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Emotional Intelligence in Action: Team Transformation Begins

Do you despair when you read about the importance of Emotional Intelligence because you know you and your team lack it and you can’t see how to improve it?

You are not alone.

A leader who engaged me to transform her performance and that of her team told me that when she finished reading Emotional Intelligence: Why It Can Matter More Than IQ, she cried.

“As the importance of Emotional Intelligence dawned on me, so did the humbling realization that I didn’t have much of it. Worse yet, I had no idea how to improve. Positive outlook and inspirational leadership felt out of reach for me. I felt despair–destined to keep experiencing the stressful consequences of negative thinking, reactive communication, and working long hours to try and compensate for my poor collaboration and leadership skills.”

Today, this leader and her team have transformed.

They have gone from not wanting to go to work, not seeing eye-to-eye, disappointed in their performance, and embarrassed about being perceived by others as a dysfunctional team to feeling happy to go to work, collaborating harmoniously, and achieving better business outcomes. This transformation has been so profound others have noticed. Previously skeptical managers from neighboring teams are now seeking out Mindfulness training and Emotional Intelligence coaching to help their teams too.

In this and forthcoming articles in my series, “Emotional Intelligence in Action,” I’m going to take you on a journey in which I share the approaches that worked. In this article, I recount an activity from the initial training day that instigated immediate and inspiring increases in emotionally intelligent behaviors and that created the foundation for high levels of engagement in coaching and training over the next six months. By adopting (or adapting) the approaches I share, you can become an agent for positive change wherever you are, in whatever setting, right now.

An initial step to building Emotional Intelligence

I started by introducing the team to Daniel Goleman’s Emotional Intelligence framework. I did this playfully by having the team rate themselves from 1-10 for how capable they felt in each competency. I read aloud polarized and entertaining examples for the behavioral indicators of low and high skills in each of the twelve competencies (e.g., “If you have no idea what motivates your staff and no interest or idea in how to find out, then you currently have low competency in Coach & Mentor). During a 10-second pause between competencies, the team rated their capacity from 1 (low) to 10 (high) on a worksheet and then scored their current baseline level of Emotional Intelligence (out of 120).

Limitations of this approach

While the self-assessment approach has limitations and is not meant to replace the complete picture offered by a 360-style assessment, it can help teams become motivated to improve, build self-efficacy, and support collaboration. It is an approach that can be readily adopted by any consultant or leader.

Strengths of this approach

To articulate the value of this exercise, I highlight the literature that inspired it and the positive impact it made, below:

Connecting with the personal meaning of information fuels motivation.

Using relatable behavioral descriptors in the self-assessment of each competency helped individuals to connect with the personal relevance of Emotional Intelligence. Research tells us that when activities have personal meaning, we’re more motivated to get engaged. Making the descriptions of the competencies easily understandable and relatable drove high-level engagement on the first day and generated appetite to learn more in coming months.

Creating a fun environment diffuses tension and optimizes learning.

Making this activity fun was intentional and beneficial. This team entered the room stressed out, highly sensitive to negative feedback, and wary of the session. Emotions influence dopamine and impact the neural networks responsible for learning. Beginning playfully created a relaxed atmosphere that optimized the learning environment and visibly established great rapport for the upcoming coaching journey.

Setting up early opportunities for success builds self-efficacy.

Self-Awareness is the foundation of Emotional Intelligence. By highlighting how a simple 10-minute activity had already positively impacted their Self-Awareness (and therefore their Emotional Intelligence) the team experienced self-efficacy in developing Emotional Intelligence. This early win served as a source of inspiration for more positive change.

Emotional Intelligence literacy supports communication & collaboration.

The exercise established entry-level Emotional Intelligence literacy, enabling the team to communicate about the intrapersonal and interpersonal processes influencing their work. Having a framework to discuss struggles and aspirations opened up courageous communication and creative problem solving amongst the team.

Group-level awareness of our common humanity creates Empathy.

