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GOLEMAN
The ve components of emotional intelligence at work

Denition Hallmarks
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Self-awareness The ability to recognize and understand your moods, Self-condence

emotions, and drives, as well as their eect on
Realistic self-assessment
others
Self-deprecating sense of humor
Self-regulation The ability to control or redirect disruptive impulses Trustworthiness and integrity
and moods
Comfort with ambiguity
The propensity to suspend judgmentto think
Openness to change
before acting
Motivation A passion to work for reasons that go beyond money Strong drive to achieve
or status
Optimism, even in the face of failure
A propensity to pursue goals with energy and
Organizational commitment
persistence
Empathy The ability to understand the emotional makeup of Expertise in building and retaining talent
other people
Cross-cultural sensitivity
Skill in treating people according to their emotional
Service to clients and customers
reactions
Social skill Prociency in managing relationships and building Eectiveness in leading change
networks
Persuasiveness
An ability to nd common ground and build rapport
Expertise in building and leading teams
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 BUILDING THE EMOTIONAL INTELLIGENCE OF GROUPS

Emotions To Hone
of . . . Awareness . . . To Regulate . . . IDEO Examples
The Whole Regularly assess Create struc- Awareness: Teams work
Group the groups tures that let the closely with custom-
strengths, group express its ers to determine what
weaknesses, emotions. needs improvement.
and modes of
Cultivate an Regulation: Finger-
interaction.
armative blaster toys scattered
Invite reality environment. around the oce let
checks from people have fun and
Encourage pro-
customers, vent stress.
active problem
colleagues,
solving.
suppliers.
Other Key Designate Develop cross- Regulation: IDEO built
Groups team members boundary such a good relation-
as liaisons to relationships ship with an outside
key outside to gain outsiders
fabricator that it was
constituencies. condence. able to call on it for help
during a crisison the
Identify and Know the broader
weekend.
support other social and political
groups expecta- context in which
tions and needs. your group must
succeed.
Show your
appreciation of
other groups.

and a real passion for customer service. But her teammates find she
brings little more than a bad attitude to the table. At an early brain-
storming session, Jill sits silent, arms crossed, rolling her eyes. When-
ever the team starts to get energized about an idea, she launches into a
detailed account of how a similar idea went nowhere in the past. The
group is confused: this is the customer service star theyve been hearing
about? Little do they realize she feels insulted by the very formation of
the team. To her, it implies she hasnt done her job well enough.
When a member is not on the same emotional wavelength as the
rest, a team needs to be emotionally intelligent vis--vis that individ-
ual. In part, that simply means being aware of the problem. Having a

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 URCH DRUSKAT AND WOLFF

A Model of Team Eectiveness

STUDY AFTER STUDY has shown that teams are more creative and produc-
tive when they can achieve high levels of participation, cooperation, and col-
laboration among members. But interactive behaviors like these arent easy
to legislate. Our work shows that three basic conditions need to be present
before such behaviors can occur: mutual trust among members, a sense of
group identity (a feeling among members that they belong to a unique and
worthwhile group), and a sense of group ecacy (the belief that the team can
perform well and that group members are more eective working together
than apart).
At the heart of these three conditions are emotions. Trust, a sense of identity,
and a feeling of ecacy arise in environments where emotion is well handled,
so groups stand to benet by building their emotional intelligence.
Group emotional intelligence isnt a question of dealing with a necessary
evilcatching emotions as they bubble up and promptly suppressing them.
Far from it. Its about bringing emotions deliberately to the surface and un-
derstanding how they aect the teams work. Its also about behaving in ways
that build relationships both inside and outside the team and that strengthen
the teams ability to face challenges. Emotional intelligence means explor-
ing, embracing, and ultimately relying on emotion in work that is, at the end
of the day, deeply human.

Better decisions,
more creative solutions,
higher productivity

Participation, cooperation,
collaboration

Trust, identity, efcacy

Group emotional intelligence

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 URCH DRUSKAT AND WOLFF

Building Norms for Three Levels

of Group Emotional Intelligence
GROUP EMOTIONAL INTELLIGENCE IS ABOUT the small acts that make a
big dierence. It is not about a team member working all night to meet a
deadline; it is about saying thank you for doing so. It is not about in-depth
discussion of ideas; it is about asking a quiet member for his thoughts. It is
not about harmony, lack of tension, and all members liking each other; it is
about acknowledging when harmony is false, tension is unexpressed, and
treating others with respect. The following table outlines some of the small
things that groups can do to establish the norms that build group emotional
intelligence.

