Leadership Without Emotional Intelligence is Like Dancing Without Rhythm Richard E. Boyatzis, Professor and Chair Department of Organizational Behavior Weatherhead School of Management Case Western Reserve University Cleveland, OH, USA 44106-7235 Email: richard.boyatzis@weatherhead.cwru.edu Tel: 216-368-2055 Presentation at XVII Conference Human Resources Management, Caracas, October 5, 2001

Emotions are contagious, ideas are not, unless the ideas evoke a strong emotion!

Leaders create a climate of emotional intelligence through: Their behavior Limbic regulation Limbic resonance

The Business Case Financial Impact of Emotional Intelligence and Other Competencies Demonstrated By Senior Partners of a Multi-national Consulting Firm [Boyatzis (2001)] Senior Partners averaging 19 years with the firm, and 10 years in management. Using competency data from the “others” in a 360 assessment, and financial performance of their accounts for two years later.

Tipping or Trigger Point Analysis Latest in competency assessment How much of a competency is sufficient (triggers) outstanding performance?

Rank order the clusters in terms of their Exercise The Goal and Action Management or Self-Management Cluster (I.e., Efficiency Orientation and Initiative) The Self-Regulation Cluster (I,e, Self-control and Adaptability) The People Management or Social Skills Cluster (I.e., Empathy, Networking, Developing Others) The Analytic Reasoning or Cognitive Skills Cluster (I.e., Systems Thinking, Pattern Recognition) Rank order the clusters in terms of their impact on financial contribution to the firm.

Incremental Profit Contributed to the Firm per Year Per Senior Partner Those Above versus Below the Tipping Point by Cluster Cluster Incremental Profit per Year per Partner Goal/Action; Self-Mgt. $ 762,000 per year 78% more/SP Self- Regulation $ 1,465,000 per year 390% more/SP People Mgt.; Social Skills $ 931,000 per year 110% more/SP Analytic Reasoning: Cognitive $ 510,000 per year 50% more/SP

Comparison of the Impact of the Number of Competencies Above/ Below the Tipping Point by Cluster (000’s) Above TP Below TP Above TP Below TP Cluster Acct. Rev. Acct. Rev. Acct. Margin Acct.Marg. Goal/Action; Self-Mgt. $2,942 $1,803 59% 54% (3/4) Self- Regulation 2,969 896 62% 42% (2/5) People Mgt.; Social Skills 2,819 1,797 63% 47% (4/8) Analytic Reasoning: Cognitive 2,545 2,164 60% 47% (1/3)

Limbic brain system deals with passion, emotions, memory, and learning. Amygdala focuses on passion and meaning. Hippocampus focuses on memory and its context, and provides neurogenesis. Sensory messages go to the Thalamus. It is connected to the amygdala through one synapse. It takes multiple synapses to reach the neocortex. From this we developed the neocortex, which allowed nuance in complex thought and emotion. When an experience occurs, at best we feel and think at the same time, in most situations, we feel before we think!

Three Discoveries from Neuroscience During the Decade of the Brain ~ 1992: We feel before we think. 1998: Neurogenesis in humans-- We can develop new neural tissue throughout life. But stress stops the process through secretion of of cortisol which leads to loss of memory and inhibiting new neural growth. 3. 2000: Asymmetry The Left Prefrontal Cortex lights up when we think of hope, possibilities and positive excitement. The Right Prefrontal Cortex lights up when we think of criticism, obstacles, defensiveness, and depressing experiences, which also produce the stress reaction which detracts from our memory and neural growth.

PERSONAL COMPETENCE: How we manage ourselves The Emotional Intelligence model as described in Goleman’s 1998 book, Working with Emotional Intelligence, and Boyatzis and Goleman’s Emotional Competence Inventory (ECI) PERSONAL COMPETENCE: How we manage ourselves The Self-awareness Cluster: Emotional self-awareness: recognizing our emotions and their effects Accurate self-assessment: knowing one’s strengths and limits Self-confidence: a strong sense of one’s self worth and capabilities

The Self-management Cluster: Adaptability: flexibility in dealing with changing situations or obstacles Self-control: inhibiting emotions in service of group or organizational norms Conscientiousness: reliability, attention to detail Initiative: proactive, bias toward action Achievement orientation: striving to do better Trustworthiness: integrity or consistency with one’s values, emotions, and behavior

How we handle relationships Social Awareness and Social Skills SOCIAL COMPETENCE How we handle relationships Social Awareness and Social Skills Social Awareness Cluster: Empathy: understanding others and taking active interest in their concern Service orientation: recognizing and meeting customer’s needs Organizational awareness: perceives political relationships within the organization

