Emotional influence on

IntelligenceConflict
Resolution
1
 ARE YOU
EMOTIONALLY
INTELLIGENT?

OR
YOU STILL THINK (not feel) THAT IQ
MATTERS MORE THAN EQ

2
MH
 True or False?
1. A happy worker is a productive
worker.

2. Decision makers tend to continue

supporting a course of action even
though information suggests that the
decision is ineffective.

3. Organizations are more effective

when they prevent conflict among
MH employees. 3
 True or False?
4. It is better to negotiate alone than
as a team.

5. Companies are most effective

when they have a strong corporate
culture.

6. Employees perform better without

stress.
4
MH
 True or False?
7. Effective organizational change always
begins by pinpointing the source of its
current problems.
8. Female leaders involve employees in
decisions to a greater degree than do
male leaders.
9. People in Japan value group harmony
and duty to the group (high
collectivism) more than do Americans
(low collectivism).
5
MH
 True or False?
10. Top-level executives tend to exhibit
a Type A behavior pattern (i.e.,
hard-driving, impatient,
competitive, short-tempered,
strong sense of time urgency, rapid
talkers).

11. Employees usually feel over reward

inequity when they are paid more
than co-workers performing the
same work.
6
MH
 Terms
used:
 IQ intelligence quotient
 EQ emotional quotient
 EI emotional intelligence
 Conflict:
A state of discord caused by the
actual or perceived opposition of
needs, values and interests
between people working
together

7
MH
 Emotional
Intelligence
 IQ
 Established by
mid-teens
 Can’t increase
 Predicts only 10% –
20% of life success
 EQ
 Not fixed
 Can be improved
throughout life

8
MH
What is Emotional Intelligence ?
EQ is the ability to:
 Sense
 Understand
 Communicate and
 Effectively Apply
the power and potential of emotions as a
source of human energy, information,
trust, communication, creativity, influence
and conflict resolution

9
MH
 Emotional
Intelligence
The ability to:
 accurately perceive emotions in
oneself and others;
 use emotions to facilitate thinking;
 understand emotional meanings
and
 manage emotions.
(Mayer, Salovey, Caruso, 2002)

10
MH
 The Business Case
Why organizations are
interested in
Emotional Intelligence?

11
MH
 Performanc
e

12
MH
 A model of emotional intelligence
and organisational effectiveness
(Taken from Cherniss, C. & Goleman, D.,

13
MH
 Alignment: New Business
Strategy and Performance

Human Capital Development

& Management is a new
business strategy to improve
organizational effectiveness by
implementing a management
system to
align, develop and
manage people.

If you don’t know where you are

going, any path will take you
there”
MH --- Old Sioux Proverb ---14
 Improve Business
Performance
Focusing Energy &
Resources

Mission Missio

Vision
n

Vision
Engageme Alignment
nt

Chaos Substandard Enhanced

Performance Performance

ASK: Is the organization in sync. with the

Mission?
MH 15
 What is an Emotion
?
• Unconscious impulses
• Conscious decisions
• Social constructs between
people
• Ways of acting and talking
• Mental states that result when
bodily responses are sensed by
the brain
• Feelings & Thoughts about
situations people find
themselves in 16
MH
 Primary Emotions

17
MH
 Emotions
Connection Something happens
s

You have a thought about it

You feel something

You react ( behavior )

18
MH
 Emotional
Intelligence

EQ?
What is that ?

The application of a
positive attitude,
respect, and
healthy patterns of
behavior towards
self and others

19
MH
 Emotional
Intelligence

Self
Awareness

Self Self
Motivation
Regulation

EQ

Social
Empathy Skills

20
MH
 Self Awareness
knowing one’s internal states,
preferences, resources, and intuitions
• Emotional Awareness: recognizing one’s
emotions and their effects. Pay attention to your
emotions
• Accurate Self-Assessment: knowing one’s
strengths and limits
• Self-Confidence: a strong sense of one’s self-
worth and capabilities

