eq & conflict resolution strategies

1

influence on Conflict Resolution

Emotional Intelligence

2MH

ARE YOU EMOTIONALLY INTELLIGENT?

OR YOU STILL THINK (not feel) THAT IQ

MATTERS MORE THAN EQ

3MH

1. A happy worker is a productive worker.

2. Decision makers tend to continue supporting a course of action even though information suggests that the decision is ineffective.

3. Organizations are more effective when they prevent conflict among employees.

True or False?

4MH

4. It is better to negotiate alone than as a team.

5. Companies are most effective when they have a strong corporate culture.

6. Employees perform better without stress.

True or False?

5MH

7. Effective organizational change always begins by pinpointing the source of its current problems.

8. Female leaders involve employees in decisions to a greater degree than do male leaders.

9. People in Japan value group harmony and duty to the group (high collectivism) more than do Americans (low collectivism).

True or False?

6MH

10. Top-level executives tend to exhibit a Type A behavior pattern (i.e., hard-driving, impatient, competitive, short-tempered, strong sense of time urgency, rapid talkers).

11. Employees usually feel over reward inequity when they are paid more than co-workers performing the same work.

True or False?

7MH

Terms used:

IQ intelligence quotient EQ emotional quotient EI emotional intelligence Conflict:

A state of discord caused by the actual or perceived opposition of needs, values and interests between people working together

8MH


IQ Established by

mid-teens Can’t increase Predicts only 10% –

20% of life success

EQ Not fixed Can be improved

throughout life

9MH

What is Emotional Intelligence ?

EQ is the ability to: Sense Understand Communicate and Effectively Apply the power and potential of emotions as

a source of human energy, information, trust, communication, creativity, influence and conflict resolution

10MH

Emotional Emotional IntelligenceIntelligence

The ability to: accurately perceive emotions in

oneself and others; use emotions to facilitate thinking; understand emotional meanings

and manage emotions.

(Mayer, Salovey, Caruso, 2002)

11MH

The Business CaseWhy organizations are

interested in Emotional Intelligence?

12MH

Performance

13MH

A model of emotional intelligence and organisational effectiveness

(Taken from Cherniss, C. & Goleman, D.,

14MH

Alignment: New Business Strategy and Performance

Human Capital Development & Management is a new business strategy to improve organizational effectiveness by implementing a management system to

align, develop and manage people.

If you don’t know where you are going, any path will take you

there”--- Old Sioux Proverb ---

15MH

Improve Business

Performance Focusing Energy & Resources

Vis

ion

Alignment

Mission

Vis

ion

Mission

Engagement

ASK: Is the organization in sync. with the Mission?

Chaos Enhanced Performance

Substandard Performance

16MH

What is an Emotion ?

• Unconscious impulses• Conscious decisions• Social constructs between

people• Ways of acting and talking• Mental states that result when

bodily responses are sensed by the brain

• Feelings & Thoughts about situations people find themselves in

• Bodily responses that have evolved as part of our struggle to survive

17MH

Primary Emotions

18MH

Emotions Something happens

You have a thought about it

You feel something

You react ( behavior )

Connections

19MH


EQ? What is that ?

The application of a positive attitude,

respect, and healthy patterns of behavior towards self and others

20MH


EmpathyEmpathy

Self Motivation

Self Motivation

Social Skills

Social Skills

SelfRegulation

SelfRegulation

Self Awareness

Self Awareness

EQEQ

21MH

Self Awareness

knowing one’s internal states, preferences, resources, and intuitions

• Emotional Awareness: recognizing one’s

emotions and their effects. Pay attention to your emotions

• Accurate Self-Assessment: knowing one’s strengths and limits

• Self-Confidence: a strong sense of one’s self-worth and capabilities

Outcomes of limited self-awareness:blind ambition, unrealistic goals, powerhungry, relentless striving, insatiable need for recognition

22MH

Self-Regulation Managing one’ s internal states,

impulses, resources

• Self-Control: keeping disruptive emotions and impulses in check• Trustworthiness: maintaining standards of honesty and integrity • Conscientiousness: taking responsibility for personal performance • Adaptability: flexibility in handling change• Innovation: being comfortable with novel ideas, new info.

