leadership without emotional intelligence is like dancing without rhythm richard e. boyatzis,...

Leadership Without Emotional Intelligence is

Like Dancing Without Rhythm

Leadership Without Emotional Intelligence is

Like Dancing Without RhythmRichard E. Boyatzis, Professor and ChairRichard E. Boyatzis, Professor and Chair

Department of Organizational BehaviorDepartment of Organizational Behavior

Weatherhead School of ManagementWeatherhead School of Management

Case Western Reserve UniversityCase Western Reserve University

Cleveland, OH, USA 44106-7235Cleveland, OH, USA 44106-7235

Email: [email protected]: [email protected]

Tel: 216-368-2055Tel: 216-368-2055

Presentation at XVII Conference Human Resources Management, Caracas, October 5, 2001Presentation at XVII Conference Human Resources Management, Caracas, October 5, 2001

Emotions are contagious,Emotions are contagious,

ideas are not,ideas are not,

unless the ideas evoke a strong unless the ideas evoke a strong emotion!emotion!

• Their behavior• Limbic regulation• Limbic resonance

Leaders create a climate of Leaders create a climate of

emotional intelligence through:emotional intelligence through:

Financial Impact of Emotional Intelligence and Other Competencies

Demonstrated By Senior Partners of a Multi-national Consulting Firm

[Boyatzis (2001)]

Senior Partners averaging 19 years with the firm, and 10 years in management.

Using competency data from the “others”in a 360 assessment, and

financial performance of their accountsfor two years later.

The Business Case

Tipping or Trigger Point Analysis

Latest in competency assessment

How much of a competency is sufficient (triggers)

outstanding performance?

Exercise

The Goal and Action Management or Self-Management Cluster (I.e., Efficiency Orientation and Initiative)

The Self-Regulation Cluster (I,e, Self-control and Adaptability)

The People Management or Social Skills Cluster (I.e.,Empathy, Networking, Developing Others)

The Analytic Reasoning or Cognitive Skills Cluster (I.e.,Systems Thinking, Pattern Recognition)

Rank order the clusters in terms of their impact on financial contribution to the firm.

Incremental Profit Contributed to the Firm per Year Per Senior Partner Those Above versus Below the Tipping Point by Cluster

Cluster Incremental Profit per Year per PartnerGoal/Action; Self-Mgt. $ 762,000 per year 78% more/SP

Self-Regulation $ 1,465,000 per year 390% more/SP

People Mgt.;Social Skills $ 931,000 per year 110% more/SP

Analytic Reasoning:Cognitive $ 510,000 per year 50% more/SP

Comparison of the Impact of the Number of Competencies Above/ Below the Tipping Point by Cluster (000’s)

Above TP Below TP Above TP Below TPCluster Acct. Rev. Acct. Rev. Acct. Margin Acct.Marg.Goal/Action; Self-Mgt. $2,942 $1,803 59% 54% (3/4)Self-Regulation 2,969 896 62% 42% (2/5)People Mgt.;Social Skills 2,819 1,797 63% 47% (4/8)Analytic Reasoning:Cognitive 2,545 2,164 60% 47% (1/3)

Limbic brain system deals with passion,emotions, memory, and learning. Amygdala focuses on passion and meaning.Hippocampus focuses on memory and its context, and provides neurogenesis.

Sensory messages go to the Thalamus.It is connected to the amygdala through one synapse.It takes multiple synapses to reach the neocortex.

From this we developed the neocortex, whichallowed nuance in complex thought and emotion.

When an experience occurs, at best we feel and think at the same time, in most situations, we feel before we think!

Limbic brain system deals with passion,emotions, memory, and learning. Amygdala focuses on passion and meaning.Hippocampus focuses on memory and its context, and provides neurogenesis.

Sensory messages go to the Thalamus.It is connected to the amygdala through one synapse.It takes multiple synapses to reach the neocortex.

From this we developed the neocortex, whichallowed nuance in complex thought and emotion.

When an experience occurs, at best we feel and think at the same time, in most situations, we feel before we think!

1. ~ 1992: We feel before we think.

2. 1998: Neurogenesis in humans-- We can develop new neural tissue throughout life. But stress stops the process through secretion of of cortisol which leadsto loss of memory and inhibiting new neural growth.

