Posted on

Honesty Under Pressure: When to Ask For Help As a Leader

 

As leaders or managers we often find ourselves in a reactive frame of mind when we are under a great deal of pressure from self or external sources. Remaining in this reactive state can cloud the mind, diminish creativity, or isolate you from your team, and it is not conducive to an effective response to the situation. Developing a degree of self-awareness so you can notice your tendency to move towards a reactive posture in the moment – and consciously choosing to shift to a more interactive mindset – is essential in a leader.

In my early 40’s, I was involved in an interaction that served as a transformative experience in my development as both a manager and leader. The experience involved shifting from a reactive to an interactive mindset.

I was working as a CFO for a small company that manufactured ski-tuning machines in Waitsfield, VT. We were in the process of negotiating the sale to a much larger company. As is often the case in situations like this, I was negotiating the sale, but was going to lose my job as the acquirer already had a CFO. I was under a great deal of pressure both in negotiating the deal and in figuring out what I was going to do next. My wife, Patty, worked as a house manager in a respite house for people on hospice. She worked the 4pm to midnight shift.  Most days we had transitional childcare to cover any gaps in my being able to get home to take care of our two children and and Patty having to leave for work. Transitional childcare wasn’t always an option, and on this day, with the sale looming and pressures building, I had to get home early because the sitter was only able to stay for a short while.

When I got home I paid the sitter and tried to get the kids gathered, focused, and out to the car to get one of them to an appointment. I was running late. Trying to get them out of the house with whatever stuff they needed wasn’t working. I was getting frustrated. I’m normally a fairly soft-spoken person, not inclined to lose my temper unless pushed, but on this day and in this moment I felt pushed beyond my limit.

I can remember the moment as vividly as if it were this morning. Kids churning in the kitchen, leading me to yell in anger, and then it happened. My son stood in front of me, my daughter just behind him and he said, “Poppy it’s not okay for you to talk to us like that!”  It was as simple as that.

In my childhood, a response like his would have gotten me a slap across the face and an admonition not to “talk back” to my parents. For reasons I will never understand, I experienced what I can only call a moment of grace, of emotional self-awareness, a moment between hearing and reacting in which I realized he was right. I said, “You’re right. It’s not okay for me to talk to you like that.” I sat down on the floor and shared with them some of the pressures I was under, and in sharing I was careful not to ask them to take care of me. I just wanted them to understand that there was a lot going on and I needed their cooperation. It wasn’t about them, but in their frenzied state they aggravated my stress. What happened next was also a surprise. They both looked at me and he asked, “Why didn’t you tell us?” They jumped to their feet, ran upstairs, gathered their gear and were out the door and in the car in minutes.

I’ve thought about this often over the years. In our roles as leaders of organizations we are often under significant and unshared pressures from a variety of sources. As with my kids, it is important to be clear with those around us that it isn’t their job to take care of us. That’s our job. But we can share with our teams when we need help, or support. This is as important in a leader as in a co-worker.

Two aspects of this have always stood out to me in this illustration. One, the courage it took to speak up, and second, the importance of self-awareness. There are appropriate times to acknowledge a non-productive situation, and shift to an interactive posture.

While our management positions give us power and authority, they will never make us leaders. 

The choice to listen and hear the opinions of others while under pressure and being able to have an open and interactive mind, sharing the pressures you are facing with your team, empowers them to participate in solutions.

Recommended reading:

Our new primer series is written by Daniel Goleman and fellow thought leaders in the field of Emotional Intelligence and research. See our latest release: Empathy: A Primer for more insights on how this applies in leadership.

Additional primers so far include:

Posted on

Leader Empathy: The Key to Effective Relationships

 

In my article on Positive Outlook, I quoted a senior manager at a large US hospital network who described how mindfulness helped her minimize negative reactions to workplace experiences. This included an ability to remind herself that she was often not fully aware of the needs and motivations of others, and therefore should not rush to judge their intentions. Like the other 41 leaders I interviewed, her in-depth discussion of this topic showed an improved capacity for the Emotional and Social Intelligence (ESI) Competency of Empathy.

