Emotional Intelligence: Overview, Applicability and Value - Q3

Emotional Intelligence:
Overview, Applicability, and Value
Prepared By Jim Ruberg
Research Study
MBA Candidate – Cleveland State University
February 1, 2004

Dear Participants,
I want to thank each of you for making time to speak with me about emotional intelligence (EI). We all have
competing demands within our professional and personal lives and I am extremely grateful that each of you
provided between thirty and ninety minutes of your time! I also want to thank Bryan Pesta (Ph.D.) at
Cleveland State University for his willingness to assist and support me throughout this research process.
This research was designed for broad breadth but not for statistical depth. The short timeframe and
exploratory nature of the open ended questionnaires led me on a journey of discovery that was well worth the
effort. Between 10/15/03 and 1/30/04, I found well over 200 Research Articles - reading and assimilating
knowledge from many of them. In addition, I interviewed 10 ‘Companies’ and 12 ‘Training and Development
Providers’ who have developed and implemented EI related programs. I thoroughly enjoyed every
conversation and your openness to share experiences and insights.
The ‘presentation’ format of this document was chosen over ‘prose’ to assist the categorization and
organization of relative information. The main target audience of this report is individuals and organizations
with limited or no knowledge of the concepts, applicability, and value of EI. The purpose of this report is to :
� Provide data on key management questions for organizations who have either already implemented
EI related concepts or are considering to do so;
� Spark and fuel interest for application of EI related competencies in those organizations with limited
or no knowledge of EI;
� Provide validation, an independent perspective, and potential insight for provider and company
research study participants.
Please share this information with other colleagues and / or friends, and contact me with questions or if you
would like to clarify my perspective on a particular issue.
Best Regards,
Jim Ruberg

Table of Contents
Section
Slides
1. Snapshot Of The World We Live In…………………………………….... 4 – 8
2. Research Overview………………………………………………………..…9-10
3. Comparison Of Definitions and Models……………………………..….. 11 – 15
4. Summary Findings…………………………………………………….…..... 16 – 20
5. Company Interview Results………..………………………………..…….. 21 – 27
6. Training Provider Results………………………………….………….….... 28 – 31
7. Future Of The Industry……………………………….…………………..…. 32 – 36
8. Appendix A: Listing of Interview Participants.……….……………..….. 37
9. Appendix B: Research Questionnaires…………………………………. 38
10.Appendix C: Literature Review Details And Research Support…… 39 – 47
11.Appendix D: References…………………………………………….….… 48 – 50
3 **DRAFT**

Snapshot Of The World We Live In

The World We Live In Continues To Change Rapidly And
Requires People To Adapt At An Ever Increasing Pace
� We live in an increasingly noisy environment involving a large amount of
electronic communication, e.g., mobile phones, e-mail, pagers, PDA’s, etc.
� There has been more technological change in the past 55 years than in the
previous 3,000 – and the pace of change is accelerating. According to some,
the last decade of the Twentieth Century produced more change than the entire
period from 1945-1990. The impact of this change on human evolution is
daunting to describe much less comprehend.
� Former US Labor Secretary Robert Reich posits that rather than making life
simpler and workdays shorter, more technology means more frenzied lives, less
security, more economic and social stratification, the loss of time and energy for
family, friendship, community, and self.
� The business climate within organizations has changed from “What have you
done for me lately?” to “What are you doing for me right now?”.
5 **DRAFT**

As The Current Leaders Of The World, US Citizens Are Part
Of A Unique Culture That History Has Never Witnessed
�In the US, we live and work in an economy when compared to the rest of the world that:
� Has the highest standard of living from a nominal perspective (perhaps not on a real
basis)
� Has the most educated (cognitive) workforce
� Requires us to work more hours than most (if not all) other industrial nations
� Has far more working couples with children than ‘traditional’ couples where the Father
works and the Mother stays home to care for the children
� Has an increasing aging population (largest group in US history) requiring care
provision by children for their parents
� Is based on pure capitalism where a small percentage of GDP is spent by our
government on social programs
� Has access to and from a global market demanding continuous improvement
� Is more service rather than manufacturing oriented, i.e., has moved from a mass
production ‘one size fits all’ mentality to a customized ‘one size fits me’ mentality
� Has disloyal, deal seeking consumers with access to multiple product / service options
and the ability to compare cost and quality often without leaving their homes to make a
purchase, e.g., the Internet
6 **DRAFT**

