Emotional Intelligence (EI or

EQ)
“We are being judged by a
new yardstick; not just how
smart we are, or by our
training and expertise, but
also how well we handle
ourselves and each other.”
Daniel Goleman, Ph.D.
Working with
Emotional Intelligence

Also: Savovey, Cuddy, EI-main, Tom Peters-

listening, Smile School-Japan, Steve Covey-
understand first
Emotional Intelligence - a key ability that helps us,
and facilitates our enabling of the subordinates as a
leader – i.e trying to get emotions right (and
appropriate to the situation)

Video segments:

• EI-babies
• Peter Salovey (EI definitions / data)
• Amy Cuddy (self-management)
• EI vid – Canada beach volleyball (Self-Motivation)
• Tom Peters (Drs – listening, empathy)
• Smile School Japan (criticism and negotiations)
• Christine Porath or other
EQ got a
lot of
attention
right
from the
start
 First - What is the difference between EQ and IQ?
• Recall that Intelligence tests (IQ) measure the ability to reason and
understand language, symbols, and shapes.
• Higher intelligence means that person is normally more creative
and can handle jobs with a lot of changing requirements (new,
unexpected tasks). Higher IQ does not necessarily mean you can
do a particular job better, unless it has many or shifting tasks.
• IQ can be improved and an IQ score that ranges from around 100
up to 150 or more.

• That number (from a valid intelligence test in about an hour for

taking the test) can accurately predict many things important to a
person’s career and long-term well-being (for higher level jobs, it
predicts about 30% of the outcome).

• These items would normally would take months or years to be

evaluated (and predicted ok) by outside observers.
The difference between EQ and IQ -2
• Though IQ measures reasoning, recognition, and problem solving in some
areas, but not necessarily whether one can use intelligence effectively in social
situations.

• EQ helps you deal with emotion (and ultimately to deal with individuals and
small groups, and sometimes large groups), by perceiving and managing your
emotions, and perceiving and managing the emotions of others.

• EQ may account for 10% of your performance at work, and also in social
settings (less than IQ, but double of personality, which is about 5%).

• But importantly, as you rise in an organization, EQ’s explanatory power

probably becomes greater. Controlling for IQ and experience, and personality
fit with a job, EQ may be the most important explainer of success in leadership
roles (because everyone else is about the same).

• Success does have some unexplained parts to it (we call it ‘luck’ because we
can’t predict some of success, or even explain it), but many parts (probably
more than 50%) are based on your skills and training, experience, working with
a team, and effort.
EI, IQ, Personality -- EI (EQ) overlaps a bit with IQ (both are
abilities), though is mostly separate from IQ and personality
 Emotional Intelligence (EI / EQ)
Defined
•Ability to perceive our own emotions and those of others, and to
help regulate and manage our emotions and help with those of
others.
•And thus, using emotion positively to activate your IQ and other
skills, i.e. to get work done and help others to get work done, and
improve relations at work (and even negative emotions can help
you finish ‘busy work’ fast or motivate you to good performance –
like coaches do for players).
•Also to express emotions more empathetically (to ‘mirror’ the
emotions of others, especially in important situations). Very
important for longer-term relationship building

4-8
 Not just media attention, but EQ is alos
important to employers (Recruiters tell us that
EQ is right at the top of the list after some
basic technical skills)
 If you want to protect yourself and your job
from robots, you'll have to be as un-robot-like
as possible.

That is to say, you'll have to show employers that you're human,

with all the human skills that robots (at least for now) can't
replicate.

That's according to a new report from staffing and recruiting firm

ManpowerGroup.

ManpowerGroup finds that by 2030, the demand for "human"

skills, which include social and emotional soft skills, will
increase 26% in the US and 22% in Europe.

The report provides some examples of human skills, including

advanced communication, negotiation, and leadership. That's
why front-line and customer-facing roles, which require these
types of skills, are expected to grow.
But fewer students have key
EI / social skills
 Ok, companies and bosses want EI, but why does
Emotional Intelligence matter?*
In personal terms – EI contributes to your performance in organizations
--broadly defined, it explains about 10% of performance (higher EI,
higher performance, especially in leadership / supervisory positions).

In groups, EI helps in conflict management and conflict reduction,

selling, more empathetic marketing (better design) and service (solve
the customer’s problems)

For top management, EI is important to promotion and leadership.