Empathy is one of the Social Awareness competencies in the twelve-competency Leadership Competency Model developed by Daniel Goleman and Richard Boyatzis. Empirically linked to leadership performance, Empathy is present in leaders with an understanding of the motivations of others, and the ability to relate to differing perspectives.

Strength in this competency is also demonstrated by leaders who:

  • Listen attentively
  • Are able to understand unspoken or confused attempts at communication
  • Engage in actions indicating a sincere interest in others
  • Have an increased capacity to respect diversity

There are three types of empathy, each playing a role in building stronger relationships with others. The first is cognitive empathy, which refers to an intellectual awareness of the feelings, opinions and thoughts of others. Emotional empathy is the second, described as an ability to share the same emotional experience as another person. The third type is compassionate empathy, exemplified when we make efforts to help based on our understanding of the needs and feelings of others. The way we apply the three types of empathy also requires balance.

Specifically, being able to help those we empathize with sometimes requires emotional detachment. However, if this becomes a habit, it puts us at risk of becoming indifferent.

How Empathy Integrates with Workplace Activity

The leaders I interviewed described a strong relationship between their development of greater empathy, and significant improvements in the quality of their relationships. These improvements contributed to a variety of successes, largely due to the importance of having support in the workplace. The leaders credited Mindfulness with assisting in these improvements, specifically for the role it plays in directing attention to self-awareness. It was through this awareness that participants began to free themselves from unfounded beliefs about others, and improve their ability to relate to coworkers.

A senior leader at a family-owned global Industrial Manufacturing firm elaborated on the positive effect that being more empathic had on his leadership effectiveness. He reported becoming better able to recognize both the triggers and early signs of stress, anxiety, and conflict in his employees. This empathic awareness helped him to minimize these issues, and identify opportunities to help others calm themselves and focus. He said, “If you have a mindset where you really honestly care about other people, what they’re feeling, what they’re thinking, you will be much more attuned to that… feel the tension that somebody has maybe a little bit more. Just being a little bit more perceptive.”

Another leader, who has held senior and executive roles at one of the largest organizations in the world, emphasized the importance of having a better understanding of the needs of others. That leader said, “You can understand through empathy what is the other person’s concern and you can influence by helping. You know, in business you are supposed to create win-win scenarios… If you are able to focus your mind, and you are able to understand the needs and business requirements of the other person, you can create opportunities for them.”

Leaders also credited empathy with helping them engage in more collaborative behaviors. For example, they were more able to minimize the interference of judgment and bias, thereby improving the quality of their interactions. This openness was also linked to an improved ability to understand the true intentions behind the communication efforts of others.

How Can You Develop Greater Empathy?

Improving your ability to empathize with others helps you become aware of the mental and emotional resources that are wasted by thoughts, beliefs, and feelings that have no factual basis. Such awareness can be the starting point for reducing unproductive reactions in the future that lead to conflict or missed opportunities for collaboration. It can also prompt you to obtain accurate information directly from people, and invest in developing better interpersonal relationships.

You can strengthen your capacity for all three types of empathy by asking yourself a simple set of questions:

  1. How do you think a certain person feels about a specific event or topic?
  2. How would you feel if you were in their position?
  3. What facts do you have upon which to base your answers to 1 and 2?
  4. What is your plan to obtain accurate information from that person?
  5. How can you avoid coming to such conclusions in the future?

Regularly asking questions about the thoughts, feelings, and needs of others is a great way to build strong relationships and demonstrate empathy. The leaders I interviewed commented on the value that arises from engaging in this simple activity, for example: “My experience is the first thing that people really want is to be heard.” When developing empathy, keep in mind that insincerity will have a harmful effect on relationships. A number of leaders told me that they failed at half-hearted attempts to display empathy, and others stated that their coworkers could sense their level of sincerity. For these reasons, consistent empathic behavior is important, as is following up on commitments that arise from related conversations.