3. 2000: AsymmetryThe Left Prefrontal Cortex lights up when we think of

hope, possibilities and positive excitement.The Right Prefrontal Cortex lights up when we think of

criticism, obstacles, defensiveness, and depressingexperiences, which also produce the stress reactionwhich detracts from our memory and neural growth.

Three Discoveries from Neuroscience During the Decade of the Brain

The Emotional Intelligence model as described in Goleman’s 1998 book, Working with Emotional Intelligence, and Boyatzis and Goleman’s

Emotional Competence Inventory (ECI)

The Emotional Intelligence model as described in Goleman’s 1998 book, Working with Emotional Intelligence, and Boyatzis and Goleman’s

Emotional Competence Inventory (ECI)

PERSONAL COMPETENCE:How we manage ourselves

The Self-awareness Cluster:Emotional self-awareness: recognizing our emotions and their effectsAccurate self-assessment: knowing one’s strengths and limitsSelf-confidence: a strong sense of one’s self worth and

capabilities

PERSONAL COMPETENCE:How we manage ourselves

The Self-awareness Cluster:Emotional self-awareness: recognizing our emotions and their effectsAccurate self-assessment: knowing one’s strengths and limitsSelf-confidence: a strong sense of one’s self worth and

capabilities

The Self-management Cluster:

Adaptability: flexibility in dealing with changing situations or obstacles

Self-control: inhibiting emotions in service of group or organizational norms

Conscientiousness: reliability, attention to detail

Initiative: proactive, bias toward action

Achievement orientation: striving to do better

Trustworthiness: integrity or consistency with one’s values, emotions, and behavior

The Self-management Cluster:

Adaptability: flexibility in dealing with changing situations or obstacles

Self-control: inhibiting emotions in service of group or organizational norms

Conscientiousness: reliability, attention to detail

Initiative: proactive, bias toward action

Achievement orientation: striving to do better

Trustworthiness: integrity or consistency with one’s values, emotions, and behavior

SOCIAL COMPETENCE

How we handle relationshipsSocial Awareness and Social Skills

Social Awareness Cluster:Empathy: understanding others and taking active

interest in their concern

Service orientation: recognizing and meeting customer’s needs

Organizational awareness: perceives political relationships within the

organization

SOCIAL COMPETENCE

How we handle relationshipsSocial Awareness and Social Skills

Social Awareness Cluster:Empathy: understanding others and taking active

interest in their concern

Service orientation: recognizing and meeting customer’s needs

Organizational awareness: perceives political relationships within the

organization

Relationship Management Cluster:

Leadership: inspiring and guiding groups and people Developing others: helping others improve performance

Change catalyst: initiating or managing change

Conflict management: resolving disagreements

Influence: getting others to agree with you

Building bonds: building relationships

Communication: sending clear and convincing messages

Teamwork and Collaboration: creating a shared vision and synergy in

team work

Relationship Management Cluster:

Leadership: inspiring and guiding groups and people Developing others: helping others improve performance

Change catalyst: initiating or managing change

Conflict management: resolving disagreements

Influence: getting others to agree with you

Building bonds: building relationships

Communication: sending clear and convincing messages

Teamwork and Collaboration: creating a shared vision and synergy in

team work

FactoidFactoid

““Since 1918... the average IQ in the US has Since 1918... the average IQ in the US has risen 24 points” meanwhile from the 70’s risen 24 points” meanwhile from the 70’s to the late 80’s, 6-16 year olds showed a to the late 80’s, 6-16 year olds showed a steady decrease in emotional intelligence.steady decrease in emotional intelligence.Similar observations have been made Similar observations have been made worldwide.worldwide.

Goleman, Goleman, WWEIWWEI.(cf. Achenbach, 1989).(cf. Achenbach, 1989)

How can you change yourHow can you change your“default response” ?“default response” ?

How do you drive and directHow do you drive and directyour own learning and change ?your own learning and change ?

How do you inspire and guideHow do you inspire and guidethe change process for others ? the change process for others ?

Emotional Intelligence can be aroused and developed.

Results from 11 longitudinal studies at the Weatherhead School of

management of 25-35 year olds.

Comparable results with 4 longitudinalstudies of 45-55 year olds

in an Executive Education program.

Emotional Intelligence can be aroused and developed.

Results from 11 longitudinal studies at the Weatherhead School of

management of 25-35 year olds.