When everyone raised their hands to signal they had identified both strengths and areas for improvement across the suite of competencies, it changed the mood in the room. Many team members commented on what a relief it was to see how everyone, not just them, recognized that they have “things to work on.” Through this simple step, a greater sense of connectivity, comradery, and Empathy emerged. It was beautiful to witness, and it signaled the beginning of the individual and group-level transformation that was to continue.

Transformation takes places progressively, one step at a time.

There is much more that we did on that initial day and over the following months to progressively transform this team’s culture from toxicity to empowered productivity. I will share more with you in the next article to further equip and inspire you with simple yet powerful ideas to boost your own Emotional Intelligence and performance as well as that of your team.

Emotional Intelligence makes a difference in people’s lives.

The leader who cried after first reading about Emotional Intelligence emailed me after the training day to say it was the best training she had experienced. When I asked her why she said: “Because I left the day feeling empowered that I could change and that the team could change too. I started to think positively about our possibilities for the first time in a long time, and that is of great value to me.”

Are you interested in leading Emotional Intelligence transformations? Apply today for the Daniel Goleman Emotional Intelligence Coaching Certification. Whether you’re an established coach or new to the field, this intensive program offers the tools and first hand experience you need to coach for transformational growth.

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Emotional Intelligence Makes Resolutions Stick

It’s January, and you have a new set of weights which will finally keep you on track for a six-pack by this time next year. January is named after the Roman God Janus, god of transitions, beginnings, and endings, who is typically depicted with two faces. One looks to the past, one to the future. The past was the unused gym pass; the future is the chiseled abs. Somewhere in the middle is the hard work, the app you downloaded, and the kettlebell.

Regardless of whether your resolution is physical fitness or healthier relationships, the first day of the year is a universally accepted signal to stop living in the past and to break useless habits. It serves as a permission slip to be more present, take more chances, and live our best lives in the new year.

But how many of us actually do?

According to the U.S. News, 80% of people who set a resolution on January 1 break it by the second week of February. In other words, within six weeks of a well-intentioned change, we question, hesitate, and revert back to what is comfortable and known, even if it doesn’t work for us. Like Janus, our two faces constantly look backwards and forwards, but never focus on the present moment.

While there are wonderfully useful tips for how to stick to New Year’s resolutions–keep it simple, be specific, tell a friend–our brains tend to revert into our default mode in which we ruminate and dwell on what we coulda, shoulda, woulda. Or we worry about the future such that we forget to live in the moment. So instead of a quick, 10-minute set with our shiny new weights, we feel remorse at the third brownie we ate or worry about how to carve out time to do sit-ups for the next thirty.

The term “default mode” was first used by Marcus Raichle to describe our brain when it is “resting.” However, studies suggest that our brain isn’t just idling when “resting.” For many of us, our brains default to self-referential thinking (thinking about ourselves), rumination, or preoccupation. We want to go the gym, but our brain’s default system may override its good intentions with fears: What if other people laugh at me; what if this is a waste of energy; what if I don’t have time? To motivate ourselves to put in the hard work, we must shift our mindsets. We need to rejigger our brain’s default mode to one from which we can learn from the past without grasping, be mindful of what may come without anxiety, and live in the uncertainty of every day without avoidance.

Working towards a six-pack is not simply a physical exercise, but also a mental one.

Our brains play a large part in how successfully we will achieve a declared goal–or any habit change. One key domain of Emotional Intelligence that is essential to shifting mindsets and habits is Self-Management, our ability to balance our emotions to make progress towards our goals.

The first Self-Management competency is Emotional Self-Control, or Emotional Balance, the “ability to manage disturbing emotions and remain effective, even in stressful situations,” according to Daniel Goleman. Change is scary, no matter how small it might be. Something as seemingly innocuous as, say, deciding to eat more vegetables, may uncover a deeper emotion or underlying issue. Perhaps eating more vegetables brings back unpleasant memories of a parent forcing you to eat something you didn’t want, and that memory evokes a sense that you are losing your agency to say, “no.” With Emotional Self-Control, we don’t ignore our emotions, rather, we don’t let them hold us hostage. When obstacles arise between us and our goal, we become less susceptible to the whims of our impulsivity and strong emotions.