Recommended reading:

Our new primer series is written by Daniel Goleman and fellow thought leaders in the field of Emotional Intelligence and research. See our latest release: Empathy: A Primer for more insights on how this applies in leadership.

Additional primers so far include:

For personal interviews, see the Crucial Competence video series!

Posted on

Leadership Isn’t Just For the Higher Ups

 

Anyone can be a leader, given the right motivation, support, and environment.

AJ is one of a large staff of ultrasound techs in a busy city hospital. When the other techs have a question about how to do an unusual exam, they ask AJ rather than approach their often-cranky supervisor.

Everyone in the firm knows Lisa, even the people who aren’t on her team. Officially, she’s an engineer who does technical background work related to the high-end buildings the company designs. Unofficially, Lisa is known for creating a positive climate through her upbeat energy and open-hearted concern for her coworkers.

Sean works as part of a virtual team of investment analysts across the United States, one of several US-based groups employed by a global bank. Highly engaged in his work, Sean has made a point of getting to know members of other teams as well as to learn about who’s who at company headquarters.

What do this ultrasound tech, engineer, and investment analyst in common? Each is a leader, even though their official position does not include a managerial role. Others in their companies look to them for some form of leadership, whether it is technical expertise, emotional support, or knowledge about organizational dynamics.

Regardless of job title, anyone can be a leader in an organization.

Of course, some people have titles and responsibilities that position them as someone who is in charge. Yet, in most organizations, there are also people who take on leadership roles in any position. They are actively engaged in their work and influential in their interactions with others. They take initiative in sharing their insights into how things get done.

Sometimes, like with AJ, leadership shows up as task expertise. Often, it takes the form of someone exercising emotional or social skills. As Daniel Goleman writes in his collection, What Makes a Leader, emotional and social intelligence are key competencies that distinguish high-performing leaders from their more average peers. Lisa and Sean each demonstrate several of the twelve Emotional and Social Intelligence Competencies.

In her interactions with others in her company, Lisa shows skill at Positive Outlook and Empathy. Through her listening attentively and expressing her positive views, Lisa influences the work of others and acts as an informal leader in her company.

Sean clearly demonstrates the Organizational Awareness and Achievement Orientation competencies. His drive to achieve translated into him taking the initiative to build relationships outside of his team. Although not the formal leader of his team, Sean’s connections with members of other teams and awareness of the top tiers of the company mean that he can provide important information to his team.

Who are the Leaders in Your Organization?

When you hear that question, do you immediately visualize the organizational chart and the CEO, division heads, managers, and team leaders?

Or do others with less obvious leader-type jobs show up on your personal list of the leaders in your organization?

What leadership qualities do you see in those “not-in-a-formal-leader-position” leaders?

How are you a leader in your organization?

Ask yourself these questions, and ask your co-workers. Listen to your own answer and pay attention to what your co-workers say. Everyone can take on a leadership role, regardless of formal job description. Listening well to others and taking the initiative are both key steps to leadership, whatever form it may take.

What’s your next step?

Recommended Reading:

emotional intelligence mattersWhat Makes a Leader includes Daniel Goleman’s bestselling Harvard Business Review article of that title, along with many other influential writings on the topic of leadership with emotional intelligence.

A great read for any aspiring or rising leaders!

Posted on

How a Positive Outlook Helps Mindful Leaders Thrive

positive outlook emotional intelligence

 

In my previous article on Achievement Orientation I touched on the way mindfulness training helps to cultivate positive emotions, and increase the ability to focus. The 42 leaders that participated in my study provided many examples of this process helping them reach significant goals, as well as repeatedly overcoming extremely challenging situations during their careers. One critical element of these successes is the Emotional and Social Intelligence Leadership Competency of Positive Outlook, which I explore in greater detail in this article.

Based on my research, there is a relationship between mindfulness and positivity, which influences leadership effectiveness via development of specific emotional intelligence competencies.

How Does Positive Outlook fit into Emotional Intelligence?

