Emotional Intelligence (EI) is an attractive concept because it encapsulates the most powerful of human abilities that IQ misses – the ability to understand how our emotions impact on ourselves and on others.
US psychologists John Mayer and Peter Salovey first coined the term in 1990. After more than 10 years of further research they define EI as “an ability to recognise the meanings of emotions and their relationships, and to reason and problem-solve on the basis of them”. They further state that EI is involved in the capacity to perceive emotions, assimilate emotion-related feelings, understand the information of those emotions and manage them.
Such concepts have been around since Freud began his work on dreams but recent research conducted in Australia now provides us with the ability to measure, and most importantly, develop our EI as individuals and teams.
Jumping on the bandwagon
The corporate world was quick to embrace EI. Daniel Goleman’s article “What makes a leader?” (Harvard Business Review, November/December 1998) became the most requested reprint of the last 40 years. Corporate enthusiasm made bestsellers of two more Goleman books on the subject of EI in the workplace.
The fascination for organisations was simple: EI appeared to explain that certain something about people that made them effective, extending the definition of “effective” beyond technical brilliance or business acumen. EI seemed to explain how some people had a knack for establishing and maintaining high-level working relationships and through these relationships be effective leaders. And yet a precise articulation or measurement of that “certain something” remained elusive.
Can you prove it?
Until 2003 there was little tangible evidence to back up the many claims about the benefits of an emotionally intelligent workforce. Most claims about EI were only loosely substantiated.
In 2002, I was involved in a research project that set out to determine what tangible commercial benefits could be achieved from having a workforce that was highly emotionally intelligent.
In partnership with Swinburne University, we used scientifically valid instruments to measure EI and a number of other factors that contributed to workplace performance. The findings, drawn from a study of 80 employees from four organisations in Melbourne, show that people high in emotional intelligence have:
- lower absenteeism from work
- better psychological health
- higher commitment to the organisation
- clearer role boundaries
- higher levels of responsibility for the activities and work performance of direct reports
- are generally more satisfied at work
- more regularly seek support when coping with stressful situations at work.
But can you develop it?
The next major challenge was to determine whether EI can actually be developed in employees. Critics of EI argue quite reasonably that you either have it or you don’t.
Some people appear to have a natural ability to understand and manage emotions well while others struggle. The counter argument supporting the notion that EI can be learned is that, unlike IQ or personality characteristics, in practice most models of EI are competency-based and describe a distinct set of behaviours that can be learned.
These behaviours include how well we express appropriate emotions in the workplace and how well we are able to empathise and be in touch with the emotional states of our employees.
Recent studies do demonstrate that EI can be improved in individuals. This process typically involves an individual assessment and a series of one-on-one coaching sessions.
Until recently, the developmental focus of EI has been on individuals in organisations. This can be costly and time consuming, particularly for large leadership teams. Until now, there were no known, cost-effective and proven methodologies for introducing and developing EI in entire workforces. This prompted me to conduct further research, specifically to answer two questions:
- Can EI be developed using a team approach?
- By improving EI, will leadership capability also improve?
The primary objective of this research project was to develop the leadership capability of a team using a competency-based training program. The team consisted of 30 middle-level managers, most from engineering and technical backgrounds.
The leadership capability of each individual and the team as a whole was measured using the Bass and Avolio Transformational Leadership Model that assesses five distinct transformational leadership characteristics.
The team’s level of EI was also measured, using the Genos Emotional Intelligence Test. This test measures five distinct EI competencies and became the basis of the learning and development process.
The team then embarked on an eight-month, six-module development process. The modules aimed to improve participants’ leadership abilities by developing EI competencies.
After completing the modules, the team members and the team as a whole were reassessed for levels of EI and transformational leadership competency. The results showed each of the EI competencies improved approximately 50 per cent.
These results were groundbreaking in that few known studies have demonstrated such an improvement in the EI of an entire team. However, it was the transformational leadership reassessment results that confirmed the original assumption that by improving levels of EI, leadership capability would also improve.
Before the learning and development process, the team scored low on all characteristics of transformational leadership. Post-program results revealed a dramatic improvement in scores on all five of these leadership characteristics.
Qualitative evidence strongly supported these findings, with internal team members and external stakeholders noticing a marked improvement in how the team functioned. The improvements extended beyond just being nicer with each other - the team’s overall performance was rated as more effective. This included performance indicators such as meeting project deadlines and more effective negotiations with suppliers and other stakeholders.
While the program was certainly aimed at improving individual EI competencies, there was also a strong focus on changing attitudes and establishing new cultural norms regarding EI. This need was identified in the initial assessment phase. Many of the participants were actually competent in displaying EI behaviours but when asked why they avoided displaying these behaviours in the workplace, the response was typically, “it’s not the way we work around here”.
Such a finding illustrates the point that any permanent change in behaviour cannot be achieved just by improving employees’ skill levels. Permanent change in behaviour especially regarding how we manage ours and others’ emotions, can only be achieved by also changing employees’ beliefs regarding emotional management - something this program specifically targeted.
No more excuses
Thanks to this research we can now be confident that emotionally intelligent workforces have distinct commercial benefits for organisations. Whether it is dealing with each other or with clients or customers, a workforce in touch with the emotional world of others is more able to achieve organisational outcomes through high-level workplace relationships.
EI developmental methodologies are now available and cost-effective, with the emphasis on not just learning a new skill, but dramatically changing the way we work around here.