Emotional and Social Emotional and Social Intelligence Intelligence Competencies in the Competencies in the WorkplaceWorkplace January 31, 2008January 31, 2008Presented to:

THE GLOBAL EMOTIONAL INTELLIGENCE FOURMMumbai, India

ByDr. Robert EmmerlingCompetency International

Web: www.CompetencyInternational.comEmail: Emmerling@sbcglobal.net

THE NEW WORLD ORDERTHE NEW WORLD ORDER

Never has the world seen change…..

Occur so rapidly So completely And on such a global scale

Simply put, we may be living through the greatest change in human history.

THE NEW BUSINESS ENVIORNMENTTHE NEW BUSINESS ENVIORNMENT

ProcessProcess DelegateDelegateCollaborateCollaborate

DomainDomain LocalLocal GlobalGlobal

ChangeChange StableStable DynamicDynamic

StructureStructure HierarchyHierarchy MatrixMatrix

The new global reality requires we rethink

some of our assumptions about

leadership

THE NEW BUSINESS ENVIORNMENTTHE NEW BUSINESS ENVIORNMENT

American Psychologist (1973) “Testing for Competence Rather Than

Intelligence” IQ tests are good predictors of academic

performance but not job performance or life satisfaction

Journal of Applied Psychology (2004) Correlated IQ with perceptions of leadership

effectiveness and objective results of leaders Meta-Analysis of 151 independent samples

What did they find?“Overall, results suggest that the relationship

between intelligence and leadership is considerably lower than previously

thought.”

EI Competencies and Traditional IQEI Competencies and Traditional IQ

Distribution of IQDistribution of IQ

Technical &Functional

SkillsIQ

Emotional andSocial

IntelligenceCompetencies

Threshold Requirements

(Star Qualities)

Competencies and PerformanceCompetencies and Performance

Research shows that IQ accounts for between 4% and 25% of job performance.

Research on 181 jobs at 121 companies worldwide showed that 2 out of 3 abilities vital for success were EI-Based Competencies

Research reviewed by Dr. Goleman shows that these competencies become even more predictive the more senior the leader

Primary reason employees leave organizations is due to relationship issues with their boss

The Business Case for EI-based The Business Case for EI-based CompetenciesCompetencies

Increases with Job Complexity:

-1S.D. +1 S.D.

PRODUCTIVITY Average Job Complexity 1 S.D. above mean 100% Low +19% =119%

Moderate +32% =132%

High +48% = 148% Sales +48-120% = 148-220%

0% 13.5% 50% 86.5% 100%

SUPERIOR performance ~Top 1 in 10 in a job

Percent of People in a Job

Threshold or adequate=minimum acceptable

What is SUPERIOR Performance What is SUPERIOR Performance Worth?Worth?

“An underlying characteristic of a

person that leads to or causes effective or

superior performance”

Competency Defined*Competency Defined*

• Self-Control• Trustworthiness• Conscientiousness• Adaptability• Achievement Orientation• Initiative

• Empathy• Organizational Awareness• Service Orientation

•Developing Others•Leadership• Influence•Communication•Change Catalyst•Conflict Management•Building Bonds•Teamwork &

Collaboration

Self-Management

•Emotional Self-Awareness•Accurate Self-Assessment•Self-Confidence

Self

Others

Aw

are

ness

Acti

on

s

GOLEMAN MODEL OF EI GOLEMAN MODEL OF EI COMPETENCIESCOMPETENCIES

Social Awareness

Self-Awareness

Relationship Management

Implies the intention to work cooperatively with others, to be part of a team, to work together, as a member of a group (rather than as a leader) as opposed to working separately or competitively.

COMPETENCY EXAMPLE: TEAMWORKCOMPETENCY EXAMPLE: TEAMWORK

1. Co-operates with others

2. Shares information

3. Expresses positive expectations

4. Solicits input from others

5. Empowers others

6. Resolves team conflicts

Deg

ree

of

Co

mp

lexi

ty

Complexity of behavior and understanding increase as competency level increases

1. DEFINE PERFORMANCE CRITERIAProfit, Productivity, Client Outcomes, etc. 2. IDENTIFY CRITERION SAMPLEBEST performers—top 15%--v. average

3. COLLECT DATACollect data using Behavioral Event Interviewing (BEI)

4. INDENTIFY “DISTINGUISHING” COMPETENCIESStatistical Analysis of Data

5. CONSTRUCT A COMPETENCY MODEL Use precise behavioral descriptions and identify “Target Levels”

6. VALIDATE THE MODELConcurrent and predictive validity studies

7. CREATE AND DEPLOY APPLICATIONS

Selection, training, performance management, succession planning, etc.

