11/29/2013 Emotional Intelligence in Workshop Agenda

11/29/2013
Workshop Agenda
• Introduction & Overview
• What Is Emotional Intelligence (EI)?
– Ability, Mixed Model and Trait Theories
Emotional Intelligence in
Medicine
• Lunch Break (12.00-13.00pm – 45m)
• Developing EI Intrapersonal Skills
• EI in Medicine & Medical Leadership
• Coffee break (15m)
• Developing EI Interpersonal Skills
• Summary & Close
Safiatu Lopes
Workshop Objectives
1. To define emotional intelligence and explore it’s
importance in the medical context
What is Emotional Intelligence?
2. To increase participants’ awareness of how emotions
influence decision-making and impact upon
interactions/relationships
3. To develop participants’ skills in effectively managing
colleague or patient interactions
4. To develop participants’ confidence in managing
challenging interactions
Emotional Intelligence – Origins?
“IQ contributes about 20 percent to the
factors that determine life success, which leaves 80
percent to other sources”
(Goleman, 1995)
Do you agree??
• Rooted in social intelligence (Thorndike,
1920)
– ‘the ability to understand men and
women, boys and girls: to act wisely
in human relations’
• Heuristic for integrating a range of
related, but diverse, literature on
individual differences in processing
emotional information (Salovey & Mayer,
1990, 1993, 1995)
• Popularised by Daniel Goleman (1995, 1998)
• Huge industry offering EI products & training services with a
range of definitions & models
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What is Emotional Intelligence?
• Psychological construct: a characteristic in which individuals
differ
• “The subset of social intelligence that involves the ability to
monitor one’s own and others’ feelings and emotions, to
discriminate among them and to use this information to guide
one’s thinking and actions” (Salovey and Mayer, 1990)
• “Array of non-cognitive capabilities, competencies, & skills that
influence one’s ability to succeed” (Bar-On, 1997)
• “A constellation of emotional self-perceptions located at the
lower levels of personality" (Petrides et al 2007)
Emotional Intelligence
Literature surrounding EI makes a
distinction between:
i. Ability EI (linked to intelligence)
ii. Mixed models of EI (define EI as a
set of personality characteristics
mixed in with EI abilities).
iii. Trait EI (linked to personality)
Emotional Intelligence
• Definitions include:
– Understanding & managing one’s own emotions:
intrapersonal or self-awareness
– Recognising the emotions of others and managing
them effectively in our relationships:
interpersonal awareness
• Provides a useful framework for development activities
about managing emotions outside of a care model
• But ... heated debates remain about nature of EI
Emotional Intelligence Models
Four dominant models (Cherniss, 2010):
 Ability Model Mayer, Salovey & Caruso,
1997; 2004
 Mixed Models  Bar-On, 1997
 Trait Models Petrides, 2001; Boyatzis &
Goleman, 2002
EI Ability (Mayer & Salovey, 1990)
Emotional Intelligence
as an Ability
First to define emotional intelligence
 Emotions are valuable sources of information that
help a person to interpret and navigate the social
environment
Their model assumes the following:
• EI is the interconnection between emotion and
intelligence
• Each person varies in their ability to process emotional
information
• There are four types of ability
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Types of EI Abilities
MSCEIT v2 Measure
•
Perceiving & Expressing Emotions: ability to identify
emotions in faces, pictures, voices, including ability to detect
one’s own emotions.
•
Generating & Using Emotions: ability to harness emotions to
facilitate various cognitive activities, like problem solving or
decision-making.
•
•
Understanding Emotions: ability to comprehend causes of
emotions, their progressions & relationships among
emotions.
Managing Emotions: ability to regulate emotions in both
ourselves & in others so as to help enhance decision-making.
Mayer & Salovey (1990)
• The MSCEIT v2 is a 141-item test measuring how
well people perform and solve emotional problems
on eight tasks
• Score for each EI Ability, plus overall score
• Two scoring procedures:
a) General consensus criterion based on answers of more
than 2,000 respondents
b) Expert consensus criterion based on members of
International Society of Research in Emotion (N=21)
– Correlation of .91 between the 2 methods
Mayer et al., 2002
MSCIET v2 Sample item 2
MSCIET v2 Sample item 1
Perceiving Emotions
Indicate how much of each emotion is present in
this picture.