Outcomes of limited self-

awareness:
blind ambition, unrealistic goals,
power
MH hungry, relentless striving, 21
 Self-
ManagingRegulation
one’ s internal states,
impulses, resources
• Self-Control: keeping disruptive emotions and
impulses in check
• Trustworthiness: maintaining standards of
honesty and integrity
• Conscientiousness: taking responsibility for
personal performance
• Adaptability: flexibility in handling change
• Innovation: being comfortable with novel ideas,
new info.
Outcomes of limited self-regulation:
impulsive behavior, rigidity of
behavior
and thought, lack of trust, poor
22
MH
 Self-
Motivation
Emotional tendencies that guide or
facilitate reaching goals
• Achievement Drive: striving to improve or meet a
standard of excellence
• Commitment: aligning with the goals of the group
• Initiative: readiness to act on opportunities
• Optimism: persistence in pursuing goals despite
obstacles and setbacks

Outcomes of limited motivation:

sub-optimal performance,
incomplete
projects, inability to reach goals,
lack of 23
MH
 Empathy
Awareness of others’ feelings, needs,
and concerns
• Understanding Others: sensing others’ feelings
and
perspectives, and taking an active interest in their
concerns
• Developing Others: sensing others’ development
needs
and bolstering their abilities
• Service Orientation: anticipating, recognizing,
and meeting customers’ needs
• Leveraging Diversity: cultivating opportunities
through
different kinds of people
Outcomes of
• Political Awareness: limiteda empathy:
reading group’s emotional
currents and misunderstanding,
power relationships frustration,
lack
MH
of trust, dissatisfaction, lack of 24
 Social Skills/Effective
Relationships
Adeptness at inducing desirable
responses in others
• Influence: wielding effective tactics for persuasion
• Communication: listening openly and sending
convincing messages
• Conflict Management: negotiating and resolving
disputes
• Leadership: inspiring and guiding others
• Change Catalyst: initiating or managing change
• Building Bonds: nurturing instrumental relationships
• Collaboration and Cooperation: working with
others toward shared goals
• Team Capabilities: creating group synergy in group
goals
Outcomes of limited social skills: dissension,
distrust, poor leadership / followership,
ineffective conflict, sub-optimizing teams,
poor job performance, loss of job
25
MH
opportunities
Research

 An analysis of over 300 top-level executives from

15 global companies found that 6 emotional
competencies distinguished stars from average
performers (including conflict resolution):

 Influence, team leadership (social skills)

 Organizational awareness, self-confidence ( self
awareness)
 Achievement drive, and leadership. (Intrinsic motivation)

26
MH
 The Research Question
“Do the structures and human
resource functions in place at the
organization, create a climate that is
conducive to an emotionally intelligent
workplace?”

Thus, the issues of organisational climate,

human resource functions and leadership
are explored in the light of their effect on
relationships within the Organization, and
therefore their influence on the levels of
emotional intelligence within the
Organization.

27
MH
 Summary of Research
 The great tragedy of Science—the slaying of
a beautiful hypothesis by an ugly fact.

Thomas Huxley, 1894

 ***
 The benefits of EI appear to reside mainly in
raising awareness of emotional, self control,
socialization issues and motivating educators
and managers to take these issues seriously.

28
MH
 Language of EI
(Use space between Stimulus &
Response)

REACTIVE PROACTIVE
There is nothing I can do Let us look for Alternatives
That’s just the way I am I can choose a different approach
He makes me mad I control my own feelings
They won’t allow that I can create an effective prsntation
I have to do that I will choose an appropriate
response
I can’t I choose
I must I prefer
If only I will

29
MH
 Relationship of TRUST
(Emotional Bank Account)
DEPOSITS WITHDRAWALS
Seek first to understand Seek first to be understood
Keeping promises Breaking promises
Honesty, openness Smooth manipulation
Kindnesses, courtesies Unkindnesses, discourtesies
Win-Win or No Deal thinking Win-Lose or Lose-Win thinking
Clarifying expectations Violating expectations
Loyalty to the absent Disloyalty, duplicity
Apologies Pride, conceit, arrogance
Receiving feedback and giving Not receiving feedback and giving
“I” messages “You” messages
Forgiveness Holding grudges

30
MH
 Essence of EQ
- Working with EI-
Goleman
Competencies that most
often lead to success:
• Initiative, achievement and
adaptability
• Influence, team leadership and
awareness
• Empathy, self-confidence and
developing others