How Does EI Factor Into An Individual’s Ability To Perform
and Lead In This World?
� The basic cognitive knowledge of how to read, write, and add are not nearly
enough to successfully navigate in the world today or in the future.
� Now more than ever, individuals must also have the ability to communicate by
providing meaningful knowledge about their requirements and acquiring
knowledge about others’ requirements, i.e., not just perform a data exchange.
Requirements are defined as what an individual and / or others need to
negotiate through our daily personal and professional lives, as well as help
plan for the future.
� There is clearly more to communication than the physiological aspects of idea
generation, speaking, hearing, and cognitive processing.
� Emotions (the body’s reaction to the mind) impact the communication process
and how individual and organizational requirements are discussed,
understood, and most importantly resolved.
7 **DRAFT**

It Is Difficult Enough To Guide Ourselves, And Leading
Others Is Even More Challenging, But EI Appears To Help
� “Your foremost job as leader is to take charge of your own energy,
and then orchestrate the energy of others.” – Peter Drucker
� “In organizations, real power and energy is generated through
relationships. The patterns of relationships and the capacities to form
them are more important than tasks, functions, roles, and positions.”
– Margaret Wheatley
� "People are persuaded by reason, but moved by emotion; the leader
must both persuade them and move them." – Richard Nixon
� “We should take care not to make the intellect our god. It has, of
course, powerful muscles, but no personality. It cannot lead, it can
only serve.” – Albert Einstein
8 **DRAFT**

Comparison Of EI Definitions And Models

There Are Differing Definitions Of EI By Leaders In The Field
“All theories within the emotional intelligence paradigm seek to understand how
individuals perceive, understand, utilize and manage emotions in an effort to
predict and foster personal effectiveness” (Goleman, Emmerling 2003)
10 **DRAFT**

Review Of Each Major EI Model Clarifies The Differing
Perspectives And Definition Components Within The Industry
11 **DRAFT**

Review Of Selected EI Self-Report Measure Questions
Further Clarifies Differing Perspectives In The Industry
Sample EI Self-Report
Measure Questions
Example A: People who show strong
emotions scare me.
Example B: How often do you realize
when others influence
your emotional state?
Example C: When facing a problem,
the first thing I do is stop
and think?
Example D: Combining the feelings of
disgust and anger results
in?
Answer Choices
This describes me: Very Well, Moderately
Well, A Little, Not At All
Never, Rarely, Sometimes, Usually, Almost
Always, Always
Very seldom or Not true of me, Seldom true of
me, Sometimes true of me, Often true of me,
Very often true of me or True of me
Guilt, Rage, Shame, Hatred, Contempt
12 **DRAFT**

The Evolution Of EI - Building On The History Of Leadership
Research
Summary of
Research
Results /
Outcomes
1920's 1950's - 1970's 1970's - 1980's 1980's - 1990's
Trait Theory -
Reviewed traits
of leaders and
found 'Leaders
are born not
made'
Ignores
situational and
environmental
factors that play
a role in the
leader’s
effectiveness
Behavior
Theory –
Studied what
successful
leaders do –
'Concern for
people versus
tasks'
Leaders can be
taught
TIMEFRAME
Situational
Theory –
Review of traits,
behaviors, and
situations
Leadership could
be different in
every situation
Organizational
Culture,
Transformational
Leadership
Theory
Effective leaders
understand cultural
issues and can
modify, initiate and
cope with change,
personally evolve
while helping their
followers and
organizations
evolve, build strong
relationships with
others while
encouraging each
individual’s
development.
1990's and
Beyond?
Interconnectivity
of individual's
abilities with their
emotional
perception of the
environment…??
The ability of
individuals to be
aware of and
effectively
process both
their emotional
responses and
cognitive abilities
to maximize
personal and
organizational
performance…??
13 **DRAFT**