Relationship Management Cluster: Leadership: inspiring and guiding groups and people Developing others: helping others improve performance Change catalyst: initiating or managing change Conflict management: resolving disagreements Influence: getting others to agree with you Building bonds: building relationships Communication: sending clear and convincing messages Teamwork and Collaboration: creating a shared vision and synergy in team work

Factoid “Since 1918... the average IQ in the US has risen 24 points” meanwhile from the 70’s to the late 80’s, 6-16 year olds showed a steady decrease in emotional intelligence. Similar observations have been made worldwide. Goleman, WWEI.(cf. Achenbach, 1989)

How can you change your “default response” ? How do you drive and direct your own learning and change ? How do you inspire and guide the change process for others ?

Emotional Intelligence can be aroused and developed. Results from 11 longitudinal studies at the Weatherhead School of management of 25-35 year olds. Comparable results with 4 longitudinal studies of 45-55 year olds in an Executive Education program.

Sustainable Percentage Improvement of EI from Different Samples of MBAs Comparison MBA programs: 2 MBA programs: Assessment centers coding behavior showed 2% increase in EI competencies in 1-2 years 4 other MBA program using tests showed a 4% increase in Self-Awareness and Self-Management, but a a 3% DECREASE in Social Awareness and Social/Relationship Management

Behaviorally Coded Competencies From Audiotapes and Videotapes of BEI/CII Interviews (5 samples), Group Exercises & Presentation Exercises (2 samples each) Percentage Improvement in Frequency of Demonstration

Behaviorally Coded Competencies From Audiotapes and Videotapes of BEI/CII Interviews (5 samples), Group Exercises & Presentation Exercises (2 samples each) 50 100 150 200 250 300 Empathy Leadership Conflict Mgt. Building Bonds Oral Comm. Percentage Improvement in Frequency of Demonstration

People learn what they want to learn When adults change, they most often change themselves, especially sustainable change People learn what they want to learn

Boyatzis’ Self-Directed Learning Model (1970, 1999, 2000) The Ideal Self The Real Self Practicing new behavior Strengths: where my Ideal Self and Real Self are Similar Trusting Relationships that help. support, and encourage each step in the process Experimenting With new behavior Gaps: where my Ideal Self and Real Self are Different My Learning Agenda: building on strengths while reducing Gaps © Richard E. Boyatzis, 2000.

The Motivation To Change: Boyatzis’ Self-Directed Learning Model (1970, 1999, 2000) The Ideal Self The Real Self Trusting Relationships that help. support, and encourage each step in the process The Motivation To Change: Finding their passion and dreams Looking in the mirror at who they are © Richard E. Boyatzis, 2000.

The Emotional Intelligence model as described in Goleman’s 1998 book, Working with Emotional Intelligence, and Boyatzis and Goleman’s Emotional Competence Inventory (ECI) The Self-awareness Cluster: Emotional self-awareness Accurate self-assessment Self-confidence

Catching Your Dreams and Engaging Your Passion The ideal self ... Catching Your Dreams and Engaging Your Passion Ego ideal, role models, heroes & heroines, aspirations, values, philosophy, life and career stages, motives, etc. The power of positive imaging & visioning Thinking in the Left Prefrontal Cortex But we often skip over formulating the Ideal Self image in development or education and become anesthetized to our own ideal and dreams.

Parts of “Pedra Filosofal” by Antonio Gedeão Eles não sabem que o sonho é uma constante da vida… é vinho, é espuma, é fermento, bichinho álacre e sedento, de focinho pontiagudo, que fossa através de tudo num perpétuo movimento. é tela, é cor, é pincel… Eles não sabem, nem sonham que o sonho comanda a vida o mundo pula e avança como bola colorida entre as mãos de uma criança.

An individual exercise/reflection List “27 things I’d like to do or experience before I die.” If you won the super lottery, and received 8 billion bolivars after tax, how would your life and work change? NETCAM, October 5, 2016: If you were living your ideal life in 2016, what would a NETCAM show as it recorded the next week of your life?

Are you living and working in this way now ? What do these answers tell you about how you would like to be living and working ? Are you living and working in this way now ?

Developing a Personal Vision My Ideal Life and Work in 7-10 years What will I be doing? Where will I be? Who will I be with? What will my work and life be? What will I be?

The real self ... Am I a Boiling Frog ? Looking into the Mirror Ego defense mechanisms and self-deception Gradual development of the perception of myself Slow adjustments to change are acceptable and often hardly noticed !