31
MH
 Benefits of EI
• Improved supervisor/staff relations,
including more meaningful employee reviews
(less conflict)
• Turning “the problem employee” into the
“star employee” by utilizing empathy, and
emotional empowerment in your leadership
style
• An empowered workforce that finds
meaning and contribution in their workday
• Significant improvement in employee
morale
• Significant improvement in productivity,
including reduced sick leave, reduced staff
turnover, and improved staff commitment to
MH 32
Types of Behavior in
Organizations
Task
Performance

Maintaining
Types of Organizational
Work Citizenship
Attendance Work-Related
Behavior
Joining/Staying Counter-
with the Productive
Organization Behaviors

33
MH
 Model of Individual
Behavior
Role
Perceptions
Values
Personality Motivation
Individual
Perceptions Behavior and
Emotions Results
Ability
Attitudes
Situational
Stress
Factors

34
MH
 Attitudes & Components
 Attitudes
 Evaluative statements—either favorable or
unfavorable—concerning objects, people, or
events.
 Components Of An Attitude
 Cognitive component: the beliefs,
opinions, knowledge, or information held by a
person.
 Affective component: the emotional or
feeling part of an attitude.
 Behavioral component: the intention to
behave in a certain way.

35
MH
 Conflict
“nothing happens until something
moves.”
36
MH
 Conflict is
 Emotional

 Rational

 Combination of both

37
MH
 Conflict
 Exists whenever two or
more parties are in
disagreement
 Is inherent in an
organizational system
 Can increase as the
workforce becomes
more diverse
 Dealing with it is part
of emotional
intelligence

38
MH
 conflict deepens

Wastes Energy & Resources

Missio Mission
n

Vision
Vision
Misaligned disengage
objectives d
employees
Chaos-confusion,
untrustworthniness,
avoidance, ‘if only’
Conflict spreads
Initiation of approach, broken
leadership and
conflict-concern bonds, lack of comm.
awareness issues

ASK:
MH does conflict worsens and spreads if nothing is39
 Conflict happens
 How we de we deal with conflict
makes all the difference
 Process is as important as outcomes
 Each party has a piece of the truth
and the solution
 There is no right answer

40
MH
Conflict Management
Styles

41
MH
 Roles in Conflict
Resolution

Initiator

Responder

Mediator

42
MH
Effective Dialogue Strategies
 Stand aside—leave an exit
 Breathe… always breathe
 “Bow”—learn to say sorry
 Try to say less than the person
you are arguing with
(2 min.)
 Practice dealing with “the fixated
employees”
 Be patient—solutions take time
 Einstein & Wittgenstein
43
MH
Summary: Conflict Management
Styles
Forcing Conflict User attempts to resolve conflict
Style: by using aggressive behavior
Avoiding Conflict User attempts to passively ignore
Style: the conflict rather than resolve it
Accommodating User attempts to resolve conflict
Conflict Style: by passively giving in to the other
party
Compromising User attempts to resolve the
Conflict Style: conflict through assertive give-
and-take concessions
Collaborating User assertively attempts to
Conflict Style: jointly resolve the conflict with the
best solution agreeable to all
parties.
The problem-solving style

44
MH
 How to respond?
 Stay in control when under fire
 Diffuse anger and hostility
 Listen actively, acknowledge points
and feelings
 Agree where you can, show respect
 Find out what all ‘sides’ really want:
What interest do they have in
common?
 Ask: Why? Why Not? What makes that
fair?

45
MH
 Conflict is resolved by
 Joint problem-solving, NOT bargaining over a
position either party has taken
 Separating the people from the problem
 Focusing on interests not positions
 Creating options for mutual gain
 Basing the result on objective criteria

Goal: all ‘sides’ get what they really want by

working together to
 Communicate shared and opposed interests
 Create and commit to a solution

46
MH
 Conflict is resolved when
 Underlying interests are met
 Options to satisfy interests are widely and
creatively defined
 Legitimate and fair standards are determined
 Based on two-way communication
 An improved or not damaged relationship
results
 Commitment to the solution is made by all
parties