Higher EI correlates well with the ‘better performers’ in a range of mid
to higher level jobs vs the lower performers.

EI may be a major differentiating factor in one’s performance

(assuming other things like IQ and training about equal).

*Past criticisms of EI were based on the ‘self-report tests’ rather than an IQ-like test for EI (the
MSCEIT test), which is more valid. Also some overlap with personality and IQ, but researchers are
resolving that problem. Recent evidence for EI is coming from neuroscience also.
Google, in their well-known Project Oxygen study
studied what factors made a manager effective
For about 10 years, starting in 2008, Google had an internal research
team (with some help from Professor David Garvin of Harvard, who
later wrote the famous HBR article about it.

Google wanted to know if managers were needed (or could everyone

work in ad-hoc teams). And if they were needed, what factors seemed
to lead to good management. The results were surprising to Google:

Soft skills were more important than hard skills, especially EI

7 out of 8 behaviors associated with high-performing managers were

the soft skills such as communications, goal-setting, and team-building
actions
 Google’s 8 point plan to help managers improve
(7 of 8 are soft skills – directly from management and
psychology / EI research
Be a good communicator and listen to your team {EI related}
Express interest in team members’ success and well-being {EI-Empathy}
Help your employees w/career development (Job interests model–
Motivation)
Be a good coach {leadership style}
Empower your team and don’t micromanage {leadership style}
Be productive and results-oriented {goal-setting}
Have a strategy and vision for the team {What is strategy/strategic
leadership}
Have key technical skills so you can help advise the team

In addition they identified 3 key manager pitfalls to avoid:

Have trouble making a transition to the team

Lack a consistent approach to performance management and career
development.
Another reason EI matters -- If the wrong emotion is
used in a situation (i.e. poor empathy / poor
reflection of the others’ emotion), it can be costly

Emotions can be
enormously powerful.
1) Pennzoil vs. Texaco
2) President Benigno
Aquino (Philippines)
and the Hong Kong tour
bus in the Philippines
shooting

Small things make BIG

differences (wrong
emotion cost Texaco
and the Philippines
billions
17 of dollars
Ok, what are emotions?
 Emotions are psychological, behavioral, and physiological
episodes experienced toward an object, person, or event
that create a state of readiness and potential reaction.
 Emotions can occur without our awareness, or activate very
quickly (through the amygdala) – short term (like laughter
and pain)
 Moods are lower intensity emotions without any specific
target source, and longer lasting (“bad mood”)
 Emotions are very powerful. Decisions are difficult without
them.
 Emotions are not necessarily “irrational.” They exist because
they help us.
 Emotions are hard to “switch off.” But they can be managed
4-18
Types of Emotions (mapped onto the circumplex
model or “mood” graph”) – note that some emotions
are part of ‘negative moods, but not “bad” (e.g.
bored, tired –> i.e. negative but with low activation)

4-19
the same (facially) around the world
– even in babies, and tribes with
little outside contact (EI babies
video)

20 © 2010 The McGraw-Hill Companies, Inc. All rights

McShane/Von Glinow OB 5e
reserved
Even
babies
have the
same
emotiona
l
expressio
ns

{see EI- © 2010 The McGraw-Hill Companies, Inc. All rights

McShane/Von Glinow OB 5e 21
reserved
 EI (EQ) is a set of four main skills about
understanding and using emotion (I include
a 5th skill also that is part of those 4)
• Emotional Intelligence is scientific in that it can be defined, measured,
systematically trained, and is universal.
• EI predicts a number of important things such as performance at
school and work, learning, family and social life, crime and conflict.
• Like IQ, EI measures are becoming more valid for these predictions.
And like IQ, you can improve your EI
• Yet sometimes you can be good at one skill (e.g. managing others’
emotions – ie making them laugh), but not good at managing your
own – ie get angry too quickly or not deal properly with that anger).
So the key is to try to learn all the skills of EI –
 The Five Essential Competencies of Emotional Intelligence
(covering the 4 main skills of understanding our
emotion and others, and regulating / managing
our emotion and others)
See Peter Salovey video
1) Self- (minute 6~15)
Awareness
2) Self- Perceive and managing (using)
Regulation our own emotions
3) Self-
Motivation
4)
Empathy Perceiving /
5) Effective listening and help
Relationships to manage
emotions
Note: #2-Self-Regulation and #3-Self Motivation are now collectively of
called “Self-Management. Also,
othersare now called “social skills.”
Empathy is now called “Social Awareness” and ‘Effective relationships’
I like to keep #3 -- self-motivation -- separate, hence 5 skills.
 Before looking at each aspect of EI, how about some data
-- IQ, EI and Success
• When IQ test scores are correlated with how well people perform in
their careers, the estimate of how much difference IQ accounts for is
about 25%-35% (though higher for some technical and professional
jobs).
• This means that IQ is important, but doesn’t explain about 2/3 (65%)
of job success -- i.e. other factors such as conscientiousness, other
personality trait-fit with job, EI, influence skills, luck (wealthy
family, good boss, good company) and even the environment, will
account for the rest.

