Uploaded byDr. Terrence E. Maltbia
ODN_NYC_Maltbia_3.26.15_Audience
This document provides an overview of a presentation on emotional competence (EQ) and its implications for organizational development (OD) practitioners. The presentation covers three main areas: positioning EQ as a strategic capability, engaging with definitions and models of EQ, and leveraging EQ research to inform OD practice. It discusses common approaches to defining and measuring EQ, provides examples of EQ frameworks and assessment tools, and makes the business case for why developing EQ is important for OD practitioners to enhance leadership and organizational effectiveness. The presentation aims to help participants understand how EQ relates to OD and apply EQ concepts to their professional practice.
ODN_NYC_Maltbia_3.26.15_Audience
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- 2. ICF Community ofPractice – March 26, 2015 Topic: Emotional Competence (EQ): Implications for OD Practitioners! Presenter: Dr. Terrence E. Maltbia
- 3. Session Objectives Name threecommon approaches to defining and measuring EQ (Level 1: Knowledge); Describe the various ways EQ can be conceived and explored as psychological concept (Level 2: Comprehension); and Use various EQ structures/frameworks/tools to inform one’s professional OD and change leadership practice As a result of our time together, you will be able to: 3
- 4. Topic Agenda Positioning: PersonalReflection and Peer Sharing Engaging: EQ as Strategic Learning - Content, Context and Conduct (implications for practice) Concluding: Observations, Insights & Action Commitment(s) 4
- 5. A Bit aboutMe… Experience • Associate Professor of Practice, Department of Organization and Leadership | Teachers College, Columbia University; Faculty Director, Columbia Coaching Program • Former Vice President, Graduate School Alliance for Education in Coaching | Current Co-Chair , Academic Standards Committee • Over 20 years in Corporate: Sales, Sales Management, Corporate Employment & College Relations; Leadership Development; VP, Organizational Effectiveness • Consulting: Process Improvement Firm, Sales Effectiveness, & Private Practice Education • Undergraduate: Business Administration, The Ohio State University • Masters: Workplace Learning/Organizational Psychology, Teachers, Columbia University • Doctorate: Adult Learning and Leadership (AEGIS), TC Research/Professional Interests • Diversity and Cultural Competence (EQ/SQ); Leadership and Organizational Effectiveness; and Executive and Organizational Coaching – 5
- 6. Positioning Framing Concepts, Reflection, Discussionand Processing…
- 7. Point-of-View: Leadership BeyondIQ… © 2015 by T. E. Maltbia. All Rights Reserved
- 8. Reflective Pause… Framing – Pleasetake 2 minutes for individual reflection focused on what stands out for you about this notion of “integrated leaders?” – Potential connection to OD and Change Leadership? Processing – Audience members volunteer to share: (1) observation and (2) potential implications of OD and change leadership 8
- 9. Strategic Learning Model Clarifyingthe Strategic Context Identifying the “Vital Few” Success Factors Taking Informed, Strategic Action Theoretical Basis… Science of Human Performance (Jackson, 1991) Informal & Incidental Learning (Marsick & Watkins, 1990) Experiential Learning Cycle (Kolb, 1984)
- 10. Reflective Pause… Framing – Pleasetake an additional 2 minutes for individual reflection focused on personal observations related to potential connections between: (1) strategic learning/3 strategic learning capabilities and (2) OD Processing – Audience members volunteer to share: (1) observations and (2) potential implications of OD and change leadership 10
- 11. On-the-Spot Assessment: Reflective Questions Selectone question, for which, you have the most energy… Q1. What comes to mind when you hear the term – emotional intelligence/competence? Q2. Why is it important for OD practitioners to understand EQ? Rationale? Drivers? (Trend | EQ/OD Connection) Q3. What are examples of OD engagements that require EQ? | How do OD professionals leverage EQ knowledge and capabilities during client engagements?