Research Study Overview

Research Study Overview
Management Question
How can employers leverage increased emotional intelligence capabilities?
Research Question
Can increases in an individual’s or organization’s emotional intelligence
competencies positively impact their performance and leadership capabilities
as well as job and life satisfaction levels?
Hypothesis Developed
There is a strong positive correlation between increased levels of emotional
intelligence capabilities in individuals, organizations and the following:
� Higher financial performance
� Higher job and life satisfaction
� Lower turnover rates
15 **DRAFT**

Summary Findings

A Multitude Of Research Has Been Conducted To Clarify
And Support The Positive Impact Of EI
Review of existing literature has found the following themes:
� EI is an intelligence that is separate from cognitive intelligence (IQ) and has
components that are different from traditional measures of personality.
� Research studies (See Appendix C) have provided evidence of how EI is
positively correlated with:
� leadership
� individual, team, and organization performance when either looked at
alone and/or combined with IQ
� successful business development / sales and client relationship
managers
� stress resiliency, adaptability and general health and mood
� organizational climate
� EI appears to increase in people as they get older, and / or it can be developed
through interventions that are iterated over time with individual effort and a
willingness to change.
17 **DRAFT**

EI Related Interventions Should Be Aligned To Support An
Organization’s Goals And Strategies
� EI interventions have been broad based throughout organizations to assist in
the development of leadership behaviors in Staff, Supervisors, Managers,
Executives, and CEO’s.
� Most EI interventions have begun with Top Executives and then moved down to
lower levels within the organization.
� Most organizations implementing EI related interventions use a self-report
measure combined with some type of 360° feedback process to add multi-rater
input; the following are examples in the marketplace:
� ECI1 (Goleman / Boyatzis / Hay Group)
� Emotional Intelligence Appraisal2 (TalentSmart)
� MSCEIT3 (Mayer / Salovey / Caruso)
� EQ-i (BarOn)
� EQ Map (Cooper / Orioli - Essi Systems, Inc.)
1 The ECI measure is both a self-rating and multi-rater tool.
2 The Emotional Intelligence Appraisal has a separate self-rating, multi-rater, and team-rating tool available.
3 The MSCEIT measure is a performance based tool taken by an individual.
18 **DRAFT**

EI Related Programs Often Are Not ‘Headlined’ As EI But Are
Integrated With Other Organizational Development Activities
� EI related capabilities / competencies are most often incorporated into
leadership development programs.
� Many believe the key aspects of EI are self-awareness and empathy, i.e.,
important first steps are in identifying the emotions of ourselves and others –
if we do not identify them we cannot manage them.
� There are critics of EI who believe:
� existing marketed EI measures have poor statistical reliabilities; and
� the more reliable measures are closer to well established personality
factors of neuroticism, extraversion, psychotocism, agreeableness and
openness.
� For many, EI (as defined by major models / researchers) is:
� not all that new in concept
� has succinctly packaged ‘soft skill’ concepts that have been identified and
studied for the past 20-60 years
19 **DRAFT**

The Physiological Aspects Of Emotional Processing Are
Just Beginning To Be Understood
� There is a neurological basis of emotions that has served us well
throughout the human evolution process.
� Emotions are bio-regulatory responses aimed at maintaining
homeostasis and ensuring survival, e.g., exhibiting a fight or flight
response based on how a situation feels.
� Research has shown patients with damage to certain parts of their
brain show deficits on tests of EI, in spite of normal or above normal
ranges of IQ (Bar-On, Tranel, Denburg, Bechara, 2003).
� Additional research is required to further clarify how the
physiological aspects of emotions interact with cognitive processing.
20 **DRAFT**

