Emotional Intelligence Leadership

Key Contacts § Professor Con Stough Organizational Psychology Research Unit Swinburne University Email: [email protected]

Genos www.genos.com.au

Research Focus Current trials with organizations: § EI Culture test and report § EI and Commitment § Developing EI using coaching

Emotional Intelligence § Offers genuine opportunity to link cognitive ability with emotions § System is dynamic emotions impact on our ability to think § Ability to think impacts on our emotional systems

Why bother? § Plausible and well studied neural networks § Sensible evolved theories (Le Doux) involving limbic system and cognition § Interpersonal relationships involving the relationship between emotions and cognitions

What is Emotional Intelligence (EI) “… a set of abilities relating to emotions and the processing of emotional information”

•Perception and expression of emotions in self and others •Regulation/Management of emotions in self and others •Reason with Emotions

What is the importance of EI? • psychological well-being • quality of interpersonal relationships • success in occupations (ie., creativity, leadership, sales, psychotherapy) • assessment of emotional deficits (i.e., affective disorders, psychiatric conditions) • broaden traditional notions of intelligence

Emotional intelligence has become very popular in the workplace, why? 29 foreign editions Available in more than 30 countries More than 1.5 million copies in print world wide Best selling business book

Most requested reprint of the review for the last 40 years

Why has EI become so popular in the corporate sector? § It is thought to underlie various aspects of performance not accounted for by IQ or personality § Traditional intelligence (IQ) and personality are relatively fixed throughout working life – cannot OPRU be taught Organisation Psychology Research Unit Research Driven Human Resources Development

Why has EI become so popular in the corporate sector? § Emotional intelligence can be learned (or taught) § Through training and development programs the emotional intelligence of employees can be enhanced § Increases in performance and success

Why has EI become so popular amongst the workforce § The workplace is not an ‘emotion free zone’ - people behave the way they do at work because of the way they feel rather than on rationality alone. § Employees want their co-workers and leaders to perceive, express, understand and manage emotions in the workplace in a professional and educated manner

Agenda § Development of the SUEIT § Research studies § Leadership § Clinical Disorders § Adolescent version § Occupational Stress § Work Performance § Sporting applications

(Genos EI)

Models of EI 1998 – a number of different models and measures of EI had been conceptualised

Emotional Intelligence Questionnaire ACER

Definitions “The term ‘emotional intelligence’ does not yet appear in dictionaries; as such, its definition is still an unsettled issue as are the boundaries of this new domain”. Dr. Reuven Bar-On (1997) At the outset we wanted to establish the most definitive dimensions of the emotional intelligence construct, and build a measure to assess them that was specific for occupational applications

Establishing Genos Model To identify the most definitive dimensions of EI we performed a large factor analytic study involving six of the predominant models and measures of EI 1. 2. 3. 4. 5. 6.

MSCEIT (Mayer, Salovey, & Caruso, 1999) Bar-On EQ-i (Bar-On, 1997) TMMS (Salovey et al., 1995) TAS-20 (Bagby, Taylor & Parker, 1994) EI scale by Schutte et al. (1998) EI scale by Tett et al., (1997)

The Genos EI Instrument Five Dimensions: §

Emotional Recognition and Expression

§

Understanding Emotions

§

Emotions Direct Cognition

§

Emotional Management

§

Emotional Control

1. Emotional Recognition & Expression The ability to perceive and express one’s own emotions People high in this dimension typically… § Find it easy to talk about their feelings with colleagues § Colleagues can easily tell how they are feeling § Can describe their feelings on an issue to colleagues § Have little trouble finding the right words to express how they feel at work

2. Understanding Emotions The ability to perceive and understand the emotions of others People high in this dimension typically… § Readily understand the reasons why they have upset someone at work § When discussing an issue, find it easy to tell whether colleagues feel the same way as they do § Can pick - up on the emotional tone of staff meetings § Watch the way clients react to things when trying to build rapport with them

3. Emotions Direct Cognition The extent to which emotions and emotional information is utilised in reasoning and decision making People high in this dimension typically… § Attend to their feelings on a matter when making important work - related decisions § Weigh - up how they feel about different solutions to work related problems § Believe that feelings should be considered when making important work related decisions § When trying to recall certain situations at work, tend to think about how they felt

4. Emotional Management The ability to manage one’s own and others emotions at work People high in this dimension typically… § Intervene in an effective way when colleagues get ‘worked - up’ § Overcome conflict with colleagues by influencing their moods and emotions § When stressed, remain focused on what they are doing § When upset by a colleague, think through what the person has said and find a solution to the problem

