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Is emotional intelligence an important skill? What benefits are there by being emotionally intelligent? Does emotional intelligence have an influence on diversity consciousness? Answer question in 1paragraph. 5-6 sentences read article 74 Journal of Psychological Issues in Organizational Culture, Volume 1, Number 1, 2010 © 2010 Bridgepoint Education, Inc. and Wiley Periodicals, Inc. Published online in Wiley InterScience (www.interscience.wiley.com) • DOI: 10.1002/jpoc.20002 PRACTITIONER’S CORNER Emotional Intelligence and Diversity A Model for Differences in the Workplace Lee Gardenswartz, Ph.D., Emotional Intelligence and Diversity Institute; Jorge Cherbosque, Ph.D., Emotional Intelligence and Diversity Institute; and Anita Rowe, Ph.D., Emotional Intelligence and Diversity Institute S cholars and practitioners alike have studied and applied the prin- ciples of emotional intelligence (EI) and diversity in leadership and organizational performance extensively in the past decade. Th e emotional intelligence and diversity model presented in this Practitio- ners’ Corner merges the two organizational disciplines to leverage a synergy that practitioners can create when they apply the principles of EI and diversity together. Th e model applies to individual contributors, leaders, teams, and whole organizations. EI has emerged as a critical factor in workplace success for individuals and leaders and for teams. Diversity enriches an organization’s ability to respond to its customers or other stakeholders with more creative and innovative products and solutions. However, to engage fully the diverse backgrounds, intellects, and cultural perspectives within an organization, individual employees and leaders must apply EI to building, maintaining, and leveraging rela- tionships. Th e model presented here not only charts a pathway to using EI to leverage diversity, but also provides concrete steps for practitioners and their clients in bringing the model to life in the workplace. Scholars and practitioners alike have studied and applied the prin- ciples of emotional intelligence (EI) and diversity in leadership and orga- nizational performance extensively in the past decade. Goleman (1995) popularized the concepts of emotional intelligence (EI) and the emo- tional quotient. His essential assertion that EI surpasses IQ as a 75Journal of Psychological Issues in Organizational Culture, Volume 1, Number 1 • DOI: 10.1002/jpoc determinant of workplace success has been exten- sively studied not only by Goleman and his associ- ates but also by others scholars and practitioners (e.g., Bar-On & Parker, 2000). EI encompasses interdependent competencies in both self-awareness and responsiveness to others. Th e emotionally intelligent individual remains aware of his or her emotions and manages those emotions in the moment to respond ap propriately and productively to events and situations. With respect to others, EI manifests itself in three essential competencies: accurately empathic perception of others’ feelings, appropri- ately responding to those emotions with empathy, and managing or assisting others in managing their emotional responses. In their ground- breaking work, Primal Leadership, Goleman, Boyatzis, and McKee (2004) documented a decade of research into the vital role EI plays in successful organizational leadership. Leaders with high levels of EI tend to succeed, exercise strong infl uence over others, and achieve organi- zational goals. Low levels of EI in a leader present signifi cant barriers to success. Organizations that embrace diversity, weave the notion of inclu- sion into their cultures, and align diversity work with their strategies have an increased likelihood of performing to their full potential. Diverse workforces can bring a wider variety of intellectual power and life experience to support the challenge of creating innovative solutions and products. Diverse workers appeal to a widely varying market segment, off er insights to help organiza- tions develop innovative product designs, under- stand the role of service delivery, and provide opportunities for customer-facing personnel to attract more diverse customer bases. Inevitably, however, the interactions among individuals with diverse backgrounds in terms of ethnicity, religion, religiosity, gender, sexual orientation, race, color, age, and other demographics, as well as status with respect to disability, military service, and tenure with the organization, trigger stress and even anxiety in the workplace. Some- times this interpersonal relationship stress, which coworkers perceive emotionally and physically, interferes with performance. At worst, the stress and anxiety can lead to discord and counterpro- ductive confl ict, signifi cantly distracting individu- als and teams from their duties and responsibilities. At the least, this stressful dynamic shifts focus from the business opportunity or problem at hand toward unspoken prejudicial beliefs that create barriers to productivity, and toward exces- sive caution to be politically correct. When diver- sity work is applied with EI using the model presented here, EI helps address the sources of unproductive tension resulting from misinter- preted interactions among coworkers and increases the appreciable leverage that diversity can bring to the challenge of achieving an organization’s poten- tial