Outcomes of limited self-regulation:impulsive behavior, rigidity of behaviorand thought, lack of trust, poor follow-up /completion, avoidance of others

23MH

Self-Motivation

Emotional tendencies that guide or facilitate reaching goals

• Achievement Drive: striving to improve or meet a standard of excellence• Commitment: aligning with the goals of the group• Initiative: readiness to act on opportunities• Optimism: persistence in pursuing goals despite obstacles and setbacks

Outcomes of limited motivation:sub-optimal performance, incompleteprojects, inability to reach goals, lack ofenergy*drive*conviction, bringing down the mood of others

24MH

Empathy

Awareness of others’ feelings, needs, and concerns• Understanding Others: sensing others’ feelings and perspectives, and taking an active interest in their concerns• Developing Others: sensing others’ development needs and bolstering their abilities• Service Orientation: anticipating, recognizing, and meeting customers’ needs• Leveraging Diversity: cultivating opportunities through different kinds of people • Political Awareness: reading a group’s emotional currents and power relationships

Outcomes of limited empathy: misunderstanding, frustration, lack of trust, dissatisfaction, lack of commitment, poor service reputation

25MH

Social Skills/Effective Relationships

Adeptness at inducing desirable responses in others

• Influence: wielding effective tactics for persuasion• Communication: listening openly and sending convincing messages• Conflict Management: negotiating and resolving disputes• Leadership: inspiring and guiding others• Change Catalyst: initiating or managing change• Building Bonds: nurturing instrumental relationships• Collaboration and Cooperation: working with others toward shared goals • Team Capabilities: creating group synergy in group goals Outcomes of limited social skills: dissension, distrust, poor leadership / followership, ineffective conflict, sub-optimizing teams, poor job performance, loss of job opportunities

26MH

Research

An analysis of over 300 top-level executives from 15 global companies found that 6 emotional competencies distinguished stars from average performers (including conflict resolution):

Influence, team leadership (social skills) Organizational awareness, self-confidence ( self

awareness) Achievement drive, and leadership. (Intrinsic

motivation)

27MH

The Research QuestionThe Research Question

“Do the structures and human resource functions in place at the organization, create a climate that is conducive to an emotionally intelligent workplace?”

Thus, the issues of organisational climate, human resource functions and leadership are explored in the light of their effect on relationships within the Organization, and therefore their influence on the levels of emotional intelligence within the Organization.

28MH

Summary of ResearchSummary of Research

The great tragedy of Science—the slaying of a beautiful hypothesis by an ugly fact.

Thomas Huxley, 1894 *** The benefits of EI appear to reside mainly

in raising awareness of emotional, self control, socialization issues and motivating educators and managers to take these issues seriously.

29MH

Language of EI

REACTIVE PROACTIVE

There is nothing I can do

That’s just the way I am

He makes me mad

They won’t allow that

I have to do that

I can’t

I must

If only

Let us look for Alternatives

I can choose a different approach

I control my own feelings

I can create an effective prsntation

I will choose an appropriate responseI choose

I prefer

I will

(Use space between Stimulus & Response)

30MH

Relationship of TRUST

DEPOSITS WITHDRAWALS

Seek first to understand

Keeping promises

Honesty, openness

Kindnesses, courtesies

Win-Win or No Deal thinking

Clarifying expectations

Loyalty to the absent

Apologies

Receiving feedback and giving “I” messages

Forgiveness

Seek first to be understood

Breaking promises

Smooth manipulation

Unkindnesses, discourtesies

Win-Lose or Lose-Win thinking

Violating expectations

Disloyalty, duplicity

Pride, conceit, arrogance

Not receiving feedback and giving “You” messages

Holding grudges

(Emotional Bank Account)

31MH

Essence of EQ- Working with EI-

Goleman

• Initiative, achievement and adaptability

• Influence, team leadership and awareness

• Empathy, self-confidence and developing others

Competencies that most often lead to success:

32MH

• Improved supervisor/staff relations, including more meaningful employee reviews (less conflict)• Turning “the problem employee” into the “star employee” by utilizing empathy, and emotional empowerment in your leadership style• An empowered workforce that finds meaning and contribution in their workday• Significant improvement in employee morale• Significant improvement in productivity, including reduced sick leave, reduced staff turnover, and improved staff commitment to their jobs

Benefits of EI

33MH

Types ofTypes ofWork-RelatedWork-Related

BehaviorBehavior

TaskTaskPerformancePerformance

OrganizationalOrganizationalCitizenshipCitizenship

Counter-Counter-ProductiveProductiveBehaviorsBehaviors

MaintainingMaintainingWorkWork

AttendanceAttendance

Joining/StayingJoining/Stayingwith the with the

OrganizationOrganization

Types of Behavior in OrganizationsTypes of Behavior in Organizations

34MH

MotivationMotivation

AbilityAbility

IndividualIndividualBehavior andBehavior and

ResultsResults

RoleRolePerceptionsPerceptions

SituationalSituationalFactorsFactors

ValuesValues

PersonalityPersonality

PerceptionsPerceptions

EmotionsEmotions

AttitudesAttitudes

StressStress

Model of Individual Behavior

Model of Individual Behavior

35MH

Attitudes & Components

Attitudes Evaluative statements—either favorable or

unfavorable—concerning objects, people, or events.

Components Of An Attitude Cognitive component: the beliefs,

opinions, knowledge, or information held by a person.

Affective component: the emotional or feeling part of an attitude.

Behavioral component: the intention to behave in a certain way.

36MH

Conflict

“nothing happens until something moves.”

A. Einstein

37MH

Conflict is

Emotional

Rational

Combination of both

38MH

Conflict Exists whenever two

or more parties are in disagreement

Is inherent in an organizational system

Can increase as the workforce becomes more diverse

Dealing with it is part of emotional intelligence

39MH

conflict deepens

Wastes Energy & Resources

Misaligned objectives

Vis

ion

Mission

Vis

ion

Mission

disengaged

employees

ASK: does conflict worsens and spreads if nothing is done ?

Chaos-confusion, untrustworthniness, avoidance, ‘if only’ approach, broken bonds, lack of comm.

Initiation of conflict-concern

Conflict spreads leadership and awareness issues

40MH

Conflict happens

How we de we deal with conflict makes all the difference

Process is as important as outcomes Each party has a piece of the truth

and the solution There is no right answer

41MH

Conflict Management Styles

42MH

Roles in Conflict Resolution

Initiator

Responder

Mediator

43MH

Effective Dialogue Strategies

Stand aside—leave an exit

Breathe… always breathe

“Bow”—learn to say sorry

Try to say less than the person you are arguing with (2 min.)

Practice dealing with “the fixated employees”

Be patient—solutions take time

Einstein & Wittgenstein

44MH

Summary: Conflict Management Styles

Forcing Conflict Style: User attempts to resolve conflict by using aggressive behavior

Avoiding Conflict Style: User attempts to passively ignore the conflict rather than resolve it

Accommodating Conflict Style:

User attempts to resolve conflict by passively giving in to the other party

Compromising Conflict Style:

User attempts to resolve the conflict through assertive give-and-take concessions

Collaborating Conflict Style:

User assertively attempts to jointly resolve the conflict with the best solution agreeable to all parties.

The problem-solving style

45MH

How to respond?

Stay in control when under fire Diffuse anger and hostility Listen actively, acknowledge points

and feelings Agree where you can, show respect Find out what all ‘sides’ really want:

What interest do they have in common?

Ask: Why? Why Not? What makes that fair?

