Empathy is important in any context, whether in leadership or in life. In this video, an excerpt from Crucial Competence: Building Emotional and Social Leadership, Daniel Goleman explains the difference between cognitive and emotional empathy, and how this can impact leadership capacity.
For more on Empathy, see Empathy: A Primer.
In my previous article on Achievement Orientation I touched on the way mindfulness training helps to cultivate positive emotions, and increase the ability to focus. The 42 leaders that participated in my study provided many examples of this process helping them reach significant goals, as well as repeatedly overcoming extremely challenging situations during their careers. One critical element of these successes is the Emotional and Social Intelligence Leadership Competency of Positive Outlook, which I explore in greater detail in this article.
Based on my research, there is a relationship between mindfulness and positivity, which influences leadership effectiveness via development of specific emotional intelligence competencies.
How Does Positive Outlook fit into Emotional Intelligence?
Positive Outlook is one of the competencies included in the Leadership Competency Model developed by Daniel Goleman and Richard Boyatzis. It falls under the domain of Emotional Self-Management, and is present in leaders with a stronger tendency to see the positive aspects of situations and people. A leader is identified as possessing the Positive Outlook Competency if they have:
Positive outlook, along with each of the other eleven competencies, has been empirically linked to increased leadership performance through more than 62,000 assessments conducted at a variety of global organizations.
Positive Outlook in the Workplace
The leaders I interviewed made a point of emphasizing the overarching value that a positive outlook provided for their career success. These observations occurred during in-depth descriptions of how mindfulness helped them recognize the influence their reactions and beliefs have on the way they approach situations and view others. These realizations were also reported as having a profound effect on leaders by bringing their attention to how much control they actually had over the quality of their daily experiences.
How Does Positive Outlook Contribute to Leader Effectiveness?
The development of positive outlook contributes to a number of critical leadership capabilities. Examples include a solution-oriented approach to interpersonal conflict, and consciously choosing to focus on strategies for success during periods of great adversity. This development was attributed by leaders to the way mindfulness enables honest analysis of how they could have handled past challenges more effectively. Leaders described incorporating this knowledge into real-time emotional self-management activity, which helped them stop behaviors that detracted from others’ willingness to support their objectives.
Many leaders described life-altering realizations about the power of positive outlook influencing dramatic changes early in their careers. This is exemplified by a CIO, who led departments for a major US city and University, when describing how he chose to view a potentially catastrophic situation earlier in his career: “The company actually went bankrupt, but it was a great way to get out of a situation, which actually propelled my career in a big way.”
Leaders also provided many examples of mindfulness contributing to an awareness of how they could develop a more positive outlook concerning their feelings about, and interactions with, others in the workplace. This realization is summarized by a senior manager at a large US hospital network, who stated: “I understand that the people there are often making the best decisions they know how to make, doing the best they can.”
How Can You Begin to Develop Positive Outlook?
As discussed in my article on Emotional Self-Awareness, mindfulness contributes to a heightened level of both emotional self-awareness and meta awareness (conscious awareness of what you are aware of). This helps you identify the relationship between events and your mood or attitude about them, and gain a better understanding of how you tend to view experiences. With this knowledge you can begin to identify whether or not your approach to situations or interpersonal relationships is more negative – and therefore less productive – than it could be.
Incorporating this personal insight, you can begin to increase your capacity for positive outlook by investing time in the following activities:
These are some of the skills developed or enhanced by mindfulness training.
The information you obtain from these activities will play a crucial role in helping you identify opportunities for improving positive outlook. These results can materialize in a number of ways, including through greater Emotional Self-Control, and/or understanding the value of activities that leverage your new level of self-awareness.
For example, leaders reported setting aside time to focus on planning when they are in a positive mental state. They also described reserving time before important meetings to think through the best way to communicate critical details, and strategies to proactively resolve potential conflicts. Finally, leaders also described assuming a success-oriented approach to engaging in difficult conversations and activities once they began to view them as challenges instead of obstacles.
Give it a try, keep track of your results, and then continue to build upon them over time.
Recommended Reading:
Our new primer series is written by Daniel Goleman and fellow thought leaders in the field of Emotional Intelligence and research. The following are available now:
Emotional Self-Awareness, Emotional Self-Control, Adaptability, Achievement Orientation, and Positive Outlook.
