1. 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
Tel:
Presentation at XVII Conference Human Resources Management, Caracas, October 5, 2001

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

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

4. 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.

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

6. 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.

7. 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 % more/SP
Analytic
Reasoning:
Cognitive $ 510,000 per year % more/SP

8. 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, % 42%
(2/5)
People Mgt.;
Social Skills 2, ,797 63% 47%
(4/8)
Analytic
Reasoning:
Cognitive 2, ,164 60% 47%
(1/3)

9. 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!

10. 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.
: 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.

11. 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

12. 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

13. 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

14. 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

15. Factoid
“Since 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)

16. 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 ?

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

18. 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

19. 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

20. 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

21. 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

22. 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.

23. 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.

24. 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

25. 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.

26. 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.

27. 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?

28. 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 ?

29. 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?

30. 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 !

31. 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!

32. 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.

33. 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.]

34. 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

35. 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.

36. Preserve:
Strengths
Adapt:
Gaps

37. 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!

38. 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

39. 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.

40. 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) : 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).

41. 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 !

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

43. 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

44. 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.

45. 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!

46. 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

47. 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.

48. 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

49. 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

50. 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

51. “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

52. 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!

53. 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

54. 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.

55. 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

56. 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

57. 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 ?

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

59. 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)

60. References
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from teaching to learning. San Francisco: Jossey-Bass.
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61. Brett, J. F. & VandeWalle, D. (1999)
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intelligence effective . Washington D.C.: American Society of Training and Development.
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affective neuroscience. Psychological Bulletin. 126(6)
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
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Hatfield, E., Cacioppo, J.T., and Rapson, R.L. (1994). Emotional contagion. New York: Cambridge University Press.
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Mainemelis, C., Boyatzis, R.E., and Kolb, D.A. (in press) “Learning styles and adaptive flexibility: Experiential learning theory,”
Journal of Management Learning
Rhee, K Journey of discovery: A longitudinal study of learning during a graduate professional program.
An unpublished dissertation Case Western Reserve University.

62. 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.
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graduate education. An unpublished doctoral dissertation. Case Western Reserve University.

63. 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

64. 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