Positive Outlook is one of the competencies included in the Leadership Competency Model developed by Daniel Goleman and Richard Boyatzis. It falls under the domain of Emotional Self-Management, and is present in leaders with a stronger tendency to see the positive aspects of situations and people. A leader is identified as possessing the Positive Outlook Competency if they have:

  • A dominant belief that the future holds better potential outcomes
  • A tendency to focus on positive aspects of difficult circumstances
  • An inclination towards positive perceptions of others

Positive outlook, along with each of the other eleven competencies, has been empirically linked to increased leadership performance through more than 62,000 assessments conducted at a variety of global organizations.

Positive Outlook in the Workplace

The leaders I interviewed made a point of emphasizing the overarching value that a positive outlook provided for their career success. These observations occurred during in-depth descriptions of how mindfulness helped them recognize the influence their reactions and beliefs have on the way they approach situations and view others. These realizations were also reported as having a profound effect on leaders by bringing their attention to how much control they actually had over the quality of their daily experiences.

How Does Positive Outlook Contribute to Leader Effectiveness?

The development of positive outlook contributes to a number of critical leadership capabilities. Examples include a solution-oriented approach to interpersonal conflict, and consciously choosing to focus on strategies for success during periods of great adversity. This development was attributed by leaders to the way mindfulness enables honest analysis of how they could have handled past challenges more effectively. Leaders described incorporating this knowledge into real-time emotional self-management activity, which helped them stop behaviors that detracted from others’ willingness to support their objectives.

Many leaders described life-altering realizations about the power of positive outlook influencing dramatic changes early in their careers. This is exemplified by a CIO, who led departments for a major US city and University, when describing how he chose to view a potentially catastrophic situation earlier in his career: “The company actually went bankrupt, but it was a great way to get out of a situation, which actually propelled my career in a big way.”

Leaders also provided many examples of mindfulness contributing to an awareness of how they could develop a more positive outlook concerning their feelings about, and interactions with, others in the workplace. This realization is summarized by a senior manager at a large US hospital network, who stated: “I understand that the people there are often making the best decisions they know how to make, doing the best they can.”

How Can You Begin to Develop Positive Outlook?

As discussed in my article on Emotional Self-Awareness, mindfulness contributes to a heightened level of both emotional self-awareness and meta awareness (conscious awareness of what you are aware of). This helps you identify the relationship between events and your mood or attitude about them, and gain a better understanding of how you tend to view experiences. With this knowledge you can begin to identify whether or not your approach to situations or interpersonal relationships is more negative – and therefore less productive – than it could be.

Incorporating this personal insight, you can begin to increase your capacity for positive outlook by investing time in the following activities:

  • Reflect on your attitude and expectations relating to past events and interactions
  • Observe your emotional and physiological reactions to anticipated events
  • Refine your ability to observe your emotional states and reactions in real-time
  • Learn to identify the way your beliefs subconsciously influence experiences

These are some of the skills developed or enhanced by mindfulness training.

The information you obtain from these activities will play a crucial role in helping you identify opportunities for improving positive outlook. These results can materialize in a number of ways, including through greater Emotional Self-Control, and/or understanding the value of activities that leverage your new level of self-awareness.

For example, leaders reported setting aside time to focus on planning when they are in a positive mental state. They also described reserving time before important meetings to think through the best way to communicate critical details, and strategies to proactively resolve potential conflicts. Finally, leaders also described assuming a success-oriented approach to engaging in difficult conversations and activities once they began to view them as challenges instead of obstacles.

Give it a try, keep track of your results, and then continue to build upon them over time.

Recommended Reading:

Our new primer series is written by Daniel Goleman and fellow thought leaders in the field of Emotional Intelligence and research. The following are available now:

Emotional Self-Awareness, Emotional Self-Control, Adaptability,  Achievement Orientation, and Positive Outlook.

For more in-depth insights, see the Crucial Competence video series.