Many People Must Experience What EI Is Before ‘Believing’
In Its Meaning And Application
Sample Quotes
From Conversations
With Companies
And EI Related
Training Providers…
“Simply stated, employee feelings matter!”
“She is what a good female supervisor is supposed to
be like – she doesn’t act emotionally!” (from male
employee commenting on his supervisor after she
attended EI training)
“All things being equal – high performing resources
will remain at or be attracted to organizations that
support them with human resource benefits and
developmental tools and techniques.”
“The strongest doubters of EI’s impact are the
strongest supporters after experiencing EI related
training and development activities.”
21 **DRAFT**

Company Interview Results

The Selection And Adoption Of EI Related Programs Is
Significantly Correlated With Organizational Climate
Key Findings:
� Many company program participants have stated that EI related training and
development activities have been the most powerful events they have ever
experienced in either their personal or professional lives.
� Companies must be prepared for the unpredictable results of participants going
through EI related development activities, e.g., an individual realizing they are
interested in making a career change.
� The behavior of employees on a day-to-day basis within the context of their
immediate managers’ EI is the most significant determinant of employee job
satisfaction, productivity and turnover, i.e., ‘Proximal Leadership’.
� Coaching and mentoring roles are incorporated into most EI related
development activities.
� Companies interviewed most often use EI within their leadership development
programs for high potential managers and Executives, as well as for those who
have recently taken on new roles or the responsibility of strategic initiatives.
� EI related programs / activities should be led by business people.
23 **DRAFT**

Key Drivers For Companies To Explore EI Are Leadership
Development, Productivity, And Employee Satisfaction
Sample company drivers:
� Address areas of improvement based on the results of an organizational
climate survey.
� A gap analysis performed within the interviewed organization showed key
issues were in communication of expectations, giving and soliciting feedback,
and coaching of individuals – EI related development activities appeared to
address these issues.
� Provide executive development activities based on contemporary thinking.
� Integrating EI with other personal introspective and strategic business thinking
techniques; to provide life changing events, and different perspectives of how
to work within an organization and get things accomplished.
� Did not have a good pool of Managers from which to select Senior Managers.
24 **DRAFT**

Some Companies Set Lofty Goals At The Outset Of
Implementing EI Related Activities
Sample goals of companies interviewed:
� Assist with strategy execution of the business plan.
� Enhance organizational performance.
� Assist in employee engagement focus.
� Increase: sales, meeting client’s needs, retention, productivity, profitability
� Improve communication, trust, and accountability.
� Focus on values, not just on what you accomplish as an organization but how you
accomplish it.
� Deepen and broaden the capabilities of people through diverse experiences.
� Expose high potential employees to the many different aspects of being a leader.
� Impact supervisor and leadership behavior to promote increased productivity and
have leader recognize problem with employee, NOT to have the leader solve the
problem, but understand how to link the employee with resources to help
themselves resolve the problem.
25 **DRAFT**

Company Results Have Been Positive In The Areas Of
Communication, Leadership, And Performance
Sample results from EI related activities for companies interviewed:
� Huge increase in communication, as well as empathy for co-workers and
customers.
� Significant increase in desire of employees to get engaged with changes to the
organization.
� Have used EI has part of the guiding principles to gain competitive advantage
through employee respect, customer focus, and sharing of information.
� Better teamwork, performance, more effective leadership. Specifically, based
on EI measure administered at beginning of program: 68% had 0 gaps, 25%
had at least 1 gap, 7% had 3-4 gaps; at the end of program all individual
results had significantly increased, i.e., 90% had 0 gaps, 10% had 1 gap.
� Job promotions for those who have participated in development programs.
� Greater awareness of the role that a leader plays, not from an IQ /
Management perspective but from EI competency perspective (e.g., HOW you
lead makes a difference).
� Increasing share price.
26 **DRAFT**

The Direct Impact Of EI Related Activities Is Often Not
Measurable Because Of Its Integration With Other Programs
27 **DRAFT**