• EI probably predicts about 10% of job performance, perhaps more in

jobs that require leading teams and a lot of human interaction (EI
helps you to “deliver” your training and IQ better). As you move
higher in your profession, EI’s importance usually rises (you have to
get work done through others). It is a skill, not a personality factor.
In general, controlling for factors like IQ and training, EI (EQ) has a
significant effect on performance – i.e. as you go higher in your
profession, everyone is about as experienced and smart as you
(recent research at Harvard says about 60% - maybe a little high)
How about work specifics? EI scores (MSCEIT test by Yale’s
Peter Salovey) predict several dimensions of performance
 The MSCEIT test for EQ predicts a lot of good
outcomes that facilitate work and work relations
A similar study correlating MSCEIT (EI / EQ) scores with a
person’s peer+supervisor ratings (also later, follow-up
salary raises were found and positively related to EI)

Higher MSCEIT (EI /

EQ) scores of an
employee were related
to more ‘comfort’ /
approachability (i.e. the
first 3 variables in the
table) and also with
some measures of
competence (leadership
potential, positive work
environment creation
and stress tolerance)
MSCEIT (EQ) scores and the same person’s salary
(and salary increase) one year later Note the strong
correlation
between the
MSCEIT (EI)
score and the %
merit [salary]
increase. Also a
high relation
between EI and
rank in the
company. And
about .18
correlation
between EI and
overall salary.
This is roughly
consistent with the
rough estimate of
EI’s explanation
of work success
factors (i.e.
explains about
10% of success on
a job)
 Also the MSCEIT predicts some negative outcomes (like drugs and
crime)– notice if MSCEIT (EI) goes up the bad outcomes go down, or
vice-versa (negative sign on the r for the ‘bad’ outcomes {see arrows})

Research is also showing that there is a strong correlation between low EI and jail-time,
as suggested by the above negative outcomes
 If Emotional Intelligence is so important
for work and careers, then how do we
develop it?
• EI training has been shown to be both successful and
with a measurable payback (for personal performance,
for company outcomes, and avoiding negative such as
increased employee satisfaction, less turnover,
improved employee health and even hard dollar
productivity measures.
• People can work at building up the five competencies
that make up Emotional Intelligence (EI)
• Sometimes they are simple (like seeing something
funny, or having some small-talk before a big meeting)
The Five Essential Competencies of Emotional
Intelligence

• Self-
Awareness
• Self- Perceive and
Regulation manage our own
• Self- emotions
Motivation
Empath Relate to (and
y help manage)
Effective others’ emotions
Relationships
Note: Self-Regulation and Self Motivation are now collectively called “Self-Management. Also,
Empathy is now called “Social Awareness”.
Practicing Self-Awareness (perceiving emotion):
•Awareness of our own emotional states is the foundation of all the E.I.
skills.
•Be aware of emotional “triggers” (things that seem to bother you
regularly)

•Learn to “tune-in” to your emotions (what’s wrong, and how serious is

the situation, in the case of negative emotions) – they can give
you valid information about your responses to stressful situations.