Posted on

How Positivity Broadens and Builds New Skills

positive emotions broaden and bridge

 

“Don’t worry, be happy” is such a cliché that many people roll their eyes when they hear something about the importance of thinking positively.

Barbara Fredrickson isn’t one of those people.

For over twenty years, Dr. Fredrickson has studied how positive emotions improve physical and emotional well-being, as well as performance at work. More Than Sound author Daniel Goleman cites Fredrickson in his introduction to Positive Outlook: A Primer, the fifth in the series focused on the twelve Emotional Intelligence Competencies. Research conducted by Fredrickson and her colleagues shows that people who experience and express positive emotions more frequently are more resilient, more resourceful, more socially connected, and more likely to function at optimal levels.

One of Fredrickson’s key contributions is her “broaden-and-build” theory which presents an understanding of the evolutionary value of positivity. Positive emotions widen a person’s outlook in small ways that, over time, reshape who they are. In a threatening situation (or one we perceive as threatening), our view of options literally narrow as we choose one response and react quickly. In situations that evoke positive emotions such as joy, interest, contentment, or love, we can see a wider range of possible responses. Fredrickson describes this effect:

“…positive emotions broaden peoples’ momentary thought-action repertoires, widening the array of the thoughts and actions that come to mind. Joy, for instance, creates the urge to play, push the limits and be creative; urges evident not only in social and physical behavior, but also in intellectual and artistic behavior. Interest, a phenomenologically distinct positive emotion, creates the urge to explore, take in new information and experiences, and expand the self in the process…. These various thought-action tendencies””to play, to explore, or to savor and integrate””each represents ways that positive emotions broaden habitual modes of thinking or acting.”

This “broaden” part of the theory has been proven in empirical research conducted by many laboratories.

The “build” aspect looks at the cumulative impact of that “broader” thinking. Seeing a broader perspective allows us to discover and build personal resources. Fredrickson says it is a:

“…recipe for discovery: discovery of new knowledge, new alliances, and new skills. In short, broadened awareness led to the accrual of new resources that might later make the difference between surviving or succumbing to various threats. Resources built through positive emotions also increased the odds that our ancestors would experience subsequent positive emotions, with their attendant broaden-and-build benefits, thus creating an upward spiral toward improved odds for survival, health, and fulfillment. In sum, the broaden-and-build theory states that positive emotions have been useful and preserved over human evolution because having recurrent, yet unbidden, moments of expanded awareness proved useful for developing resources for survival. Little by little, micro-moments of positive emotional experience, although fleeting, reshape who people are by setting them on trajectories of growth and building their enduring resources for survival.”

Positive Outlook and Today’s Leadership

Fredrickson’s concept of “broaden-and-build” doesn’t relate just to long-ago ancestors surviving, it provides an important lesson for leaders today. Leaders and the people with whom they work experience the same broadening and building through positive emotions. In a work setting, people who regularly feel positive emotions are more able to think creatively, consider novel solutions to problems, and take advantage of opportunities that might not be immediately obvious.

Leaders who are strong in the Positive Outlook Competency see others positively and help their colleagues recognize the positive in what others might consider a setback. By continually evoking positive emotions in the people around them, leaders help build the capacity of their teams to be successful in their work.

Recommended Reading:

Our new primer series is written by Daniel Goleman and fellow thought leaders in the field of Emotional Intelligence and research. The following are available now:

Emotional Self-Awareness, Emotional Self-Control, Adaptability,  Achievement Orientation, and Positive Outlook.

For more in-depth insights, see the Crucial Competence video series.

 

References:

http://www.sciencedirect.com/science/article/pii/B9780124072367000012

http://www.unc.edu/peplab/publications/Fredrickson%202013%20Updated%20Thinking.pdf

Posted on

Team Norms and Emotional Intelligence

team norms

 

I’m a strong believer in the importance of what we expect of one another in a team. And I’m not alone, as much of my research has focused on finding the distinctions that define the best teams. What my colleagues and I have found is that norms – or shared expectations – are the universal elements that identify high-performing teams.

