SOCIAL IDENTITY

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• SOCIAL IDENTITY
• PROTOTYPICALITY
• By KURT A. APRIL
• RSM FT Leadership Elective
• September 2004
• Leadership as a Social Construct and Group
  Phenomenon

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You can eat your marshmallowwhenever you want
to,but if you waituntil the end of the
presentationyou can have 2 marshmallows!
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Levels of Change
Learn about yourself

• Engage in continuous learning
• Understand your attitudes and behaviours
• Identify personal assumptions and beliefs
• Deal with any biases you may have

Build diverse/inclusive relationships
Personal

• Seek to listen and understand
• Challenge assumptions and behaviours that
  exclude and limit
• Build inclusive workgroups and teams
• Form productive relationships

Lead the Process

• Develop the diversity and inclusiveness plan
• Build tools, processes, and systems
• Develop goals, measures, and accountability
• Model desired behaviour
• Communicate
• Provide resources
• Identify and remove barriers

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Diversity of Observable or Readily Detectable
Attributes...

• Race
• Ethnic Background
• Age
• Gender
• Physical Ability

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Diversity of Less Visible or Underlying
Attributes...

• Education
• Technical Abilities
• Functional Background
• Tenure in the Organisation
• Socio-Economic Background
• Personality Characteristics
• Values
• Inter-Industry Experience

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Diversity means all the ways we differ.
Some differences we are born with and cannot
change, some are visible... some are
invisible.
Gender
Race
Age
Physical Ability
Nationality
Waterline of Visibility
Language
Religion
Heritage
Function
Value Systems
Education
Thought Processes
Life Experiences
Talents
Sexual Orientation
Family Status
Perspectives
Beliefs
Skills
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(1) Stewart Bennett/Rhinesmith
(2) Kluckhohn Strodtbeck/Hall (3) Hall
(4) Hofstede/Hampden-Turner Trompenaars
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ENVIRONMENT Control/Harmony/Constraint
TIME Multi-Focus/Single-Focus/ Fixed/Fluid Past/Pr
esent/Future
THINKING Deductive/Inductive Linear/Systemic
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2
STRUCTURE Order/Flexibility
 CULTURAL ORIENTATIONS
ACTION Being/Doing
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2
COMPETITIVENESS Competitive/Cooperative
COMMUNICATION High/Low Context Direct/Indirect Exp
ressive/Instrumental Formal/Informal
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3
INDIVIDUALISM Individualistic/Collectivist Univers
alistic/Particularistic (Abstract
Rules/Relationships)
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SPACE Private/Public
POWER Hierarchy/Equality
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4
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DIFFERENT DOES NOT MEAN INFERIOR!!
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Civil Rights seeks to end discrimination and
racism and to comply with legal requirements.
Asks basic question What do civil
rights-related laws guarantee our employees?
Humanitarianism based on a view of the human
race as a sister-/brotherhood. Seeks to foster
good relations through enhanced tolerance,
acceptance, and understanding of individual
differences. Driving question is What can be
done to enhance relations among all peoples for
the good of the human species?
Womens Rights focuses on eliminating sexism.
Principle question is What can be done to
eliminate discrimination against women?
Moral Responsibility individuals (or company
representatives) seek to live their moral beliefs
by doing the right thing. Critical question is
What do our moral beliefs and standards
dictate that we should be doing?
Social Responsibility being a good corporate
citizen. Socially responsible executives want
their corporations to act in ways that benefit
society. Driving question is What do the best
interests of society dictate that we should do?
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Business Imperative here, executives place
priority on the interests of their corporations.
The principal questions are What do I as an
executive need to do to ensure the effective and
efficient utilization of employees in pursuit of
the corporate mission? What are the
implications of diversity for how I lead and
manage? What is the role of diversity in
ensuring the sustainability of the corporations
competitive advantage?
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Organisational Core
Processes
Understanding Diversity/Multiculturalism
DIVERSITY GOALS
DIVERSITY MEASUREMENT
Feedback
Diversity Preservation
Diversity Identification
Diversity Acquisition
Diversity Usage
Diversity Distribution/ Sharing
Diversity Development
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Diversity Vision
Within 5 years, the Group will be widely
perceived by both internal and external
stakeholders as a company that values diversity,
and as a company of choice for men and women of
all ethno-cultural backgrounds. The Group will
benefit from diversity through better
relationships with customers, suppliers,
partners, employees, government and other
stakeholders, with positive impact on the bottom
line.
Source Sir Mark Moody-Stuart (ex-Chairman of
Shell International)
Diversity Value Creation
Team, September 1997
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Personal Case for Action
Being part of a work environment where

• You are treated with respect and dignity -
  you are valued.
• Communications are open, and trust is high.
• Employment system is open and transparent.
• Teams are more cohesive.
• Work practices are flexible and innovative and
  allow for personal/work life balance.