46MH

Conflict is resolved by

Joint problem-solving, NOT bargaining over a position either party has taken

Separating the people from the problem Focusing on interests not positions Creating options for mutual gain Basing the result on objective criteria

Goal: all ‘sides’ get what they really want by working together to

Communicate shared and opposed interests Create and commit to a solution

47MH

Conflict is resolved when

Underlying interests are met Options to satisfy interests are widely and

creatively defined Legitimate and fair standards are

determined Based on two-way communication An improved or not damaged relationship

results Commitment to the solution is made by all

parties

48MH

Negotiate the solution together

Joint problem solving

Barriers to Negotiation

Strategies to Overcome

Sit side by side * Reactions* Emotions

* To the Balcony* Listen,acknowledge, agree

Face the Issue/ Problem

* Positions * Reframe

Reach a mutual satisfying agreement

*Loosing face*Power

*Golden Bridge*Educate

49MH

The Big Five Personality Model Extraversion

Sociable, talkative, and assertive

Agreeableness Good-natured,

cooperative, and trusting

Conscientiousness Responsible,

dependable, persistent, and achievement oriented

Emotional Stability Calm,

enthusiastic, and secure or tense, nervous, and insecure

Openness to Experience Imaginative,

artistically sensitive, and intellectual

50MH

Be strategic

Interests: What do the parties really want? Clarify and Prioritize

Options: What are possible points of agreement?

Consider ways to combine skills and resources to satisfy key interests of all

Alternatives: What will each party do if no agreement is reached?

Legitimacy: What criteria will achieve fairness for all parties?

51MH

ExcellencExcellencee

Through


“Appreciation is a wonderful thing; it makes what is excellent in others belong to us as well”.

Voltaire

52MH

Classifying Personality Traits Myers Briggs Type Indicator (MBTI)

A general personality assessment tool that measures the personality of an individual using four categories: Social interaction: Extrovert or Introvert

(E or I) Preference for gathering data: Sensing or

Intuitive (S or N) Preference for decision making: Feeling or

Thinking (F or T) Style of decision making: Perceptive or

Judgmental (P or J)

53MH

Research DesignResearch Design

Action Research Approach- deliberately incorporates an action

component into the research design; Grounded Theory Approach in its

analysis of data collected - these two approaches complement

each other as an effective tool for amplifying the voices of the participants in the study.

54MH

TimelineTimelineOctober 2004October 2004 - Cultural Analysis of the Agency (74% return) reveals areas of growth that need tackling :

1. A vast majority of staff do not feel that their input is appreciated

and encouraged by management.

2. A discrepancy is apparent in the way staff and management view:

- leadership within the Agency;- the effectiveness of teamwork within the Agency;- conflict resolution in the Agency; and- the effectiveness of training offered to the staff (especially the newer ones).

3. A vast majority of staff maintain that the Agency makes very few

formal or informal employee recognition efforts.

55MH

TimelineTimeline

August 2005August 2005 - In conjunction with Agency Management team: 1. decided to focus on and target the leadership team of

the agency.2. launched the MSCEIT (Mayer, Salovey, Caruso

Emotional Intelligence Test, 2002).

October 2005October 2005 – All the Managers took the MSCEIT.

56MH

Total EI Score (%)

0

40

26.6

6.67 6.67

20

00

5

10

15

20

25

30

35

40

45

1 2 3 4 5 6 7

Total EIQ Score

% o

f p

arti

cip

ants

1: Consider development

69 or less

2: Consider Improvement

70-89

3: Low Average Score

90-99

4: High Average Score

100-109

5:Competent

110-119

6: Strength

120-129

7: Significant Strength

130+

57MH

0

40

26.6 26.6

6.67

0 00

5

10

15

20

25

30

35

40

45

1 2 3 4 5 6 7

% o

f P

art

icip

an

ts

Scores

Managing Emotions %


69 or less


70-89


90-99


100-109

5:Competent

110-119

6: Strength

120-129


130+

58MH

Analysis of qualitative Analysis of qualitative datadata

A qualitative analysis of the data collected using the Grounded Theory Approach (Strauss and Corbin, 1990):

the recorded observations kept during the Training Day;

the individual briefing sessions with the Managers;

the Resource Reports issued for each participant in the study.

59MH

FFive key variablesive key variables

Management Training / Preparedness

Gender Organisational Culture Workload Nature of the Team

60MH

Management Training & Management Training & Preparedness Preparedness

“I was thinking how much this concept of emotional intelligence has been told to managers. I’m thinking of managers, men, who are basically taught or have been cultured to take decisions, and if someone says something, they are told not to be emotional.”