Individual Group Cross-Boundary

Norms that create awareness of emotions
Interpersonal Team self-evaluation Organizational
understanding 1. Schedule time to examine understanding
1. Take time away from team eectiveness. 1. Findo utt he
group tasks to get to 2. Create measurable task and concerns and
know one another. process objectives and then needs of others in
2. Have a check in at measuret hem. theo rganization.
the beginning of the 3. Acknowledgea nddis cuss 2. Considerwh o
meetingthat is, ask groupmo ods. can inuence the
how everyone is doing. 4. Communicatey ours ense teams ability to
3. Assumet hat accomplish its
of what is transpiring in the
undesirable behavior goals.
team.
takes place for a 5. Allow members to call 3. Discusst he
reason. Find out a process check. (For culture and
what that reason is. instance, a team member politics in the
Ask questions and might say, Process check: is organization.
listen. Avoid negative this the most eective use of 4. Askwh ether
attributions. our time right now?) proposed team
4. Telly ourt eammates actions are
what youre thinking Seeking feedback congruent with
andh owy ourefeel ing. 1. Ask your customers how the organizations
you are doing. culture and
Perspective taking
2. Post your work and invite politics.
1. Askwh etherev eryone comments.
agrees with a decision.
3. Benchmarky ourpr ocesses.
2. Askquie tmember s
what they think.
3. Questiondecis ions
that come too quickly.
4. Appoint adev ils
advocate.

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 BUILDING THE EMOTIONAL INTELLIGENCE OF GROUPS

Individual Group Cross-Boundary

Norms that help regulate emotions
Confronting Creating resources for Building external
1. Setg roundr ulesa nd working with emotion relationships
use them to point out 1. Make time to discuss dicult 1. Create
errantbeh avior. issues, and address the opportunities for
2. Callmember so n emotions that surround them. networking and
errantbeh avior. 2. Find creative, shorthand ways interaction.
3. Createp layfuldev ices to acknowledge and express 2. Aska boutt he
for pointing out such the emotion in the group. needs of other
behavior. These often 3. Create fun ways to teams.
emerge from the acknowledge and relieve 3. Provides upport
group spontaneously. stress and tension. for other teams.
Reinforce them. 4. Expressa cceptance of 4. Inviteo therst o
membersemo tions. team meetings if
Caring
Creating an armative they might have a
1. Support members:
environment stake in what you
volunteer to help them
1. Reinforcet hatt het eam aredo ing.
if they need it, be
exible, and provide can meet a challenge. Be
emotionals upport. optimistic. For example,
say things like, We can get
2. Validatemember s
through this or Nothing will
contributions. Let
stopus .
members know they
arev alued. 2. Focus on what you can
control.
3. Protectm embersfr om
attack. 3. Remind members of the
groups important and
4. Respectin dividuality positivemis sion.
and dierences in
4. Remind the group how it
perspectives.Lis ten.
solved a similar problem
5. Never be derogatory or before.
demeaning. 5. Focus on problem solving,
not blaming.
Solving problems proactively
1. Anticipate problems and
address them before they
happen.
2. Take the initiative to
understand and get what you
need to be eective.
3. Do it yourself if others arent
responding. Rely on yourself,
noto thers.

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 DAVID AND CONGLETON

What Are Your Values?

THIS LIST IS DRAWN from the Personal Values Card Sort (2001), developed
by W.R. Miller, J. Cde Baca, D.B. Matthews, and P.L. Wilbourne, of the
University of New Mexico. You can use it to quickly identify the values you
hold that might inform a challenging situation at work. When you next make
a decision, ask yourself whether it is consistent with these values.

Accuracy Friendship Passion

Achievement Fun Popularity
Adventure Generosity Power
Authority Genuineness Purpose
Autonomy Growth Rationality
Caring Health Realism
Challenge Helpfulness Responsibility
Change Honesty Risk
Comfort Humility Safety
Compassion Humor Self-knowledge
Contribution Justice Service
Cooperation Knowledge Simplicity
Courtesy Leisure Stability
Creativity Mastery Tolerance
Dependability Moderation Tradition
Duty Nonconformity Wealth
Family Openness
Forgiveness Order

distracted or tired to fully engage with her husband and children. One
nagging voice in her head told her shed have to be a better employee
or risk career failure; another told her to be a better mother or risk
neglecting her family. Cynthia wished that at least one of the voices
would shut up. But neither would, and in response she failed to put
up her hand for exciting new prospects at the office and compulsively
checked messages on her phone during family dinners.
Jeffrey, a rising-star executive at a leading consumer goods
company, had a different problem. Intelligent, talented, and ambi-
tious, he was often angryat bosses who disregarded his views,

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210350_08_119-126_r2.indd 125

Evaluate Your Emotional Agility

FOR REVIEW ONLY

Exercise
Identify a thought To what Ask yourself:
Choose a challenging that hooks you extent do To what extent
situation in your in that situation, Ask yourself: To I buy into do I avoid or try
Identify a feeling
work lifefor example, such as My boss what extent do I it, letting it to ignore this To what
that this situation
Receiving negative has no condence avoid this thought, overwhelm feeling? extent do
evokes. Is it anger,
feedback from my boss in me or My trying to make it go me? I buy into
sadness, fear,
or Asking my boss for contribution isnt away? A lot, some- it?
shame, disgust, or
a raise. as valuable as my what, not at all?
something else?
teammates.