For more in-depth insights, see the Crucial Competence video series.
“Don’t worry, be happy” is such a cliché that many people roll their eyes when they hear something about the importance of thinking positively.
Barbara Fredrickson isn’t one of those people.
For over twenty years, Dr. Fredrickson has studied how positive emotions improve physical and emotional well-being, as well as performance at work. More Than Sound author Daniel Goleman cites Fredrickson in his introduction to Positive Outlook: A Primer, the fifth in the series focused on the twelve Emotional Intelligence Competencies. Research conducted by Fredrickson and her colleagues shows that people who experience and express positive emotions more frequently are more resilient, more resourceful, more socially connected, and more likely to function at optimal levels.
One of Fredrickson’s key contributions is her “broaden-and-build” theory which presents an understanding of the evolutionary value of positivity. Positive emotions widen a person’s outlook in small ways that, over time, reshape who they are. In a threatening situation (or one we perceive as threatening), our view of options literally narrow as we choose one response and react quickly. In situations that evoke positive emotions such as joy, interest, contentment, or love, we can see a wider range of possible responses. Fredrickson describes this effect:
“…positive emotions broaden peoples’ momentary thought-action repertoires, widening the array of the thoughts and actions that come to mind. Joy, for instance, creates the urge to play, push the limits and be creative; urges evident not only in social and physical behavior, but also in intellectual and artistic behavior. Interest, a phenomenologically distinct positive emotion, creates the urge to explore, take in new information and experiences, and expand the self in the process…. These various thought-action tendencies””to play, to explore, or to savor and integrate””each represents ways that positive emotions broaden habitual modes of thinking or acting.”
This “broaden” part of the theory has been proven in empirical research conducted by many laboratories.
The “build” aspect looks at the cumulative impact of that “broader” thinking. Seeing a broader perspective allows us to discover and build personal resources. Fredrickson says it is a:
“…recipe for discovery: discovery of new knowledge, new alliances, and new skills. In short, broadened awareness led to the accrual of new resources that might later make the difference between surviving or succumbing to various threats. Resources built through positive emotions also increased the odds that our ancestors would experience subsequent positive emotions, with their attendant broaden-and-build benefits, thus creating an upward spiral toward improved odds for survival, health, and fulfillment. In sum, the broaden-and-build theory states that positive emotions have been useful and preserved over human evolution because having recurrent, yet unbidden, moments of expanded awareness proved useful for developing resources for survival. Little by little, micro-moments of positive emotional experience, although fleeting, reshape who people are by setting them on trajectories of growth and building their enduring resources for survival.”
Positive Outlook and Today’s Leadership
Fredrickson’s concept of “broaden-and-build” doesn’t relate just to long-ago ancestors surviving, it provides an important lesson for leaders today. Leaders and the people with whom they work experience the same broadening and building through positive emotions. In a work setting, people who regularly feel positive emotions are more able to think creatively, consider novel solutions to problems, and take advantage of opportunities that might not be immediately obvious.
Leaders who are strong in the Positive Outlook Competency see others positively and help their colleagues recognize the positive in what others might consider a setback. By continually evoking positive emotions in the people around them, leaders help build the capacity of their teams to be successful in their work.
Recommended Reading:
Our new primer series is written by Daniel Goleman and fellow thought leaders in the field of Emotional Intelligence and research. The following are available now:
Emotional Self-Awareness, Emotional Self-Control, Adaptability, Achievement Orientation, and Positive Outlook.
For more in-depth insights, see the Crucial Competence video series.
References:
http://www.sciencedirect.com/science/article/pii/B9780124072367000012
http://www.unc.edu/peplab/publications/Fredrickson%202013%20Updated%20Thinking.pdf
I’m a strong believer in the importance of what we expect of one another in a team. And I’m not alone, as much of my research has focused on finding the distinctions that define the best teams. What my colleagues and I have found is that norms – or shared expectations – are the universal elements that identify high-performing teams.
Every group has norms, whether they’re developed consciously or not. A great example is: Do we start on time or do we wait for latecomers? Is it okay to show up late? Norms vary from group to group, and depend on what’s agreed upon by all involved.