EI Related Training Provider Interview Results

Providers Are Either Explicit Or Implicit In Their Approach
To Delivering EI Related Training Programs
� Certain EI related training providers do not explicitly reference EI in their training
and development programs but implicitly incorporate effectively similar components
into their delivery models.
� EI capability / competency development is a learning process that cannot have
tremendous impact through discrete training programs but must occur iteratively
over time.
� Journaling is a key aspect of the EI learning process, i.e., articulation,
documentation, and reflection on introspections for individual behavior modification.
� Common progression of EI related development programs:
� EI related measure administered
� Overview of EI related components provided
� Experiential learning exercises
� EI related measure results analysis
� Development planning
� Ongoing Coaching / Mentoring
29 **DRAFT**

Examples of EI Related Training And Development
Experiential Activities
� Use of multi-media, video / DVD, internet, peer to peer assessments through
role playing / acting.
� Selected participants observe ‘other participants’ view video scenes and
attempt to assess emotional reaction when ‘other participants’ are advised to
display no emotional reaction.
� Line-ups of participants across from each other for face-to-face observation of
emotional reactions to dialogue.
� Participants observe role-model reaction to stimulus and then engage in skill
practice reaction for similar stimulus.
� Outward bound type exercises dealing with fear, e.g., blindfolded.
� Acknowledgement situations from heart instead of head.
� Stretch individuals out of comfort zone to assess reaction and provide
feedback.
� Present moment tools and techniques.
� Use of silence – internal observation.
30 **DRAFT**

Lessons Learned By Training Providers Since They
Began Developing And Delivering EI Related Programs
� Developing EI is about behavior change, e.g., both in personal and professional life.
� EI is not a subject, it is a process that can be integrated into other processes, e.g., recruitment, hiring,
firing, development, new product innovations, customer service, etc..
� There is a reality of engaging people in self-discovery where you cannot compartmentalize their
‘dreams of work’ and steer them towards performing in their current job if it is fundamentally different
from the job they realize they want to perform.
� People are complicated – the tools we use as levers and mechanisms for change are probably too
simple, e.g., consultants tend to oversimplify.
� Behavior change is really hard!
� Emotions drive behavior, relationships, and decision making. If we trust emotions like they matter
then we get value out of them. If we see emotions as in the way, we get negative effects.
� Cannot make people develop EI.
� Companies that implement EI related training programs should be more rigorous regarding their
evaluation of programs and tie to financial benefits, outcomes, and results.
� If we are going to understand behaviors, we must understand what drives them, thoughts AND
emotions.
� Some things you have to select for and other things you have to train and develop.
� Can teach someone to act in a certain way but it is hard to make it a part of who they are.
� Don’t necessarily need to call it EI to get message across.
� A ramp up period is required – if you jump in too quickly there may be resistance.
� Talk a lot less about EI and do a lot more so individuals can experience it at a deeper level.
31 **DRAFT**

Future Of The Industry

More Research Is Required To Clarify The
Concepts Of EI
� The Consortium For Research On Emotional Intelligence In Organizations
promotes research to be conducted on the following:
� Construct validity: What is emotional intelligence? What does it look like?
What are the different components, and how are they related? How is it
different from other concepts? What is the relationship between emotional
intelligence and important emotional and social competencies?
� Impact: In what ways and to what extent do improvements in emotional
intelligence enhance individual, group, and organizational performance?
� How it works: What are the mechanisms that connect increases in emotional
intelligence with changes in individual performance and organizational
effectiveness?
� Change and development of EI: There should be in-depth, longitudinal studies
of interventions designed to foster EI in individuals and groups (e.g., training
and coaching efforts that target self-awareness and other competencies). This
research should include in-depth qualitative inquiry as well as quantitative
assessment of effectiveness.
33 **DRAFT**