Advice
If you primarily avoid your
thoughts and feelings, try to
acknowledge them instead.
Notice thoughts as they arise
and check your emotional state
several times a day so that you
can identify the useful informa-
tion your mind is sending you.
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If you primarily buy into your
thoughts and feelings, nd your
ground. Take 10 deep breaths,
notice your environment, and
labelrather than being swept
up inthem.
If you alternate, learn your
patterns. Pay attention to which
thoughts and feelings you avoid
and which you buy into so that
you can respond with one of the
strategies we describe.
The next step is to take action
that aligns with your values.
(For examples, see the sidebar
What Are Your Values?) Identify
which ones you want to apply in
the context of the challenging
situation youve described.
 JACKMAN AND STROBER

Reframe Your Thinking

ALMOST EVERYONE DREADS performance reviews, which typically take place
once a year. But how you respond to the bosss feedbackand how often
you request itwill largely aect your performance and chances for career
advancement. Weve found that getting beyond that sense of dread involves
recognizing and naming the emotions and behaviors that are preventing you
from initiating feedback discussions. Once you determine those emotional
and behavioral barriers, its a matter of reframing your thoughts and moving
toward more adaptive behavior. Below are some examples of how you might
turn negative emotions into more positive, productive thoughts.

Possiblen egative
emotion Maladaptive response Reframing statement
Anger Acting out Its up to me to get the
(Im mad at my (stomping around, feedback I need.
boss because he complaining, being irritable,
wont talk to me yelling at subordinates or
directly.) family)
Anxiety Brooding Finding out can open up
(I dont know what (withdrawal, nail biting) new opportunities for me.
will happen.) Avoiding
(Im too busy to ask for
feedback.)
Fearo f Denial, procrastination, self- Taking the initiative puts
confrontation (I sabotage me in charge and gives me
dont want to do (canceling meetings with some power.
this.) boss)

in sales and that he wasnt willing to learn to be more sociable. He

requested a transfer and moved to a new position where he became
much more successful.

Break up the task

Yet another adaptive technique is to divide up the large task of deal-
ing with feedback into manageable, measurable chunks, and set
realistic time frames for each one. Although more than two areas
of behavior may need to be modified, its our experience that most
people cant change more than one or two at a time. Taking small

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 FEAR OF FEEDBACK

Possiblen egative
emotion Maladaptive response Reframing statement
Fear of reprisal Denial I really need to know
(If I speak up, will (I dont need any feedback. honestly how Im doing.
I get a pink slip?) Im doing just ne.)
Hurt Irritability, jealousy of I can still pay attention to
(Why did he say others what he said even though
I wasnt trying hard (silence, plotting to get even) I feel hurt.
enough?)
Defensiveness Acting out by not supporting Being defensive keeps me
(Im better than she theboss (You can bet Im not from hearing what she has
says.) going to her stupid meeting.) to say.
Sadness Brooding, withdrawal How Im doing in my job
(I thought he (being quieter than usual, isnt about whether Im
likedme!) feeling demotivated) liked.
Fear of change Denial I must change to keep my job.
(How will I ever do (keep doing things the same I need to run the marathon
all that he wants way as before) one mile at a time.
me to do?)
Ambivalence Procrastination, passivity What really serves my
(Should I stay or (waiting for somebody else interests best? Nobody is as
should I go?) to solve the problem) interested in my well-being
as I am. I need to take some
action now.
Resignation (I have Resistance to change (Its just Ill be much happier
toleave!) too hard to look for another working somewhere else.
job. Its not really so bad here.)

steps and meeting discrete goals reduces your chances of being

overwhelmed and makes change much more likely.
Jane, for example, received feedback indicating that the quality
of her work was excellent but that her public presentations were
boring. A quiet and reserved person, Jane could have felt over-
whelmed by what she perceived as the subtext of this criticism: that
she was a lousy public speaker and that shed better transform her-
self from a wallflower into a writer and actress. Instead, she adapted
by breaking down the challenge of interesting presentations
into its constituent parts (solid and well-constructed content; a

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