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Diversity Business
Rationale

• Attracting, retaining and fully developing
  staff
• Understanding the needs of global customers
• Maximising value and productivity
• Seizing market opportunities
• Being regarded as employer of choice
• Growth and profitability
• Developing Greater Leadership Capacity

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Comparing Equal Opportunities and Diversity
Equal Opportunities
Diversity

• Legal / Avoid penalty
• Remedial / Imposed
• Visible differences
• Demographic profile change
• Minorities

• Business / Enhance performance
• Strategic / Internally driven
• Visible invisible differences
• Culture change
• Everyone

Driver
Nature of Change
Focus
Implementation
Target Population
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Linking Business and Diversity
Business Strategy
HR Strategy
Diversity Link
Attracting and retaining the best possible
employees
Need more talent
Grow the business
Employees doing more and developing broader skills
Maximising the potential of all employees
Reduce costs and improve productivity
Responding to understanding multicultural
employees, customers, suppliers govt
All cultures working effectively together
Globalising
Accepting and encouraging diverse perspectives
Innovation
Generate new ideas
Multifunctional teams operating effectively
creating innovative solutions for customers
Develop employee teams close to customers
Customer focus
Creating self-directed work teams that leverage
differen-ces and operate with minimal barriers
Reduce management levels and controls
Create independent, skilled, and motivated
employees
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BUSINESS PERFORMANCE MEASURES
BRAND EQUITY
RELATIONSHIP
ASSET GROWTH
MEASURES
RISK ASSESSMENT
LEARNING/ IDEAS
OPTIONS
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BUSINESS
PERFORMANCE MEASURES
NETWORKING CAPITAL
NEW PRODUCTS/ NEW SERVICES
EMPLOYMENT GROWTH
MEASURES
PATENTS/ LICENCES
RE-DESIGNS/ NEW PROCESSES
TECHNOLOGIES
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Organisation Hierarchy
Diversity Management System
Employee Sat. Survey

• Self Assessment of Diversity

Diversity Spending
Analysis Learning
Action Plans Status
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Managing diversity is a complex, on-going change
process, designed to increase organisational
capability by

• Addressing factors of difference that impact
  workplace performance
• Fully using the potential and contribution of
  all employees
• Eliminating/reducing barriers that stand in the
  way of inclusion and full participation

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• The first steps to managing diversity are in
• (1) managing/leading ourselves
• (2) managing our own prejudices and
  stereotypes
• (3) opening up the ways in which we subtly
  damage the
• self-confidence and self-esteem of
  those with whom
• we work
• (4) constantly exposing our world-view (and
  our view of
• others) to challenges and debate.
• Progress and standards depend on the extent to
  which we can
• harness latent skills and abilities, motivation
  and enthusiasm.
• We will not achieve this until we recognise our
  role as either
• part of the problem or part of the solution!

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AUTHENTICITY POWER

• IS AUTHENTICITY
• ALWAYS APPROPRIATE?

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AUTHENTICITY

• PRE-MODERN SOCIETY Authenticity was linked to
  identity, which itself was defined by ones
  social role the individual is identified and
  constituted in and through certain of his or her
  roles ... I confront the world as a member of
  this family, this household, this class, this
  tribe, this city, this nation, this kingdom.
  There is no I apart from these (MacIntyre,
  1985 160-1)
• MODERN SOCIETY Social Place has ceased
  individual no longer has a fixed and given
  position in society. The self has greater
  independence from roles (seen as external to the
  individual), and identity is no longer
  predetermined. Individuals must now choose their
  social place and role and, in doing so, create
  their own identity.

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MODERN AUTHENTICITY

• In this situation, the self becomes divided into
  an outward persona of social roles and relations,
  and a private inner self.
• Whether or not the individual is living
  authentically becomes an issue. For the self can
  stand back from its activity and ask itself
  whether it is being true to itself and living
  authentically (Hegel). The mere fact that the
  individual is fulfilling their allotted social
  role is no longer a guarantee of this. Almost
  the reverse if anything.
• The view that runs through much of the literature
  of authenticity is that we can be true to
  ourselves only by emancipating ourselves from
  socially imposed roles.

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AUTHENTICITY

• DEFINITION know thyself being true to
  oneself
• DEFINITION I can define my identity only
  against the background of things that matter.
  But to bracket out history, nature, society, the
  demands of solidarity, everything but what I find
  in myself, would be to eliminate all candidates
  for what matters. Only if I exist in a world in
  which history, or the demands of nature, or the
  needs of my fellow human beings, or the duties of
  citizenship, or the call of God, or something
  else of this order matters crucially, can I
  define an identity for myself that is not
  trivial. Authenticity is not the enemy of
  demands that emanate from beyond the self it
  supposes such demands (Taylor, 1991)

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AUTHENTICITY

• What the modern world has supposed, is that we
  are free-floating individuals not anchored to any
  such horizons, be they historical, political, or
  moral.
• What Taylor calls for is a commitment to
  recognize our horizons and make our decisions
  therein.
• He indicates that this process requires that we
  have to sharesome standards of value on which
  the identities concerned check out as
  equal.Recognizing difference, like
  self-choosing, requires a horizon of
  significance, in this case a shared one.