•Understand how you respond to certain situations – what you like and
what you don’t like and why (then emotional self-regulation comes
with practicing your response to that stressful or emotional situation)

• Recognize importance of emotions even in “technical”

fields as noted earlier,

• Take self-assessments to learn about your style and ‘bent’ or job

(life) interests in certain areas
 In Goleman's analysis, self-awareness is a key
EI ability
This is because it allows us to exercise some self-control.
The idea is not to repress feelings (the reaction that has
made psychoanalysts rich) but rather to do what Aristotle
suggested

Aristotle considered the hard work of the will, he wrote in the

Nicomachean Ethics: "Anyone can become angry--that is
easy." But to understand oneself and “to be angry with the
right person, to the right degree, at the right time, for the
right purpose, and in the right way--this is not easy.“

There is a good North American saying about self

awareness – “Don’t spend a dollar’s worth of energy on a
ten cent problem.” That is, be aware of emotions and the
situation.
Emotional Hijackings – Avoid the “fight
or flight” fast response
Rational
Mind
Failing to
Triggering the Activate the
amygdala Control of
emotion
Emotional
Urgency
Practicing Self-Regulation (self-management)
•Try not to respond to people when you are very angry – ‘look past the situation
(e.g. people who are annoying you at that moment).

•Respond to annoying phone calls or emails later when you’re not angry; use the
escape key on outlook to save an angry email draft and send it later after editing (or
don’t send it). Don’t make responses and commitments when you are rushed.

•Practice your response ahead of time, that is, use your intellect to craft or frame a
response so you can build that response pathway in the brain.

•Learn to “reframe” stressful situations into ones that are challenging. Do that for
your employees, colleagues also (i.e. Ask them to think how does this annoying task
fit with the firm mission or the employee goals – frame it as part of a higher goal)

•Angry or rude responses matter. They can hurt; and harm the work situation. Give
employees training on EI
•Popular belief argues for “blowing off steam” (by yelling, etc.). But Goleman argues
that focusing on anger (like yelling) can actually increase the anger; the body needs
a chance to process the adrenaline through exercise, physical labor, repetitive
tasks, relaxation techniques (the brain is not like a motor, yelling does not decrease
adrenaline and cortisol, rather it increases them -- and that just escalates anger and
reduce rational thinking).
Basic application of personal self regulation (emotion
management): Nonverbal communication (Body
language) and emotional state (feelings of power and
competence, and reduced cortisol -- Amy Cuddy
research)

See Amy Cuddy video

 Practicing Self-Motivation: (See EI
 overview video)
Beware negative self-talk.
 Negative self-talk can create negative self-efficacy and “teach” you that
you are not able to learn, do difficult things, get things done.
 When a setback strikes, resist saying to yourself “what’s wrong with
me?” Instead, ask “how do I fix this problem?” Same for evaluations.
 Successful performers typically ask this –how can I fix this problem?’
These individuals often develop high self-efficacy.

 Work to achieve your “flow state”– sometimes visualizing first how to

do something first (and how it will go well) is helpful – team boxing
example (pretend won already in the locker-room, with cheering, the
V-pose, etc).
 Practice self-management (power posing body language / visually
successful outcomes – even simple outcomes) as Amy Cuddy suggests
 High performers set objectives and end-goals, they write them down
(sometimes on wall charts) and they publically commit to them.
 Practicing Self-Motivation:
Think Twice Before Reading Negative News at Work (limit the negative news, try
to see some good news also, like from www.HumanProgress.com

Research has found that consuming negative news has a significant detrimental
effect on our mood and emotions, undermining our performance for the rest of the
day {Turn off news alerts, unless you’re in finance and need to hear them now}

Similar findings for entertainment (films, etc – funny and happy films, songs improve
productivity and creativity; minimize the negative news {especially those “news alerts”}
see next slides)
The value of self-regulation and self-
motivation – improving your emotion
and improving challenging tasks

• Usually, challenging (non-repetitive)

tasks are helped by being in a good
emotional state (after seeing some cute
animal pictures or funny TV / film
segment).
• The positive emotional effects are
almost as good as facilitative training

44
4444
 Seeing Cute Images of Animals
Improves Performance
Performance on a tough focused
task
50

40
40

30

20
20

10

0
Control See cute animal
(No Image and Images first
do tough task)
 Using emotional intelligently -- Positive
LIKING
emotion on task performance – the movie
experiment (similar data on creativity)
100%
91%
90%
83%
Percent finding correct solution to the task

75%
80%
70%
60%
50%
40%
30%
20%
13%
20%
10%
0%
No Facilitative Neutral film Positive film Help +
manipulation help Positive film
Isen, A.M., K.A. Daubman, & C.P. Nowicki, 1987. Positive affect facilitates creative problem solving, Journal of Personality and
Social Psychology, 52, 1122-1131. (follow-up interaction done in another study) 46
4646
The Five Essential Competencies of Emotional
Intelligence

• Self-
Awareness
• Self- Relate to
Regulation Ourselves
• Self-
Motivation
Empath
y Relate to
Effective Others
Relationships
 Practicing Empathy (perceiving and managing the
emotion of others):
• Empathy means recognizing, and responding appropriately to the emotions
of others – actually mirroring their emotion to some extent.