Second, Adaptability allows us to see change as positive. Let’s say you want to end an unhealthy relationship. It can be scary to let that connection go, no matter how little benefit the relationship offers you or the other person. There is comfort in the known, albeit the dysfunctional known. To move towards the unknown is a transition, and whenever we transition from what was to what will be, we experience change. When we become more adaptable to the uncertainties of life–including the ultimate outcome of our desired goal–we can effectively respond to challenges and transform fear of loss into possibilities for development.

Third, Achievement Orientation is our capacity to meet or exceed a standard of excellence and continually improve. Without this competency, we wouldn’t have the same motivation to effect change and persist when we encounter roadblocks. Strengthening this competency allows us not only to better manage ourselves, but also the context around us so that we can adjust and adapt accordingly to meet our desired goals.

Lastly, the Positive Outlook competency isn’t just about hoping for the best or putting on a happy face. It is an inclination towards the positive. It’s not just an attitude; our brains betray whether we have a tendency towards a Positive Outlook. Neuroscientist Richard Davidson found that people with frequent activation in the left prefrontal cortex tend to be more positive in their emotional outlook. They also may get frustrated when something gets in the way of their goals–and that frustration turns into motivation. On the other hand, those with more activation in the right prefrontal cortex are more likely to give up when the going gets tough.

We can build our Positive Outlook by increasing our “stickability” when obstacles get in our way, and by finding goals that give us meaning and purpose. As Daniel Goleman notes, when we do so, our left prefrontal cortex lights up like a Christmas tree. It is what moves, or motivates, us to keep working towards that goal.

Building our Emotional Intelligence in these competencies helps us become more aware of our default explanatory style about how the world works. Martin Seligman, known as the “father of Positive Psychology,” posed that humans generally have two default explanatory beliefs about the way the world works and their own agency. The first is a pessimistic explanatory style whereby we tend think that our situations are set in stone and that what is wrong will always be wrong. The second is an optimistic explanatory style whereby we think that the opposite.

When it comes to habit formation, either style can be inhibiting if not managed appropriately. The former may be a Debbie Downer who gives up prematurely, and the latter a Polly Anna who ignores reality. While practical realism can prove beneficial, studies suggest that people more disposed to an optimistic explanatory style remain less likely to give up when the going gets tough. In other words, seeing the world with only rose-colored lenses obscures what is really in front of you, and may lead you to make more rash or impulsive decisions. But when we face reality as it is, yet view it with a sense of hope and positivity, we can better recognize how to make the most of whatever challenges life presents.

Want that six-pack by next Christmas? Consider supplementing your new weights with a dose of Self-Management and its four competencies for an inside-out approach.

 

Interested in working with Belinda and helping others develop their Emotional Intelligence? Apply for the Daniel Goleman Emotional Intelligence Coaching Certification–an in-depth program designed for experienced and aspiring coaches. Space is limited, so we encourage you to apply today.

 

 

 

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Give Negative Feedback with Empathy

Seth, the regional manager of an insurance agency, had a reputation for enforcing the rigid guidelines sent down from upper management, while doing the bare minimum himself. When one of his newest employees, Jason, failed to record customer information in accordance with guidelines, Seth arranged a meeting to set him straight. After talking Jason’s ear off about the importance of playing by the book, Seth handed him a few examples of correct customer reports and told him to study up or find work somewhere else.

Jason, who had never received detailed training on the customer reports, became instantly and thoroughly discouraged. While he still made an effort to get by, he felt increasingly apathetic about his job. He was not alone: Other members of the team felt the same disengagement. They avoided Seth and kept their heads down, trying to do their work without having to deal with him. No surprise that Seth’s reputation for intractability also prevented people from sharing their ideas with him. Result: sales plummeted.

Last I heard, Seth had been replaced by a new regional manager, tasked with revitalizing a floundering business. It’s no surprise – Seth was not just difficult to work with, but an ineffective leader as well. Looked at through the emotional intelligence lens, what Seth lacked was empathic concern.