The important thing about norms is that they regulate all behavior in teams. They regulate at the systems level. Many team researchers make the mistake of thinking that changing behavior in the team is about changing individual behavior. Building the individual emotional intelligence of team members is fabulous and it helps. However, once you enter a team where the norms don’t support your emotionally intelligent behavior, you’re more likely to conform to those norms than act otherwise. If rudeness is a norm, cutting people off, showing up late, that will emerge.
The way to impact a group’s performance is to impact the group’s norms. I explored this topic with Daniel Goleman in Crucial Competence, as a way to complement the many facets of building emotional and social leadership.
My colleagues and I have studied the norms of high-performing teams and found that the best teams periodically step back and reflect on their process. They take time to say, “How are we doing? Are we being too nice? Are we arguing too much? Are people getting supported? What do we need to work on?” This is essentially the group equivalent of the first key competence in individual emotional intelligence, self-awareness.
Where do norms of high-performing teams come from?
We had a hypothesis that an emotionally intelligent leader is more likely to develop emotionally intelligent norms in their team. A graduate student of mine when I was in the faculty at Case Western, Elizabeth Stubbs Koman, had contacts in the military, and she wanted to test the team norms and the emotional intelligence of leaders. She found a wonderful sample of air crew teams and maintenance teams, 81 teams that included 422 people. She first studied the team leader’s emotional intelligence using the Emotional and Social Competency Inventory in a 360-degree survey. We got anonymous ratings on the leaders. Then, she administered our survey that measures the group emotional intelligence norms. She also had the outcome data for these teams, the military’s objective measures of performance.
What she found was exactly what we predicted:
The team leader’s emotional intelligence didn’t predict the performance of the team, BUT it did predict the emergence of the emotionally intelligent team norms.
And, the team norms then predicted the performance. The way the leader’s emotional intelligence mattered was in shaping the norms, dynamics, and reality of the team, which in turn, led to higher performance.
Consider how this applies to your team, whether you are a leader or not. Play your part in cultivating positive team norms, garnering agreement, and speaking up when norms become counterproductive. Over time you’ll find this creates efficiency and cohesion among all of the team members.
Recommended Reading:
Our new primer series is written by Daniel Goleman, Vanessa Druskat, and fellow thought leaders in the field of Emotional Intelligence and research. The following are available now:
Emotional Self-Awareness, Emotional Self-Control, Adaptability, Achievement Orientation, and Positive Outlook.
For more in-depth insights, see the Crucial Competence video series, and Team Emotional Intelligence.
When we see ourselves and our co-workers only as tools to get the job done it is difficult to connect with one another as human beings. Connection is essential to building high performing and high functioning teams, not to mention to creating job fulfillment.
There is a story Max DePree shared in his book Leadership is An Art (1987), told by his father about visiting with the wife of the Millwright for the Herman Miller factory after her husband died. It was in the 1920’s and Max’s dad went to pay his respects to the Millwright’s wife. During his visit the Millwright’s wife asked his father if he’d mind if she read some poetry. He thought it would be appropriate and sat back to listen. As she read, the beauty of the poem resonated with him. He’d never heard this poetry before and asked who the poet was. She said it was her husband, the Millwright. The man who had been integral to the Herman Miller manufacturing processes, who provided the power for the machinery in his factory, dismantled machines and moved them around was a poet. This came as a surprise; he’d known the man but didn’t know he had this talent outside of work. It motivated him to see that leaders must, “endorse a concept of person”.
As I read this in the early ”˜90’s I realized that this lesson is bigger than the “concept of person” in a tops down view. It is about connection, learning about the people who work with you and sharing yourself with them. When you connect with the people who work with you, you discover other interests, talents, loves, and they in turn learn something about you.
Why does this matter? What difference does it make if you know the Millwright is a poet, the Accountant is a photographer, the HR Manager’s child is seriously ill or the Customer Service Specialist has just lost her mother?
Business is structured as a well-defined hierarchy that defines us by our titles and the roles we play within business, and our interactions are determined by these roles. The playing field is tilted in favor of the leadership, but should it be? By coming to understand more about ourselves and the people we work with, we can see that occasional missteps at work often result from a much larger context; a problem at home, the death of a beloved pet or some other distraction. They aren’t necessarily about lack of competence or skill, sloppiness or a bad attitude.
