MO final

emotional intelligence

set of abilities that involve perceiving and expressing emotions, incorporating emotions into thinking, comprehending and reasoning with emotions, and managing emotions in oneself and others.

key components of eq

* ability to read others
* ability to respond to others’ emotions

Five components of EQ at work

* self awareness
* self regulation
* motivation
* empathy
* social skill

DANVA

•Expressing and reading emotions are related

•Women tend to be more skilled than men at reading emotions

•Most skills improve with age

•Personality affects skill

•Skills affect relationship success

Family environment affects skill

Goleman’s leadership styles

* commanding
* pacesetting
* authoritative
* democratic
* affiliative
* coaching

commanding

best when:

in a crisis/emergency, with problem employees

**Climate impact:** Negative

authoritative

**Best when:** times of change, new vision is needed



**Climate Impact:** Very Positive

pacesetting

**Best when:** quick results needed from competent, motivated team



**Climate Impact:** Negative

affiliative

**Best when:** team rifts occur, stressful times, teams need motivation



**Climate Impact:** Positive

coaching

**Best when**: employees need improvement or development



**Climate Impact:** Positive

Democratic

**Best when:** need buy in, or input from employees is valuable



**Climate Impact:** Positive

Commanding

•Gives directives



•Doesn’t ask for input



•Constantly monitors



•Emphasizes consequences of errors



•Gives (negative) corrective feedback

pacesetting

•Exemplifies high performance standards



•Shows others how to do things



•Obsessive about doing things faster/better



•Little sympathy for underperformers

authoritative

•Communicates a vision



•Sells the vision



•Solicits perspectives on the vision



•Makes sure others align themselves with the vision

Uses positive/negative methods to motivate

affiliative

•Places more emphasis on individuals



•Shares emotional challenges (appropriately)



•Rewards personal characteristics/behaviors



•Cares for others

democratic

•Values consensus



•Invites others to make decisions about work



•Rewards adequate performance



•Avoids negative feedback/punishment

coaching

•Helps others identify strengths/weaknesses



•Provides support, challenge, and feedback



•Focuses on long-term development



•Helps employees develop strategies for improvement

5 practices of exemplary leadership

* model the way
* inspire a shared vision
* challenge the process
* enable others to act
* encourage the heart

model the way

* set an example
* achieve small wins

inspire a shared vision

* envisioning the future
* enlisting others

challenge the process

* search for challenging opportunities
* experiment, take risks

enable others to act

* foster collaboration
* strengthen others

encourage the heart

* recognize individual contributions
* celebrate team accomplishment s

shackleton

conflict

The process in which one party perceives that its interests are being opposed or negatively affected by another party.

sources of conflict

* incompatible goals
* differentiation
* task interdependence
* scarce resources
* ambiguous rules
* communication problems

Incompatible goals

One party’s goals perceived to interfere with other’s goals

differentiation

Different values/beliefs



Explains cross-cultural and generational conflict

task interdependence

Conflict increases with interdependence



Higher risk that parties interfere with each other

scarce resources

Motivates competition for the resource

ambiguous rules

Creates uncertainty, threatens goals



Without rules, people rely on politics

communication problems

Increases stereotyping



Reduces motivation to communicate



Escalates conflict when arrogant

conflict negatives

Lower performance



Higher stress, dissatisfaction, and turnover



Reduced information sharing



Increased organizational politics



Wasted resources



Weaker team dynamics

conflict positives

Better decision making



Growth and change (individual & organizational)



Innovation and creativity



Stronger team dynamics



Clarified values and purpose



Improved relationship skills



\

Thomas-Kilmann Model

conflict handling styles

Thomas-Kilmann Model

•measures two dimensions:



•Assertiveness (satisfy yourself)



•Cooperativeness (satisfy others)

avoiding

kilmann model:



**Best when:**



•Conflict is emotionally-charged (relationship conflict)



•Conflict resolution cost is higher than benefits



**Drawbacks:**



•Doesn’t resolve conflict



•Causes frustration

competing/forcing

kilmann modelL:

**Best when:**

•Accompanied by a deep conviction about the position

•Quick resolution required

•The other party would take advantage of cooperation

**Drawbacks:**

•Can result in relationship conflict

•Can disempower the other party

accommodating/yielding

kilmann model:

**Best when:**

•Other party has more power

•Issue is much less important to you than other party

•The value or logic of your position is imperfect

**Drawbacks:**

•Increases other’s expectations of “winning”

•Imperfect solution

compromising

kilmann model:

**Best when:**

•Parties have equal power

•Quick solution is required

•Parties lack trust or openness

**Drawbacks:** 

•Sub-optimal solution where mutual gains are possible

•Dissatisfaction with outcome in the long term (both parties)

collaborating/problem solving

**kilmann, Best when:**



•Interests are not perfectly opposing



•Parties have trust and openness



•Issues are complex



**Drawbacks:**



•Time-consuming



•Information sharing increases other’s power

conflict avoidant team

Too Much Agreement



(Bias Towards Similarity, Overconfidence)

conflict ridden teams

Too Much Disagreement



(Relationship Conflict, Sabotage, Undermining)

challenge network

**the group of people that you trust to push you to get better. They tell you the stuff you don’t want to hear, but need to hear. And Bridgewater is one big challenge network.**

steps in feedback process

1) set clear goals/expectations

2) evaluate performance

3) give and receive feedback

$) implement rewards/consequences

plus/delta model

ØIdentify the good things people are doing



ØDiscuss how continuing these behaviors will benefit the team



ØFocus on task **and** process contributions



ØUse specific behavioral examples



\
ØSuggest changes that can improve performance

ØDiscuss how changes will positively impact the team

ØFocus on task **and** process contributions

ØUse specific behavioral examples

renninger: the secret to giving good feedback

1) start with the micro yes

*

•Cues the receiver that feedback is about to be given (a pacing tool)



•Creates buy-in by giving the receiver autonomy



•*Example:* “Do you have 5 minutes to talk about what happened in our last meeting?”



2) give a clear data point

* •Say what you saw/heard, and cut out “blur” words

•Provide clear examples of behaviors you are addressing

•*Example:* “You said you would have your section of our presentation completed by the meeting, but you didn’t have it ready in time.”

\

3) show impact

•Explain/describe how the data point effected you

•*Example:* “Because we didn’t have your section, the team had to spend time working on it instead of using the time in the meeting to put everything together, which means we are not as far along in the presentation as we wanted to be.”

4) End with a question

*

•Creates commitment to actions



•Makes it a conversation vs. a monologue



•*Example:* “How do you think we can avoid this for our next deliverable?

Stone & Heen

•emphasis has been placed on teaching practices/techniques for giving effective feedback. However…

•The __*receivers*__ of feedback are in control of:

•What they do and don’t “let in”

•How they make sense of what they’re hearing

•Whether they choose to act on the feedback

handling tough feedback

* **Recognize that it’s natural to become upset, angry, frustrated, defeated, etc.**



* **Become**

**aware of your “triggers”**
*

**Evaluate the feedback and its value**

bad feedback triggers

truth

relationship

identity

truth trigger

\-

set off by the substance of the feedback itself—it's somehow off, unhelpful, or simply untrue. In response, we feel indignant, wronged, and exasperated.

relationship trigger

tripped by the particular person who is giving us  feedback.   Feedback is colored by the relationship between giver and receiver à reactions based on what we believe *about* the giver or how we feel *treated by* the giver. Our focus shifts from the feedback itself to the person delivering

identity trigger

All about *us*. The feedback has caused our identity—our sense of   who we are—to come undone. We feel overwhelmed, threatened, ashamed,   or off balance. We're suddenly unsure what to think about ourselves, and question what we stand for. 

evaluating feedback

 Receiving feedback well is a process of sorting and filtering—of learning how the other person sees things; of trying on ideas that at first seem a poor fit; of experimenting. And of shelving or discarding the parts of the feedback that in the end seem off or not what you need right now.

becoming aware of triggers

what’s causing the reaction? Understanding our triggers and sorting out what set them off are the keys to managing our reactions and engaging in feedback conversations with skill.

recognizing it’s natural

Our negative reactions to feedback are valid if the feedback is genuinely “off target,” and/or the person giving it has proven untrustworthy, or we feel attacked/off-balance. ***However, trying to ignore a triggered reaction without first identifying its cause is like dealing with a fire by disconnecting the smoke alarm.***

power

The capacity of a person, team, or organization to influence others



Or, simply: power is the ability of an actor A to change the behavior of an actor B

sources of power

personal power

relational power

positional power

Personal power

expert

referent

positional power

legitimate

reward

coercive

legitimate

Power stemming from a role or position in an organization and relying on authority hierarchy to function. For instance, managers are invested with legitimate power to make demands on others simply by virtue of their title and reporting relationships. \n

reward

Power based on the ability to offer rewards—in the form of anything desirable to others—in exchange for particular actions. Rewards aren’t limited to money, promotions, or material opportunities, however; they also include social or emotional rewards we often give or receive like attention or public praise. They can also work negatively when they are withheld as punishment.