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AUTHENTICITY

• Gergen similarly comments on the need to create
  new historical narratives that reframe our
  understandings and look for common causes. He
  states that forms of dialogue should be
  encouraged that free the signifiers that break
  down existing structures of language and enable
  disparate discourses to commingle
• He also states that we need conditions that can
  foster new metaphors for reshaping the
  understanding of given positions, or reduce the
  differences among antagonists.
• New historical narratives, he claims, may be
  required that bring causes closer together, or
  demonstrate similarities of heritage.

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AUTHENTICITY

• As long as we carefully maintain our commitment
  to include diverse voices, then looking for
  commonalties among our differences will NOT run
  the danger of swallowing up others in a false,
  common story.
• Talking about horizons of significance or new
  historical narratives means that we must engage
  in talk of what constitutes the good life. If
  Taylor is right, that we can only define
  ourselves against the background of things that
  matter, then we must first identify those
  important issues that transcend the self in any
  particular moment.

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I AM
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Examples of Social Identities

• Religious observers

• Political ideas

• Nationalities

• Sports fans

• Students

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Unpacking Social Identity

• Think about a group you belong to, and with which
  you strongly identify? (e.g., your family, your
  soccer supporter club, political group,
  particular ethnic group, gender)
• How do you feel when someone says something
  negative about this group? (we-feeling you can
  hate your sister, but if someone says bad thing
  about her, you stick up for her)
• How do you feel when this group is associated
  with something bad?
• How do you feel when this group is associated
  with something good?

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Social Identity that is enhancing self-esteem

• (winning)

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Social Identity that is worsening, or detracting
from, self-esteem

• (negative impact by hooligans, or perceived
  negative impact)
• Other examples
• Brent Spar for Shell, Soccer Rugby Cricket
  (now) for South Africans
• Moberg for Albert Heijn, Andersen for Accounting,
  Iraq War for US citizens

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DEFINITIONS OF SOCIAL IDENTITY

• Social Identity Theory (SIT) was formalised by
  Henri Tajfel in 1972 as the individuals
  knowledge that s/he belongs to certain social
  groups together with some emotional and value
  significance to her/him of this group membership
  (Tajfel, 1972)
• a psychological theory that sets out to explain
  group processes and intergroup relations (Hogg,
  Terry White 1995)
• the basic idea is that a social category into
  which one falls and to which one feels one
  belongs, provides a definition of who one is in
  terms of the defining characteristics of the
  category (Ashforth Mael 1989)

3 CENTRAL IDEAS
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LEADERSHIP SOCIAL IDENTITY

• Leaders emerge, maintain their position, be
  effective, etc., as a result of basic SOCIAL
  COGNITIVE PROCESSES that cause people to
• To conceive of themselves in terms of the
  defining features of a common and distinctive
  in-group (i.e., self-categorisation, or
  identification, in terms of in-group prototype).
• To cognitively and behaviourally assimilate
  themselves to these features (i.e., cognitive and
  behavioural depersonalisation in terms of
  in-group prototype producing in-group stereotypic
  or normative perceptions, attitudes, feelings and
  behaviours).
• To perceive others not as unique individuals, but
  through the lens of features that define relevant
  in-group or out-group membership (i.e.,
  perceptual depersonalisation of others, or social
  comparison, in terms of the in-group or out-group
  prototype, producing stereotypical
  homogenisation).

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Social Identity Theory CATEGORISATION

• Categorise into social groups
• 2 purposes
• a systematic means of defining others
• a means to define yourself within the social
  context
• Mental models and stereotypes are relevant to the
  process(Tajfel Turner 1985)
• Basic categories Member vs Not member
  (stereotyping)
• Appropriate behaviours defined by reference to
  the groups we belong to

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Social Identity Theory IDENTIFICATION

• Us v. Them
• An individual yet part of a group ? both parts of
  your self-concept
• To identify
• need not expend effort towards the goals
• perceive as psychologically intertwined with fate
  of group
• personally experiencing the successes and failure
  of the group
• not an all or nothing decision
• identification I am v. internalisation I
  believe
• Commitment ? strength of your emotional
  attachment.
• Attachment and happiness derived from the group
  associated with corresponding action tendencies
  (Bergami Bagozzi, 2000)

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L
E
A
D
E
R
S
H
I
P
Social Networking
the motivation to engage
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Word of mouth marketing
Fosters personal and professional development
Benefits
CONTEXT
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MYTH OF INDIVIDUALISM Natural Talent

• Physical and mental talents depend on genes, but
  inherited
• abilities explain only part of a persons
  performance
• Natural talent is expressed and developed via
  relationships with
• others
• US Womens Soccer Team 1999
  (World Cup)
• Tiger Woods and Sergio Garcia
  1999 (PGA, Illinois)

• Think of one of your gifts of natural talent.
  Who helped to nurture it? What role did your
  relationships with family, friends, coaches,
  teachers, trainers, teammates, and others play in
  the discovery, development and expression of your
  natural talent?