• Try to be a bit upset if the other person (e.g. customer) is upset. Try to
smile when trying to give good service or help.
• Don’t downplay. If the customer is upset, you’re upset. Do not smile if the
person is upset. If the situation is serious, try to be serious (remember the
Philippines). Usually, try to mirror the other’s emotion (to some extent).

• If your (your firm’s) instructions were unclear or ambiguous, try to be

empathetic with the client’s confusion and help to resolve the problem.

• Using Empathy: “Living the employee or client experience” (e.g. hospital

study) is helpful to management, marketing, and innovation. ‘Empathy
marketing’ (practiced in consumer anthropology) helps us to understand
why consumers “hired” a certain product at that time.

• See Tom Peters short videos on Drs and empathy,

Empathy (customer service) example: someone phones Amazon - “I am unhappy,
there is a big problem. The shipper won’t deliver my package when the building is
open. And he won’t call me either when he is trying to deliver. They sent my package
back again to the sender. What is wrong with you guys, you can’t even deliver a
package to an office building in Hong Kong?

Repeat
Repeatthe
the How would you reflect the contents?
content
content
How would you reflect the feeling? (talk about the
shared feeling – especially the shared problems) –
“homeopathas” (means “peer” but in old Greek, its
Repeat
Repeatthe
the formal meaning is “same suffering” / i.e. the same difficult
feeling
feeling experience you also had, similar to the person
complaining – don’t rush this step, show the person you
really understand)

Accept How would you show you accept and future help?
Accept&&‘future
‘future *Note: No solution should be offered immediately (talk first about the difficulty and
help’
help’ the shared experience {homeopathas} and how we can help you now -- maybe a
solution can be discussed.
Also never downplay the difficulty with the other person – (i.e. “its not that
bad, sorry that you should have gotten 2 discounts, well you’re still getting 1, isn’t
that still good” – the airlines do this – Better to say ‘sorry, our offer was unclear, I
Empathy response exercise – Senior executive manning
the customer service line of major telecoms company –
receives an angry caller:
Customer: “You jerks don’t have a clue of how to take care of customers. My 75 year
old mother's broadband service has been out for 7 days and she has called in 10
times. £&@# you guys. She is sitting at home and can’t go out and you stupid guys
refuse to fix her system. I hate your friggin company.”

Telecom VP who was answering the phone that week -- That was definitely the
start of a complaint from a particularly frustrated customer. I realized I had to
use empathy to deal with these outage problems that were coming in on our
broadband service 
“Oh, your service has been down for 7 days?” I said. “That really bugs me. The same
stupid crap with my mom’s cable service happened a while back. That is the only
entertainment she has, and even THAT was taken from her. You are actually being
more patient than I was –I really had to yell at them in tech service to even get them
to listen, and I am a boss around here.”

A couple seconds of silence followed, as the angry customer absorbed this surprising
answer from the VP who he expected would just give excuses.
“Well” he said, “my mom watches scrapbooking videos on YouTube, and she is not
happy right now, he said, in a grudgingly calmer tone. When can you get this
broadband restored?

The VP then told him that he would personally attend to the problem. And we did finally
get it fixed late that day. The customer is now a friend and a very loyal client.

What are the three steps in this interaction between the service person Empathy response
Empathy response
(or anyone trying to calm down a tough situation, through empathy)?

1. Repeating back the problem, making sure the other person knows that you heard and
understood.

2. Describing the feeling, and if available, the shared experiences (especially shared
dislikes / shared suffering / problems) truthfully. Social psychologists call this building
“Liking” (that is similarities, shared experiences, connections), but “Liking” is particularly
powerful when the shared experiences are shared dislikes or shared sufferings. The ancient
Greek philosophers called this “homeopathas” (same suffering / difficult feeling,
experience). Homeopathas can connect people better than simple soothing words or talking
about shared ‘likes.’