Empathic concern is one of three types of empathy. The first type, cognitive empathy, lets us understand others’ perspectives. The second, emotional empathy, allows us to experience others’ emotions in our own body, giving us an immediate sense of what they feel. And the third, empathic concern, moves us to action. We care about other people’s well-being and feel motivated to help them. This is where empathy extends into compassion.

Consider results from a study of how empathic concern matters when we give negative feedback. Researchers found that leaders who gave negative feedback with empathetic concern got better responses from their employees, who also rated them as more effective. And this caused higher-ups to view these leaders as more promotable.

People respond more positively to criticism and are more likely to take feedback to heart when they feel their leader cares about their well-being and wants them to improve. Empathic concern makes feedback more effective, kickstarting positive change in employees and rippling throughout organizations.

Instead of grilling a new hire like Jason over an understandable mistake, Seth could have empathized with Jason’s need to learn how to perform his new job, and maybe also nodded to the tediousness of the task. Most important, he could have expressed his desire for Jason to succeed and offered to give him further guidance if needed. But by resorting to scripted lectures and unwarranted threats, Seth prevented a new employee from becoming engaged and motivated to do his best.

A leader’s emotional intelligence (or lack thereof) can make or break an employee’s performance for an organization. The benefits (or toll) can be seen in indicators like employee engagement, creativity, and turnover. EI – being intelligent about emotions – includes ways to manage our own emotions and help shape emotions in others. This includes the ability to give feedback effectively, to inspire and motivate, and to consider employees’ feelings when making decisions.

So, a lack of empathy in a manager or executive creates dissonance. Leaders who don’t consider their employees’ perspectives when delivering feedback foster a tense environment in which trust and collaboration cannot flourish.

EI training can help leaders get better at the range of people skills they need, such as recognizing their employees’ emotional reactions and communicating their understanding and concern. By attuning ourselves to others’ emotions, performance feedback becomes an opportunity to create positive change and cultivate engagement. And when employees experience this positive resonance, leaders – and their organization – can gain a range of value-added benefits.

 

Recommended Reading:

 

 

For further reading, our series of primers focuses on the twelve Emotional and Social Intelligence Leadership Competencies, which include Emotional Self-Awareness, Empathy, and Coach and Mentor.

The primers are written by Daniel Goleman and Richard Boyatzis, co-creators of the Emotional and Social Intelligence Leadership Competency Model, along with a range of colleagues, thought-leaders, researchers, and leaders with expertise in the various competencies. Explore the full list of primers by topic, or get the complete collection!

 

 

 

 

 

For more in-depth reading on leadership and EI, What Makes a Leader: Why Emotional Intelligence Matters presents Daniel Goleman’s ground-breaking, highly sought-after articles from the Harvard Business Review and other business journals in one volume. It features more than half a dozen articles, including “Reawakening Your Passion for Work.”

 

 

 

 

 

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Can Online Learning Replace the Classroom?

The growing landscape of online learning programs enables people across the globe to develop their knowledge and abilities in countless disciplines. Online learning is increasingly incorporated into traditional K-12 education and can offer an alternative to homeschooling. In higher education, reputable, accredited institutions offer the option to earn degrees–from the associate’s to doctorate level–online. And beyond typical degrees, online education is also ideal if you want to dive into a new hobby or develop professional skills for a career change.

Online learning makes it easier for people who can’t commit to full-time, in-person learning to further their education. People working full-time jobs and parents raising young children often benefit from the flexibility of online education. Adult students with disabilities also frequently “prefer and excel in the online environment.”

While online courses typically lack opportunities for conventional in-person contact, learning platforms increasingly offer features that bridge this gap. Cohort-based courses, in which students learn as a group, cultivate a strong sense of community. Multi-media interfaces can further strengthen these connections.

For instance, an online learning experience may begin with a video conference call in which students introduce themselves and share their motivations for participating in the course. This also allows the teacher or facilitator to set the tone for the group and the material they’ll learn. And once students begin to engage with the material, a built-in chat feature makes it easy to connect with peers and motivate one another.

Multi-media interfaces also create a high-level of learner control, which has been shown to increase student engagement. Students can not only control when and where they learn, but also how they complete assignments. With integrated technology, you may have the choice to share your responses to material by recording audio or video, through digital journaling, or by uploading images of handwritten responses.