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MYTH OF INDIVIDUALISM Intelligence
Intelligence, like natural talent, depends on
inherited genes. However, today most researchers
(such as Robert Sternberg at Yale) in the field
of intelligence believe that is malleable it
can be shaped and even increased through various
kinds of interventions. The home environment,
availability and quality of schooling, diverse
experiences and exposure, and other factors play
major roles. Everyone is born with a physical
brain but the human mind develops only through
relationships. The Social Mind Neuroscientists
emphasize that the mind is communal in its very
nature, indeed, diverse human contacts are
necessary for physiological and emotional
well-being. The mind arises in a social context
that defines its form and figure consciousness,
self awareness, awareness of others as mental
selves, and the emotions are all relational.
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MYTH OF INDIVIDUALISM Education
Written word is relational. We learn language
through observation of, and interaction with,
others Beijing born you would
be writing in Baihua. South
African born you would be writing in Xhosa.
Brazilian born you would be writing
in Portuguese. Literacy is a function mainly of
educational opportunities. We read and write
because others parents, relatives, teachers,
tutors, older siblings or friends taught us how.
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MYTH OF INDIVIDUALISM Effort
Everyone knows people who succeed even though
they arent the most talented, the cleverest, or
the best educated. Some just simply never give
up. Effort is clearly related to success, but is
it a purely individual trait? Clearly, there are
natural variations in physical and mental energy.
But, the fields of organisational behaviour and
psychology demonstrate conclusively that the
amount of effort expended varies tremendously
with the social context. Fast runners prefer to
compete against other fast runners (called a
fast field) because it elevates their
individual performance. Some work settings are
motivating others are demotivating. A person is
more likely to work harder in a high-productivity
workplace than in a low-productivity
workplace. Some goals are culturally defined
(money, societal advancement, etc)
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MYTH OF INDIVIDUALISM Luck
Accidental discovery is responsible for a host of
scientific and technical breakthroughs
penicillin, insulin, dynamite, Teflon, Post-It
notes, plastics, and many others. Being in the
right place at the right time. Yet, this kind of
luck is not accidental, it is cultivated. Studies
show that lucky people increase their chances of
being in the right place at the right time by
building a spiderweb structure of relationships
that catches lots of different bits and pieces of
information. They increase the chances of
beneficial accidental encounters by living in a
zigzag, not in a straight line. Creative types
boost their luck by bouncing their ideas off
others, learning from others, helping others, and
so on. Some science labs have even rearranged
their physical configurations to encourage random
interactions, casual conversations, and
accidental encounters.
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What were we not noticing?
FBI
FAA
DoD
CIC-CTC
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CIA Spokesperson Bill HarlowWE CANT PENETRATE
TERRORIST CELLS

• TIGHT often very close relationships (even
  families)

• SIZE small groups (everyone knows each other)

• COMMUNICATION quietly among themselves

• PUBLICLY dont advertise what theyre doing

• SLEEPERS gather info. until ready for
  activation

• AMBIGUOUS impossible to learn their plans

• RECRUIT RETAIN unusual approaches

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Highly Networked Groups

• Strong Social Network
• Manage the interrelationships close to their
  heart
• How can a leader or leaders have such an impact
  to make people do anything for some real, or
  imagined, cause?
• The power of a such networks are enormous

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Oxford-Cambridge University Club
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PERSONALMENTORS
WAYS TO NETWORK?
GUERILLANETWORKING
HANGING OUT
CONVERSATIONS
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COP non-canonical collections of individuals
bound by informal relationships that share
similar work roles and a common context
SOCIAL CAPITAL
STRUCTURAL RELATIONAL
COGNITIVE Informal network to
Issues around trust,
Addresses the need identify others with
shared norms, values,
for a common context potential resources
obligations, expectations
and language (documents, (strong tie weak

memos, manuals, stories) tie
relationships)

• Access to parties for combining/exchanging
  intellectual capital
• The anticipation of value through
  combining/exchanging intellectual capital
• The motivation of individuals to combine/share
  intellectual capital
• Ability for the org. to change according to needs
  of outside environment

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• NQ

• - UNCOVER PEOPLES INTERACTION PATTERNS
• MAP PEOPLE, ORGANISATIONAL, COMPUTER,
• INFORMATION KNOWLEDGE RELATIONSHIPS
• MEASURE VALUE THOSE RELATIONSHIPS

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Social Network Analysis (SNA) is focused on
uncovering the patterning of peoples
interaction, and is the mapping and measuring
of relationships and flows between people,
groups, organisations, computers or other
information/knowledge processing entities.
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SOCIAL NETWORK ANALYSIS
Network analysts believe that how an individual
lives depends in large part on how that
individual is tied into the larger web of social
connections. The study of behaviour has involved
two commitments It is guided by formal theory
organised in mathematical terms It is grounded
in the systematic analysis of empirical data,
and visual analysis of complex systems. Only as
of 1970 when modern discrete combinatorics
(particularly graph theory) experienced rapid
development, and relatively powerful computers
became readily available that the study of
social networks really began to take off as an
interdisciplinary speciality. Uses
organisational behaviour, inter-organisational
relations, the spread of contagious diseases,
mental health, social support, the diffusion of
information and animal social organisation.
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KITE NETWORK David Krackhardt where
they lead to, and connect the otherwise
unconnected
HELGE
MARYLOU
KURT
HENRY
TANYA
MARIO
RIK
JEAN
ROXANNE
Degrees the no. of direct connections (active)
a node has Betweenness boundary spanner or
constituency connector Closeness shortest
paths to all others Network Centralisation
success and failure
MANDY
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NETWORK METRICS