3. Start toward a solution. Also, complimenting people for good behavior they haven’t
exhibited yet (but you want them to exhibit / do) can result in a self fulfilling prophecy
(psychologists call this “positive labeling.”
 Creating Effective Relationships: The Liking
Principle and Mindfulness
 Influence others – do people will want to help you and work with you?
 A good outcome of EI (awareness, empathy) is an improved ability to build
relationships especially by building “Liking.” People are more likely to say ‘yes’ to
your requests if you have a relationship of liking and cooperation (Liking is built
through praise, friendship, emphasizing similarities, cooperation and smiles—liking
others first).
 The underlying neuroscience principle is “psychological safety” (building Liking
improves it, criticism and negativity decrease it) --
Impact of Rudeness (not just rude or
abrupt / interrupting like in the
previous study, but casual criticism –
essentially poor EI overall)

Two famous studies – one on

Rudeness and tasks,

And a 2nd study also on rudeness and

Medical Team Performance

[“ Rude doctors Israel ” study]

 Porath, C.L., & Erez, Amir. 2007. Does rudeness really matter? The effects of rudeness on task performance
and helpfulness. Academy of Management Journal, 50(5):1181-1197
1- Rudeness and Task Performance (note drops in Control condition
performance for grey bars – i.e. rudeness / abruptness
Rudeness condition
condition – opposite of empathy)
11.82
12.00

10.00

8.51

8.00 7.92

6.00
5.04

3.78 3.85
4.00
3.14
2.73
2.11 2.07
1.47 1.77
2.00

0
1. Number of 2. Number of 3. Rated 4. Rated 5. 6. Negative
anagrams solved uses produced creativity for flexibility for Helpfulness affect
for a brick the brick uses the brick uses
2-Rudeness – Medical studies

In a famous study, half of the teams in the study of

medical doctors’ training in a hospital in Israel
received rather neutral comments about the
general situation (apart from comments directly on
the care given to the babies in the hospital neonatal
unit);

And the other half received some insulting

messages about their performance and the “poor
quality” of Israeli medical care in general (i.e
casual criticism, not related directly to the care given,
part of the “3 Cs” [criticism, complaints,
condemnation / blaming]).
 Rudeness and performance: Quality
of diagnosis in neonatal (infant) unit
in hospitals
5

Quality of 3
diagnosis
2

0%
Average diagnosis
quality (by neonatal
doctors)
 Quality of diagnosis in neonatal
(infant) unit in hospitals

Quality of 3
diagnosis
2

0%
Average diagnosis Diagnosis after 1 rude
quality (by neonatal remark (casual
doctors) criticism) – note drop
in quality of diagnosis
 Rudeness / casual criticism and
Effectiveness of procedures in neonatal
(infant) unit in hospitals (before and after
causal
5 critical remarks)

Effectiveness 3
of procedure
2

0%
Average effectiveness
of procedure
 Rudeness / casual criticism and Effectiveness of
procedures in neonatal (infant) unit in hospitals
(before and after causal critical remarks)
5

Effectiveness 3
of procedure
2

0%
Average effectiveness Effectiveness after 1
of procedure rude remark (casual
criticism)
And a model that added in the variables of information-sharing and help-seeking (as
mediators linking rudeness to team performance) added an even greater portion of
the variance in diagnostic and procedural performance -- R2 = 52 and 43
– ie about 50% of change in performance in a medical setting was linked to
rudeness.

That overall model is:

Rudeness  reduced information sharing or help-seeking (mediator)  lower diagnosis and performance

Overall, rudeness and causal (unnecessary) criticism caused a decline in general

performance of about 25% on average (for some aspects of the treatment it was
even greater).