By streamlining these responses within the online course, students can engage with each other’s work and ask thought-provoking questions. This also makes it easier for a teacher or facilitator to track your progress and to provide personalized feedback.

The benefits of multi-media capabilities also extend to the content of the online course itself. Varied resources, such as animations, instructional videos and audio, and interviews with experts in a field can make it easier to understand complex information. And since these resources live in the online course, you can easily return to them as you cultivate your skills or prepare for assessments.

Online learning also offers a unique opportunity to close the knowing-doing gap. Many courses favor intellectual learning–such as reading textbooks and attending lectures–over experiential learning. Intellectual learning is sufficient in some disciplines. History, for example, largely requires that we read and analyze primary sources as well as other’s interpretations of those sources. But when we want to develop ourselves and enhance our skills, intellectual learning alone is insufficient.

Experiential learning includes actively practicing the skill we want to develop and reflecting on our progress. It can also be beneficial to have a teacher or coach to keep us on track and offer us guidance throughout our experience. Online education is particularly suited to this process. Brief instructional videos and audio make it easier to practice a new skill or technique daily and fit it into our busy schedules. And a variety of methods for self-reflection offer ample learner control as well as a streamlined process for sharing and interacting with a community of peers and teachers.

While classroom learning will always have a place in education, online learning enables a vast array of people from across the world to learn and grow together. With flexible scheduling, multi-media resources, and innovative learning platforms, students who may be unable to attend traditional classes can continue their education within a supportive community. Particularly for adult learners, who often prefer self-directed, experiential learning, online education serves as an ideal format.

Recommended Resources:

 

Want to cultivate your Emotional Intelligence? Reserve your spot for the Foundational Skills of Emotional Intelligence. During twelve, two-week online experiences, you’ll explore the Foundational Skills of Emotional Intelligence through facilitated, group learning. You’ll discover the science behind each competency, why they matter, and how to apply them to positively differentiate yourself.

For a taste of the Foundational Skills, join our two-week Emotional Balance experience. In this portion of the Foundational Skills of EI, you’ll build your resilience, self-awareness, and focus.

Enrollment is now open for courses that begin September 24th.

 

 

 

 

For further reading, our series of primers focuses on the twelve Emotional and Social Intelligence Leadership Competencies, which include Emotional Self-Awareness, Adaptability, and Empathy.

The primers are written by Daniel Goleman and Richard Boyatzis, co-creators of the Emotional and Social Intelligence Leadership Competency Model, along with a range of colleagues, thought-leaders, researchers, and leaders with expertise in the various competencies. Explore the full list of primers by topic, or get the complete collection!

 

 

 

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Brain’s Blind Spots

When we hear the words “Diversity & Inclusion,” some of us cringe or roll our eyes, not because we don’t care, but because we feel uncomfortable, guilty, or feel we don’t need any training in it because “we’re not racist.” Yet every day, we read a news story where someone’s hidden biases trigger a potentially harmful action, from calling 911 on a congresswoman visiting her constituents to using racial slurs on political opponents. “Diversity & Inclusion” is necessary but insufficient; as Coaching Certification Faculty member Michelle Maldonado notes, we need to move from “Diversity & Inclusion” to “Belonging & Unity.”

One first step we can take is to recognize our lack of awareness of what influences our decisions, actions, and perceptions of other people. According to Leonard Mlodinow, scientists estimate that 95% of what happens in our brains is beyond our conscious awareness. In other words, we’re only 5% aware of why we think and act and feel the way we do. The majority of what dominates our mental activity is unconscious.

Our world is filled with differences. We are naturally drawn towards what is familiar and deemed “safe,” like family members who, for the most part, look and smell like us, and we move away from what is unfamiliar. Our brains use heuristics, or mental shortcuts, to help us navigate a complex world. We unconsciously build beliefs about different groups of people outside of “our tribe,” based on various socially constructed or identity markers, to help us organize our social world.