• Network Centralisation provides insight into
  the individuals location in the network. High
  central nodes can become critical points of
  failure. A low centralised network is not
  dominated by one or a few nodes it is resilient
  in the face of many local and random failures.
• Structural Equivalence determine which nodes
  play similar roles in the network.
• Cluster Analysis find cliques and other densely
  connected emergent clusters.
• Structural Holes find areas of no connection
  between nodes that could be used for advantage or
  opportunity.
• Network Structure find patterns of connectivity
  that reveal strengths, weaknesses and other
  insights into the behaviour of the total network.

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INFLOW 3.0Map Measure Organisational Networks

• The InFlow screen above shows an IT organization
  and how employees seek knowledge and assistance
  from each other. InFlow has been successfully
  applied in the following projects...
• ? Knowledge Management ?
  Post-Merger Integration
• ? Organization Design
  ? Workforce Diversity
• ? Team Building
  ? Internetwork Design
• ? Network Vulnerability Assessment ?
  Industry Ecosystem Mapping
• ? Diffusion of Innovation
  ? Community Development
• ? Building Productive Networks ?
  Mapping Terrorist Networks
• Version 3.0 provides new metrics, new network
  layouts, new what-if analysis, and is designed to
  work with Microsoft Office and the WWW.

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• THERE IS A CENTRAL DIFFERENCE
• BETWEEN THE OLD AND NEW
• ECONOMIES
• THE OLD INDUSTRIAL
• ECONOMY WAS DRIVEN BY
• ECONOMIES OF SCALE
• THE NEW
• KNOWLEDGE ECONOMY IS DRIVEN
• BY THE ECONOMICS OF NETWORKS

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Social Identity Theory SOCIAL COMPARISON

• Comparison with other groups such that it
  reflectspositively on your own group.
• (Long Spears, 1997)

• Social identity rests on intergroup social
  comparisons that seek toconfirm or to establish
  ingroup-favoring evaluative distinctiveness
  between ingroup and outgroup, motivated by an
  underlying need for self-esteem (Turner 1975)

• Luhtanen and Crockers (1992) four dimensions of
  group self-esteem
• Membership Ones attitude towards personal
  performance in the group
• Public Ones assessment of how well the group is
  regarded by people outside the group
• Private Ones attitude towards ones group and
  his/her membership in it
• Identity Ones appraisal of the groups
  contribution to his of her
• self-concept

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Prototypicality

• The process of social categorisation segments the
  world into in-groups and out-groups, represented
  by prototypes.
• The prototype of the group characterizes the
  group by perceptions, attitudes and behaviour.
• The prototype of the group distinguishes the
  group from other groups (snobs versus roughnecks)
• The members of the group assimilate towards the
  prototype in order to get more accepted

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Social Identity and Leadership Emergence of a
Leader

• Attribution Information Processing
• Mis- or over-attribution from Social ID
• Group prototypical characteristics taken as
  personality traits
• Social Attractiveness
• Inspires respect
• Persuasiveness, Empathy
• All within social identity of group
• Prototypicality
• Compliance with group's norms
• Shares groups characteristics
• A prototypical representative

CHARISMA
RESPECT
ACCEPTANCE
Source Hogg Terry (2000)
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Social Identity Group Commitment
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QUESTIONS?

• What has identity got to do with feelings of
  powerlessness, or feelings of being powerful (in
  relation to others)?
• Do you think theres a difference between our
  conscious identity (who we think we are), our
  real identity (how others perceive us) and our
  shadow identity (who we could be)?
• Is it then really possible to manage social
  identity?
• Given that pluralistic ignorance is a situation
  where an individual holds an opinion, but
  mistakenly believes that others hold the opposite
  opinion (Allport, 1924). What do you think is
  the effect of a pluralistic ignorant environment
  on our identity?
• What happens to our identity, and our commitment,
  in a paradigm of shared leadership?

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MARSHMALLOW EXPERIMENT

• A class of 4 year old children were studied
  during the marshmallow experiment
• Over the next 14 years some amazing results were
  produced
• Those that held back from eating the marshmallow
  had better mental health, and performed better at
  school and University
• The marshmallow test was a better predictor of
  success in high school and university than was
  IQ!