Without making excuses we understand that we all have days that are a challenge. “Endorsing the concept of person” builds team and team makes it possible to confront unexpected challenges in the day-to-day life of business, whether it’s shaky sales, disruption of production, strained cash flow, the loss of a well-liked co-worker or the acquisition of a new customer with compassion and understanding. We have jobs and roles within a company, but when we can connect not only through job and role but as fellow humans, we create an authentic engagement that fosters an environment in which human creativity and satisfaction grow and thrive. We form a sense of equality in an otherwise hierarchical unequal environment. The consistency with which we can cultivate these fleeting opportunities, over time builds a level of trust essential to a high functioning team. The challenge is that many believe that when a leader opens up they will be seen as weak or vulnerable. The opposite is true.
Here’s how this played out in my leadership experience
I worked with a smart and capable Engineering Manager who had a reputation as a tremendous problem solver, but he had started to become impatient with process and prone to angry tirades. He seemed to be seething inside. Many of his attacks were directed at individuals. My boss at the time wanted me to “get rid of him.” His behavior was undermining his position with the company and his credibility; people were starting to avoid him. What he lacked was Emotional Self-Control.
Instead of turning my feelings off and seeing him as the “problem” and firing him I sat down with him to talk about anger. Not only his, but mine. I shared some of my frustrations and how important it was to see them and be with them, but not project them out onto others. As we discussed the situation he began to explain what was behind his anger. He kept pointing at the things other people were doing, and I’d share more about my own anger and how my frustration was often rooted in not really understanding how to move the needle and effect change.
Finally I looked at him and said, “You know the anger has to stop. It doesn’t matter what provokes you, you can’t act out and mistreat other people on the team, no matter how frustrated you are. There are positive and constructive ways to address the issues that are frustrating you. You need to find them or ask for help. Do you understand?” He replied that he understood. We talked about the possibility of anger management counseling. He didn’t think he needed it. I told him that I valued him as a co-worker and friend but that if he had another angry outburst, I’d have to let him go, no second chances. As we continued to talk, I asked, “Do you want to stay here?” He said, “Yes. I like it here, I want to stay.” I followed with, “Do you think you can do this?’ His response, “Yes, I know I can.”
The problem was now entirely within his control. I knew some of the difficulties he was dealing with outside of the workplace, and understood that having control would likely result in a better outcome. Through our connection and sharing, he knew that I’d had similar challenges in my work life, and others had as well. It wasn’t having the feelings that were the problem it was what he did with them. At this point, he began to problem-solve for himself. He identified his triggers and ways he could address them. He looked at me and said, “Thanks, I think I need to apologize to a few folks.” He kept his job, and worked better with others from that point on.
By being authentic and curious about his issues, sharing my own, and not taking the easy route of simply replacing him, we built a connection together that made it possible to discuss the issue not just as a boss and employee, but as two human beings. By “endorsing the concept of person”, we created a moment of equality and authentic connection that helped him move from being a victim to understanding the impact his behavior was having on the organization and the need for him to take responsibility. This is leading with emotional intelligence.
Recommended Reading:
Our new primer series is written by Daniel Goleman and fellow thought leaders in the field of Emotional Intelligence and research. The following are available now:
Emotional Self-Awareness, Emotional Self-Control, Adaptability, Achievement Orientation, and Positive Outlook.
For more in-depth insights, see the Crucial Competence video series!
In last month’s article on Adaptability I quoted an executive leader who credited mindfulness for contributing to her ability to respond to a significant and unanticipated problem when assuming a leadership role with a new company. She also shared details about mindfulness helping her time and again to excel when she was leading large-scale global manufacturing and supply chain operations. The other 41 leaders I interviewed also provided similar examples of how mindfulness was an invaluable tool on their path to professional success.
One particular result of mindfulness training that emerged from my research is the Emotional and Social Intelligence Competency of Achievement Orientation.
What is Achievement Orientation?