61MH

Management Training & Management Training & Preparedness Preparedness

“I am thinking about the type of training we received. Should we as social work managers be given the same training as managers in a factory?”

62MH

GenderGender

Newell (2007) maintains that while research suggests that, in much of the European Union, women and men now comprise equal numbers in many professions such as law and medicine, and equally occupy junior to middle management positions, the top rungs of most professions and organisations remain heavily male dominated. She quotes the European Labour Force Survey (Eurostat) for 2006 which shows that in Europe, 70% of managers are men and only 30% are women.

In Malta the proportion of female managers are well below average at 13%.

63MH

GenderGender

“a significant gender gap still persists at senior levels in organisations, even within those sectors predominantly occupied by women – notably, the education and health and social services sectors” (Newell, 2007, pp 1).

64MH

GenderGender

“We are expected to put aside our emotions and in order to show people that I am a good manager I cannot decide with my heart but only with my mind.”

65MH

GenderGender

“Even if I believe that emotions are important in my role, someone, an echo behind me tells me that if I want to be a good manager, I must not let my emotions interfere, I must decide with my mind only, just see the obstacles, the financial difficulties…”

66MH

Leadership CharacteristicsLeadership Characteristics Humility Humanity Trustworthiness In tune Simplicity Charisma Ability to create a

comfortable environment

Genuineness Strength of character

Influential Integrity Availability Strength of values Encouraging Discipline Considerateness Ability to bring out the

best in people Comfortable with self

and achievements

67MH

GenderGender

“I am thinking about our perception of managers and the perception we were given of what a manager should be and how this influences others.”

“I feel I am going against my own nature. I am expected to be a manager, detached from emotions in myself and in others. But that is not me.”

68MH

Organisational CultureOrganisational Culture

The participants shared deeply the noticeable and perceptible suffering they are enduring in having to de-nude themselves of and shed the emotional competencies they had internalised as front line workers. They feel that the passage from front line workers to managers and leaders places on them the expectation of discarding the very essence and spirit of what they had become.

69MH

Organisational CultureOrganisational Culture

The Agency’s core identity or corporate culture seems to be based on the belief that moving into a leadership position intrinsically requires of the new incumbent the need to put aside the emotional competencies previously used when the individual was still practising as a front-line social worker and behaving differently.

70MH

WorkloadWorkload

“The demands are always on the increase. Expectations are increasing from all sides, not just from management…maybe this is a time of change to a different strategy or system. This is what I am focusing on as we discuss these results.”

71MH

Nature of the TeamNature of the Team

“Through our interventions with clients, we must manage to create a space that is different – our process doesn’t have to make a difference simply because a task is achieved, but also because we would have created a space through the helping relationship that makes a difference to the other person.”

72MH

Nature of the TeamNature of the Team

“ It is true that we cannot be humane only, however if above all the constraints that we have, we manage to be humane as well, I think that that is the only thing that will keep people working. If we remove this human aspect of management we are going to lose more people. I believe this strongly.”

73MH

Effects on Team ClimateEffects on Team Climate

“I think that one of the major consequences is that emotions are contagious, and if we are not managing our emotions well, our teams are not managing them and probably not even the way they are transferring them to the client.”

74MH


“If a person, who is a front liner, is angry and is not able to manage this frustration, and then during supervision finds a manager who is not able to contain this, what service are we giving to clients at the end of the day…if we are not even able to go through this process?”

75MH


“We become alienated and lose our sense of awareness – we start linking our emotions to our vulnerabilities and this can be dangerous because it can create a block which results in extensive consequences.”

76MH


“One of the major consequences of all this is staff turnover, which we already suffer from – maybe in particular services more than in others. Of course this does not reflect only on leaders, there are other factors, however I feel that leadership is an important factor.”