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OTHER INTELLIGENCES

• A number of intelligences have been uncovered in
  recent
• research, and grouped mainly in 3 categories
• ABSTRACT INTELLIGENCE the ability to understand
  and manipulate verbal and mathematical symbols.
• CONCRETE INTELLIGENCE the ability to understand
  and manipulate objects.
• SOCIAL INTELLIGENCE the ability to understand
  and relate to people (emotions and emotional
  intelligence).

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The word EMOTION conjures up images of
vulnerability and weakness. Yet the very word
EMOTION derives from the Latin EX MOVERE,
meaning TO MOVE OUT. Every emotion includes a
TENDENCY TO ACTION.
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EMOTIONAL INTELLIGENCE (EI or EQ)

• Experts claim that individuals with the highest
  emotional intelligence
• excel at 4 interrelated skills
• The ability to persist and stay motivated in the
  face of frustration
• The ability to control impulses
• The ability to control their emotions and
• The ability to empathize with others (identify
  with understand have compassion for anothers
  situation, feelings and motives).
• Some now consider emotional intelligence to have
  greater impact on
• individual and group performance than traditional
  measures of
• intelligence such as IQ.

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To improve their relationships, managers
employees must address the 5 EI components

• Self-Awareness
• Self Regulation
• Motivation
• Empathy
• Social Skills

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To improve their relationships, managers
employees must address the 5 EI components

• Self-Awareness
• a person recognises and names his/her own
  emotions
• knows their emotions causes
• recognises the difference between feelings and
  actions
• is able to conduct self observation assessment
  exercises
• is able to reveal their behavioural patterns
• recognises and identifies their characteristic
  responses to
• emotions and others emotions
• is able to highlight growth areas for themselves
  
• is able to grow to new levels of introspection
  (questioning
• and able to peel away layers)
• actively look for ways to be more self-directed
• highlight diffs in emotions behaviour in self
  expression

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To improve their relationships, managers
employees must address the 5 EI components

• Self Regulation
• s/he develops the ability to tolerate
  frustration
• s/he develops the ability to manage anger
• s/he develops the ability to suspend judgement
  before taking
• action
• is able to identify, and name, areas of tension
• is able to conduct deeper questioning of
  triggers for frustration,
• discomfort and fear
• explores, and plays with, different responses
  (constructive and
• destructive)

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To improve their relationships, managers
employees must address the 5 EI components

• Motivation
• s/he has explored her/his passion for the work
  beyond
• money or status
• has the propensity to pursue goals with
  persistence
• uncover the true source of passion through
  questioning (e.g.,
• areas that capture ones attention what
  rewards are you
• personally seeking what is your personal
  vision what
• legacy do you want to leave behind)

72
To improve their relationships, managers
employees must address the 5 EI components

• Empathy
• s/he has the ability to understand the emotional
  makeup of
• other people
• has the skill to treat people according to their
  emotional
• reactions
• values people for who they are
• looks for ways of becoming concerned beyond
  oneself
• truly listens to people
• Social skill
• has the ability to find common ground and build
  rapport
• look for social settings activities that
  enriches rel-building
• has proficiency in developing relationships
• has proficiency in managing relationships

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Definitions (Oxford English)

• Emotional
• Pertaining to emotions.
• Emotion
• Any of the natural instinctive affections of the
  mind (e.g. Love, horror, pity) which come and go
  according to ones personality, experiences, and
  bodily state a mental feeling as distinguished
  from knowledge and from will.
• Wisdom
• The quality of being wise, especially in relation
  to conduct and the choice of means and ends the
  combination of experience and knowledge with the
  ability to apply them judiciously sound
  judgement, prudence, practical sense.

74
Introduction to the Emotional JourneyEmotional
Intelligence

• A persons ability to be aware of, manage and use
  emotions appropriately in dealing with people in
  various situations
• 4 Cornerstone Model (Cooper Sawaf 1998)
• Emotional Literacy
• Emotional Fitness
• Emotional Depth
• Emotional Alchemy

75

• 4 Cornerstone Model
• Emotional Literacy
• Builds a locus of personal efficacy and
  confidence through emotional honesty, energy
  awareness, feedback, intuition, responsibility
  and connection
• Emotional Fitness
• Builds your authenticity, believability and
  resilience, expanding your circle of trust and
  your capacity for listening, managing conflict,
  and making the most of constructive discontent

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Additional Notes

• 4 Cornerstone Model (Cont)
• Emotional Depth
• Exploring ways to align your life and work with
  your unique potential and purpose, and to back
  this with integrity, commitment, and
  accountability, which, in turn, increase your
  influence without authority
• Emotional Alchemy
• Through which you extend your creative instincts
  and capacity to flow with problems and pressures
  and to compete for the future by building your
  capabilities to sense more readily and access
  the widest range of hidden solutions and emerging
  opportunities

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Next Step on the Emotional JourneyEmotional
Wisdom

• Know Yourself and Choose Yourself are what most
  people call Emotional Intelligence
• and Give Yourself is moving to Emotional Wisdom

6 Seconds Model
78
Emotional Wisdom

• and Give Yourself is moving to Emotional Wisdom

6 Seconds Model
79
The TensionEmotions

• The tension between being authentic
• and regulating your emotions

High
WYSIWYG insensitive speaks own mind
NIRVANA serene vitality
Authenticity
DENIAL false time-bomb
PERSONA volatile manipulative
High
Low
Regulating Emotion
Adapted from the
Energy-Emotion Connection model by Robert Thayer
80
How EI contributes to the bottom line

• 1. Financial advisors at American Express whose
  managers completed the Emotional Competence
  training program were compared to an equal number
  whose managers had not. During the year following
  training, the advisors of trained managers grew
  their businesses by 18.1 compared to 16.2 for
  those whose managers were untrained.