Achievement Orientation is one of the competencies included in the Emotional and Social Intelligence Leadership Competency model developed by Daniel Goleman and Richard Boyatzis. It falls under the domain of Emotional Self-Management and refers to an individual being able to set measurable self-improvement goals. A leader with strong Achievement Orientation will be:
This competency, as is the case with the other 11 competencies, has been empirically linked to increased overall leadership performance.
What Does Achievement Orientation Look Like in the Workplace?
The manifestation of this competency is well illustrated by the following quote from a leader who has held general counsel positions for two well-known corporations: “I did all of my undergraduate work at night, while I was working full-time… I also got my law degree at night.” In other words, the results of Achievement Orientation look a lot like what most people also attribute to determination and focus. Other leaders shared similar examples, revealing the development of a strong ability to focus on completion of complex and large-scale goals.
Understanding the relationship between mindfulness and the development of Achievement Orientation was significant to my research, since I specifically investigated examples of positive workplace leadership outcomes. All of the leaders I interviewed provided in-depth descriptions illustrating this relationship, and reported the influence of mindfulness as having been significant. In these conversations, leaders described a process where mindfulness-enhanced development of the competencies of Emotional Self-Awareness and Emotional Self-Control, which in turn contributed to Adaptability and Achievement Orientation.
In some cases these positive developments occurred in response to successful careers that plateaued, or periods of declining effectiveness that leaders struggled to understand. In many examples, however, leaders described these developments occurring as a part of years of personal activity aimed at finding ways to specifically improve goal-oriented performance.
How Does Achievement Orientation Impact Leadership Effectiveness?
Examples of this activity included developing the ability to monitor in real-time whether or not thoughts and actions were directly contributing to goals. Leaders also described setting aside time to reflect on how their beliefs and biases may interfere with reaching their goals, as well as an honest assessment of their past behaviors in the same context.
Leader reports indicating the presence of Achievement Orientation often accompanied detailed descriptions of career advancement, development of new leadership capabilities, and workplace success. These examples also revealed a pattern of personally-driven, professional development activity spanning their career: “it’s been on an upward track for me…I grew every single year…won some awards,” and “I am constantly challenging myself to find new ways to culturally have a very positive impact.” In many cases, leaders also mentioned that they had invested more personal resources into this level of development than their employers did on their behalf.
In the context of ongoing development, Achievement Orientation helps leaders:
How Can You Begin to Develop Achievement Orientation?
It may be helpful to view the concept of Achievement Orientation as it relates to the research of Dr. Angela Duckworth on Grit or Daniel Goleman’s writing on Focus. This work references the influence of positive emotions on your capacity to successfully pursue a dominant goal. Success is related to how many of your mental and emotional resources are directed towards activity contributing to goal attainment, including thoughts, emotional states and decisions. These resources can be intensely focused if you are not distracted by, for example, considering alternative goals or questioning your ability to succeed. Focus and Grit, like Achievement Orientation, also relate to planning and preparation activity, and your tendency towards solution-oriented responses to problems.
In the context of Achievement Orientation even your reaction to stress can impact quality and timeliness of success. For example, a stressor may be viewed positively as a challenge to be met by some people, while others react to it as a threat and focus on coping options instead. Therefore, a good way to start developing Achievement Orientation is to regularly monitor the degree to which your mental and emotional resources are aligning with – and contributing to -the attainment of your goals.
Recommended Reading:
Our new primer series is written by Daniel Goleman and fellow thought leaders in the field of Emotional Intelligence and research. The following are available now: Emotional Self-Awareness, Emotional Self-Control, Adaptability, and Achievement Orientation, with new releases monthly throughout 2017.
For more in-depth insights, see the Crucial Competence video series!
Maintaining the competency of Achievement Orientation as a leader is complicated on many levels. One aspect is the time period in which achievement is being evaluated. Many businesses operate in very short transactional windows, and this challenges a leader’s ability to balance his or her personal drive with the needs of the organization as a whole.
Balancing sales and cash flow concerns with a longer view toward developing people is another reality of business – one that undermines the inner wisdom of many managers because it’s tough to do both at the same time.
Here’s how this played out in my leadership experience.
Many years ago, I was in a financial management position charged with bringing a business case to corporate headquarters for a fifteen million dollar capital equipment request. It involved significant changes in manufacturing tooling, was mildly controversial due to its scale, and was not easy for senior management to approve. There were competing needs across the company, so we not only had to believe in this program ourselves, but make a compelling case to senior management.