Every group has norms, whether they’re developed consciously or not. A great example is: Do we start on time or do we wait for latecomers? Is it okay to show up late? Norms vary from group to group, and depend on what’s agreed upon by all involved.

The important thing about norms is that they regulate all behavior in teams. They regulate at the systems level. Many team researchers make the mistake of thinking that changing behavior in the team is about changing individual behavior. Building the individual emotional intelligence of team members is fabulous and it helps. However, once you enter a team where the norms don’t support your emotionally intelligent behavior, you’re more likely to conform to those norms than act otherwise. If rudeness is a norm, cutting people off, showing up late, that will emerge.

The way to impact a group’s performance is to impact the group’s norms. I explored this topic with Daniel Goleman in Crucial Competence, as a way to complement the many facets of building emotional and social leadership.

My colleagues and I have studied the norms of high-performing teams and found that the best teams periodically step back and reflect on their process. They take time to say, “How are we doing? Are we being too nice? Are we arguing too much? Are people getting supported? What do we need to work on?” This is essentially the group equivalent of the first key competence in individual emotional intelligence, self-awareness.

Where do norms of high-performing teams come from?

We had a hypothesis that an emotionally intelligent leader is more likely to develop emotionally intelligent norms in their team. A graduate student of mine when I was in the faculty at Case Western, Elizabeth Stubbs Koman, had contacts in the military, and she wanted to test the team norms and the emotional intelligence of leaders. She found a wonderful sample of air crew teams and maintenance teams, 81 teams that included 422 people. She first studied the team leader’s emotional intelligence using the Emotional and Social Competency Inventory in a 360-degree survey. We got anonymous ratings on the leaders. Then, she administered our survey that measures the group emotional intelligence norms. She also had the outcome data for these teams, the military’s objective measures of performance.

What she found was exactly what we predicted:

The team leader’s emotional intelligence didn’t predict the performance of the team, BUT it did predict the emergence of the emotionally intelligent team norms.

And, the team norms then predicted the performance. The way the leader’s emotional intelligence mattered was in shaping the norms, dynamics, and reality of the team, which in turn, led to higher performance.

Consider how this applies to your team, whether you are a leader or not. Play your part in cultivating positive team norms, garnering agreement, and speaking up when norms become counterproductive. Over time you’ll find this creates efficiency and cohesion among all of the team members.

Recommended Reading:

Our new primer series is written by Daniel Goleman, Vanessa Druskat, and fellow thought leaders in the field of Emotional Intelligence and research. The following are available now:

Emotional Self-Awareness, Emotional Self-Control, Adaptability,  Achievement Orientation, and Positive Outlook.

For more in-depth insights, see the Crucial Competence video series, and Team Emotional Intelligence.

Posted on

Engaging the Whole Person at Work

 

When we see ourselves and our co-workers only as tools to get the job done it is difficult to connect with one another as human beings. Connection is essential to building high performing and high functioning teams, not to mention to creating job fulfillment.

There is a story Max DePree shared in his book Leadership is An Art (1987), told by his father about visiting with the wife of the Millwright for the Herman Miller factory after her husband died. It was in the 1920’s and Max’s dad went to pay his respects to the Millwright’s wife. During his visit the Millwright’s wife asked his father if he’d mind if she read some poetry. He thought it would be appropriate and sat back to listen. As she read, the beauty of the poem resonated with him. He’d never heard this poetry before and asked who the poet was. She said it was her husband, the Millwright. The man who had been integral to the Herman Miller manufacturing processes, who provided the power for the machinery in his factory, dismantled machines and moved them around was a poet. This came as a surprise; he’d known the man but didn’t know he had this talent outside of work. It motivated him to see that leaders must, “endorse a concept of person”.

As I read this in the early ”˜90’s I realized that this lesson is bigger than the “concept of person” in a tops down view. It is about connection, learning about the people who work with you and sharing yourself with them. When you connect with the people who work with you, you discover other interests, talents, loves, and they in turn learn something about you.