There Are Additional Concepts Under Debate And
Questions To Be Explored
� Continued clarification between and among the ability model of Mayer /
Salovey / Caruso vs. Non-cognitive model of Bar-On vs. Competency based
model of Goleman / Boyatzis vs. Values & Outcomes model of Cooper / Orioli.
� Self reporting vs. multi-rater measurement approaches
� Skill building versus behavior change
� How is EI best developed?
� What, if any, relationship is their between EI and spirituality, i.e., Spiritual
Intelligence?
� What BEHAVIORS would someone exhibit if they were emotionally intelligent?
Are there a discrete / finite set of EI behaviors?
� If EI is not fully defined, why are organization’s going forward with these types
of training and development programs?
34 **DRAFT**

Ideas For Future Consideration And Application
� Proliferation, dilution, and integration of the ‘Big Four’ models within and among ‘disciples’
and other non-’Big Four’ providers.
� Competing’ EI models are viewed as complementary and can be used in different
applications within the same organization, e.g., multiple / parallel applications of EI
development related activities - Mayer/Salovey/Caruso or Goleman/Boyatzis based training
programs are implemented to increase organizational performance – BarOn or Cooper /
Orioli based training programs to promote changes in individual employee mood or wellness.
� Organizations should design individual job roles / responsibilities to assist personal
development of EI - with training and coaching as a supplement; rather than focus exclusively
on EI development through training and coaching.
� Marketing is not traditionally a core competency / competitive advantage of academic and/or
research based institutions. EI as an industry must continue to learn how to market itself, i.e.,
communicate and deliver its value proposition.
� The emotional intelligence field appears poised for the growth phase along the industry
lifecycle S-Curve due to the following:
� Amount of substantive research being conducted, published, communicated and applied;
� Exponential adoption evolution process stemming from organizational case study
successes;
� A changing US economic environment dominated by service companies that is resulting
in a different mindset of new philosophies required to manage groups and individuals.
35 **DRAFT**

Appendices

Appendix A: Participating Organizations In Research
Interviews
EI Related Training Providers Companies
� Banff Management Centre / Mega Train
� Case Western Reserve University -
Weatherhead Executive Education
� Center For Creative Leadership
� Consortium For Research On Emotional
Intelligence In Organizations
� Development Dimensions International
(DDI)
� Essi Systems
� Hay Group
� Human Bandwidth
� Personnel Decisions International (PDI)
� 6 Seconds
� TalentSmart
� Work-Life Strategies
� American Express Financial Advisors
� Becton Dickinson
� Boeing
� Department of Defense Finance and
Accounting Services
� Hillenbrand Industries
� KeyCorp
� KPMG LLP
� Roadway Express
� Sheraton
� 3M
37 **DRAFT**

Appendix B:
Research Study Questions
Double click either of the attached files
below to launch.
Company Questions
EI Related Training
Provider Questions
38 **DRAFT**

Appendix C:
Literature Review Details And Research Support

Research Support For EI Correlation To
Leadership
� EI is positively related to three components of transformational leadership: idealized
influence, inspirational motivation (highest correlation), and individualized consideration;
and contingent reward: a component of transactional leadership (Barling et. al. 2000).
� Leaders who considered themselves as more transformational than transactional reported
they could identify their own feelings and emotional states and express those feelings to
others; they utilize emotional knowledge when solving problems; they are able to
understand the emotions of others in their workplace; they could manage positive and
negative emotions in themselves an others; and they could effectively control their
emotional states. (Examining the relationship between leadership and emotional
intelligence in senior level managers, Gardner & Stough 2001)
� The outcomes of leadership (extra effort, effectiveness, and satisfaction) correlate
significantly with the components of EI and with total EI (Examining the relationship
between leadership and emotional intelligence in senior level managers, Gardner & Stough
2001).
� A Center for Creative Leadership study of 240 leaders has shown that emotional
intelligence is highly correlated with leadership (r=.74, classification accuracy = 86%). The
EI components that distinguish effective leaders are: social responsibility, empathy,
interpersonal relationship, stress tolerance, and problem solving.
� Leadership was significantly related to self-awareness, motivation and influence – EI
components (Dulewicz, Higgs 1999 “Can emotional intelligence be measured and
developed?”).
40 **DRAFT**