At the time, I managed a financial operations department of twelve employees, all but one of who were extremely busy. The one who wasn’t extremely busy was the newest on our team, new to the company and the least experienced. Should I take an experienced person off another equally important project to assure success here, or give the new guy a chance to learn something – yet risk a screw-up as a consequence? This is a question that managers face every day. It is a question that brings with it feelings of anxiety and self-doubt, and the added question of whether this will be the decision that torpedoes your own career.
To the risk-averse, it is generally an easy decision; pick the best person to do the job and get on with it. An alternative might be to pick the least experienced and micro-manage them to a successful outcome in order to maintain a sense of control. After brief deliberation, I chose a third path based in part on my awareness that my job would be easier, and in the long run the company healthier, if I viewed my responsibility to be in service of the organization as a whole, not just to myself and my career.
We had about four weeks until the presentation, so I called in the less experienced analyst and discussed with him what was needed for the business evaluation and presentation, who he could go to in manufacturing and engineering to get necessary information, and the stylistic approach required by headquarters for capital equipment requests. He said he understood what was required and we agreed to get back together to review his work in two weeks to make sure he was on the right track.
When we met again, he appeared to be moving in the right direction, though I pointed out that he’d made far too many assumptions in areas where the data was available, and that those gaps would be exploited by those with competing needs who wanted to scuttle our request. He seemed to understand and agreed to get the necessary data, incorporate it into his evaluation and we agreed to reconvene in ten days having tightened up those gaps. I wasn’t feeling good after this meeting. I wondered if he understood the importance of the project. He said all the right things, but I felt a distinct unease. Based on this feeling, I made an important decision: not to alleviate my feeling by either taking over the project or assigning it to another analyst but to commit to his growth.
I knew that in the worst case, with the information he’d have gathered by the following week I could pull something together to take to headquarters, but at this point I committed to a larger vision.
Two days before I was scheduled to fly to headquarters, we met to review his work. I was disappointed. He hadn’t gotten verification of his assumptions, and he hadn’t corroborated engineers’ hearsay. In a week we had hardly gained any ground. I was angry. Anger is both a constructive and a destructive emotion when used by a leader – it can motivate and commands attention, or it can undermine the individual and their authority. I told him that he needed to get focused. We had a day and a half and I didn’t care if he had to call the Chairman of the Board, the CEO or the Plant Manager himself, but I needed him to be at the airport the following day at 6am with the presentation as planned and the supporting data as required. No excuses.
At 5:45am the following morning he met me at the airport.
This was before the days of TSA and security checks when you could actually meet people at the airport at your gate to transfer documents. When I looked the presentation over, I saw that he’d done the work and done it well. He looked tired but satisfied, like he knew he’d just fully joined the team. I felt the same thing, that he’d fully joined the team. At that moment I knew my decision was the right one despite my earlier concerns. My boss told me that later that day he’d seen this analyst in the cafeteria and said, “You look like hell, what happened to you?” His response? “I had to stay up all night to get the business case done, but it was my own fault.” When my boss shared that with me I felt certain that I’d made the proper decision for the organization as a whole, and vowed to myself to choose that path whenever possible.
It is difficult to make decisions that may take months or years to manifest when we live in a world in which decisions are measured in days and weeks. The essence of good leadership is knowing how to balance those short and long-term gains.
Recommended Reading:
Our new primer series is written by Daniel Goleman and fellow thought leaders in the field of Emotional Intelligence and research. The following are available now: Emotional Self-Awareness, Emotional Self-Control, Adaptability, and Achievement Orientation, with new releases monthly throughout 2017.
For more in-depth insights, see the Crucial Competence video series!
Altered Traits: Science Reveals How Meditation Changes Your Mind, Brain, and Body
Exciting, compelling, and grounded in new research on meditation, this is a rare audiobook with powerful insights that can change us at the deepest level.
The complete collection of 12 Emotional and Social Intelligence Leadership Competency primers, written by Daniel Goleman, Richard Boyatzis, and fellow thought leaders.
Influence is an emotional & social competency necessary for any leadership style.