47
MH
Negotiate the solution
together
Joint problem Barriers to Strategies to
solving Negotiation Overcome

Sit side by side * Reactions * To the Balcony

* Emotions * Listen,
acknowledge,
agree

Face the Issue/ * Positions * Reframe

Problem
Reach a mutual *Loosing face *Golden Bridge
satisfying *Power *Educate
agreement
MH 48
The Big Five Personality
Model
 Extraversion  Emotional
 Sociable, talkative, Stability
and assertive
 Calm,
 Agreeableness
enthusiastic, and
 Good-natured,
secure or tense,
cooperative, and
nervous, and
trusting
insecure
 Conscientiousness
 Responsible,  Openness to
dependable, Experience
persistent, and
achievement  Imaginative,
oriented artistically
sensitive, and
intellectual

49
MH
 Be strategic
 Interests: What do the parties really want?
 Clarify and Prioritize
 Options: What are possible points of
agreement?
 Consider ways to combine skills and
resources to satisfy key interests of all
 Alternatives: What will each party do if no
agreement is reached?
 Legitimacy: What criteria will achieve
fairness for all parties?

50
MH
Excellence

Through

Emotional
Intelligence
“Appreciation is a wonderful thing; it makes
what is excellent in others belong to us as
well”. 51
MH
Classifying Personality
Traits
 Myers Briggs Type Indicator (MBTI)
 A general personality assessment tool that
measures the personality of an individual
using four categories:
 Social interaction: Extrovert or Introvert
(E or I)
 Preference for gathering data: Sensing or
Intuitive (S or N)
 Preference for decision making: Feeling or
Thinking (F or T)
 Style of decision making: Perceptive or
Judgmental (P or J)

52
MH
 Research Design
 Action Research Approach
- deliberately incorporates an action
component into the research design;
 Grounded Theory Approach in its
analysis of data collected
- these two approaches complement
each other as an effective tool for
amplifying the voices of the
participants in the study.

53
MH
 Timeline
October 2004 - Cultural Analysis of the Agency (74% return)
reveals areas of growth that need tackling :

1. A vast majority of staff do not feel that their input is appreciated

and encouraged by management.

2. A discrepancy is apparent in the way staff and management view:

- leadership within the Agency;
- the effectiveness of teamwork within the Agency;
- conflict resolution in the Agency; and
- the effectiveness of training offered to the staff (especially the newer
ones).

3. A vast majority of staff maintain that the Agency makes very few
formal or informal employee recognition efforts.

54
MH
 Timeline
August 2005 - In conjunction with Agency
Management team:
1. decided to focus on and target the leadership team of
the agency.
2. launched the MSCEIT (Mayer, Salovey, Caruso
Emotional Intelligence Test, 2002).

October 2005 – All the Managers took the MSCEIT.

55
MH
 Total EI Score (%)

45
40
40 1: Consider
development
35
69 or less
% of participants

30 2: Consider
26.6
25 Improvement
20 70-89
20
3: Low
15 Average
Score
10 6.67 6.67 90-99
5
0 0 4: High
0 Average
1 2 3 4 5 6 7 Score

Total EIQ Score

100-109
5:Competent
110-119
6: Strength
120-129
7: Significant
Strength 56
MH
 Managing Emotions %

45
40
40 1: Consider
35
development
30
69 or less
26.6 26.6
25 2: Consider
Improvement
n
p %
fP
o

20
s
rtic
a

15
70-89
10
6.67
3: Low
5
Average
0 0 0 Score
0
1 2 3 4 5 6 7 90-99
Scores
4: High
Average
Score
100-109
5:Competent
110-119
6: Strength
120-129
7: Significant
Strength 57
MH
 Analysis of qualitative
data
A qualitative analysis of the data collected
using the Grounded Theory Approach (Strauss
and Corbin, 1990):

 the recorded observations kept during the

Training Day;

 the individual briefing sessions with the

Managers;

 the Resource Reports issued for each

participant in the study.

58
MH
 Five key variables

 Management Training /
Preparedness
 Gender
 Organisational Culture
 Workload
 Nature of the Team

59
MH
 Management Training &
Preparedness
“I was thinking how much this concept of
emotional intelligence has been told to
managers. I’m thinking of managers,
men, who are basically taught or have
been cultured to take decisions, and if
someone says something, they are told
not to be emotional.”