- 12. Engaging Q1. EQ: Forms,Measures and Sample Definitions …
- 13. Q1: EQ—General Forms/Examples CompetencyModels—present a broad conceptualization of the concept of EQ and is framed as a socio-emotional approach that includes learned abilities that help individuals recognize and understand their own feelings and those of others. – ESCI: Hay Group Mixed Models—present an integrated form of concept that includes behaviors, abilities, personality characteristics, and an individual’s ability to cope with daily situations; often measured by a multi-rater instrument. – BarOn EQi: MHS Ability Models—provide a more narrow description of EQ that focuses exclusively on one’s ability to perceive, accurately appraise, and express emotions; the ability to access and/or generate feelings when they facilitate thought measured by an ability based instrument. – Mayer-Salovey-Caruso Emotional Intelligence Test, MSCEIT: MHS
- 14. “The capacity forrecognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships.” Daniel Goleman Conceptual Clarity—The “what” of EQ (competency-based view of construct)
- 15. Definition: Emotional Intelligence(mixed- model view of construct)… An array of non-cognitive capabilities, competencies, and skills that influence one’s ability to succeed in coping with environmental demands and pressures. Reuven Bar-On 15
- 16. Definition: Emotional Intelligence(ability view of construct)… The ability to accurately identify and understand one’s own emotional reactions and those of others; the ability to regulate one’s emotions, to use them to make good decisions and act effectively. Mayer, Salovey, & Caruso 16
- 17. EQ & SQ:Sample Dimensions… 17
- 18. Definition: Social Intelligence… Interpersonalabilities that encompasses the talents of the “low road” (including capacities for getting in synch, for attuned listening & for empathic concern) and the “high road” (i.e., social knowledge—including the capacity for extracting the rules, protocols, and norms that guide appropriate behavior in a given social setting). Goleman, 2006 (pp. 82-101) 18
- 19. Positive impact on others SelfOthers AwarenessActions The Conceptual Model Self- Awareness Social Awareness Self- Management Relationship Management Self- Awareness Self- Awareness Self- Awareness Self- Awareness
- 20. What is theof Impact of Self- Awareness on Self-Management? With Self-Awareness, a person has a 50-50 chance of demonstrating Self-Management. 4% 51% Yes No Yes No N = 427, p < .001 (Burckle and Boyatzis, 1999) Self-Management Self- Awareness Without Self-Awareness, a person has virtually no chance of demonstrating Self-Management. 49% 96%
- 21. What is theImpact of Self-Awareness on Social Awareness? With Self-Awareness, a person has a 38% chance of having Social Awareness. 83% Without Self-Awareness, a person has an 83% chance of lacking Social Awareness. 38% 17% 62% Yes No Yes No Social Awareness Self- Awareness N = 427, p < .001 (Burckle and Boyatzis, 1999)
- 22. Tool #1: EmotionalCompetence Inventory (ECI) Origins/Author Hay Group (alliance with Daniel Goleman & Richard Boyatzis) provides a full range of EI programs, tools and services; tool based on their seminal work and the Hay group’s 35 years of competency research. http://www.hayresourcesdirect.haygroup.com Format Competency Model ECI online 360/multi-rater version takes 30-45 minutes to complete; accreditation required; available in English, French, Spanish, German, Japanese, Portuguese & Italian; 72 items; behaviorally anchored. ECI – University Edition takes 20 to 30 minutes to complete (paper based & online): self assessment & multi-rater (professor, fellow students, co-workers, family members, etc.); English only.
- 23. Tool #2: BarOnEQ-I 2 Fact Sheet Origins – Reuven BarOn, Israeli Psychologist – Began as his dissertation research in South Africa in the 1980s – First scientific measure of EQ – Researched for over 25 years – Over 100,000 have taken the assessment Purpose / Original Inquiry – Why do some people have better psychological well-being than others? – Why are some individuals more able to succeed in life than others?