81
How EI contributes to the bottom line

• Experienced partners in a Multinational
  Consulting Firm were assessed on the EI
  competencies plus three others. Partners who
  scored above the median on 9 or more of the 20
  competencies delivered 1.2 million more profit
  from their accounts than did other partners a
  139 incremental gain (Boyatzis, 1999).
• An analysis of more than 300 top-level Executives
  from Fifteen Global Companies showed that six
  emotional competencies distinguished stars from
  the average Influence, Team Leadership,
  Organizational Awareness, Self-Confidence,
  Achievement Drive, and Leadership (Spencer, L.
  M., Jr., 1997).

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How EI contributes to the bottom line

• In Jobs of Medium Complexity (sales clerks,
  mechanics), a top performer is 12 times more
  productive than those at the bottom and 85 more
  productive than an average performer. In the
  Most Complex Jobs (insurance salespeople, account
  managers), a top performer is 127 more
  productive than an average performer (Hunter,
  Schmidt, Judiesch, 1990). Competency research
  in over 200 companies and organizations worldwide
  suggests that about one-third of this difference
  is due to technical skill and cognitive ability
  while two-thirds is due to emotional competence
  (Goleman, 1998). (In top leadership positions,
  over four-fifths of the difference is due to
  emotional competence.)
• One of the foundations of emotional competence
  Accurate Self-Assessment was associated with
  superior performance among several hundred
  Managers from 12 different organizations
  (Boyatzis, 1982).

83
How EI contributes to the bottom line

• 6. At LOreal, sales agents selected on the basis
  of certain emotional competencies significantly
  outsold salespeople selected using the companys
  old selection procedure. On an annual basis,
  salespeople selected on the basis of emotional
  competence sold 91 370 more than other
  salespeople did, for a net revenue increase of 2
  558 360. Salespeople selected on the basis of
  emotional competence also had 63 less turnover
  during the first year than those selected in the
  typical way (Spencer Spencer, 1993 Spencer,
  McClelland, Kelner, 1997).
• 7. In a National Insurance Company, insurance
  sales agents who were weak in emotional
  competencies such as Self-Confidence, Initiative,
  and Empathy sold policies with an average premium
  of 54 000. Those who were very strong in at
  least 5 of 8 key emotional competencies sold
  policies worth 114 000 (Hay/McBer Research and
  Innovation Group, 1997).

84
How EI contributes to the bottom line

• 8. In a large Beverage Firm, using standard
  methods to hire division Presidents, 50 left
  within two years, mostly because of poor
  performance. When they started selecting based
  on emotional competencies such as Initiative,
  Self-Confidence, and Leadership, only 6 left in
  two years. Furthermore, the executives selected
  based on emotional competence were far more
  likely to perform in the top third based on
  salary bonuses for performance of the divisions
  they led 87 were in the top third. In
  addition, division leaders with these
  competencies outperformed their targets by 15 to
  20 percent. Those who lacked them
  under-performed by almost 20 (McClelland, 1999).
• 9. Research by the Center for Creative Leadership
  has found that the primary causes of derailment
  in executives involve deficits in emotional
  competence. The three primary ones are
  Difficulty in Handling Change, not being able to
  Work Well in a Team, and poor Interpersonal
  Relations.

85
How EI contributes to the bottom line

• 10. After supervisors in a Manufacturing Plant
  received training in emotional competencies
  such as how to listen better and help employees
  resolve problems on their own, lost-time
  accidents were reduced by 50, formal grievances
  were reduced from an average of 15 per year to 3
  per year, and the plant exceeded productivity
  goals by 250 000 (Pesuric Byham, 1996). In
  another Manufacturing Plant where supervisors
  received similar training, production increased
  17. There was no such increase in production
  for a group of matched supervisors who were not
  trained (Porras Anderson, 1981).
• 11. The emotional competence, the Ability to
  Handle Stress, was linked to success as a store
  manager in a Retail Chain. The most successful
  store managers were those best able to handle
  stress. Success was based on net profits, sales
  per square foot, sales per employee, and per
  dollar inventory investment (Lusch Serpkeuci,
  1990).

86
How EI contributes to the bottom line

• 12. Optimism is another emotional competence that
  leads to increased productivity. New salesmen at
  Met Life who scored high on a test of learned
  optimism sold 37 more life insurance in their
  first two years than pessimists (Seligman, 1990).
• 13. A study of 130 Executives found that how well
  people handled their own emotions determined how
  much people around them preferred to deal with
  them (Walter V. Clarke Associates, 1997).
• 14. For sales reps at a Computer Company, those
  hired based on their emotional competence were
  90 more likely to finish their training than
  those hired on other criteria (Hay/McBer Research
  and Innovation Group, 1997).