5. Emotional Control The ability to effectively control strong emotions People high in this dimension typically… § Overcome anger at work by thinking through what’s causing it § Find it easy to concentrate on a task when really excited about something § Can be upset at work and still think clearly § When anxious, remain focused on what they are doing

How is EI assessed? § 64 item self-assessment / 360degree assessment that can be undertaken online § Assesses five dimensions of Genos EI by asking how an individual typically thinks, feels, and acts at work

How is EI assessed? The assessments are benchmarked against either: 1. general workplace norms- a large sample (n ~ 3000) from a broad range of industries in both the private and public sectors all at a general level in the workplace 2. Executive norms – a large sample (n ~ 1059) of people from a broad range of industries all at a senior executive level in the workplace.

How is the assessment interpreted? Assessment results are collated into a 20 page report. The report types include: § Individual Report (self-assessment only) § 360-degree Report (self-assessment and rater assessments) § Group Report (aggregated results for a team or business unit)

Leadership § How do we conceptually map the SUEIT 5 dimensions within a leadership model?

Summary

Understanding emotions -Team building -Identifying individual needs -Effective mentoring -The quality of relationships with clients and colleagues networking

Emotional Perception & Expression - Communication -Installing trust -Subordinates knowledge of yourself

ei

-Motivation (self and others) - Stress management - Adaptability -Fostering positive attitudes - Workplace conflict

-creative and lateral thinking -Decision making

Utilising emotions in thought © Copyright 2002 OPRU Swinburne University of Technology

Leadership effectiveness

Managing Emotions

Leadership & EI !!!!!!!!!!

The FOLLOWERS of effective leaders report:

Transformational Leadership • Are role models • Develop their people • Motivate others • Challenge mindsets

!

!!! !!!! !

• Avoid making a decision • Are unavailable • Avoid conflict and confrontation • Avoid responsibility

!!!

Effectiveness

Satisfaction More satisfying work as a result of effective leadership and team dynamic

Passive-Avoidant Leadership

Ineffectiv e

Increased willingness to try harder and a greater desire to succeed

Organisational goals are achieved through being a member of an effective team

Transactional Leadership •Prioritise tasks and outcomes •Set clear goals that are easily understood •Recognise and reward individual and team performance

Extra Effort

Effective

Why are transformational leaders effective?

§Are role models when they:

§ Are consistent in what they say and do, they ‘walk the talk’ § Take responsibility and accountability for their actions and the actions of their team § Are ethical and display integrity in their everyday actions and decisions

Transformational leaders § Share knowledge with others § Communicate the ‘big picture’ when setting individual work goals § Develop trust by being open, transparent and reliable § Are visible and available to staff at all levels through ‘managing by walking around’

Transformational Leaders

§Work together to achieve desired outcomes §Encourage work/life balance

Transformational Leaders § Develop their people when they: § Encourage and support self development § Take notice when someone needs support and are available to assist, coach and follow up

Transformational Leaders § Are approachable and practice an ‘open door policy’ § Practice effective listening skills § Recognise and foster individual strengths

Transformational Leaders § Give constructive and consistent feedback § Conduct regular team meetings and one-to-ones § Mentor others

Transformational Leaders § Motivate others when they: § Communicate a vision of the future § Demonstrate enthusiasm, optimism and engage with others wherever possible, they ‘light the fire within’ § Display a sense of humor

Transformational Leaders § Encourage participation and reassure staff during difficult times § Celebrate success through thanking staff for a job well done § Inspire others by providing a sense of vision and strategic thinking

Transformational Leaders § Challenge mindsets when they: § Challenge the ‘status quo’ and seek to initiate change when necessary § Question existing processes and develop better solutions § Encourage people to participate in finding solutions to problems

Transformational Leaders § Create an environment where people can take considered risks § Work at reducing the ‘red tape’ § Anticipate future challenges and directions

Transactional Leadership § Are not effective when they: § Are overly critical of others and focus only on mistakes § Over-emphasise ‘following the process’ over achieving outcomes § Micro-manage others

Transactional leaders § Use selective hearing and/or seeing § Only comment when there’s a problem § Ignore staff achievements

Transactional leaders § Wait until an issue becomes a real problem and then get someone else to handle it for resolution § Bully, don’t listen and try to manipulate others § Are reactive rather than proactive

Laissez-faire leadership § Are ineffective when they: § Avoid making a decision § Are unavailable § Avoid conflict and confrontation § Avoid responsibility

Laissez-Faire Leadership § Are indecisive § Direct blame and don’t take ownership § Are unsupportive and leave you to ‘sink or swim’

Laissez-faire leaders § Don’t follow through on their commitments § Over-delegate’ by not providing support, follow up and accountability

Underlying competencies of Leadership?