[Note – some organizations may want to encourage ‘rudeness’ or outspoken behavior

to challenge ideas such as in private equity / investment industry, engineering. That is
fine, but best done in the context of work / job related criticism to improve task
performance. NASA for example, has started to do this more (they used to in the old
days, during the Apollo missions to the moon, etc.) ]

See Christine Porath TED talk

Source: Riskin, A., Erez, A., Foulk, T. A., Kugelman, A., Gover, A., Shoris, I., Riskine, K. S., &
Bamberger, P. A. 2015. The impact of rudeness on medical team performance: A randomized trial.
Pediatrics, 136(3): 487-495.
 Avoid casual criticism and negativity (it hurts
performance in the short term, and it reduced
innovation in the long term)

How about creating Effective Relationships: The

Liking Principle
 A good outcome of EI (awareness, empathy) is an improved ability to build
relationships especially by building “Liking.” People are more likely to say ‘yes’ to
your requests if you have a relationship of liking and cooperation (Liking is built
through praise, friendship, emphasizing similarities, cooperation and smiles— all
the liking principle).
 The underlying neuroscience principle is “psychological safety” (building Liking
improves it, criticism and negativity decrease it) –
 This improves performance – both short-term on tasks, and longer term on
innovative performance (people will not fear taking risks when psychological safety
is high).
Northwestern-Stanford Negotiation Study
LIKING
(connecting first / building Liking)

30%
% Deadlocked with No Deal

6%

Talked Only About Initial Chat on Social

Business Information First

See Smile School Japan

64
6464
Good EI / EQ from the leader and hence the
coworkers improves psychological safety

People who lack a sense of psychological safety — the feeling

that the team environment is a trusting, respectful, and safe
place to take risks — shut down, often without realizing it. They
are less likely to seek or accept feedback and less likely to
experiment, discuss errors, and speak up about potential or
actual problems. Even without an intimidator in the room, they
work in a cloud of negativity and are unable to do their best.

One recent experiment of by Christine Porath of Harvard showed

that psychological safety was 35% higher when people were offered
a suggestion civilly than uncivilly (i.e., in an interaction marked by
inconsiderate interruption).

Other research has shown that psychological safety improves

general team performance (and can lower it if it is reduced).
 General Psychological safety (a key underlying
explanation for an emotionally solid workplace,
encouraging learning and innovation)
5

Psychological 3
safety (self-
report)
2

0%
offered a suggestion Offered a
uncivilly (i.e. by suggestion civilly
giving unsolicited
Source: Christine Porath of Harvard
comments)
Praise, the other reliable
generator of affection, both
charms and disarms.
 Sometimes the praise doesn't even have to be merited.
 Researchers at the University of North Carolina writing in the Journal of
Experimental Social Psychology found that men felt the greatest regard
for an individual who praised them a lot even if the comments were
untrue.
 Women especially enjoyed flattery, even if they suspected the man
giving it was not honest or had some other plan.

 And in their book Interpersonal Attraction (Addison-Wesley, 1978),

Ellen Berscheid and Elaine Hatfield Walster presented experimental
data showing that positive remarks about another person’s traits,
attitude, or performance reliably generates liking in return, as well as
more willing compliance with the wishes of the person offering the
praise. Better to praise ‘effort’ or efficiency
Creating Effective Relationships – Praise vs. Criticism:
Employ all your emotional competencies to:
• Influence others – do people will want to help you and
work with you.
• Criticize carefully and constructively. Be stringy with
criticism and negative comments, especially useless
casual criticism. Minimize the 3 Cs – criticism,
complaints, condemnation [ie general negative
talk].
• Some criticism (and the 3 Cs) are necessary; constant
criticism is demoralizing and makes people more risk
averse, less innovative, with a lack of growth and
learning. What is your praise-criticism ratio? If you are
•lower than average (but quite common), it may be
Try to make that ratio at least 3 to 1 instead (try to praise
1outcomes,
to 3: effort or efficiency / approach to a problem). And
also thank
Praise people
and (a type
positive of praise)
comments……………1
• Test yourself sometime. Keep track of your talk for one day,
High performing teams praise to criticism ratio is 5.6
to 1 (Low performing teams it is 1 to 3)
Note that ‘praise’ here can
also mean some positive
comments and gratitude
(thanking people – studies
show this reduces your
own stress also).