77MH

Some RecommendationsSome Recommendations A complete culture change in the

organisation, with the focus on valuing, developing and caring for the workforce, as well as on organising work more sensibly;

Thorough preparation towards becoming emotionally intelligent transformational leaders would result in the combination of leadership expertise of a superior manager with the people-centred focus that these managers bring with them into their new role;

Increase awareness that just as outcomes in social work are important, the very processes employed to bring about change in people are also pivotal;

78MH

Some RecommendationsSome Recommendations Create a climate which allows social workers

the freedom and space to be what they really want to be – emotionally competent and positive about the effect of their service to clients.

Focus on management training – with a concentration on transformational leadership;

Focus on career development for women managers – this group has proved to be frequently isolated yet highly visible within a male-dominated management culture that is preventing them from placing their particular strengths at the service of the organisation.

79MH

Concluding thoughtConcluding thought

Those human service organisations that serve people best, “understand effective management and ensure that its practice is grounded in the humanitarian ethics and principles that should guide management and practice alike” (Coulshed et al, 2006, pp 221).

80MH

Concluding quotationConcluding quotation“What made me reflect more was the statement ‘when you decide, don’t decide as a social worker, decide as a manager.’ It is as if a manager cannot have feelings or refer to her people’s emotional state. I was made to throw all the emotions that had been expressed to the back of my mind or even forget them and not use them. Now as I am reflecting, I understand that once emotions are out, those emotions are there, they reflect what I and my staff are feeling – that is what we brought with us. What I need to do, is that in a less-emotionally charged moment, I must decide and I need to use those emotions and not put them aside or ignore them any longer.”

81MH

References:Cherniss, C. (2000). Emotional Intelligence: What it is and why it matters, Paper presented at the Annual

Meeting of the Society for Industrial and Organisational Psychology, New Orleans, LA available at www.eiconsortium.org

Cherniss, C., and Goleman, D., (editors) (2001). The Emotionally Intelligent Workplace. San Francisco: Jossey-Bass.

Coulshed, V., Mullender, A., David, J., and Thompson, N., (2006). Management in social work. UK: Palgrave Macmillan.

Mayer, J., Salovey, P., & Caruso, D., (2002). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT): User’s manual. Toronto: Multi Health Systems.

Newell, H., (2007). The Glass Ceiling Effect. Gender and Career Development. Available on the web at http://www.eurofound.europa.eu/eiro/studies/tn0612019s/tn0612019s_2.html

Sadler, P. (2003). Leadership. London: Kogan Page.

Strauss, A., and Corbin, J. (1990). Basics of qualitative research – Grounded theory procedures and techniques. UK: Sage Publications.

82MH


69 or less


70-89


90-99


100-109

5:Competent

110-119

6: Strength

120-129


130+

Total EI Score (%)

0

40

26.6

6.67 6.67

20

00

5

10

15

20

25

30

35

40

45

1 2 3 4 5 6 7

Total EIQ Score

% o

f p

arti

cip

ants

83MH

Emotional Intelligence (EQ) DefinedEmotional Intelligence (EQ) Defined

Ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in oneself and others

84MH

Three Theories of EQThree Theories of EQ

EQ is a personal characteristic Emotionally intelligent people possess

certain characteristics to a greater degree than others (emotional stability, agreeableness, etc.)

Problems: A) doesn’t explain anything we can’t

explain with personality, large amount of overlap

B) Not easily trainable

85MH

Three Theories of EQThree Theories of EQ

EQ is a form of intelligenceEmotionally intelligent people are emotionally smarter than others; we can measure this with a “test” that has right/wrong answers. Problems: Difficult to measure in this way Misses subtle, important aspects of EQ like self-awareness Not trainable

86MH

Self: Personal

Competence Other: Social Competence

Recognition

Self Awareness - Emotional self-

awareness - Accurate self-

assessment - Self-confidence

Social Awareness - Empathy - Service Orientation - Organizational

Awareness

Regulation

Self-Management - Self-control - Trustworthiness - Conscientiousness - Adaptability - Achievement drive - Initiative

Relationship Management - Developing others - Influence - Communication - Leadership - Change catalyst - Building bonds - Teamwork &

collaboration

Goleman’s Model of Emotional IntelligenceGoleman’s Model of


87MH

Job Performance

True Cognitive Ability

Cognitive AbilityTest

True “EmotionalIntelligence”

Personality

Accurate Self-Assessment

Perceiving Emotions

Self-Control

Optimism

Communication Skills

EQ Measures

88MH

The Myths of Emotional Intelligence*The Myths of Emotional Intelligence*

EQ is a generalized far-reaching personal quality covering almost all aspects of emotional functioning Tests designed to measure EQ don’t meet psychometric

criteria, fail to correlate with each other and don’t relate to any criteria of interest, such as leadership effectiveness.