Comparable results with 4 longitudinalstudies of 45-55 year olds

in an Executive Education program.

01020304050607080

Self-Awarenessand Self-Management

SocialAwareness andRelationshipManagement

Sustainable Percentage Improvement of EIfrom Different Samples of MBAs

0

20

40

60

80

100

120

140

160

AchievementOrientation

Initiative Cons. Adaptability Self-Confidence

Behaviorally Coded CompetenciesBehaviorally Coded Competencies

From Audiotapes and Videotapes of BEI/CII Interviews (5 samples), From Audiotapes and Videotapes of BEI/CII Interviews (5 samples), Group Exercises & Presentation Exercises (2 samples each)Group Exercises & Presentation Exercises (2 samples each)

Percentage Improvement in Frequency of Demonstration

0

50

100

150

200

250

300

Empathy Leadership ConflictMgt.

BuildingBonds

Oral Comm.

Behaviorally Coded CompetenciesBehaviorally Coded Competencies

From Audiotapes and Videotapes of BEI/CII Interviews (5 samples), From Audiotapes and Videotapes of BEI/CII Interviews (5 samples), Group Exercises & Presentation Exercises (2 samples each)Group Exercises & Presentation Exercises (2 samples each)

Percentage Improvement in Frequency of Demonstration

When When adults changeadults change,,

they most often change they most often change themselvesthemselves,,

especially sustainable changeespecially sustainable change

People learn what they want to learnPeople learn what they want to learn

The Ideal Self

The Real Self

MyLearning Agenda:

building on strengthswhile reducing

Gaps

Gaps:where my Ideal Self

and Real Self areDifferent

Strengths:where my Ideal Self

and Real Self areSimilar

ExperimentingWith new behavior

Practicing newbehavior

Trusting Relationshipsthat help. support, and encourage each stepin the process

Boyatzis’ Self-Directed Learning Model (1970, 1999, 2000)

© Richard E. Boyatzis, 2000.

The Ideal Self

The Real Self




The Motivation To Change: Finding their passion and dreams Looking in the mirror at who they are

The Emotional Intelligence model as describedThe Emotional Intelligence model as describedin Goleman’s 1998 book,in Goleman’s 1998 book,

Working with Emotional IntelligenceWorking with Emotional Intelligence, and, andBoyatzis and Goleman’s Boyatzis and Goleman’s

Emotional Competence Inventory (ECI)Emotional Competence Inventory (ECI)

The Self-awareness Cluster:The Self-awareness Cluster:Emotional self-awarenessEmotional self-awarenessAccurate self-assessmentAccurate self-assessment

Self-confidenceSelf-confidence

Catching Your Dreams Catching Your Dreams and Engaging Your Passionand Engaging Your Passion

Ego ideal, role models, heroes & heroines, Ego ideal, role models, heroes & heroines, aspirations, values, philosophy, life and career stages, aspirations, values, philosophy, life and career stages, motives, etc.motives, etc.

The power of positive imaging & visioningThe power of positive imaging & visioning

Thinking in the Left Prefrontal CortexThinking in the Left Prefrontal Cortex

But we often skip over formulating the Ideal Self But we often skip over formulating the Ideal Self image in development or education and become image in development or education and become anesthetized to our own ideal and dreams.anesthetized to our own ideal and dreams.

The ideal self ...The ideal self ...

Eles não sabem que o sonhoé uma constante da vida…Eles não sabem que o sonhoé vinho, é espuma, é fermento,bichinho álacre e sedento,de focinho pontiagudo,que fossa através de tudonum perpétuo movimento.Eles não sabem que o sonhoé tela, é cor, é pincel…Eles não sabem, nem sonhamque o sonho comanda a vidao mundo pula e avançacomo bola coloridaentre as mãos de uma criança.

Parts of “Pedra Filosofal” by Antonio GedeãoParts of “Pedra Filosofal” by Antonio Gedeão

List “27 things I’d like to do or experience before I List “27 things I’d like to do or experience before I die.”die.”

If you won the super lottery, and received 8 billion If you won the super lottery, and received 8 billion bolivars after tax, how would your life and work bolivars after tax, how would your life and work change?change?