coercive

Power that relies on the threat of force to get somebody to do something they wouldn’t otherwise do—to obtain their compliance. In organizations, coercive power is obviously much more likely to come either from the threat of economic or social punishment or from concerns about personal condemnation or disapproval than from actual violence. Extreme reliance on coercive power can be disastrous for leaders within organizations.

expert

\


Power that is result of knowledge, skills, or experience valuable to others. When others perceive that we possess any of those things, they’ll likely award power to us.

referent

Power that comes from the ability of a person to offer personal approval or acceptance that is meaningful to the recipient . It’s often associated in a positive way with role models, charismatic leaders, or politicians and celebrities. When others like or aspire to emulate a manager, for instance, she controls referent power.

relational power

network/alliances, derived from connections with others



Networks are **pipes** through which information and resources can flow AND



Networks are **prisms** that signal things to others

power paradox

•**Power is given to us by others, rather than grabbed**



• Power is maintained through a focus on others



•What are ways you can do this?



•Must balance between:



•The gratification of your own desires



•focus on other people.



•The seductions of power induce us to lose the very skills that enabled us to gain power in the first place!

•When we undermine our own power, we can cause others to feel threatened and devalued.

•What does powerlessness feel like?

•Amplifies one’s sensitivity to threat

•Hyperactivates stress response and cortisol

•Damages the brain

politics

the use of power to:



•Achieve a goal,



•Exert influence, or



•Gain more power

skills develop politics

* social astuteness
* interpersonal influence
* networking ability
* sincerity

organizational culture

The basic pattern of shared values and assumptionsgoverning the way employees within an organization think about and act onproblems and opportunities.

stories and legends

socialprescriptions of desired (undesired)behaviorProvides a realistic human side toexpectationsMost effective stories and legends:• Describe real people• Assumed to be true• Known throughout the organization• Are prescriptive

rituals

programmed routines, such ashow visitors are greeted, how peoplecommunicate with each other,interactions between seniorexecutives/subordinates

ceremonies

planned activities for anaudience, such as award ceremonies,company days out, product launchevents, etc.

vocabulary

used to address people,describe norms, customers, etc

slogans and phrases

used as culturalsymbols to guide behavior

physical artifacts

* building structure
* office design
* material symbols

organizational socialization

The process by which individuals learn the values, expected behaviors,and social knowledge necessary to assume their roles in theorganization.This process takes place over time—research suggests this can take 6months to a year for a typical 9-5 job

organizational culture strength

Culture strength is determined by how widely and deeply employees hold thecompany’s dominant values and assumptionsAn organization may have a strong culture if: Most employees understand and embrace theculture It is institutionalized through artifacts It is long-lasting— may originate withfounder(s)

**Strong Organizational Culture**

social control

social glue

improves sense making

psychological safety

Members of highly successful teamsand organizations all say that they feel comfortable sharing theirhonest ideas and taking risks

Preventing errors: both mistakes and “near-misses” are reported• Creativity and innovation: people don’t feel compelled to “fit in”• Inclusion: everyone has a voice, even when they lack power

Encouraging psychologically safe env

1- encourage open discussion

2- bad ideas brainstorm

3- clarifying questions

4- bad idea brianstorm

decision making

The conscious process of making choices amongone or more alternatives with the intention of movingtoward some desired state of affairs

decision making process

Problem identification

2\. Making the decision

3\. Evaluating the decision

challenges in problem identifying

Influence from others ‘frames’ the situation2. Coping mechanisms block out negative information3. Mental models limit opportunities for new perspectives4. Faulty diagnostic skills (decisive leaders, solution-focused framing

challenges in decision making

* moods and emotions influence
* paralyzed by choice
* anticipatory regret

models of decision making

* concurring
* majority rules
* consensus

concurring

everyone agrees

majority rules

most agree

consensus

everyone is comfortable going forward and agrees not to block orundermine the decision even if they don’t fully agree

after action review

A structured process for reflecting on action within thecontext of a task in order to create important knowledge that can be used toimprove performance

steps in after action review

Goal: What was the intent?

2\. Results: What happened?

3\. Lessons: Why were there differences between #1 and #2?

4\. Next steps: What do we do now?

resilience engineering

an attitude of adaptingoneself to the requirements of the moment

resilience engineering

Learn: ability to learn from the past• Respond: ability to respond to what is happeningin the present• Observe: observation skills to respondaccurately/adequately• Anticipate: foresight to know what will likelyhappen next