Research Support For EI Correlation Performance At Work
� Competency based EI factors contributed .36 to organizational
advancement, vs. IQ contributing .27. Combined, they contributed .52 to
advancement (Dulewicz – Higgs, 2000).
� EI is twice as important as cognitive abilities in predicting outstanding
performance, and accounts for more than 85% of star performance in top
leaders (Hay Group, 1999).
� Experienced partners in a multinational consulting firm were assessed on the
EQ competencies plus three others. Partners who scored above the median
on 9 or more of the 20 competencies delivered $1.2 million more profit from
their accounts than did other partners – a 139 percent incremental gain
(Boyatzis, 1999).
� US insurance companies of comparable size were reviewed – companies
whose CEO’s exhibited more EI competencies showed better financial
results as measured by both profit and growth (Williams, 1994).
� Profit produced by partners of a large financial services company that
showed strengths in self-awareness added 78% more incremental profit,
self-management added 390%, and relationship management 110% more
incremental profit (Boyatzis,1999).
41 **DRAFT**

Research Support For EI Correlation Performance At Work
(Continued)
� Teams with the highest EI average operated at high levels of performance
throughout the study when compared to low average EI teams (PJ Jordan et. al.
Human Resource Management Review (2002).
� IBM, Lucent, PepsiCo, and British Airways participated in a 500 company study
that found EQ competencies explained more than 80% of job performance for
executives. Across industries, EQ was twice more important to job performance
than any other skill and had more influence on job performance than IQ and
experience combined (Goleman, 1998).
� Using the Goleman sub-competency framework, the statistically significant
differences between the Personal Competencies of senior and middle managers
lay in emotional awareness, innovation and committment. The Senior Managers
all scored statistically higher in these three areas than the Middle Managers. The
statistically significant differences between the personal Social Competencies
between the senior and middle managers lay in the political awareness,
leadership, change catalyst, and team capabilities. (“Emotional Intelligence – A
new evaluation for management development” - Langley, 2000).
� AT&T Operations Management (from line supervisors to executive management)
who had increased EQ were 20% more productive than their average EI
counterparts. 91% of top performers were high in EQ, while only 26% of low
performers were high in EI (Bradberry, 2002).
42 **DRAFT**

Research Support For EI Correlation Performance At Work
(Continued)
� At Roadway, three years after beginning EI training programs have saved
$6M, injuries decreased 43% annually, accidents decreased 41% annually
(Van Oosten, Boyatzis, 2002).
� Emotionally intelligent leaders are thought to be happier and more committed
to their organization (Abraham 2000), achieve greater success (Miller 1999),
perform better in the workplace (Goleman, 1998a, b; Watkin, 2000), take
advantage of and use positive emotions to envision major improvements in
organizational functioning (George, 2000), and use emotions to improve their
decision making and instill a sense of enthusiasm, trust and co-operation in
other employees through interpersonal relationships (George, 2000); {From
“Examining the relationship between leadership and emotional intelligence in
senior level managers” -Gardner, Stough 2001}.
� Researchers reviewed more than thirty different organizations and for
executive positions in many professions a wide range of EI competencies
distinguished top performers from average ones, e.g., division heads of a
global food and beverage company showed leaders with EI competencies
outperformed revenue targets by 15-20% McClelland (1998): the divisions of
the leaders weak in EI competencies under-performed by about the same
margin (Goleman, 1998).
43 **DRAFT**

Research Support For EI Correlation Performance At Work
(Continued)
� Group VP’s and their direct reports at American Express Financial Advisors that
received EI competence training generated 11% more growth in sales revenue in
a 15 month period than did advisors whose management team did not go through
the training. The company estimated this difference resulted in over $200 million
more in sales revenue. In addition, 91% of participants reported a positive
personal benefit, and 88% of leaders report its relevance to their job.
� Hallmark Communities sales staff who developed EI were 25% more productive
than their low EI counterparts and EI was more important to executive job
performance than character, strategic thinking, and focus on results.
� US Air Force used EQ measures to select recruiters finding most successful
recruiters scored higher in EQ competencies of assertiveness, empathy,
happiness, and emotional self awareness. Immediate gain was a saving of $3
million annually. These gains resulted in the Government Accounting Office
submitting a report to Congress, which led to a request that the Secretary of
Defense order all branches of the armed forces to adopt this procedure in
recruitment and selection.
� At L’Oreal, salespeople (SP) selected on the basis of certain emotional
competencies significantly outsold SP using the company’s old selection
procedure. On an annual basis, SP selected on the basis of EQ competence sold
more than $91,370 more than the other SP did for a net revenue increase of
$2,558,360 and had 63% less turnover during the first year than those selected in
the typical way.
44 **DRAFT**