§ These leadership behaviours are complex and higher order § Are they based on any underlying ability or competencies?

Leadership Our research suggests that the ability to perceive and understand others emotions, and emotional management, are the most important dimensions for effective leadership OPRU Organisation Psychology Research Unit © Copyright 2002 OPRU Swinburne University of Technology

Research Driven Human Resources Development

Research- Leadership § SUEIT and scores on the Multifactor Leadership Questionnaire (MLQ; Bass & Avolio, 2000) the most widely used measure of transformational, transactional and laissez-faire leadership styles in a sample of 231 senior executives

Research- Leadership § In order to examine whether emotional intelligence accounts for additional variance in successful leadership over and above measures of personality, the executives also completed the NEO FFI (Costa & McCrae, 1992) a widely used measure of the five major dimensions of personality

Leadership § ERE UE

EDC EM

EC

N

E

O

§ TL .426 .643 .266 .577 .509- .308 .522 .380 § TS NS

NS

NS

NS

NS

NS

NS

NS

§ LF- .332 - .461 NS - .422- .386 .269 - .329 - .143

leadership Correlations b/t EI and transformational leadership are around r=.6 suggesting about 36% of the variance in effective leadership is accounted for by emotional intelligence (Gardner & Stough, 2002) § 360 data indicates the same trends in the data (Winter & Gillespie) OPRU Organisation Psychology Research Unit © Copyright 2002 OPRU Swinburne University of Technology

Research Driven Human Resources Development

Underlying competencies of leadership are strongly related to:

§ Understanding the emotions of others § Emotional management

Developing Leadership § So EI are the building blocks of leadership! § Can we develop better leaders by improving the emotional intelligence competencies of managers and leaders in the workforce?

Leadership development § Two trials § Major retail store § Australia Post pilot

Background § One of our biggest retailers § People issues associated with large changes that were being undertaken by the company

§ EI was identified a medium to help people solve people issues that were evident § EI program was designed to increase EI in order to achieve better team work and team effectiveness

Evident people issues included § Challenges associated with the change process: § Protective of existing processes/’agendas’ within businesses § Not owning/driving decisions and deferring accountability to others § Not accepting the change in roles – Now facilitators of the change process

§ Not definitively articulating requirements/solutions § Some disillusionment/disappointment when decision not what you wanted § Dysfunctional behaviours within group – Not capability building

Developing Leadership § Need to address these concerns now, otherwise new team members will not maintain the current positive momentum § Need to shape behaviours, as can’t change the project team resources § Need to focus on what ‘you’ can do § Need to ask questions in the ‘right way’, so that people are more receptive to new ideas – Be an advocate for both business and project

EI was positioned with the team in the following way: § Emotional intelligence helps individuals to understand their goals, motivation and strengths more clearly, as well as those of the people they manage/interact with § Introducing emotional intelligence as part of cultural change will aid in both personal and professional development

Leadership development § Research suggests that emotional intelligence underlies our capability to interpersonally engage in an effective way. § EI coaching and professional development may:

§ Help you tackle the competing demands of : work, personal life and relationships § Help you better understand your own emotions and how they impact on you leadership capabilities and your relationships with others at work

EI Development Program Included § Briefing session § Full day workshop on EI to introduce the concept and it’s relationship to interpersonal success § Assessment and 4 one-on-one coaching sessions based on CBT type methodologies – that is – helping people think and behave differently in the workplace

Program details § ½ day group coaching session where participants exchanged key learnings and experiences from the program § 3 more one-on-one coaching sessions as per the above § Re-assessment § ½ day debriefing and reinforcing workshop

EI development program summary § 3 workshops § 9 one-on-one coaching sessions based on a CBT methodology § Assessment at the beginning and reassessment at the end § 14 participants in total who were all business unit leaders with a greater change management team.