EQ is critical for real-world success There is no evidence in peer-reviewed journals to support

this claim. Personality measures similar to EQ have modest ability to predict success in specific jobs, usually less than IQ.

*Matthews, Zeidner & Roberts, 2002

89MH

LoyaltyLoyalty

VoiceVoice

ExitExit

NeglectNeglect

• Leaving the situation• Quitting, transferring

• Changing the situation• Problem solving, complaining

• Patiently waiting for the situation to improve

• Reducing work effort/quality• Increasing absenteeism

EVLN: Responses to DissatisfactionEVLN: Responses to Dissatisfaction

90MH

Job Satisfaction and PerformanceJob Satisfaction and Performance

Happy workers are somewhat more productive workers, but: General attitude is a poor predictor of

specific behaviors Job performance affects satisfaction only

when rewarded Job satisfaction and motivation have little

effect in jobs with little employee control (e.g. assembly lines)

91MH

Market conflicts

Space infringement Vendor spaces Display “blocking” Parking and set-up Unloading “space” Vendor fees Manager compensation

92MH

Market conflicts (cont.)

Bad weather no shows/early departure Early departure in general Opening and closing times: early/late

selling Customers with dogs Customer Parking Town/city regulations Vendor/Board/Manager relations Adding/ removing vendors Vendor price wars Other conflicts?

93MH

Results of conflict

Positive Effects Clarifies interests Leads to resolution

and understanding Increases cohesion Leads to improved,

stronger relationships

Keeps people alert to different interests

Negative Effects Increases bitterness Leads to tension and

stress Divisive Disruptive Diverts attention Destroys

relationships

94MH

How can negotiation work for your Market?

What are your Market’s conflicts?

95MH

Sources

Getting to YES, Negotiating Agreement Without Giving In. Richard Fisher and William Ury

“Working with Emotional Intelligence”, and “ Destructive Emotions”, “The Emotionally Intelligent” Daniel Goleman.. et el

96MH

Acknowledgements

This material was prepared by consultingdifferent books & journals, specially thebooks and ideas by the renowned author,initiator and integrator of the concept ofEmotional Intelligence - Daniel Goleman.

100MH

BehaviorBehaviorBehaviorBehavior ResultsResultsResultsResults

Manage-Manage-mentmentSystemsSystemsandandPracticesPractices

Manage-Manage-mentmentSystemsSystemsandandPracticesPractices

CultureCulture& Values& Values

CultureCulture& Values& Values

oStrategyStrategyoStrategyStrategy

Framework for Change - Conflict

Managing the linkage between culture and strategy helps drive performance excellence

The role of leadership is to align the organization’s

strategy and work culture

Behavior and performance is enhanced to the extent that management systems and practices are aligned with the culture and strategy

101MH

Emotional Intelligence & Emotional Intelligence & LeadershipLeadership

The most effective managers are those who have the ability to sense how their employees feel about their work situation and to intervene when those employees begin to feel dissatisfied or discouraged.

Effective managers are also able to manage their own emotions, with the result that employees trust them and feel good about working with them (Cherniss, 2000).

102MH

In a “post-information”age, problem-solving skills, knowledge discrimination and human connectivity

become as significant as the knowledge itself or the speed at which that knowledge arrives.

103MH

“Although providing leadership is only one aspect of what the manager does, it is the most visible – particularly when it is lacking” (Coulshed et al, 2006, pp 89).

Einstein quote: “nothing happens until something

moves.”

eq & conflict resolution strategies

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