60
MH
Management Training &
Preparedness

“I am thinking about the type of training

we received. Should we as social work
managers be given the same training as
managers in a factory?”

61
MH
 Gender
Newell (2007) maintains that while research suggests
that, in much of the European Union, women and men
now comprise equal numbers in many professions
such as law and medicine, and equally occupy junior
to middle management positions, the top rungs of
most professions and organisations remain heavily
male dominated. She quotes the European Labour
Force Survey (Eurostat) for 2006 which shows that in
Europe, 70% of managers are men and only 30% are
women.

In Malta the proportion of female managers are well

below average at 13%.

62
MH
 Gender
“a significant gender gap still persists at
senior levels in organisations, even within
those sectors predominantly occupied by
women – notably, the education and
health and social services sectors”
(Newell, 2007, pp 1).

63
MH
 Gender
“We are expected to put aside our
emotions and in order to show people that
I am a good manager I cannot decide with
my heart but only with my mind.”

64
MH
 Gender
“Even if I believe that emotions are
important in my role, someone, an
echo behind me tells me that if I want
to be a good manager, I must not let
my emotions interfere, I must decide
with my mind only, just see the
obstacles, the financial difficulties…”

65
MH
Leadership Characteristics
 Humility  Influential
 Humanity  Integrity
 Availability
 Trustworthiness
 Strength of values
 In tune  Encouraging
 Simplicity  Discipline
 Charisma  Considerateness
 Ability to create a  Ability to bring out the best
in people
comfortable
 Comfortable with self and
environment
achievements
 Genuineness
 Strength of character
66
MH
 Gender
“I am thinking about our perception of
managers and the perception we were
given of what a manager should be and
how this influences others.”

“I feel I am going against my own nature.

I am expected to be a manager, detached
from emotions in myself and in others.
But that is not me.”

67
MH
 Organisational Culture
The participants shared deeply the noticeable
and perceptible suffering they are enduring in
having to de-nude themselves of and shed
the emotional competencies they had
internalised as front line workers. They feel
that the passage from front line workers to
managers and leaders places on them the
expectation of discarding the very essence and
spirit of what they had become.

68
MH
 Organisational Culture
The Agency’s core identity or corporate
culture seems to be based on the belief
that moving into a leadership position
intrinsically requires of the new
incumbent the need to put aside the
emotional competencies previously
used when the individual was still
practising as a front-line social worker
and behaving differently.

69
MH
 Workload
“The demands are always on the increase.
Expectations are increasing from all sides,
not just from management…maybe this is
a time of change to a different strategy or
system. This is what I am focusing on as
we discuss these results.”

70
MH
 Nature of the Team
“Through our interventions with clients,
we must manage to create a space that
is different – our process doesn’t have to
make a difference simply because a task
is achieved, but also because we would
have created a space through the
helping relationship that makes a
difference to the other person.”
 

71
MH
 Nature of the Team
“ It is true that we cannot be humane
only, however if above all the
constraints that we have, we manage to
be humane as well, I think that that is
the only thing that will keep people
working. If we remove this human
aspect of management we are going to
lose more people. I believe this
strongly.”

72
MH
 Effects on Team Climate
“I think that one of the major consequences
is that emotions are contagious, and if we
are not managing our emotions well, our
teams are not managing them and
probably not even the way they are
transferring them to the client.”

73
MH
 Effects on Team Climate

“If a person, who is a front liner, is angry

and is not able to manage this
frustration, and then during supervision
finds a manager who is not able to
contain this, what service are we giving
to clients at the end of the day…if we
are not even able to go through this
process?”

74
MH
 Effects on Team Climate

“We become alienated and lose our sense

of awareness – we start linking our
emotions to our vulnerabilities and this can
be dangerous because it can create a block
which results in extensive consequences.”

75
MH
 Effects on Team Climate
“One of the major consequences of
all this is staff turnover, which we
already suffer from – maybe in
particular services more than in
others. Of course this does not
reflect only on leaders, there are
other factors, however I feel that
leadership is an important factor.”