Criticism usually refers to

the 3 C’s (criticize,
condemn, complain, and
general negative remarks).
Similar outcomes for
relationships. You must
criticize (give feedback),
but do so carefully. Don’t
waste your criticisms.
 Compliments help and be
careful with criticism --
1)Criticize carefully:
Don’t criticize casually; criticize or give feedback on things that
are important (and are ‘your job’).
2) Correct behavior quickly if possible, and also privately.
3) Criticize behaviors that can be changed, not general
characteristics that cannot be changed (or at least not be
changed quickly).
4) In giving praise and criticism, try to praise or criticize the
artifact, work and the effort – (you tried hard at that; you did that
very efficiently; your work is very good, etc. – i.e. commenting
on the artifact, work, or the effort). Avoid saying “you must be
good at that, or you must be smart.” But also don’t praise if
someone didn’t do well. Diagnose the problem in your feedback
5) Might be helpful to ask “how do you think you did”; or “what do
you think about this problem” [in pointing out some problem or
mistake]
 There is also evidence that EQ leads to higher innovative
behaviors (and less fear of trying new things),
 What effect does improved innovation have on firm performance? Most
recent major empirical studies (based on nearly a century of data on
patents, which is only a part of innovation, show that a one standard
improvement in patent peformance (which itself can perhaps be 50%
explained by improved EI and the related concept of adopting a growth
mindset) leads to --

Higher Total Factor Productivity (TFP) over a 5 year period of about 3 to

5%.
And firms that fail to innovate suffer a decline in TFP by about 3 to 5%
Similarly, the innovative firms have
Higher firm growth over a 5 year period of about 3 to 4.5%

Firms that fail to innovate (for whatever reason, including a poor

innovation environment such as a low EI, blaming culture) suffer lower
growth of about 3 to 5% over 5 years.

71 © 2010 The McGraw-Hill Companies, Inc. All rights

McShane/Von Glinow OB 5e
reserved
There is a strong relation between
innovation, firm growth, the reallocation of
resources toward more productive firms (as
they
 grow and other firms shrink),
As long as governments don't stop this improved productivity and
improved innovation and firm growth, then the economy will grow in a
country or region with these firms, and standard of living and health
will go up.
 EQ and the growth mindset matter for innovation

Sources:
 Kogan, L., Papanikolaou, D., Seru, A., & Stoffman, N. 2017. Technological innovation,
resource allocation, and growth. The Quarterly Journal of Economics, 665-712.

Orhan, N., & Dinçer, H. 2012. Relationship between emotional intelligence and
innovative work behaviors in Turkish banking sector. International Journal of Finance &
Banking Studies, 1(1), 21-28.

Shojaeia, M. R. & Siukib, M. E. 2014. A study of relationship between emotional

intelligence and innovative work behavior of managers. Management Science Letters,
1449-1454.

72
WANG Yangming, a famous neo-Confucian philosopher from the 1500s
(Ming dynasty) discussed some elements of emotional intelligence and
improving it through learning-doing. His work is studied a lot today, perhaps
more in Japan (Ō-yōmei-gaku – the Wang Yangming school -- 王陽明 )

73
 Summary of EI / EQ
1) Emotions are psychological, behavioral, and physiological episodes experienced toward an object, person, or
event that create a state of readiness and potential reaction.

2) Emotional intelligence is a science. It is measureable, repeatable, trainable, universal, and it explains and predicts
outcomes. EI helps us to be more intelligent with our emotions. We perceive ours and others’ emotions better,
and we can manage our emotions and others’ better also. Build positive emotion for tough creative work. Use
negative emotions also to get some things done (busy-work, physical work). Build “Liking” between yourself
and others (shared experiences, connections) helps increase psychological safety for you and your group.

3) Emotions can occur without our awareness, or activate very quickly (through the amygdala); emotions are very
powerful. They hard to “switch off.” So they must be managed.

4) Emotional intelligence positively impacts work and customer relationships, feedback to employees, management
of your boss and also innovation. It also improves performance+health outcomes in your firm. It can be learned
by following the key recommendations about its components (as in the slides).

5) EI is a key differentiating factor in success in many jobs and even personal relationships (though more study is
needed, it seems quite reasonable).

6) EI may explain about 10% of our work performance. It may also be more important (and a key
differentiating) factor for upper management and leader success.

7) A lack of EI (e.g. being rude or using criticism casually instead of directly job-related) can significantly
damage performance in groups or individuals, by as much as 25% on individual and group tasks. It can
hurt the climate of your organization (especially innovativeness). People will be less likely to ask you
questions / admit problems – this hurts training, innovation, error-correcting, and even task performance.

See S. Covey-Understand others first