The real self ... Am I a Boiling Frog ? Looking into the Mirror Others may not be helpful ---- they may be boiling frogs themselves, or enablers (who forgive, are frightened of the change, or do not care) and allow it to pass unnoticed. The greatest challenge is stimulating CANDOR and the COURAGE to look and see!

Me at My Best (An Exercise from The Hay Group’s Mastering Emotional Intelligence Program) Think about a specific time when you were “at your best” at work. Describe the situation, what you were saying and doing, and the effect it had on others. Think about a specific time when you were “at your best” at home or during your leisure. Describe the situation, what you were saying and doing, and the effect it had on others. Add more events to your description if you wish.

The First Discontinuity: Realizing Who I Am and Who I Want to Be The Motivation to Change Real Self Ideal Self X X The First Discontinuity: Realizing Who I Am and Who I Want to Be TWO LEARNING POINTS BUILDING ON SELF-AWARENESS: 1. IDEAL SELF: Engage your passion and create your dreams! [Engage their passion and help them to create or articulate their dreams!] 2. REAL SELF:  ’! (Know thyself!) [Help others to see themselves as they appear to others.]

Application techniques Helping others or yourself develop an image of: The IDEAL SELF: reflective exercises and tests talking with friends and mentors search for groups considering change dreaming about an ideal future The REAL SELF: 360 degree feedback behavioral feedback with videotapes and audiotapes psychological tests meeting regularly with mentors or coaches

The Readiness to Change: Boyatzis’ Self-Directed Learning Model (1970, 1999,2000) The Ideal Self The Real Self Trusting Relationships that help. support, and encourage each step in the process Strengths: where my Ideal Self and Real Self are Similar The Readiness to Change: Articulating Strengths and Gaps Focus on both Gaps: where my Ideal Self and Real Self are Different © Richard E. Boyatzis, 2000.

Preserve: Strengths Adapt: Gaps

Discrepancy Congruence Real Self Ideal Self X X Discrepancy Congruence Felt Need Strength on which to build X TWO LEARNING POINTS BUILDING ON SELF-AWARENESS: 1. Identify or articulate both your strengths and gaps! [Assist the person in articulating their strengths and gaps!] 2. Keep attention on both characteristics- do not let one become a preoccupation!

Application techniques Helping others or yourself develop an image of: IDENTIFY STRENGTHS AND GAPS: 360 degree feedback in a development setting behavioral feedback with videotapes and audiotapes coaching psychological tests Identifying themes in past feedback, successes and exciting events KEEPING ATTENTION BALANCED: Force yourself to always identify the strengths first Relate the gaps to strengths Review your vision, values and philosophy for context Reality test diagnosis with spouse, close friends and coaches

Creating Mindfulness and Attention: Boyatzis’ Self-Directed Learning Model (1970, 1999,2000) The Ideal Self The Real Self Creating Mindfulness and Attention: Creating their own agenda Build on strengths Fit into life & work Strengths: where my Ideal Self and Real Self are Similar Trusting Relationships that help. support, and encourage each step in the process Gaps: where my Ideal Self and Real Self are Different My Learning Agenda: building on strengths while reducing Gaps © Richard E. Boyatzis, 2000.

A Learning Orientation versus a Performance Orientation Learning orientation will replace a performance orientation for those organizations that thrive in the coming decades. While performance at work or happiness in life may be the eventual consequence of our efforts, a learning agenda focuses on development. Individuals with a learning agenda are more adaptive and oriented toward development. In one study, a learning agenda resulted in dramatically better presentations, whereas a performance agenda resulted in people becoming defensive, not wanting to fail or not wanting to look bad, and did not result in increased performance.[i] A learning orientation arouses a positive belief in one’s capability and the hope of improvement. A learning agenda helps a person focus on what they want to become. This results in people setting personal standards of performance, rather than “normative” standards that merely mimic what others have done.[ii] Meanwhile, a performance orientation evokes anxiety and doubts about whether or not we can change.[iii] A performance agenda focuses on success, producing proof of our capability, and getting praise. Performance goals arouse the wrong parts of our brain for development. In studying sales achieved in a three-month promotion in the medical supply distribution business, a learning goal orientation predicted sales volume, a performance goal orientation did not. They defined a learning goal orientation as developing skills and a performance goal orientation as getting others to know about their sales accomplishments through sales targets. Salespeople were asked about their targets at the beginning of the promotion period and how they planned to work toward the goal. A learning goal orientation positively related to the level of goal set but a performance orientation was not. Both learning goal orientation and performance goal orientation were predictive of account and territory planning, but a learning goal orientation had much stronger effects. Ellemers, N., Gilde, D., Vanden Heurvel, H. (1998). Career-oriented versus team-oriented commitment and behavior at work. Journal of Applied Psychology. 83(5). 717-730: Dutch and Belgian sample of teams in companies: Career oriented commitment was related to increased turnover and thinking about future advancement and look at different jobs; meanwhile, Team oriented commitment was related to increased organizational commitment and decreased turnover. Walking the tightrope of passionate commitment and adaptability (when we increase commitment says Berlinger, we decrease flexibility).