Emotion
Not
Much
Very
Happiness
1
2
3
4
5
Fear
Sadness
Surprise
1
1
1
2
2
2
3
3
3
4
4
4
5
5
5
Using Emotions
What mood(s) might be helpful to feel when
meeting in-laws for the very first time?
Tension
Surprise
Joy
Not
Useful
1
1
1
Useful
2
2
2
3
3
3
4
4
4
Emotion
Not
present
Present
Anger
1
2
3
4
5
Happiness
1
2
3
4
5
Sadness
1
2
3
4
5
Surprise
1
2
3
4
5
Evidence for MSCEIT v2
MSCIET v2 Sample item 3
Mood
Perceiving Emotions
In this part you will be look at a
picture or design. Look at it and
then indicate the feelings
expressed in the picture
5
5
5
• Good internal reliability (ranging from .80 to .91,
and .91 for the entire test)
• Scores have been found to correlate with
intelligence measures, while also showing unique
variance.
• As expected, scores increase with age
• Predictive of:
– Academic success
– Deviant behaviour
– Subjective well-being
– Good social relationships
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Ability EI - Key Questions
• Does it matter that there are no absolute right or
wrong answers?
• What do EI ability tests actually measure ...
ability, knowledge or conformity?
• Is measuring the ‘best someone can do’ in
terms of EI useful in the workplace and if so
when?
EI Mixed Model (Bar-On, 1997)
Define emotional intelligence as
 “array of non-cognitive capabilities, competencies,
and skills that influence one’s ability to succeed”
EQ-i includes five composite factors:
1) Intrapersonal EQ
2) Interpersonal EQ
3) Adaptability
4) Stress management
5) General mood
– Reality Testing
– Flexibility
– Problem Solving
4) Stress Management
– Stress Tolerance
– Impulse Control
1) Intrapersonal EQ
– Self Regard
– Self Actualization
– Emotional SelfAwareness
– Emotional Expression
– Assertiveness
– Independence
2) Interpersonal EQ
– Empathy
– Social Responsibility
– Interpersonal
Relationships
• EQ- i 2.0 is a 133item test
• Self-report measure
 5-point Likert
scale (very seldom
true of me – very
often true of me)
• Total EQ-i score =
sum of 118 items
5) General Mood
– Happiness
Bar-On EQ-i
EQ-i 2.0
Bar-On EQ-i
3) Adaptability
Emotional Intelligence
as a mixture of personality
traits and abilities
– Optimism
• Scores for each of
the 5 composite
scales, 15
subscales, as well as
a ‘general wellbeing indicator’
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Evidence for the EQ-i 2.0
Mixed EI - Key Questions
• Good internal reliability (ranging from = 0.69 to
0.86 across the 15 sub-scales)
• Predictive of:
– Academic success
– Job performance
– Leadership
– Sales
– Presence of some clinical disorders
• Does the model capture anything that isn’t
already captured by existing personality
measures?
• How reliable can a self-report measure be in
assessing ability?
Trait EI (Petrides, 2001)
• Defines emotion intelligence as:
“a constellation of emotional self-perceptions located
at the lower levels of personality hierarchies” (Petrides et
Emotional Intelligence
as a Trait
al, 2007)
• The model assumes the following:
– EI encompasses behavioural dispositions & selfperceived emotional abilities
– There is no archetypal ‘emotionally intelligent type’
– Integrates EI into mainstream theories of psychology
Facets
High Scorers view themselves as ....