76
MH
 Some Recommendations
 A complete culture change in the organisation,
with the focus on valuing, developing and
caring for the workforce, as well as on
organising work more sensibly;
 Thorough preparation towards becoming
emotionally intelligent transformational
leaders would result in the combination of
leadership expertise of a superior manager
with the people-centred focus that these
managers bring with them into their new role;
 Increase awareness that just as outcomes in
social work are important, the very processes
employed to bring about change in people are
also pivotal;

77
MH
 Some Recommendations
 Create a climate which allows social workers the
freedom and space to be what they really want to be
– emotionally competent and positive about the
effect of their service to clients.
 Focus on management training – with a
concentration on transformational leadership;
 Focus on career development for women managers –
this group has proved to be frequently isolated yet
highly visible within a male-dominated management
culture that is preventing them from placing their
particular strengths at the service of the
organisation.

78
MH
 Concluding thought
Those human service organisations that
serve people best, “understand effective
management and ensure that its practice
is grounded in the humanitarian ethics and
principles that should guide management
and practice alike” (Coulshed et al, 2006, pp 221).

79
MH
 Concluding quotation
“What made me reflect more was the statement ‘when
you decide, don’t decide as a social worker, decide as a
manager.’ It is as if a manager cannot have feelings or
refer to her people’s emotional state. I was made to throw
all the emotions that had been expressed to the back of
my mind or even forget them and not use them. Now as I
am reflecting, I understand that once emotions are out,
those emotions are there, they reflect what I and my staff
are feeling – that is what we brought with us. What I
need to do, is that in a less-emotionally charged moment,
I must decide and I need to use those emotions and not
put them aside or ignore them any longer.”

80
MH
References:
Cherniss, C. (2000). Emotional Intelligence: What it is and why it matters, Paper presented at the Annual
Meeting of the Society for Industrial and Organisational Psychology, New Orleans, LA available at
www.eiconsortium.org

Cherniss, C., and Goleman, D., (editors) (2001). The Emotionally Intelligent Workplace. San Francisco:
Jossey-Bass.

Coulshed, V., Mullender, A., David, J., and Thompson, N., (2006). Management in social work. UK:
Palgrave Macmillan.

Mayer, J., Salovey, P., & Caruso, D., (2002). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT):
User’s manual. Toronto: Multi Health Systems.

Newell, H., (2007). The Glass Ceiling Effect. Gender and Career Development. Available on the web at
http://www.eurofound.europa.eu/eiro/studies/tn0612019s/tn0612019s_2.html

Sadler, P. (2003). Leadership. London: Kogan Page.

Strauss, A., and Corbin, J. (1990). Basics of qualitative research – Grounded theory procedures and
techniques. UK: Sage Publications.

81
MH
 Total EI Score (%)

1: Consider
45
developmen
40
40 t
69 or less
35
2: Consider
% of participants

30 Improvemen
26.6 t
25 70-89
20
20 3: Low
Average
15 Score
90-99
10 6.67 6.67
4: High
5 Average
0 0 Score
0
100-109
1 2 3 4 5 6 7
5:Competen
Total EIQ Score t
110-119
6: Strength
120-129
7:
82
MH Significant
Emotional Intelligence (EQ)
Defined
 Ability to perceive and express
emotion, assimilate emotion in
thought, understand and reason
with emotion, and regulate
emotion in oneself and others

83
MH
Three Theories of EQ
 EQ is a personal characteristic
 Emotionally intelligent people possess
certain characteristics to a greater degree
than others (emotional stability,
agreeableness, etc.)
 Problems:
 A) doesn’t explain anything we can’t
explain with personality, large amount of
overlap
 B) Not easily trainable

84
MH
Three Theories of EQ
EQ is a form of intelligence
Emotionally intelligent people are emotionally
smarter than others; we can measure this with
a “test” that has right/wrong answers.
Problems:
Difficult to measure in this way
 Misses subtle, important aspects of EQ like
self-awareness
 Not trainable

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 Goleman’s Model of
Emotional Intelligence