They must be your goals- lead to your Ideal Self while building on your Real Self, using your planning style! The action plan must be feasible in your life-using your learning style and fitting into the structure of your life and work !

The Self-awareness Cluster: Emotional self-awareness Accurate self-assessment Self-confidence The Self-management Cluster: Adaptability Self-control Conscientiousness Initiative Achievement orientation Trustworthiness

David Leonard’s Doctoral Dissertation: Setting a specific learning goal significantly increased the amount of improvement shown on competencies during a graduate management program Jane Wheeler’s Doctoral Dissertation: Setting specific learning goals significantly increased the amount of improvement shown on competencies while working for years after a formal graduate program was completed! Add to the decades of research on goals and performance by McClelland, Locke and Latham and others

What are you learning this next week? You are investing 119 waking hours this week. What are you learning? You are investing 6,000 waking hours this year. What are you learning during the 2,000-3,000 hours at work, or the other 2,000-3,000 hours? Create a Learning Agenda to learn more from your experiences.

Discrepancy Congruence Plan THREE LEARNING POINTS BUILDING ON SELF-AWARENESS AND SELF-MANAGEMENT: Real Self Ideal Self Discrepancy Congruence X Felt Need Strength on which to build Change or learning Goals Plan 1. Create your/their own, personal learning agenda! 2. Goals should lead to the Ideal Self while building on the Real Self! 3. Actions and plan must fit into the structure of life and work!

Application techniques Helping others or yourself develop appropriate goals and plan: Link to the Ideal Self a desired life & work Reality testing desirability and commitment to goals with spouse, friends, coaches Reality test the plan with coaches or others who have successfully changed Tests assessing learning preferences and flexibility Up-date progress with regular meetings with mentors or coaches

Boyatzis’ Self-Directed Learning Model (1970, 1999,2000) Metamorphosis: Experiment and Practice, learn more from experience. The Ideal Self The Real Self Practicing new behavior Strengths: where my Ideal Self and Real Self are Similar Trusting Relationships that help. support, and encourage each step in the process Experimenting with new behavior Gaps: where my Ideal Self and Real Self are Different My Learning Agenda: building on strengths while reducing Gaps © Richard E. Boyatzis, 2000.

Social competence Social Awareness Cluster: Empathy Service orientation Organizational awareness Social Skills Cluster: Leadership Conflict management Influence Developing Others Change catalyst Building Bonds Communication Teamwork and Collaboration

Ken Rhee’s doctoral dissertation: 25-35 year old full-time MBAs did not conclude that they had learned a competency until they had an opportunity to use it in projects or during an internship Jane Wheeler’s dissertation: Part-time MBA graduates followed two years after graduation (in mid to late 30’s) improved on competencies as a function of the number of different “life spheres” or reference groups (such as work, family, friends, etc.) within which they worked on the learning goals

Mental rehearsal is important From research using Cognitive Behavior Therapy to increase the use of emotional intelligence competencies: Mental rehearsal is important Experimentation and practice in “real” settings is essential Practicing beyond the point of comfort to the point of mastery is necessary

“The neocortex rapidly masters didactic information, But the limbic brain takes mountains of repetition. No one expects to play the flute in six lessons or to become fluent in Italian in ten. But while most can omit Ravel or Dante from their lives without sacrificing happiness, the same cannot be said of emotional and relational knowledge.” Lewis, Amini, and Lannon, A General Theory of Love

Changes in the Real or Ideal Self THE FOURTH DISCONTINUITY: Metamorphosis Changes in the Real or Ideal Self THREE LEARNING POINTS BUILDING ON SOCIAL AWARENESS AND SOCIAL SKILLS: 1. Experiment and practice, try to learn more from experience! 2. Find settings which are psychologically safe within which to experiment and practice! 3. Develop and use relationships as part of the change and learning process!

