Outlined below are guidelines for implementing a successful emotional intelligence strategy in an organisation. The original framework, based on an extensive review of training and development and behavioural and psychological literature, was written by Daniel Goleman and Cary Cherniss, Chair of the Emotional Intelligence Consortium.
According to Goleman and Cherniss, the implementation process can be split into four phases: preparation for change, training, maintenance, and evaluation.
Preparation for change as detailed in the previous Post.
The key to managing the preparation stage is motivating staff to get behind the strategy. According to Goleman and Cherniss, the best way to approach this is as follows:
Review organisational requirements. Each department or post should identify essential EQ competencies which they require to function effectively. Ensure that the competencies identified are aligned with wider organisational values. At this stage, it might also be helpful to explicitly link the EQ strategy with bottom-line benefits to facilitate buy-in.
Identify competencies required for positions. Which EQ competencies are required for particular posts? Answer this by using a tool designed to measure EQ to identify a specific profile for the position, by assessing current successful post holders. There are specific EQ measures available (e.g. the BarOn EQ-i®), but the profile should be built up from more than one source.
Provide accurate feedback. It is necessary to accurately feedback the results of EQ assessments to staff. This should be done with caution, as the tests tend to relate to very sensitive, personal abilities. The feedback is likely to be received best if given in a supportive environment from a trusted source.
Let the learner choose. Inevitably the feedback will suggest areas of improvement. However, learning points should not be assigned to the participant, but rather allow them to choose whether or not to pursue personal change and development. Learners are likely to be more enthusiastic if they are given a choice on how or if they wish to develop.
Encourage participation. Organisational buy-in will be encouraged if there is clear and visible commitment from senior management. Given the innovative and unusual nature of emotional intelligence, it will take effort to convince some staff that the strategy is not just the latest management fad. Commitment from the top should achieve this.
Link objectives to personal values. Allow staff to tailor their learning towards personal goals and staff are therefore more likely to be motivated to achieve their objectives. These may be work-related, but do not have to be exclusively so.
Adjust expectations. By re-emphasising the business case, you can build positive expectations for the EQ strategy.
Are they ready? Before the work of change begins, a final check should be taken of individual readiness. If staff lack motivation or the conditions are unfavourable, the training process should be delayed.
Training. It is critical that a clear and defined training program is established and delivered to manage staff progress and engagement.
Encourage good relationships between trainers and trainees. It is vital that the learners and trainers get on well. Picking emotionally intelligent trainers will ease this process.
Maximise self-directed learning. Everyone differs, so a generic emotional intelligence training program (even one with elements of tailoring) will not fit everyone perfectly. Self-directed change should therefore be encouraged. It might also be worthwhile to adjust individual learning programs according to learning styles.
Set clear targets and specific aims. The clearer a goal is, the more likely staff will be able to achieve it.
Break targets into incremental steps. Progress in emotional intelligence can be difficult. After all, evidence suggests that most of our behaviours are determined at quite an early age. However, change is possible. The process will be made easier if it is organised along incremental steps.
Maximise practice opportunities. Encourage staff to use naturally occurring opportunities to practice their new-found skills and abilities.
Provide frequent feedback. Regular feedback will be a tremendous help to staff provided that it is delivered in a constructive and supportive manner.
Use experiential approaches. Learning emotional competencies is much harder than any cognitive process. The best way of learning is experiential.
Support trainees through change. In the training process, individuals should be encouraged to form groups with their learning peers. These will provide a forum for discussion and built-in support mechanisms.
Encourage learners to study models, raising their awareness of the leading thinking in EQ.
Enhance insight. One of the building blocks of sound emotional intelligence is a keen sense of self-awareness. Encourage staff to examine their emotions and attempt to understand the motivations for them.
Avoid relapse. When people lapse, encourage them to use the incident as a learning point, rather than as an excuse for giving up.
Transfer and maintenance. An EQ strategy needs to be reviewed and maintained through its training program to ensure the organisation is delivering and seeing results through its staff and senior management.
Having finished the training process, it is important to ensure that staff are capable of transferring their new skills to their old roles.
Promote everyday use of skills. Learners should be rewarded when they succeed in applying their new skills to their everyday jobs. The introduction of a coaching or mentoring system can help to accomplish this. Experience also suggests that if senior management is seen to be applying their skills, the rest of the organisation will be more motivated to apply theirs.
Develop a ‘Learning Friendly’ organisational culture. Changes are more likely to become institutionalised if there is a culture that supports learning.
Evaluating change. Conduct ongoing evaluation research. Develop metrics for performance before and after the job. Measure again two months after the training period, and again one year later. Look at the impact on the bottom line, but also on absenteeism, health status and discipline records.
Source: Daniel Goleman and Cary Cherniss, ‘Guidelines for Best Practice’
Comments