This document provides an overview of emotional intelligence and emotional competence. It defines emotional intelligence as the ability to perceive, understand and manage emotions. Research shows that emotional intelligence skills are strongly linked to effective leadership and performance. The document outlines a model of emotional intelligence consisting of self-awareness, self-management, social awareness and relationship management. It provides tips and strategies for developing skills in these areas, such as increasing self-observation, self-management, attunement and relationship traction. The overall summary is that emotional intelligence is an important factor in leadership success and the document explores how to develop these skills.

1. JUST IN TIME COACHING
Enio Velazco
June 14, 2005
Emotional Intelligence

2. Agenda:
Emotional Competence
2
 Define what it is …what it isn’t
 Understand the business case
 Understand the individual leadership case
 Consider how you rate on emotional competence
 Explore ways to increase your skill
 Explore ways to develop skill in others
 Create an action plan

3. Emotions
3
 Physical and psychological responses toward
an object, person, or event that create a state
of readiness.

4. Emotional Intelligence Defined
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 Ability to perceive, appraise, and express
emotions
 Ability to understand the impact of emotions
 Ability to recognize the meanings of emotions
and to reason and problem solve with and
about them

5. Background of Emotional Intelligence
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 Researchers studied “social intelligence” in
the 1920s.
 These capabilities have also been called
practical intelligence.
 Mayer and Salovey were studying all the
aspects of the emotional existence we draw
on to help us navigate successfully through
society.
 It became a part of the business lexicon in
1995 when Daniel Goleman popularized
the term in his book and HBR article.

6. The Case for Emotional Intelligence:
Why Do Smart People Fail?
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Some very intelligent people walk blindly
through the realms of human emotion and
interaction, stumbling along a path of reason
without sensitivity. What happens?

7. Is Emotional Intelligence a Factor?
7

8. In a study of more than 2,000 managers
from 12 large organizations, 81% of the
competencies that distinguished
outstanding managers were related to
emotional intelligence.
(Boyatzis, 1982)
8

9. “181 different positions from 121
organizations worldwide … 67% of the
abilities deemed essential for effective
performance were emotional
competencies.”
(cf. Rosier, 1994)
9

10. “Reanalyzed data from 40 different
corporations … to differentiate star
performers from average ones …
emotional competencies were found to
be twice as important in contributing to
excellence as pure intellect and
expertise.”
Goleman, WWEI (cf. Jacobs & Chen, 1997)
10

11. The primary derailer of top executives is
a lack of impulse control.
Goleman, WWEI (cf. Clarke, 1996)
11

12. EMOTIONAL INTELLIGENCE
IS NOT!
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… a free and uninhibited
expression of emotion.
... “being nice.”

13. The Conceptual Model: SO SMART * K.Washylyshyn
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Self Others
Awareness
Self- Attunement
Observation
Actions
Self- Relationship
Management Traction
Positive Impact
on Others

14. Model of Emotional Intelligence
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Advanced Relationship
Managing other people’s emotions
Traction
Understanding and sensitivity to the
Attunement feelings, thoughts, and situations of
others
Controlling or redirecting our internal
Self-Management
states, impulses, and resources
Understanding our own emotions,
Primary Self-Observation strengths, weaknesses, values, and
motives

15. Emotional Competency Framework
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Self- Attunement
Observation
• Emotional • Empathy
Self-Awareness • Organizational
• Accurate Awareness
Self-Assessment • Service Orientation
• Self-Confidence
Self- Relationship
Management Traction
• Self-Control • Developing Others
• Trustworthiness • Leadership
• Conscientiousness • Influence
• Adaptability • Communication
• Achievement • Change Catalyst
Orientation • Conflict Management
• Building Bonds
• Initiative • Teamwork &
Collaboration

16. I. Self-Observation
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 The Core of Emotional Intelligence
 EmotionalSelf-Awareness: Recognizing our
emotions and their effects
 Accurate Self-Assessment: Knowing our strengths
and limits
 Self-Confidence: A strong sense of our self-worth
and capabilities