Self: Personal Other: Social

Competence Competence
Self Awareness Social Awareness
- Emotional self - - Empathy
awareness - Service Orientation
Recognition - Accurate self- - Organizational
assessment Awareness
- Self-confidence
Self-Management Relationship Management
- Self-control - Developing others
- Trustworthiness - Influence
- Conscientiousness - Communication
Regulation - Adaptability - Leadership
- Achievement drive - Change catalyst
- Initiative - Building bonds
- Teamwork &
collaboration

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 Job Performance

EQ Measures
Perceiving Emotions
True Cognitive
Ability True “Emotional Personality
Intelligence”

Cognitive Ability
Test Self-Control

Communication Skills
Accurate
Self-Assessment

Optimism

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The Myths of Emotional
Intelligence*
 EQ is a generalized far-reaching personal quality
covering almost all aspects of emotional functioning
 Tests designed to measure EQ don’t meet psychometric
criteria, fail to correlate with each other and don’t relate to any
criteria of interest, such as leadership effectiveness.
 EQ is critical for real-world success
 There is no evidence in peer-reviewed journals to support this
claim. Personality measures similar to EQ have modest ability to
predict success in specific jobs, usually less than IQ.

 *Matthews, Zeidner & Roberts, 2002

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EVLN: Responses to
Dissatisfaction
• Leaving the situation
Exit • Quitting, transferring

• Changing the situation

Voice • Problem solving, complaining

• Patiently waiting for the situation

Loyalty to improve

• Reducing work effort/quality

Neglect • Increasing absenteeism

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MH
 Job Satisfaction and
Performance
Happy workers are somewhat more
productive workers, but:
 General attitude is a poor predictor of
specific behaviors
 Job performance affects satisfaction only
when rewarded
 Job satisfaction and motivation have little
effect in jobs with little employee control
(e.g. assembly lines)

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 Market conflicts
 Space infringement
 Vendor spaces
 Display “blocking”
 Parking and set-up
 Unloading “space”
 Vendor fees
 Manager compensation

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MH
 Market conflicts (cont.)
 Bad weather no shows/early departure
 Early departure in general
 Opening and closing times: early/late selling
 Customers with dogs
 Customer Parking
 Town/city regulations
 Vendor/Board/Manager relations
 Adding/ removing vendors
 Vendor price wars
 Other conflicts?

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 Results of conflict
 Positive Effects  Negative Effects
 Clarifies interests  Increases bitterness
 Leads to resolution  Leads to tension and
and understanding stress
 Increases cohesion  Divisive
 Leads to improved,  Disruptive
stronger  Diverts attention
relationships  Destroys
 Keeps people alert to relationships
different interests

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 How can negotiation
work for your Market?

What are your Market’s conflicts?

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MH
 Sources
 Getting to YES, Negotiating
Agreement Without Giving In. Richard
Fisher and William Ury

 “Working with Emotional Intelligence”,

and “ Destructive Emotions”, “The
Emotionally Intelligent” Daniel
Goleman.. et el

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 Acknowledgement
s

This material was prepared by consulting

different books & journals, specially the
books and ideas by the renowned author,
initiator and integrator of the concept of
Emotional Intelligence - Daniel Goleman.

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 97
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 98
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 99
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 Framework for Change -
Conflict
 Managing the linkage between culture and
strategy helps drive performance excellence

Manage-
Manage-
ment
ment
ooStrategy Culture
Culture Systems Behavior Results
Strategy Systems Behavior Results
&&Values
Values and
and
Practices
Practices

The role of leadership is to align the

organization’s
strategy and work culture

Behavior and performance is enhanced to the

extent that management systems and
practices are aligned with the culture and
MH strategy 100
 Emotional Intelligence &
Leadership

 The most effective managers are those

who have the ability to sense how their
employees feel about their work situation
and to intervene when those employees
begin to feel dissatisfied or discouraged.

 Effective managers are also able to

manage their own emotions, with the result
that employees trust them and feel good
about working with them (Cherniss, 2000).

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 In a “post-information”
age, problem-solving skills,
knowledge discrimination
and human connectivity
become as significant as the
knowledge itself or the speed at
which that knowledge arrives.
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 “Although providing leadership is
only one aspect of what the
manager does, it is the most visible
– particularly when it is lacking”
(Coulshed et al, 2006, pp 89).

Einstein quote: “nothing

happens until something
moves.”

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