Steps in Establishing EI-Competency Steps in Establishing EI-Competency Models*Models*

Performance ratings or nomination: Criterion samples are determined on the basis of performance ratings or nominated by supervisors, peers and/or direct reports.

Productivity or effectiveness measures: Criterion samples are determined by objective data related to productivity or performance.

Case Example: A major multinational industrial firm used profit of the business units managed by individual executives as the primary measure of executive effectiveness.

Case Example: Ameriprise Financial Advisors used client portfolio performance as the criteria of effectiveness for financial advisors.

Define Performance Criteria and Define Performance Criteria and Study SampleStudy Sample

VARIALBE MEAN +1 SD SUPERIOR (+1SD)

Revenue $17.02M

$12.82M $29.84M

Profit Margin 5.33% 5.66% 10.99%

Profit $1.26M $1.69M $2.95M

Initial research found Achievement Orientation, Initiative, Service Orientation, Influence, Directiveness, Developing Others, Self Confidence were related to profit

Validation research showed that the competencies in the original model were able to predict 27% of the variance in profit measured 2 years after competencies were initially assessed using BEI

Cross cultural research showed that these same competencies predicted performance equally well in 2 European countries and the United States

Case Example: Major Industrial FirmCase Example: Major Industrial Firm

Training was targeted on the competencies identified in the study and consisted of feedback based on individual BEI results, competency-based training, goal setting, and action learning.

Return on investment was calculated to be 613%

Case Example: Major Industrial FirmCase Example: Major Industrial Firm

Group RevenueIncrease

Return on Sales

Increase

ProfitIncreas

e

Trained Group $3.117M 0.3% $249,000

Control group

$1.660M 0.7% $192,000

Difference $1.457M - 0.4% $57,000

p (t- test)

< .04 n.s. < .02

Why Guidelines Were Developed

Provide guidance for researchers and practitioners

Distinguish developing EI from traditional forms of learning

How Guidelines Were Developed

Evaluation of Model Programs

Literature Review

Expert opinion

BEST PRACTICES FOR DEVELOPING EI*BEST PRACTICES FOR DEVELOPING EI*

Assess Org.Assess Org.NeedsNeeds

Assess Assess IndividualsIndividuals

Provide FeedbackProvide FeedbackCarefullyCarefully

Maximize LearnerMaximize LearnerChoiceChoice

Encourage Encourage ParticipationParticipation

Link Learning EQLink Learning EQto Personal Valuesto Personal Values

Adjust Adjust ExpectationsExpectations

Gauge Gauge ReadinessReadiness

Foster Positive Foster Positive Relations BetweenRelations Between

Learners andLearners andTrainers Trainers

Self-Directed LearningSelf-Directed Learning

Set Clear GoalsSet Clear Goals

Break Goals into Break Goals into Manageable StepsManageable Steps

Provide OpportunityProvide Opportunityto Practiceto Practice

Experiential MethodsExperiential Methods

Enhance InsightEnhance Insight

Prepare LearnersPrepare Learnersfor Setbacksfor Setbacks

Provide FeedbackProvide Feedbackon Practiceon Practice

Motiv

atio

n

Learn

ing

Encourage Use ofEncourage Use ofSkills on-the-Job Skills on-the-Job

Provide anProvide anOrganizationalOrganizationalCulture ThatCulture That

Supports LearningSupports Learning

Remove SituationalRemove SituationalConstraints Constraints

Evalu

atio

n

ImprovedImprovedPerformancePerformance

Preparation

Training Transfer Evaluation

Consortium for Research onEmotional Intelligence in

Organizationswww.eiconsortium.org

*Authors: Cherniss, Goleman, Emmerling, Cowan, & Adler

BRINGING EI TO THE WORKPLACE*BRINGING EI TO THE WORKPLACE*

Cognitive / Technical

Learning is centered primarily in the neocortex

Involves fitting new information into existing frameworks

Learning can occur relatively quickly

Social and Emotional Learning

Learning takes place in several areas of the brain

Learning requires both cognitive and emotional learning

Involves changing things that can be central to our identities - the way we think, feel, and act.