EI Results Emotional Control - Time 2

72 Emotional Control - Time 1

62

Emotional Management - Time 2

67

Emotional Management - Time 1

61

Emotions Direct Cognition - Time 2

76

Emotions Direct Cognition - Time 1

34 1

82

Understanding Others' Emotions - Time 2

59

Understanding Others' Emotions - Time 1

80

Emotional Recognition & Expression - Time 2

52

Emotional Recognition & Expression - Time 1

76

Total EI - Time 2

54

Total EI - Time 1 0

20

40 Percentile Scores

60

80

100

Team effectiveness Results

(Team

leader rated)

TRM Project Effectiveness- Time 2 Team Leader Rating

Overall effectiveness towards team goals - Time 2

From 75%

83%

Value of teams contribution - Time 2

From 92% Interpersonal effectiveness - Time 2

From 69%

Organising and planning - Time 2

Change, flexibility and problem solving - Time 2

100% 92%

From 44% 1

100% 78%

From 67%

Quality effectiveness - Time 2

From 67%

100%

From 70%

100%

Output effectiveness - Time 2

Not assessed

100%

Team Aspiration (Motivation) - Time 2

From 73%

97%

Identifying with the Team - Time 2

0%

20%

40%

60%

80%

100%

120%

Team Effectiveness Results – subordinate rated

TRM Project Effectiveness - Time 2 Team Member Ratings Overall effectiveness towards team goals - Time 2 79%

From 75%

Value of teams contribution - Time 2 Interpersonal effectiveness - Time 2

From 83%

100%

From 69%

100%

Organising and planning - Time 2 From 75%

Change, flexibility and problem solving - Time 2

1

96%

From 75%

72%

Quality effectiveness - Time 2

From 75%

94%

Output effectiveness - Time 2

From 70%

93%

Not assessed

95%

Team Aspiration (Motivation) - Time 2

From 73%

87%

Identifying with the Team - Time 2 0%

20%

40%

60%

80%

100%

120%

Absenteeism data

Total Resource Management

Total Hours Absent (Sick Leave) 90.0 80.0 70.0 60.0 Mid Feb 2004 TRM re-launched as CML branded project

50.0 40.0

End June 2004 Emotional Intelligence Coaching concludes

30.0 20.0 Mid Apr 2004 Emotional Intelligence Coaching commences

10.0

Period

P 11 - 2004

P 10 - 2004

P 9 - 2004

P 8 - 2004

P 7 - 2004

P 6 - 2004

P 5 - 2003

P 4 - 2003

P 3 - 2003

P 2 - 2003

P 1 - 2003

P 12 - 2003

0.0 P 11 - 2003

Hours Absent (Sick Leave)

Hours Absent (Sick Leave)

End Dec 2003 TRM re-structure announced

Program Outcomes § The individually tailored EI program had a number of flow-on benefits within the project team, including: § Increased: § Team effectiveness § Engagement on project § Accelerated group dynamics integration § Problem solving (by adding a different dimension) § Development opportunity for team § Stress release

§ Reduced: § Absenteeism § Dysfunctional team interactions

Australia Post § Pilot to develop the capacity of delivery managers to better handle delivery staff § Highly unionized environment § N=12 development group § N=10 control group

AP Program details § 360 EI testing (time one) § Occupational stress testing (time 1) § Group sessions § 4 Individual coaching sessions § 360 EI testing (time 2) § Occupational stress testing (time 2)

AP development § Re-testing now § Preliminary results have indicated significant changes in dealing with staff § E.g., Move towards more collegiate decision making

Qualitative changes § Increased trust § Less industrial issues § Less absenteeism § Less personal stress § Development of junior staff into leadership roles

Self report ERE

group

70.00

development control 60.00

50.00

40.00

30.00

20.00 1

2

time

360 degree ERE

group

70.00

development control 65.00

EI

60.00

55.00

50.00

45.00

40.00 1

2

time

Self report UE

group

70.00

development control

EI

60.00

50.00

40.00

1

2

time

Self report EDC

group

80.00

development control 70.00

EI

60.00

50.00

40.00

30.00

20.00 1

2

time

360 degree EDC

group

30.00

development control 27.50

EI

25.00

22.50

20.00

17.50 1

2

time

Self report EM

group development control 80.00

EI

75.00

70.00

65.00

1

2

time

Occupational Stress

group

17.50

development control

Psychological Strain

17.25

17.00

16.75

16.50

16.25

16.00 1

2

time

Self report EC

group

76.00

development control 74.00

EI

72.00

70.00

68.00

66.00

64.00 1

2

time

Reminder § Great opportunities to achieve significant research and outcomes in your organization with Swinburne University § Research projects with organizations in several states and countries