Application techniques Helping others or yourself develop an image of: EXPERIMENTATION AND PRACTICE: try new approaches with specific people use temporary assignments to practice new behavior (e.g., task forces, committees, etc.) commit to helping with community, civic, religious, or professional groups as settings within which to practice BUILDING AND USING RELATIONSHIPS: meeting regularly with mentors or coaches form or join and meet with groups considering change

Boyatzis’ Self-Directed Learning Model (1970, 1999, 2000) The Ideal Self The Real Self Practicing new behavior Strengths: where my Ideal Self and Real Self are Similar Trusting Relationships that help. support, and encourage each step in the process Experimenting With new behavior Gaps: where my Ideal Self and Real Self are Different My Learning Agenda: building on strengths while reducing Gaps © Richard E. Boyatzis, 2000.

Learning points Ideal Self: Engage passion and create dreams Real Self: Know thyself Identify or articulate both strengths and gaps Keep attention on both characteristics - do not let one become a preoccupation Create your/their own, personal learning agenda Goals should lead to the Ideal Self while building upon Real Self

Learning points Actions and plan must fit into the structure of life and work Experiment and practice, try to learn more from experience Find settings which are psychologically safe within which to experiment and practice Develop and use relationships as part of the change and learning process

Applications to yourself and helping others Are you or others spending sufficient time at each step in the process ? Motivation to Change Readiness to Change Creating Mindfulness and Attention Metamorphosis Has the learning point of each step of the process been achieved before proceeding ? Has the process allowed for the rhythm of progress and discontinuities ?

Our future may not be entirely within our control, but most of what we become is within our power to create!

What you can do, or dream you can, begin it, Boldness has genius, power, and magic in it. Goethe, Faustus, a Dramatic Mystery, A Prelude at the Theater, as translated by John Anster (1835)

References Ballou, R., Bowers, D., Boyatzis, R.E., and , D.A. (1999). Fellowship in lifelong learning: An executive development program for advanced professionals,” Journal of Management Education, 23(4), 338-354. Beaubien, J.M. & Payne, S.C. (1999). Individual goal orientation as a predictor of job and academic performance: A meta-analytic review and integration. Paper presented at the meeting of the Society for Industrial and Organizational Psychology, Atlanta, GA. April, 1999. Boyatzis, R.E. (1982). The competent manager: A model for effective performance. New York: John Wiley & Sons. Boyatzis, R.E. (1996). Consequences and rejuvenation of competency-based human resource and organization development,’ In Woodman, R.W., and Pasmore, W.A.(eds.), Research in Organizational Change and Development, volume 9, pp. 101-122, Greenwich, CN: JAI Press. Boyatzis, R.E. (1999). Self-directed change and learning as a necessary meta-competency for success and effectiveness in the 21st century. In Sims, R. and Veres, J.G. (eds.). Keys to employee success in the coming decades. Westport, CN: Greenwood Publishing. Boyatzis, R.E., (in press) “Developing emotional intelligence,” In C. Cherniss, R.E. Boyatzis, and M. Elias (eds.). Research and Theoretical Advances in Emotional Intelligence: Volume 1. Boyatzis, R.E., Cowen, S. S., and Kolb, D.A. (eds.) (1995). Innovating in professional education: Steps on a journey from teaching to learning. San Francisco: Jossey-Bass. Boyatzis,R.E., Goleman, D., and Rhee, K. (in press). “Clustering Competence in Emotional intelligence: Insights form the Emotional Competence Inventory (ECI)s,” In R. Bar-On and J.D.A. Parker (eds.). Handbook of Emotional Intelligence . San Francisco: Jossey-Bass. Boyatzis, R.E., Leonard, D., Rhee, K., and Wheeler, J.V. 1996. Competencies can be developed, but not the way we thought. Capability, 2(2). P.25-41. Boyatzis, R.E., Wheeler, J., and R. Wright (in press). Competency development in graduate education: A longitudinal perspective, Proceedings of the First World Conference on Self-Directed Learning, GIRAT, Montreal.

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Schultheiss, O. (1999) Psychophysiological and health correlates of implicit motives. Presented at the 107th Annual Meeting of the American Psychological Association, Boston, August, 1999. Spencer, L.M. Jr. (1986). Calculating human resource costs and benefits. NY:John Wiley & Sons. Spencer, L.M.Jr. and Spencer, S.M. 1993. Competence at work: Models for superior performance. New York: John Wiley & Sons. Wheeler, J.A. 1998. Organizational and environmental supports and opportunities for self-directed learning following graduate education. An unpublished doctoral dissertation. Case Western Reserve University.

Harvard Business School Press: Primal Leadership: Realizing the Power Coming in March, from Harvard Business School Press: Primal Leadership: Realizing the Power of Emotional Intelligence by Daniel Goleman Richard Boyatzis Annie McKee

To be published in Spanish by Plaza y Janes Later in 2002 or early in 2003 To be published in Spanish by Plaza y Janes