- 24. What Does itMeasure? The EQ-i2.0 measures five distinct aspects of emotional and social functioning: • Self-Perception – understanding your emotions • Self-Expression – expressing your emotions • Interpersonal – develop and maintain relationships • Decision Making – use emotions to make better decisions • Stress Management – cope with challenges
- 25. Self Others AwarenessActions Self- Awareness Social Awareness Self- Management Relationship Management A Comparison—ECIand EQi- 2 ECI Competency Model Eqi 2 Model of EI
- 26. Comparison of ECICompetencies and EQi-2 Scales ECI Self-Awareness – Self awareness Social Awareness – Empathy – Organizational awareness Self-Management – Achievement orientation – Adaptability – Emotional self-control – Positive outlook Relationship Management – Conflict management – Coach mentor – Influence – Inspirational leadership – Teamwork EQi-2 Self-Perception – Self-regard – Self-awareness – Self-actualization Self-Expression – Assertiveness – Independence – Emotional Expression Interpersonal – Empathy – Social responsibility – Interpersonal relationships Decision Making – Problem Solving – Reality Testing – Impulse control Stress management – Stress tolerance – Optimism – Flexibility
- 27. Tool #3: Mayer-Salovey-CarusoEmotional Intelligence Test (MSCEIT) Origins/Author John (Jack) D. Mayer, Ph.D., Peter Salovey, Ph.D., and David R. Caruso, Ph.D. MSCEIT is based directly on the Multifactor Emotional Intelligence Scale (MEIS) – the first comprehensive ability measure of emotional intelligence (Mayer, Salovey, & Caruso, 1997) Multi-Health Systems, Inc.: A publisher of psychological assessments for over 20 years – http://www.mhs.com *Information obtained from the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) User’s Manual (2002)
- 28. Mayer-Salovey-Caruso Emotional Intelligence Test(MSCEIT) Purpose Ability-based scale Four abilities measured by the MSCEIT – Perceiving Emotions – Using Emotions to Facilitate Thought – Understanding Emotions – Managing Emotions Ability tasks utilized *Information obtained from the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) User’s Manual (2002)
- 29. Mayer-Salovey-Caruso Emotional Intelligence Test(MSCEIT) Uses Corporate Settings – Employee Recruitment and Selection – Executive Coaching and Leadership Development – Group or Team Development Processes Educational Settings – Student Issues – Career Counseling Research Settings Clinical Settings Preparation/Training *Information obtained from the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) User’s Manual (2002)
- 30. Engaging Q2. Business Case:EQ & OD …
- 31. Reflective Pause… Guiding Question –What are major trends occurring in the external environment and the world of work that makes developing an EQ capability for enhanced OD and Change Leadership an idea with good currency? Processing – Audience members volunteer to: (1) name trend (2) potential connection to OD, change leadership, leadership and organizational effectiveness? 31
- 32. Q2. Basic Rationale(i.e., Context) G lobalization Technological Change Dem ographic Diversity Security:Physical& IntellectualA ssets Increasingly Complex World of Work 32
- 33. Clear Points… People needto… Cope w/ massive/rapid change Be more creative to drive innovation Manage volumes of information Strive to be motivated and committed Work better together (team work) Organizations need to… Increase customer loyalty Leverage to talent of a diverse workforce Identify and prepare potential leaders (existing workforce) Identify and attract talent (recruitment) Make sound decisions related to new markets, products/ services & strategic alliances Prepare people for global work Source: Cherniess & Goldman (2001), pp. 4-12
- 34. Model of EI& Organization Effectiveness
- 35. Engaging Q3. Leveraging EQResearch and Related Evidence to Inform the Practice of OD and Change Leadership…
- 36. • Scouting • Entry •Contracting Getting Started • Data Collection • Data AnalysisDiagnosis • Feedback • Action planning • Engagement Planning • Unfreezing • Change • Refreezing Intervention • Evaluation • Re-contractingSustainability Collaboration Learning Overview Q3. Connections: OD and EQ
- 37. Why Does EIMatter? EQ vs. IQ IQ accounts for only 4% to 25% of variation in performance.
- 38. IQ and Leadership Meta-analysisfound that IQ accounts for about 8% of variance Judge et al., 2004
- 39. The Making ofa President 7 times more likely to score high in Self-Control 3 times more likely to score high in Empathy 2.5 times more likely to score high in Teamwork continued Those executives who became president of a company, compared to those who were passed over, were:
- 40. The Making ofa President 1.5 times more likely to score high in Conceptual thinking 1.2 times more likely to score high in Analytical thinking -- Hay/McBer
- 41. EI, ESCs, andPerformance EI Emotional Competencies Social Competencies Performance
- 42. EI Competencies andLeadership Performance 100 managers of Beefeater Restaurants Emotional and social competencies predicted: – Annual profit increase (R = .47) – Guest satisfaction (R = .50) Langhorn, 2004
- 43. EI Competencies andEducational Leadership Heads of 42 schools in the UK Emotional and social competencies linked with teacher attitudes and pupil academic achievement. Hay/McBer, 2000
- 44. EI Competencies andSales Performance Experienced partners in a multinational consulting firm who scored above the median on 9 or more EI competencies delivered $1.2 million more profit from their accounts than did other partners. Boyatzis, 1999
- 45. 8 noteworthy strategiesfound in the most effective programs/interventions… 1. 360 assessment and feedback, followed by coaching and the development of individual learning programs (Boyatzis; Jennings & Palmer) 2. Five 2-hour small group coaching sessions occurring every 2 -3 weeks and focusing on the core EI skills (Jennings & Palmer) 3. Analysis of case studies using the Abilities EI framework (Crombie) 4. Support groups formed around self-change topics met regularly throughout the semester (Chang).