Trait empathy
capable of taking someone else’s perspective
Emotion expression
capable of communicating their feelings to others
Relationships
capable of maintaining fulfilling personal relationships
Emotional perception (self &
others)
clear about their own and other people’s feelings
Emotion regulation
capable of controlling their emotions
Impulsiveness (low)
reflective and less likely to give in to their urges
Stress management
capable of withstanding pressure & regulating stress
Assertiveness
forthright, frank, and willing to stand up for their rights
Emotion management (others)
capable of influencing other people’s feelings
Social awareness
accomplished networkers with superior social skills
Self-esteem
successful and self-confident
Adaptability
Trait happiness
cheerful and satisfied with their lives
Motivation
Trait optimism
confident and likely to ‘‘look on the bright side’’ of life
Adaptability
flexible and willing to adapt to new conditions
Self-motivation
driven and unlikely to give up in the face of adversity
Trait EI Model
Traits grouped into four facets:
Emotionality
• Empathy
• Emotion
perception
• Emotion
expression
• Relationships
Self control
• Emotion
regulation
• Impulsiveness
• Stress
management
Sociability
• Assertiveness
• Emotion
management
• Social
awareness
Well-being
• Self-esteem
• Happiness
• Optimism
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TEIQue (Petrides, 2001)
TEIQue Sample Items
• The TEIQue is a 153-item test
• Self-report measure  7-point Likert scale (Disagree
Completely - Agree Completely)
• 15 subscales, 4 factors
• Evaluates typical performance (no ‘right’/‘wrong’
answers)
Evidence for the TEIQue
• Good internal reliability (ranging from α = 0.70 to
0.88 across the 15 subscales and .90 for the global
score)
• Predictive of:
– Job performance
– Organisational commitment
– Mental health
Trait EI - Key Questions
• Is understanding people’s behavioural
dispositions & perceived abilities useful in the
workplace and if so for what?
• Are all trait-based measures suitable for use in
the workplace?
• Does it matter that measures are open to
faking?
Emotions & Behaviours at Work
• Personality-based, specific for examining EI in an
occupational context
• Premise that EI can be improved
Exercise:
Example Measure of EI
• Helps individuals & teams understand why people behave
the way they do
– Aims to maximise their performance
– Questions only work-related
• Emphasis is developing awareness of the strengths and
weaknesses associated with every score on the emotional
behavioural clusters
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The EBW measures the following
behavioural clusters or scales...
EBW Self Assessment Sheet
User Name
Comparison group
Date
Decisiveness
Decisiveness
Is comfortable taking a lead from others and will
delay making until all of the information is available
and he/she has had sufficient time to evaluate time
to evaluate the situation fully.
Likes making decisions and taking on responsibility, actively
seeking to put forward his/her views and taking a leading
role
Motivation/Drive
Motivation/Drive
Is likely to deal with his tasks in a methodical
manner without engaging emotionally in his/her
role, reacting to the needs of the situation rather
that driving a particular approach or agenda forward
Is likely to become passionate about tasks and roles he/she
engages in, putting a great deal of energy into them and
actively seeking and expecting positive outcomes.
Influence
Influence
Does not feel a need to have an impact on others
and is comfortable in roles that do not have a high
profile or that lack the opportunity to influence
others.
Is a competitive person who likes to win and to have an
impact on others; enjoying high profile roles
Adaptability
Adaptability
Comfortable with highly structures and regulated
working environments; Likes following routine
procedures and may not like change. May have a
procedural thinking style
Comfortable with uncertainty and change; Is likely to work
in a relatively unstructured way and will be open to new
ideas and approaches. May well be creative in his style of
thinking and working
Empathy
Empathy
Dealing unemotionally and rationally with issues and
being task focused. Is comfortable working without
the support of others and may prefer to remain
distant from those he/she is working with.
With a strong person focus to his/her working style, is likely
to be a highly supportive and accessible colleague, who may
put the needs of others above the requirements of the task.
Conscientiousness
Conscientiousness
Is concerned with achieving goals in the most
expedient and effective manner available and will
not feel overly constrained by the rules and
conventions that apply to the organisation.
Reliable and consistent, is very concerned to meet his/her
commitments and to do so in a way that is acceptable to
those around him/her.
Stress Resilience (Emotional Control)
Stress Resilience (Emotional Control)
May find the day-to-day pressures of life more
difficult to manage than many and this may make
him/her more aware of, and sensitive to, the way
stress affects others.
Is comfortable dealing with the day-to-day stresses of life
and is better able than most to remain calm and in control of
his/her emotions.
EBW Self-assessment
How do Doctors perform on the EBW?
Instructions:
• Same as managers & other professional groups, but lower
than senior managers for: Decisiveness, Motivation, Influence
1. Read through the polar descriptions and place a cross
somewhere in the box below, to indicate where you think
you lie between the two.
• Same as managers and senior managers, but higher than
other professional groups for: Conscientiousness
• No difference between any groups for: Empathy, Stress Resilience,
2. Now look back at your markings and consider how your
behaviour changes in relation to any of these dimensions
when you are under pressure?
–
Make additional marks on the self assessment sheet to indicate
how.
