in self-awareness is, in part, the result of therising corporate power of baby boomers. The increasing presence of women in the workplace andthe higher comfort level they bring to the territory of emotions have also nudged companies inthis direction. And the arrival of the new economy has made companies realize that what theyneed from their workers goes beyond hands, bodies, and eight-hour days.All of this should come as welcome news to residents of the new economy. Companies cancontinue to give top priority to financial performance -- but many now also realize that technical

and intellectual skills are only part of the equation for success. A growing number of organizations are now convinced that people's ability to understand and to manage their emotionsimproves their performance, their collaboration with colleagues, and their interaction withcustomers. After decades of businesses seeing "hard stuff" and "soft stuff" as separate domains,emotional competence may now be a way to close that breach and to produce a unified view of workplace performance.But like other good ideas that started in psychology and later found new applications in business,emotional competence is confronting the challenge of its own sudden popularity. Increasingly,emotional competence is being sold as a solution to each of the categories for which companieshave training budgets, from leadership to motivation to leveraging diversity - competencies thatare emotional only by the most ambitious of stretches. The emerging field has sparked the almost

inevitable scramble to cash in on the spreading claims of its potential applications. ] Once we are able to understand how important a role EI plays in every aspect of our life, andparticularly in the context of the organizations, we become much more inclined towards evolvingmechanisms, even within limited budgets, to train ourselves, our peers, and the staff in thepossible manner, on the earliest possible date. So, let’s get going, shall we!





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Organizational Behaviour-1A project for the Executive Program in Management 2001 XLRI Dubai Campus

66. “Do programs designed to increase emotional Intelligence at work - work?” Fabio Sala, Ph.D.

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emotional intelligence project 2001

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