- 46. Strategies - continued 5.Groups met every month and followed a standardized process based on ISO principles (Cherniss et al.) 6. After 2 days of training, participants received an email twice a week for the next 4 weeks, encouraging them to apply a different part of the intervention each time (Kotsou et al.; Nelis et al.) 7. A personal EI or emotions diary to use between sessions (Crombie; Slaski & Cartwright) 8. Used “expressive writing” with a cue to reflect on emotion regulation (Kirk et al.).
- 47. Promoting EI: 5key requirements 1. People need to be highly motivated. 2. Dosage is important – the more hours of training, the better; and it should be spaced out when possible. 3. There should be ongoing practice and reinforcement. 4. Social support from others also makes a big difference. 5. The organizational context needs to be supportive.
- 48. How to DevelopOrganizational Support Leaders need to create a supportive climate and culture. Link EI to organizational mission Make sure that a critical mass of leadership is high in EI. Infuse EI in a variety of ways – Recruiting and selection – Performance management – Compensation
- 49. Useful Sites... Consortium forResearch on Emotional Intelligence in Organizations - www.eiconsortium.org Collaborative for Academic, Social and Emotional Learning - www.casel.org
- 50. More Assessments Emotional Intelligence (EQ) Emotional-Social CompetenceInventory (HayGroup) | http://www.haygroup.com/ Emotional Quotient Inventory (EQ-I 2.0 ) - MHS | https://ei.mhs.com/eqi.aspx The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) – MHS | http://www.mhs.com/product.aspx?gr=io&id=overview&prod=msceit Social Intelligence (SQ) Personal Listening Profile – Inscape Publishing | http://www.internalchange.com/disc_profile_store/mall/personallisteningprofi leonline.htm Various Thinking Styles Inventories e.g., NBI | http://globalinsightsconsulting.com/wordpress/certification/ Belbin Team Roles | http://www.belbin.com/rte.asp?id=8 Cultural Intelligence (CQ) Cultural Navigator (COI) | https://www.culturalnavigator.com/CN7/login.aspx CQ™ Multi-Rater Assessment & CQ Team Assessment – Dyne & Ang | http://www.culturalq.com/multi.html Intercultural Development Inventory (IDI) – M. Hammer | http://idiinventory.com/ 50
- 51. Are there any questions?15minutes14 minutes13 minutes12 minutes11 minutes10 minutes9 minutes8 minutes7 minutes6 minutes5 minutes4 minutes3 minutes2 minutes1 minute Thank you for your questions 51
- 52. Sample Resources Cherniss, C.& Goleman (2001) The Emotionally Intelligent Workplace. San Francisco, CA: Jossey-Bass. The relation between emotional intelligence and job performance: A meta-analysis. Ernest H. O’Boyle, Ronald H. Humphrey, Jeffrey M. Pollack, Thomas H. Hawver & Paul A. Story (2010). Journal of Organizational Behavior, Vol. 32 pp. 788-818. http://www.reuvenbaron.org/bar-on-model/summaries-of-studies.php http://www.eiconsortium.org/measures/eqi.html Does Emotional Intelligence – as Measured by the EQi – Influence Transformational Leadership And/ Or Desirable Outcomes? (2006) F. William Brown, Scott E. Bryant, Michael D. Reilly (pp. 330-351). Leadership and Organization Development Journal. Volume 27, No. 5. pp. 330-351. A Review and Critique of Emotional Intelligence Measures. (2005). J, M. Conte. Journal of Organizational Behavior, Volume. 6. (pp 433-440). The “Big Idea” That is Yet to Be: Towards A More Motivated, Contextual, and Dynamic Model of Emotional Intelligence. (2014). Oscar Ybarra, Ethan Kross, Jeffrey Sanchez-Burks. The Academy of Management Perspectives. Vol. 28, No.2. 93-107. Emotional and social intelligence competencies: cross cultural implications. Robert J. Emmering & Richard Boyatzis (2012). Cultural Management. Vol. 19, No.1. pp. 4-18.
- 53. 53 Book and ContactInformation Available – Amazon | http://www.amazon.com/Leaders- Leveraging-Diversity-Frontiers- Learning/dp/0750678925 – Paperback Version – Kindle Version Contact Information – Email: Maltbia@tc.columbia.edu – Twitter: #terrymaltbia – CCLA: http://columbiacoachinglearningnetwork.ning.com/
- 54. Upcoming ▪ Overcoming Resistanceto Change – Jerry Jellison, Ph.D. • Thursday, April 23rd, Zenith Optimedia ▪ “Open Mike” Conversation and Sharing • Monday, May 18th ▪ Spring Cohort Mentorship Training • Sunday, May 17th