Developing EI Intrapersonal
Skills
Emotional Control
• Score lower than all managers and other professional groups
for: Adaptability
But ... early analysis – sample size for doctors only 82 so far
“I don’t want to
be at the mercy
of my emotions.
I want to use
them, to enjoy
them, and to
dominate them.”
- Oscar Wilde
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Developing EI: Intrapersonal Skills
• First step to increasing EI is developing selfawareness, in other words, know thyself
• Reflection is key to this, but is dependent on:
–
–
–
–
–
Being honest and open with yourself and others
Being open to considering alternative viewpoints
Listening and seeing things from other’s viewpoint
Being motivated to want to engage in personal development
Willing to ask for feedback
• Facilitated group or 1:1 sessions can be beneficial
Self-awareness Techniques:
Self-awareness can be developed by:
• Identifying typical situations where EI skills are important in
your role (e.g. working with challenging patients, resolving
conflict or making tough decisions). How do you tend to feel
and behave in these situations?
• Taking time to review how you approached a challenging
situation, ask yourself how you felt during this situation and
the impact this had on your behaviour. Is there anything
which you could do differently?
• Asking colleagues for feedback on your approach and
comparing this to your own evaluation of the situation.
Johari Window on Self-awareness
• Asking others reduces
the blind area, telling
reduces the façade area
• Can provide basis for
mentoring/coaching
• But be careful - there
are reasons for these
boundaries...
(Luft & Ingham 1954)
Exercise: Managing emotions:
yours and others (20m)
• In pairs, think of a time when you handled
interpersonal conflict inappropriately in your
professional life. Spend 5 minutes writing down
responses to the following questions & then discuss:
–
–
–
–
What did you do that was not helpful?
What emotions did you feel?
What emotions do you think the other person felt?
How might you have better managed the situation more
successfully?
– What skills might you have used to do this?
Developing EI: Self-Management
1) Be Aware of Your Feelings. Paying attention to how you
feel—in the moment—is the first step to more effective selfmanagement of your behaviour.
2) Practice Self-Control. Stop and think before acting; pause
and consider the best course of action in the present
situation.
3) Integrity. Act in accordance to your values.
4) Take initiative. Take necessary actions to clear away negative
emotions, resolve conflicts, solve problems and accept
responsibility for your own development.
5) Manage Stress. Learn to spot stress triggers and recognise
them for what they are. Practice methods of bringing
yourself back to feeling calm and relaxed.
Importance of EI in Medicine
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Developing EI in the Workplace
• Well-designed & tailored EI interventions can be
beneficial to some aspects of job performance
– developing confidence and competence to deal
with emotionally charged situations (Koczwara &
Bullock, 2009)
• EI has the strongest relationship with job
performance in roles with high frequency, high
severity & high duration of exposure to emotionally
charged situations (Schmit, 2006)
Exercise: Understanding your own
emotions (15m)
• What emotional demands does your work as a
doctor make on you?
– On your own, create a list to share with the group
(5 minutes)
– How do you feel when you experience them?
– How do you deal with these?
– What support is available to you?
EI Research in Medicine
Medical Education, 2010; 44;749-764
“Our review revealed a plethora of potential
applications of EI to medical education ...
The pervasive link between EI and doctor
competence carries significant implications
for medical training ”
• Arora et al’s review (2010) reports:
– direct links between EI and interpersonal &
communication skills
– indirect links between EI and practice-based
learning & improvement
– higher EI is associated with more compassionate
& empathetic patient care
– EI contributes to improved teamwork & doctorpatient communication
Implications for Medicine?
• Educate doctors in EI-related skills to enable them to
better achieve their required competence?
• Use EI concepts to provide an evidence-based
classification of the type of non-technical skills that
medical training has traditionally found hard to
address?
EI & Medical Leadership
• Use EI to provide a vocabulary for the provision of
systematic feedback to trainees to enable them to
get the most out of learning opportunities?
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EI & Leadership
• Qualitative research suggests that IQ measures are unable to
account for large portions of the variance related to
performance and career success in top managerial positions
(Fernandez-Araoz, 2001).
• Goleman (1998) - qualities traditionally associated with
leadership—such as intelligence, toughness, determination,
and vision—are required for success, are insufficient. Truly
effective leaders are also distinguished by a high degree of
emotional intelligence, which includes self-awareness, selfregulation, motivation, empathy, and social skills.