Similarity bias is our preference for others who are similar to us. Our brain’s natural inclination to categorize our world starts at a young age. David Kelly found that babies as young as three months show a preference for those with a similar race to them. The chances are that these babies are not “racist,” but unconsciously, they realize that their main caregivers are their sources of comfort, food, safety, and diaper changes. More often than not, these caregivers are related and therefore, “look” like them. Such biases may persistent in adulthood unconsciously in how we act. University of Michigan researcher Jesse Chandler found that people were 260% more likely to donate to hurricane relief efforts if the hurricane’s name began with the same letter as their first initial.

Our brains are also subject to implicit egotism, the notion that we think more favorably about others like ourselves. We are more likely to respond to a stranger’s email if they share our name, and we’re more likely to help someone out if they went to the same university. The opposite occurs unconsciously as well. Have you ever met someone new that you irrationally didn’t like or felt animosity towards them simply because they share a name with a childhood bully? That’s our unconscious brain at work.

Our hidden biases also are influenced by visual bias. Our optic nerves attach to our retinas in a way that means we have actual blind spots, and so our brains fill in the visual gap we can’t see. Similarly, when it comes to how we view and evaluate other people, if we have missing data about another person, we tend to take the little bit we know about the social categorization of that person and fill in the rest of the information. For example, if you meet someone of Nepalese descent for the first time, and the only bit of information you have about Nepal is that it is a Buddhist nation, you might assume that they are Buddhist and hesitate to include them in your Passover Seder.

Even though we think we evaluate others based on their individual qualities in rational and deliberate ways, our brain’s automatic processing is influenced by cultural and social messages around stereotypes and the “Other.” Groupthink can lead to “Othering,” whereby we discourage individual disagreements or thoughts for the sake of wanting to belong to the “in-group.” Daniel Goleman offers important insights into how groupthink may manifest in the workplace and what to do about it. While we have seen historical incidences of how groupthink can cause irreparable harm, from the Holocaust to the internment of Japanese-Americans during World War II, “Othering” in the workplace can lead to lower performance, well-being, and engagement. UCLA psychologist Naomi Eisenberger found that the area of our brain associated with physical pain is also associated with feeling left out. When we overlook the administrative assistant during lunchtime as we sit with our cubemates daily to eat, we may be impacting their feeling of belonging, even though our intentions are not to exclude.

It is therefore important that we consider how to build psychological safety into our environments, whereby people feel safe to express their true and whole selves without judgment or reprisal. When we do, people feel confident to express opinions, have disagreements, and show up. In fact, Google researched hundreds of its own teams to find out why some thrived and others wilted and discovered that psychological safety was the number one factor. In short, if we want high-performing teams that bring diversity of perspective and a sense of inclusion and belonging, we must build trust, raise our awareness, and reach out to others.

By using our brain’s natural structural functions, we can hack our minds to bring greater curiosity of the “Other,” Self-Awareness of our own unconscious thinking, and Empathy to find similarities with others who may appear different than us. Emotional Balance can help us raise our awareness and ability to move from unconscious to conscious. As Daniel Goleman notes, “when it comes to diversity, you’re seeing people who have a range of backgrounds, of understandings, and of abilities. And the more diverse team is going to be the one with the largest array of talents, and so it will be the one with the potential best performance.”

Recommended Resources:

 

 

For further reading, our series of primers focuses on the twelve Emotional and Social Intelligence Leadership Competencies, which include Emotional Self-Awareness, Emotional Balance, and Empathy.

The primers are written by Daniel Goleman and Richard Boyatzis, co-creators of the Emotional and Social Intelligence Leadership Competency Model, along with a range of colleagues, thought-leaders, researchers, and leaders with expertise in the various competencies. Explore the full list of primers by topic, or get the complete collection!

 

 

 

 

 

 

Want to cultivate your Emotional Intelligence? Reserve your spot for the Foundational Skills of Emotional Intelligence. During twelve, two-week online experiences, you’ll explore the Foundational Skills of Emotional Intelligence through facilitated, group learning. You’ll discover the science behind each competency, why they matter, and how to apply them to positively differentiate yourself.