Why does this matter? What difference does it make if you know the Millwright is a poet, the Accountant is a photographer, the HR Manager’s child is seriously ill or the Customer Service Specialist has just lost her mother?

Business is structured as a well-defined hierarchy that defines us by our titles and the roles we play within business, and our interactions are determined by these roles. The playing field is tilted in favor of the leadership, but should it be? By coming to understand more about ourselves and the people we work with, we can see that occasional missteps at work often result from a much larger context; a problem at home, the death of a beloved pet or some other distraction. They aren’t necessarily about lack of competence or skill, sloppiness or a bad attitude.

Without making excuses we understand that we all have days that are a challenge. “Endorsing the concept of person” builds team and team makes it possible to confront unexpected challenges in the day-to-day life of business, whether it’s shaky sales, disruption of production, strained cash flow, the loss of a well-liked co-worker or the acquisition of a new customer with compassion and understanding. We have jobs and roles within a company, but when we can connect not only through job and role but as fellow humans, we create an authentic engagement that fosters an environment in which human creativity and satisfaction grow and thrive. We form a sense of equality in an otherwise hierarchical unequal environment. The consistency with which we can cultivate these fleeting opportunities, over time builds a level of trust essential to a high functioning team. The challenge is that many believe that when a leader opens up they will be seen as weak or vulnerable. The opposite is true.

Here’s how this played out in my leadership experience

I worked with a smart and capable Engineering Manager who had a reputation as a tremendous problem solver, but he had started to become impatient with process and prone to angry tirades. He seemed to be seething inside. Many of his attacks were directed at individuals. My boss at the time wanted me to “get rid of him.” His behavior was undermining his position with the company and his credibility; people were starting to avoid him. What he lacked was Emotional Self-Control.

Instead of turning my feelings off and seeing him as the “problem” and firing him I sat down with him to talk about anger. Not only his, but mine. I shared some of my frustrations and how important it was to see them and be with them, but not project them out onto others. As we discussed the situation he began to explain what was behind his anger. He kept pointing at the things other people were doing, and I’d share more about my own anger and how my frustration was often rooted in not really understanding how to move the needle and effect change.

Finally I looked at him and said, “You know the anger has to stop. It doesn’t matter what provokes you, you can’t act out and mistreat other people on the team, no matter how frustrated you are. There are positive and constructive ways to address the issues that are frustrating you. You need to find them or ask for help. Do you understand?” He replied that he understood. We talked about the possibility of anger management counseling. He didn’t think he needed it. I told him that I valued him as a co-worker and friend but that if he had another angry outburst, I’d have to let him go, no second chances. As we continued to talk, I asked, “Do you want to stay here?” He said, “Yes. I like it here, I want to stay.” I followed with,  “Do you think you can do this?’ His response,  “Yes, I know I can.”

The problem was now entirely within his control. I knew some of the difficulties he was dealing with outside of the workplace, and understood that having control would likely result in a better outcome. Through our connection and sharing, he knew that I’d had similar challenges in my work life, and others had as well. It wasn’t having the feelings that were the problem it was what he did with them. At this point, he began to problem-solve for himself. He identified his triggers and ways he could address them.  He looked at me and said, “Thanks, I think I need to apologize to a few folks.” He kept his job, and worked better with others from that point on.

By being authentic and curious about his issues, sharing my own, and not taking the easy route of simply replacing him, we built a connection together that made it possible to discuss the issue not just as a boss and employee, but as two human beings. By “endorsing the concept of person”, we created a moment of equality and authentic connection that helped him move from being a victim to understanding the impact his behavior was having on the organization and the need for him to take responsibility. This is leading with emotional intelligence.

Recommended Reading:

Emotional Self-Control: A Primer

Our new primer series is written by Daniel Goleman and fellow thought leaders in the field of Emotional Intelligence and research. The following are available now:

Emotional Self-Awareness, Emotional Self-Control, Adaptability,  Achievement Orientation, and Positive Outlook.

For more in-depth insights, see the Crucial Competence video series!