EI & Leadership Research
• Research has found links between effective
leadership and the following:
–
–
–
–
–
–
–
–
–
–
Exercise: Effective leadership (15m)
• Think about the best leader or manager
you have ever worked for:
– Write down a list of their qualities and characteristics
to share with the group (5 minutes)
– How many of these could you classify as EI
traits/abilities?
– Which do you consider the most important and why?
Links to NHS Medical Leadership Competency
and Leadership Qualities Framework
Participative management
Putting people at ease
Self-awareness
Work-life balance
Straightfowardness and composure
Building and mending relationships
Doing whatever it takes
Decisiveness
Confronting problem employees
Change management
Developing EI: Interpersonal Skills
Developing EI Interpersonal
Skills
• Having good communication skills makes it easier to
send across and receive messages to/from
colleagues and patients that are clear, to-the-point
and respectful of both your own boundaries and
those of others.
• Three V’s of communication:
– Verbal (7%)
– Vocal (38%)
– Visual (55%)
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Non-Verbal Communication
• Encompasses: facial expression, body movements & posture,
gestures, eye contact, touch, space, tone of voice, etc.
• Important for:
–
–
–
–
Reinforcing/modifying a verbal message
Conveying information about one’s emotional state
Providing feedback to another person
Regulating flow of communication
• Mirroring another person’s action(s) while interacting with
them has been shown to increase rapport and positive
feelings
Exercise: Active Listening (15m)
1. In pairs, select an issue on which you have differing
opinions…either a work related issue or a social
issue.
2. Begin your conversation with one person sharing
their perspective on the issue.
 The other person should listen intently, and apply active
listening techniques to show that they understand the
speaker’s message.
Active Listening Techniques
Adults are usually distracted by other things while they listen, and
therefore, hear at about 25% efficiency!
1. Let the speaker know that you are listening with well-timed
and short replies, e.g. I see, or yes, or tell me more, or even
by nodding.
2. Paraphrase speaker’s messages to make sure you are
understanding, and also to show an effort to understand.
3. Identify the emotion the speaker is feeling (e.g. ‘it sounds
like you are upset…’)
4. Ask open-ended questions, rather than ‘Why?’
5. Use ‘I’ statements rather than ‘You’ statements (sound less
accusatory)
6. Effective pauses. Sometimes not saying anything at all is
more effective! This can allow the speaker to share more.
Exercise Debrief: Active
Listening
• Did you feel that you and your partner understood
each other better or that you made some headway in
solving the problem?
• What was it like to focus so intently on understanding
the meaning of someone else’s communication,
rather than on what you were going to say?
3. The spotlight stays on the first speaker until they
are satisfied that their partner clearly understands
their perspective.
4. Switch roles!
• What did you personally have to let go of to listen
effectively and “check out your thinking maps?”
Developing EI: Relationship Management
Exercise: Challenging service
interactions (15m)
1) Think Win/Win. Seek mutually beneficial relationships and
agreements. Try to avoid conflict where possible.
2) Seek First to Understand, Then to Be Understood. Pay attention
to non-verbal communication and actively listen – this will help
you appreciate their perspective and respond much more
effectively.
3) Boundaries. Be assertive with others about your personal and
professional boundaries. Take the time to understand and
respect other people’s boundaries.
4) Synergise. Find ways to build powerful alliances with people that
allow you all to accomplish feats that would be virtually
impossible for a single person. Know what motivates your allies
and what they can contribute.
• In groups of 3-4, each recall one recent conflict that
involved either a patient or their family.
– What do you believe triggered the conflict? Do any ‘toxic
words’ come to mind?
– How did it make you feel?
– What do you think the patient or their family was feeling
at the time?
– How did you handle the situation?
– In what ways could you have handled the situation better?
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Summary
• Emotions are an everyday part of our working lives, particularly
in high-stakes, interpersonal interactions
• Emotional intelligence can be conceptualised as an ability or
personality trait
Summary & Conclusions
• Either perspective assumes that EI skills can be developed to
enhance effectiveness in the workplace
• Tools and exercises exist to support EI development
• Self-awareness and inter-personal awareness are key to both
approaches and development of them forms the basis of most
EI-based interventions
• Application in medical context increasing but more evidence
required regarding use in professional development
Thank you!
s.lopes@workpsychologygroup.com
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