Learning occurs over a period of time

TWO KINDS OF LEARNING*TWO KINDS OF LEARNING*

Understand organizational and individual needs

Deliver assessment results carefully

Make it a personal journey

Set realistic expectations – change can happen but it won’t happen overnight

Paving the Way for Change

GUIDELINES FOR DEVELOPING EI*GUIDELINES FOR DEVELOPING EI*

Foster positive relationships

Set S.M.A.R.T goals for developing EI

Use experiential methods and allow for practice and frequent feedback

Spread training over time to allow people to practice on-the-job

Prepare people for setbacks

Doing the Work of Change

GUIDELINES FOR DEVELOPING EI*GUIDELINES FOR DEVELOPING EI*

Encourage use of skills on the job

Develop an organizational culture that supports social and emotional learning

Evaluate

Transfer and Maintenance of Change

GUIDELINES FOR DEVELOPING EI*GUIDELINES FOR DEVELOPING EI*

Additional Resources and ReferencesAdditional Resources and ReferencesConsortium for Research on Emotional Intelligence in Organizations

www.EIConsortium.orgCompetency International

www.CompetencyInternational.com

References1. Boyatzis, R.E., (1982). The Competent Manager: A Model for Effective Performance, John

Wiley & Sons, NY.2. Boyatzis, R. & McKee, A., (2005). Resonant Leadership: Sustaining Yourself and

Connecting with Others Through Mindfulness, Hope, and Compassion, Harvard Business School Press, Boston.

3. Boyatzis, R.E., & Sala, F., (2004). Assessing emotional intelligence competencies. In Glenn Geher (ed.), The Measurement of Emotional Intelligence. Novas Science Publishers, Hauppauge, NY.

4. Emmerling, R. J. & Goleman, D. (2003). Emotional intelligence: Issues and common misunderstandings. Issues and Recent Developments in Emotional Intelligence. Available online www.eiconsoritum.org.

5. Goleman, D. (1998). Working with Emotional Intelligence. Bantam, NY.6. Goleman, D., Boyatzis, R.E., McKee, A., (2002). Primal Leadership: Realizing the Power of

Emotional Intelligence. Harvard Business School Press, Boston.7. Hunter, J. E., Schmidt, F. L., & Judiesch, M. K. (1990) ). Individual differences in output

variability as a function of job complexity. Journal of Applied Psychology, 75(1), 28-42.

Additional Resources and ReferencesAdditional Resources and References

References8. Judge, T. A, Colbert, A. E, & Ilies, R. (2004). Intelligence and Leadership: A

Quantitative Review and Test of Theoretical Propositions. Journal of Applied Psychology, 89(3), 542-552.

9. McClelland, D.C. (1973). Testing for competence rather than intelligence. American Psychologist, 28(1), 1-40.

10.McClelland, D.C. (1998). Identifying Competencies Using Behavioral Event Interviews. Psychological Science, 9, 331-339.

11.Spencer, L.M. & Spencer, S.M. (1993). Competence at Work: Models for Superior Performance, John Wiley & Sons: NY.

12.Spencer, L. M., Emmerling, R. J., Peterson, K. & Lennick Aberman Group (2007). Emotional Intelligence Competencies of Financial Advisors That Deliver Superior Client Portfolio Performance. White paper available online at www.CompetencyInternational.com.

13.Spencer, L. M., Ryan, G., & Bernhard, U. (2008). Cross-cultural Competencies in a Major Multinational Industrial Firm. In R. Emmerling, V. Shanwal, & M. Mandal (Eds), Emotional Intelligence: Theoretical and Cultural Perspectives. Hauppauge, NY: Nova Science Publishers.

14.Spencer, L.M. (2001). The economic value of emotional intelligence competencies and EIC-based HR programs. In Goleman, D. and C. Cherniss. (Eds.). The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations. San Francisco, CA: Jossey-Bass.

Contact Information Emmerling@sbcglobal.net