For a taste of the Foundational Skills, join our two-week Emotional Balance experience. In this portion of the Foundational Skills of EI, you’ll build your resilience, self-awareness, and focus.

 

 

 

 

 

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Can You Train for Emotional Intelligence? {New Research}

Emotional Intelligence (EI) has become increasingly valuable in the workforce, from executive leadership to entry-level hires. The model of Emotional and Social Intelligence Leadership Competencies is derived from an evidence-based framework. Yet quality research on training and coaching for Emotional Intelligence – part of our current undertaking at Key Step Media ­– has only recently burgeoned.

A new study in Human Resource Management Review assessed the effect of training for Emotional Intelligence through a meta-analysis of 58 studies. A meta-analysis combines the results of multiple scientific studies into a comprehensive statistical analysis. This yields more robust results than is possible from the measure of any single study.

The 58 studies analyzed in “Can emotional intelligence be trained?” had to include an Emotional Intelligence training program with adult participants, a measure of EI pre- and post-training, and sufficient statistical data. Participants included graduate and undergraduate students, business managers, nurses, police officers, teachers, and retail staff.

Researchers found that training has a positive impact on Emotional Intelligence scores. They also “noted a trend in the studies reviewed that suggested training is more effective when lectures are avoided, and coaching, practice, and feedback are included.” Holistic and personalized training, which accounts for a participant’s unique goals and motivations, enhances the effectiveness of EI training. It is also important that EI training bridge the knowing-doing gap. Programs that primarily use lectures and passive learning are less likely to improve EI. Experiential learning, including practice exercises and real-time feedback from a coach, enables lasting and effective development of Emotional Intelligence.

Emotional Intelligence can also transform outcomes in coaching engagements. A recent study in the Journal of Experiential Psychotherapy found that Emotional Intelligence is beneficial for executive and life coaching. Researchers identified key elements of an effective coaching relationship and sought to enhance that relationship – for both coach and coachee – with Emotional Intelligence concepts and practices.

­Researchers surveyed 1138 coaches and coachees from 88 different countries. Among the coaches, they compared the responses of emerging and professional coaches based on hours of professional training. They found that several of the most powerful coaching methods include asking highly personalized and goal-oriented questions, active listening, and a focus on cultivating mindfulness and Self-Awareness.

Both coaches and coachees agreed that Emotional Intelligence concepts and practices – including EI assessments – enrich coaching engagements by fostering personal insight, connection, and clear purpose.

Researchers concluded that incorporating EI into training and practice for professional coaches often enhances the coaching experience for both coach and coachee. Emotional Intelligence offers a clear framework for developing a range of skills, including Self-Awareness and Relationship Management competencies, and yields sustainable change rooted in purpose.

Organizations interested in implementing EI training programs can now find high-quality evidence for the positive impact of these programs. Increased job performance, employee health, and diminished stress all make training for Emotional Intelligence a solid investment.

Recommended Resources:

 

Ready to develop your Emotional Intelligence? Reserve your spot for the Foundational Skills of Emotional Intelligence. During twelve, two-week online experiences, you’ll explore the Foundational Skills of Emotional Intelligence through facilitated, group learning. You’ll discover the science behind each competency, why they matter, and how to apply them to positively differentiate yourself.

For a taste of the Foundational Skills, join our two-week Emotional Balance experience. In this portion of the Foundational Skills of EI, you’ll build your resilience, self-awareness, and focus.

 

 

 

The Daniel Goleman Emotional Intelligence Coaching Certification is accepting applications on a rolling basis, with only a few seats remaining. This in-depth program, akin to a professional degree, draws upon a range of evidence-based concepts and practices, including the Emotional & Social Intelligence framework. Coaches will gain meaningful new insights to impact their personal and professional lives through online learning, one-on-one guidance from a Meta-Coach, a coaching practicum, and more.

 

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3 Takeaways from Research on Executive Coaching

Executive coaching is a relatively recent profession. The first established accreditation groups for professional coaches were founded in the 1990s. Historically, coaching has often been used remedially, as an organization’s attempt to correct employees’ unwelcome behavior or perceived lack of competencies. Many conventional programs still use this approach, with few positive or lasting results.