NETCAM, October 5, 2016: If you were living your NETCAM, October 5, 2016: If you were living your ideal life in 2016, what would a NETCAM show as it ideal life in 2016, what would a NETCAM show as it recorded the next week of your life?recorded the next week of your life?

An individual exercise/reflectionAn individual exercise/reflection

What do these answersWhat do these answers

tell you about how youtell you about how you

would like to be living and working ?would like to be living and working ?

Are you living and workingAre you living and working

in this way now ?in this way now ?

Developing a Personal Vision

My Ideal Life and Work in 7-10 years

What will I be doing?

Where will I be?

Who will I be with?

What will my work and life be?

What will I be?

Developing a Personal Vision

My Ideal Life and Work in 7-10 years

What will I be doing?

Where will I be?

Who will I be with?

What will my work and life be?

What will I be?

Am I a Boiling Frog ?Am I a Boiling Frog ?Looking into the MirrorLooking into the Mirror

Ego defense mechanisms and self-deceptionEgo defense mechanisms and self-deception

Gradual development of the perception of Gradual development of the perception of myselfmyself

Slow adjustments to change are acceptable Slow adjustments to change are acceptable and often hardly noticed !and often hardly noticed !

The real self ...The real self ...

Am I a Boiling Frog ?Am I a Boiling Frog ?Looking into the MirrorLooking into the Mirror

Others may not be helpful ----Others may not be helpful ----

they may be boiling frogs themselves, or they may be boiling frogs themselves, or enablers (who forgive, are frightened of the enablers (who forgive, are frightened of the change, or do not care) and allow it to pass change, or do not care) and allow it to pass unnoticed.unnoticed.

The greatest challenge is stimulatingThe greatest challenge is stimulating

CANDOR and the COURAGE to look and see!CANDOR and the COURAGE to look and see!

The real self ...The real self ...

Me at My Best

(An Exercise from The Hay Group’sMastering Emotional Intelligence Program)

1. Think about a specific time when you were “at your best” at work. Describe the situation, what you were saying and doing, and the effect it had on others.

2. Think about a specific time when you were “at your best” at home or during your leisure. Describe the situation, what you were saying and doing, and the effect it had on others.

Add more events to your description if you wish.

Me at My Best

(An Exercise from The Hay Group’sMastering Emotional Intelligence Program)

1. Think about a specific time when you were “at your best” at work. Describe the situation, what you were saying and doing, and the effect it had on others.

2. Think about a specific time when you were “at your best” at home or during your leisure. Describe the situation, what you were saying and doing, and the effect it had on others.

Add more events to your description if you wish.

Real Self Ideal Self

X X

The First Discontinuity:Realizing Who I Am and Who I Want to Be

TWO LEARNING POINTS BUILDING ON SELF-AWARENESS:

1. IDEAL SELF: Engage your passion and create your dreams! [Engage their passion and help them to create or articulate their dreams!]

2. REAL SELF: ’! (Know thyself!) [Help others to see themselves as they appear to others.]

The Motivation to ChangeThe Motivation to Change

Application techniquesApplication techniques

Helping others or yourself develop an image of:Helping others or yourself develop an image of:

The IDEAL SELF:The IDEAL SELF:

reflective exercises and testsreflective exercises and tests

talking with friends and mentorstalking with friends and mentors

search for groups considering changesearch for groups considering change

dreaming about an ideal futuredreaming about an ideal future

The REAL SELF:The REAL SELF:

360 degree feedback360 degree feedback

behavioral feedback with videotapes and audiotapesbehavioral feedback with videotapes and audiotapes

psychological testspsychological tests

meeting regularly with mentors or coachesmeeting regularly with mentors or coaches

The Ideal Self

The Real Self






Boyatzis’ Self-Directed Learning Model (1970, 1999,2000)


The Readiness to Change:

Articulating Strengths and Gaps Focus on both

Adapt:

Gaps

Preserve:

Strengths


Discrepancy Congruence

X X

Felt Need Strength on whichto buildX


1. Identify or articulate both your strengths and gaps! [Assist the person in articulating their strengths and gaps!]

2. Keep attention on both characteristics- do not let one become a preoccupation!


1. Identify or articulate both your strengths and gaps! [Assist the person in articulating their strengths and gaps!]

2. Keep attention on both characteristics- do not let one become a preoccupation!


IDENTIFY STRENGTHS AND GAPS:IDENTIFY STRENGTHS AND GAPS: 360 degree feedback in a development setting360 degree feedback in a development setting behavioral feedback with videotapes and audiotapesbehavioral feedback with videotapes and audiotapes coachingcoaching psychological testspsychological tests Identifying themes in past feedback, successes and exciting Identifying themes in past feedback, successes and exciting

eventsevents

KEEPING ATTENTION BALANCED:KEEPING ATTENTION BALANCED: Force yourself to always identify the strengths firstForce yourself to always identify the strengths first Relate the gaps to strengthsRelate the gaps to strengths Review your vision, values and philosophy for context Review your vision, values and philosophy for context Reality test diagnosis with spouse, close friends and Reality test diagnosis with spouse, close friends and

coachescoaches


The Ideal Self

The Real Self

MyLearning Agenda:


Gaps








Creating Mindfulnessand Attention:Creating their own agenda Build on strengths Fit into life & work

A Learning Orientation versusA Learning Orientation versus

a Performance Orientationa Performance Orientation

They must be your goals-They must be your goals-lead to your Ideal Self while building on your lead to your Ideal Self while building on your

Real Self, using your planning style!Real Self, using your planning style!

The action plan must be feasible in your life-The action plan must be feasible in your life-using your learning style and fitting into the using your learning style and fitting into the

structure of your life and work !structure of your life and work !

The Self-awareness Cluster:The Self-awareness Cluster: Emotional self-awarenessEmotional self-awareness Accurate self-assessmentAccurate self-assessment Self-confidenceSelf-confidence

The Self-management Cluster:The Self-management Cluster: AdaptabilityAdaptability Self-controlSelf-control ConscientiousnessConscientiousness InitiativeInitiative Achievement orientationAchievement orientation TrustworthinessTrustworthiness

David Leonard’s Doctoral Dissertation:David Leonard’s Doctoral Dissertation:

Setting a specific learning goal significantly increased the Setting a specific learning goal significantly increased the amount of improvement shown on competencies during a amount of improvement shown on competencies during a graduate management programgraduate management program

Jane Wheeler’s Doctoral Dissertation:Jane Wheeler’s Doctoral Dissertation:

Setting specific learning goals significantly increased the Setting specific learning goals significantly increased the amount of improvement shown on competencies while amount of improvement shown on competencies while working for years after a formal graduate program was working for years after a formal graduate program was completed!completed!

Add to the decades of research on goals and performance by Add to the decades of research on goals and performance by McClelland, Locke and Latham and othersMcClelland, Locke and Latham and others

What are you learning this next week?What are you learning this next week?

You are investing 119 waking hours this week.You are investing 119 waking hours this week.

What are you learning?What are you learning?

You are investing 6,000 waking hours this year.You are investing 6,000 waking hours this year.

What are you learning during the 2,000-3,000What are you learning during the 2,000-3,000

hours at work, or the other 2,000-3,000 hours?hours at work, or the other 2,000-3,000 hours?

Create a Learning Agenda to learn Create a Learning Agenda to learn

more from your experiences.more from your experiences.


Discrepancy Congruence

X X

Felt Need Strength on whichto build

Change or learning

Goals

X

Plan

X

1. Create your/their own, personal learning agenda!

THREE LEARNING POINTS BUILDING ON SELF-AWARENESS AND SELF-MANAGEMENT:

2. Goals should lead to the Ideal Self while building on the Real Self!

3. Actions and plan must fit into the structure of life and work!

Helping others or yourself develop appropriate goals Helping others or yourself develop appropriate goals and plan:and plan:

Link to the Ideal Self a desired life & workLink to the Ideal Self a desired life & work

Reality testing desirability and commitment to goals with Reality testing desirability and commitment to goals with spouse, friends, coachesspouse, friends, coaches

Reality test the plan with coaches or others who have Reality test the plan with coaches or others who have successfully changedsuccessfully changed

Tests assessing learning preferences and flexibilityTests assessing learning preferences and flexibility

Up-date progress with regular meetings with mentors or Up-date progress with regular meetings with mentors or coachescoaches


The Ideal Self

The Real Self

MyLearning Agenda:


Gaps





Experimentingwith new behavior

Practicing new behavior




Metamorphosis: Experiment and Practice, learn more from experience.