17. II. Self-Management
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 Self-Regulation
 Self-Control: Keeping disruptive emotions and impulses
under control
 Trustworthiness: Maintaining standards of honesty and
integrity
 Conscientiousness: Demonstrating responsibility in
managing oneself
 Adaptability: Flexibility in adapting to changing situations
or obstacles
 Motivation
 Achievement Orientation: The guiding drive to meet an
internal standard of excellence
 Initiative: Readiness to act

18. III. Attunement
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 Empathy: Understanding others and taking an
active interest in their concerns
 Organizational Awareness: Understanding
and empathizing (issues, dynamics, and
politics) at the organizational level
 Service Orientation: Recognizing and meeting
customer needs

19. IV. Relationship Traction
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 Leading Others
 Developing Others: Sensing others’ developmental needs and
bolstering their abilities
 Leadership: Inspiring and guiding groups and people
 Influence: Wielding interpersonal influence tactics
 Communication: Sending clear and convincing messages
 Change Catalyst: Initiating or managing change
 Working With Others
 Conflict Management: Resolving disagreements
 Building Bonds: Building relationships with others
 Teamwork and Collaboration: Working with others toward shared
goals

20. The Human Brain
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Neocortex
The part of the brain most
recent in evolution is
associated with complex
thought.
Prefrontal Lobes
The brain’s executive center:
integrates information from all
parts of the brain and makes
decisions to act.
Thalamus
Processes sensory Amygdala
messages (e.g., eyes and Triggers emotional responses. Brain Stem
ears) then routes them Typically gets signals from the The most primitive part of the
mainly to the neocortex. neocortex, but a quicker and brain. Is associated
fuzzier signal comes directly from predominantly with automatic
the thalamus. Can hijack the brain reflexes, as well as memory
when it perceives an emergency. and learning.

21. An Amygdala Hijacking
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 It is sudden
 Strong emotions are involved
 Afterwards you feel guilty or embarrassed

22. How Can You Improve?
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 Ask: Do you want to change? Is there value for you
to change? What’s the payoff? What is likely to
happen if you do? What “beliefs” do you have
about changing yourself?
 Ask: Can you see a link with your goals, dreams,
values, passions?
 Ask: Can you really see the gap – the leader you
are and the leader you want to become?
 People change when they realize there is a
discrepancy between the real and the ideal. Only
then is there urgency to change!

23. Tips: Increase Self Observation
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 Listen to and ask for feedback.
 Pay attention to how you physically feel, and what
emotions you experience. Start to notice.
 Keep a learning journal. Note your reactions to
others, to situations that trigger your responses.
 Note your impact on others. Watch the non-verbals,
take the time to look, listen.
 Ask those you trust to stay alert for behaviors you
want to change.

24. Tips to Increase Self Management
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 Plan for situations when you will likely need to
manage your reactions.
 Be prepared for people, places, situations, and
circumstances that might trigger an emotion
you would want to manage well.
 Keep your agreements.
 Slow down, think first, then act.

25. Increase Attunement
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 Get to know others; what motivates them, what
are they interested in. Listen to others.
 Think about how to ask questions that will help
you understand others.
 Keep informed about internal politics and
initiatives.
 Set goals and actions plans.
 Make certain you understand your customer’s
needs.

26. Increase Relationship Traction
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 Leading Others
 Stay involved in the development of others.
 Prepare your own vision statement for your organization.
 Recognize your impact and use your personal strategies to influence
change when needed.
 Be clear and concise in your communication.
 Focus on areas of your function that could use innovation.
 Working With Others
 Step up to conflict and manage the differences in your group.
 Connect.
 Define common goals for your team and measure your progress
against these.

27. What One Thing …
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 Please take the time to write in your journal
ONE thing you learned about Emotional
Competency and how you would like to practice
building that skill during our coaching sessions.