Today, more progressive coaching programs focus on career advancement and personal development, and are ideally initiated by a coachee seeking self-improvement. The best and most effective programs support the overall growth and wellbeing of the person, taking into account things like habitual patterns of thoughts, emotional states, and underlying mental models that may keep someone stuck.

As executive coaching is growing in value and evolving in design, high-quality research has the potential to shape the discipline and move it forward. One of the challenges of arriving at such research is the existence of significant enough control groups, clear parameters and measurement tools, accounting for variability of data, and a coaching framework that fully supports the complete range of ways in which personal and professional development efforts can materialize – in real time, in the real world. That is one undertaking currently in progress at Key Step Media.

For now, the following studies offer the most meaningful, evidence-based insights into what we know is effective in executive coaching.

 

  1. Cognitive behavioral interventions for leadership development

Researchers adapted traditional clinical psychological practices into the context of executive coaching in a 2013 study published in Research in Organizational Change and Development. The authors used cognitive behavioral executive coaching (CBEC) in both helping to manage maladaptive thoughts and behaviors and in establishing a formal platform to support executive skill building, performance, and personal leadership agendas.

Findings show that the approach enabled executives to develop behaviors and competencies aligned with their ideal future state, due to the highly-customizable process of the program design. CBCE was particularly effective in improving adaptability in both thoughts and actions and has the potential to inform the future of executive coaching.

 

  1. Personalization based on values is key

A 2016 study in Coaching: An International Journal of Theory, Research and Practice, examines the emerging approach to workplace coaching, which increasingly emphasizes “enhancing both the performance and the well-being of individuals and organizations in ways that are sustainable and personally meaningful.”

Simplicity and personalization lie at the heart of this methodology. Clear, practical language and models, rather than complex acronyms and jargon-filled texts, make training methodologies accessible and more likely to create lasting organizational change. Deep personalization, in which the coach seeks to understand the coachee’s personal values and goals in a holistic way, is equally vital. As good coaching is fundamentally a quality conversation based in trust, it follows that authentic, individualized coaching is vital to cultivating genuine organizational change and personal development. From an evidence-based perspective, this kind of personalization has been demonstrated as being highly effective in many peer-reviewed studies with randomized control groups.

 

 

  1. Trust and goal setting are critical to coaching effectiveness

A strong working alliance from the perspective of the coach and coachee predicted coaching effectiveness in a large-scale study of executive coaching conducted in 2016. Coachee self-efficacy, or belief in the benefits of coaching and their own ability to make lasting behavioral changes, was also critical in determining coaching effectiveness.

Coaches who built a foundation of trust with their clients, and established clear tasks and goals, were rated most highly for successful coaching outcomes. Even when the coachee had lower self-efficacy, a strong working alliance and clear goals were found to partially compensate for this disparity.

The ability to develop a foundation of trust with a coachee necessitates that the coach excels in relationship management competencies. Emotional Intelligence is also critical in the coach’s ability to identity appropriate tasks and goals for their client, to be receptive in understanding the coachee’s unique challenges, and to offer clear guidance in alignment with the coachee’s own values.

 

 

More research is needed

Due to a range of factors, including the wide umbrella of coaching and the absence of a standardized measure for successful or effective coaching engagements, there is minimal, peer-reviewed research on executive coaching. Some meta-analyses have established the overall positive effect of coaching on organizational outcomes, while surveys have sought to evaluate coaching effectiveness through factors such as coach training and background. Further efforts to establish universally accepted terms and research criteria for executive coaching have the potential to positively impact this growing field.

 

Are you interested in coaching for Emotional Intelligence? 

 

 

Emotional Intelligence offers an evidence-based framework for executive coaching drawing upon the disciplines of Neuroscience and Cognitive Behavioral Science. The new Daniel Goleman Emotional Intelligence Coaching Certification is now accepting applicants who would like to learn this specific methodology for coaching their clients. This fall, we will also be launching an online program for learning the fundamentals of Emotional Intelligence.

 

 

 

 

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