Research Support For Stress Management, Resiliency,
Adaptability and General Health and Mood
� Two of the most prominent researchers in the field of stress Richard Lazarus and
Susan Folkman wrote in 1987, “Although we have usually referred to stress,
coping theory and research, we think that we should now speak less of stress and
more of emotion. Stress, which primarily concerns negative person-environment
relationships, cognitive appraisals and emotional response states such as fear,
anger, guilt and shame, fall under the larger rubric of emotion”.
� Resilience was significantly related to self-awareness, i.e., an EI capability /
competency (Dulewicz, Higgs 1999 “Can emotional intelligence be measured and
developed?”)
� A study of 200 UK retail managers found individuals with higher EI scores
experienced less stress, had significantly better levels of health and well being
and were rated by their line managers as higher performers than those with
moderate to low scores (Slaski & Cartwright, 2002)
� 52 managers after six months of training were found to have significant increases
in general health, morale and quality of work / life, while having significantly less
distress and subjective stress (“Emotional intelligence training and its implication
for stress, health and performance” Slaski & Cartwright, 2003).
45 **DRAFT**

Research Support For Stress Management, Resiliency,
Adaptability and General Health and Mood (Continued)
� A study by the Institute of Heartmath, including Shell, BP, Unilever, Cisco, Boeing
and other companies found EI related training and development significantly
impacted self-reported improvements between a pre-assessment and 6 week post
assessment on the following attributes:
� Tired, exhaustion, worried, anxious, annoyed
� Sleeplessness, aches and pains, tense, angry, intent to quit
� Home / work conflict
� “I am focused”
� “I am perceptive”
� “I am an excellent listener”
� “I am satisfied”
� A study of two million employees at seven hundred companies found that how
long an employee stays at a company and how productive they are there is
determined by the relationship with their immediate supervisor (Zipkin, 2000).
� 11% of employees who rated their bosses as excellent stated they were likely to
look for a different job in the next year. However, 40 % of those who rated their
bosses as poor said they were likely to leave (Zipkin, 2000).
46 **DRAFT**

Research Support For Increasing / Developing EI Over Time
� EI competencies are driven by cognitive reasoning…emotional competencies
touch our emotional circuitry, and as such, link into the social and emotional
learning we have done in our past. To alter in any way our behaviors that we
have built up through interaction, we must aim our intervention at the level of
cognitions we have stored (Increasing team emotional intelligence through
process – Moriarity, Buckley 2003).
� EI continues to develop with age and therefore can be learned (BarOn, 1997)
� There is a positive correlation between EI and age (Goleman, 1998).
� It is possible to enhance the overall level of EI by planned and sustained
personal development. Much of this development will result from reflecting on
the individual’s behaviors which tend to be exhibited in differing situations,
consciously practicing different behaviors and actively seeking feedback on the
way in which others interpret and respond to these new behaviors (Dulewicz,
Higgs 1999 “Can emotional intelligence be measured and developed?”).
� 52 of 60 participant’s scores compared on the EQ-i after six months of training
were found to increase significantly – control group scores for EI remained
constant (“Emotional intelligence training and its implication for stress, health
and performance” Slaski & Cartwright, 2003).
47 **DRAFT**

Appendix D: References
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48 **DRAFT**

Appendix D: References (continued)
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Appendix D: References (continued)
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50 **DRAFT**