Social competenceSocial competence

Social Awareness Cluster:Social Awareness Cluster:

EmpathyEmpathy

Service orientationService orientation

Organizational awarenessOrganizational awareness

Social Skills Cluster:Social Skills Cluster:

LeadershipLeadership Conflict managementConflict management

InfluenceInfluence Developing OthersDeveloping Others

Change catalystChange catalyst Building BondsBuilding Bonds

CommunicationCommunication Teamwork and Teamwork and CollaborationCollaboration

Ken Rhee’s doctoral dissertation:Ken Rhee’s doctoral dissertation:

25-35 year old full-time MBAs did not conclude that they 25-35 year old full-time MBAs did not conclude that they had learned a competency until they had an opportunity had learned a competency until they had an opportunity to use it in projects or during an internshipto use it in projects or during an internship

Jane Wheeler’s dissertation:Jane Wheeler’s dissertation:

Part-time MBA graduates followed two years after Part-time MBA graduates followed two years after graduation (in mid to late 30’s) improved on graduation (in mid to late 30’s) improved on competencies as a function of the number of different competencies as a function of the number of different “life spheres” or reference groups (such as work, “life spheres” or reference groups (such as work, family, friends, etc.) within which they worked on the family, friends, etc.) within which they worked on the learning goalslearning goals

From research using Cognitive Behavior TherapyFrom research using Cognitive Behavior Therapyto increase the use of emotional intelligence to increase the use of emotional intelligence

competencies:competencies:

Mental rehearsal is importantMental rehearsal is important

Experimentation and practiceExperimentation and practicein “real” settings is essentialin “real” settings is essential

Practicing beyond the point of comfort toPracticing beyond the point of comfort tothe point of mastery is necessarythe point of mastery is necessary

““The neocortex rapidly masters didactic information,The neocortex rapidly masters didactic information,But the limbic brain takes mountains of repetition.But the limbic brain takes mountains of repetition.No one expects to play the flute in six lessons orNo one expects to play the flute in six lessons orto become fluent in Italian in ten. But while mostto become fluent in Italian in ten. But while mostcan omit Ravel or Dante from their livescan omit Ravel or Dante from their liveswithout sacrificing happiness, the same cannot be saidwithout sacrificing happiness, the same cannot be saidof emotional and relational knowledge.”of emotional and relational knowledge.”

Lewis, Amini, and Lannon,Lewis, Amini, and Lannon, A General Theory of LoveA General Theory of Love

THE FOURTH DISCONTINUITY: MetamorphosisTHE FOURTH DISCONTINUITY: Metamorphosis

Changes in the Real or Ideal SelfChanges in the Real or Ideal Self

THREE LEARNING POINTS BUILDING ON SOCIAL THREE LEARNING POINTS BUILDING ON SOCIAL AWARENESS AND SOCIAL SKILLS:AWARENESS AND SOCIAL SKILLS:

1.1. Experiment and practice, try to learn more fromExperiment and practice, try to learn more fromexperience!experience!

2.2. Find settings which are psychologically safeFind settings which are psychologically safewithin which to experiment and practice!within which to experiment and practice!

3.3. Develop and use relationships as part of the changeDevelop and use relationships as part of the changeand learning process! and learning process!


EXPERIMENTATION AND PRACTICE:EXPERIMENTATION AND PRACTICE: try new approaches with specific people try new approaches with specific people use temporary assignments to practice new use temporary assignments to practice new

behavior (e.g., task forces, committees, etc.)behavior (e.g., task forces, committees, etc.) commit to helping with community, civic, religious, commit to helping with community, civic, religious,

or professional groups as settings within which to or professional groups as settings within which to practicepractice

BUILDING AND USING RELATIONSHIPS:BUILDING AND USING RELATIONSHIPS: meeting regularly with mentors or coachesmeeting regularly with mentors or coaches form or join and meet with groups considering form or join and meet with groups considering

changechange


The Ideal Self

The Real Self

MyLearning Agenda:


Gaps





ExperimentingWith new behavior

Practicing newbehavior




Learning pointsLearning points Ideal Self: Engage passion and create dreamsIdeal Self: Engage passion and create dreams

Real Self: Know thyselfReal Self: Know thyself

Identify or articulate both strengths and gapsIdentify or articulate both strengths and gaps