87
How EI contributes to the bottom line

• 15. At a National Furniture Retailer, sales
  people hired based on emotional competence had
  half the dropout rate during their first year
  (Hay/McBer Research and Innovation Group, 1997).
• 16. For 515 senior executives analyzed by the
  search firm Egon Zehnder International, those who
  were primarily strong in emotional intelligence
  were more likely to succeed than those who were
  strongest in either relevant previous experience
  or IQ. In other words, emotional intelligence
  was a better predictor of success than either
  relevant previous experience or high IQ. More
  specifically, the executive was high in emotional
  intelligence in 74 of the successes and only in
  24 of the failures. The study included
  executives in Latin America, Germany, and Japan,
  and the results were almost identical in all
  three cultures.

88
How EI contributes to the bottom line

• 17. The following description of a star
  performer reveals how several emotional
  competencies (noted in italics) were critical in
  his success Michael Iem worked at Tandem
  Computers. Shortly after joining the company as
  a junior staff analyst, he became aware of the
  market trend away from mainframe computers to
  networks that linked workstations and personal
  computers (Service Orientation). Iem realized
  that unless Tandem responded to the trend, its
  products would become obsolete (Initiative and
  Innovation). He had to convince Tandems
  managers that their old emphasis on mainframes
  was no longer appropriate (Influence) and then
  develop a system using new technology
  (Leadership, Change Catalyst). He spent four
  years showing off his new system to customers and
  company sales personnel before the new network
  applications were fully accepted
  (Self-Confidence, Self-Control, Achievement
  Drive) (from Richman, L. S., How to get ahead in
  America, Fortune, 16th May 1994, pp. 46-54).

89
How EI contributes to the bottom line

• 18. The US Air Force used the EQ-I to select
  recruiters (the Air Forces front-line HR
  personnel) and found that the most successful
  recruiters scored significantly higher in the
  emotional intelligence competencies of
  Assertiveness, Empathy, Happiness, and Emotional
  Self Awareness. The Air Force also found that by
  using emotional intelligence to select
  recruiters, they increased their ability to
  predict successful recruiters by nearly
  three-fold. The immediate gain was a saving of
  3 million annually. These gains resulted in the
  Government Accounting Office submitting a report
  to Congress, which led to a request that the
  Secretary of Defense order all branches of the
  armed forces to adopt this procedure in
  recruitment and selection. (The GAO report is
  titled, Military Recruiting The Department of
  Defense Could Improve Its Recruiter Selection and
  Incentive Systems, and it was submitted to
  Congress on the 30th January 1998)

90
REFERENCES

• Boyatzis, R. E. (1999), From a presentation to
  the Linkage Conference on Emotional Intelligence,
  Chicago, IL, 27 September 1999.
• Boyatzis, R. (1982), The Competent Manager A
  Model for Effective Performance, New York John
  Wiley and Sons.
• Goleman, D. (1998), Working with Emotional
  Intelligence, New York Bantam.
• Hay/McBer Research and Innovation Group (1997).
  This research was provided to Daniel Goleman and
  is reported in his book (Goleman, 1998).
• Hunter, J. E., Schmidt, F. L. and Judiesch, M. K.
  (1990), Individual Differences in Output
  Variability as a Function of Job Complexity,
  Journal of Applied Psychology, Vol. 75, pp.
  28-42.
• Lusch, R. F. and Serpkeuci, R. (1990), Personal
  Differences, Job Tension, Job Outcomes, and Store
  Performance A study of Retail Managers, Journal
  of Marketing.
• McClelland, D. C. (1999), Identifying
  Competencies with Behavioral-Event Interviews,
  Psychological Science, Vol. 9, No. 5, pp.
  331-339.
• Pesuric, A. and Byham, W. (July 1996), The New
  Look in Behavior Modeling, Training and
  Development, pp. 25-33.
• Porras, J. I. and Anderson, B. (1981), Improving
  Managerial Effectiveness Through Modeling-Based
  Training, Organizational Dynamics, Vol. 9, pp.
  60-77.
• Richman, L. S. (16 May 1994), How to Get Ahead
  in America, Fortune, pp. 46-54.
• Seligman, M. E. P. (1990), Learned Optimism, New
  York Knopf.
• Spencer, L. M., Jr., McClelland, D. C. and
  Kelner, S. (1997), Competency Assessment Methods
  History and State of the Art, Boston
  Hay/McBer.
• Spencer, L. M., Jr. and Spencer, S. (1993),
  Competence at Work Models for Superior
  Performance, New York John Wiley and Sons.
• Walter V. Clarke Associates. (1996), Activity
  Vector Analysis Some Applications to
• the Concept of Emotional Intelligence,
  Pittsburgh, PA Walter V. Clarke Associates.