Keep attention on both characteristics - do not Keep attention on both characteristics - do not let one become a preoccupationlet one become a preoccupation

Create your/their own, personal learning Create your/their own, personal learning agendaagenda

Goals should lead to the Ideal Self while Goals should lead to the Ideal Self while building upon Real Selfbuilding upon Real Self

Learning pointsLearning points Actions and plan must fit into the structure of Actions and plan must fit into the structure of

life and worklife and work

Experiment and practice, try to learn more Experiment and practice, try to learn more from experiencefrom experience

Find settings which are psychologically safe Find settings which are psychologically safe within which to experiment and practicewithin which to experiment and practice

Develop and use relationships as part of the Develop and use relationships as part of the change and learning processchange and learning process

Applications to yourself and helping othersApplications to yourself and helping others

Are you or others spending sufficient time at each step Are you or others spending sufficient time at each step in the process ? in the process ?

– Motivation to ChangeMotivation to Change

– Readiness to ChangeReadiness to Change

– Creating Mindfulness and AttentionCreating Mindfulness and Attention

– MetamorphosisMetamorphosis

Has the learning point of each step of the process been Has the learning point of each step of the process been achieved before proceeding ?achieved before proceeding ?

Has the process allowed for the rhythm of progress and Has the process allowed for the rhythm of progress and discontinuities ?discontinuities ?

What you can do,What you can do,or dream you can, begin it,or dream you can, begin it,

Boldness has genius, power,Boldness has genius, power, and magic in it. and magic in it.

Goethe, Goethe, Faustus, a Dramatic Mystery,Faustus, a Dramatic Mystery,

A Prelude at the Theater,A Prelude at the Theater,

as translated by John Anster (1835)as translated by John Anster (1835)

Ballou, R., Bowers, D., Boyatzis, R.E., and , D.A. (1999). Fellowship in lifelong learning: An executive developmentprogram for advanced professionals,” Journal of Management Education, 23(4), 338-354.

Beaubien, J.M. & Payne, S.C. (1999). Individual goal orientation as a predictor of job and academic performance:

A meta-analytic review and integration. Paper presented at the meeting of the Society for Industrial

and Organizational Psychology, Atlanta, GA. April, 1999.Boyatzis, R.E. (1982). The competent manager: A model for effective performance. New York: John Wiley & Sons.Boyatzis, R.E. (1996). Consequences and rejuvenation of competency-based human resource and organization

development,’ In Woodman, R.W., and Pasmore, W.A.(eds.), Research in Organizational Change and Development, volume 9, pp. 101-122, Greenwich, CN: JAI Press.

Boyatzis, R.E. (1999). Self-directed change and learning as a necessary meta-competency for success and effectiveness in the 21st century. In Sims, R. and Veres, J.G. (eds.). Keys to employee success in the coming decades.Westport, CN: Greenwood Publishing.

Boyatzis, R.E., (in press) “Developing emotional intelligence,” In C. Cherniss, R.E. Boyatzis, and M. Elias (eds.). Research and Theoretical Advances in Emotional Intelligence: Volume 1.

Boyatzis, R.E., Cowen, S. S., and Kolb, D.A. (eds.) (1995). Innovating in professional education: Steps on a journey from teaching to learning. San Francisco: Jossey-Bass.

Boyatzis,R.E., Goleman, D., and Rhee, K. (in press). “Clustering Competence in Emotional intelligence: Insights form the Emotional Competence Inventory (ECI)s,” In R. Bar-On and J.D.A. Parker (eds.). Handbook of Emotional Intelligence . San Francisco: Jossey-Bass.

Boyatzis, R.E., Leonard, D., Rhee, K., and Wheeler, J.V. 1996. Competencies can be developed, but not the way wethought. Capability, 2(2). P.25-41.

Boyatzis, R.E., Wheeler, J., and R. Wright (in press). Competency development in graduate education: A longitudinal perspective, Proceedings of the First World Conference on Self-Directed Learning, GIRAT, Montreal.

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Coming in March, from Harvard Business School Press:

Primal Leadership: Realizing the Power

of Emotional Intelligenceby

Daniel GolemanRichard Boyatzis

Annie McKee

Later in 2002 or early in 2003

To be published in Spanish

byPlaza y Janes

leadership without emotional intelligence is like dancing without rhythm richard e. boyatzis,...

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