for high performance levels. Defi ning Emotional Intelligence and Diversity Human beings function on both rational and emo- tional levels, but emotions are at the heart of their energy, commitment, and motivation. Feelings are also fundamental in forming reactions to the 76 Journal of Psychological Issues in Organizational Culture, Volume 1, Number 1 • DOI: 10.1002/jpoc diff erences people observe and perceive among themselves and others. Emotions determine whether people accept, reject, approach, avoid, or engage with others. Th e more one understands and manages emotional responses, the more one enjoys greater comfort in relationships, eff ectiveness in interactions, and inner peace. Th e model of emotional intelligence and diver- sity (EID) presented here expands the traditional defi nition of emotional intelligence so that it is rel- evant in today’s diverse world. EID encompasses the ability to feel, understand, articulate, manage, and apply the power of emotions to interactions across lines of diff erence. Diversity, those aspects of individual traits across which individuals and teams interact, helps people understand the mul- tiple dimensions of individuality across which people see similarities and diff erences. Dealing with others across these lines of diff erence often triggers powerful responses that require emotional intelligence to manage. Figure 1 depicts these dif- ferences (Gardenswartz & Rowe, 1994). EI is required in any environment where indi- viduals interact. Wherever people interact, but especially in the workplace, diff erences such as values, language, behaviors, preferences, and norms bombard people daily. Whether these dif- ferences seem familiar or unfamiliar, intriguing or confusing, frustrating or delightful, desirable or disagreeable, they touch everyone at a feeling level and produce an emotional as well as an intellectual response. Th ese emotional reactions lead to behav- iors that can be eff ective or ineff ective, depending on each individual’s ability to deal eff ectively with those feelings. Success depends on achieving high levels of EI and employing EI in novel ways. Th e emotional intelligence needed to cope eff ectively in a diverse world involves both insight and action. Th is type of EI requires focus on both the self and others in order to have eff ective interactions and productive work groups, as depicted in Figure 2 (Gardenswartz, Cherbosque, & Rowe, 2008). Th e four elements in the EID model in Figure 2 represent interacting and interdependent dynamics. Affi rmative introspection requires self-awareness combined with self-refl ection on the individual’s values, passions, preferences, and worldview. Self-governance means managing emotional reactions to diff erences among people and to specifi c situations, so that the behavioral responses the individual chooses create construc- tive eff ects rather than self-defeating and des- tructive results. Intercultural literacy refers to continually and nonjudgmentally exploring and understanding others’ cultural norms in terms of values, beliefs, and behaviors. Social architecting is a deliberate and conscious eff ort to structure relationships and social environments to increase the likelihood of productive and mutually benefi - cial relationships. Affi rmative Introspection A critical fi rst step in developing the ability to deal with diff erences is self-awareness in order to understand our reactions to others. Th is ongoing process involves reaching and maintaining a comfort with one’s own identity, including an understanding of one’s values, passions, prefer- ences, and worldview. Th is introspection also involves becoming conscious of the biases, assump- tions, and hot buttons that infl uence one’s attitudes toward others. 77Journal of Psychological Issues in Organizational Culture, Volume 1, Number 1 • DOI: 10.1002/jpoc Figure 1 Four Layers of Diversity Awareness precedes choice and change. Self- understanding helps one to predict behavior through knowing what evokes a particular emo- tional reaction and behavioral response. Th is insight is fundamental to managing emotional reactions and behavior toward others. From ancient times, scholars and philosophers have advocated self-refl ection and self-awareness. As the discipline of psychology emerged to its present forms, many psychological scholars and schools of counseling and psychotherapy promoted developing affi rmative introspection skills. In his book, Th e Six Pillars of Self-Esteem, noted psy- chologist Nathaniel Branden (1994) demonstrates why self-awareness is one of the pillars for building self-esteem and psychological health. Th e practice of living consciously is one of the greatest bene- fi ts clients gain from the therapeutic encounter. Orga nizational Dimensions Exter nal Dimensions* Inte rnal Dimensions* Appear- ance Union or Political Affiliation Management Status Age Race Gender Ethnicity Physical Ability Sexual Orlentation Functional Level/ Classification Work Content/ Field Division/ Department Unit/ Group Seniority Work Location Marital Status Parental Status Work Experience Educational Background Religion Recreational Habits Personality Personal Habits Income Geographic Location *Adapted from Loden and Rosner (1991). Source: Gardenswartz and Rowe (2008). 78 Journal of Psychological Issues in Organizational Culture, Volume 1, Number 1 • DOI: 10.1002/jpoc Figure 2 Emotional Intelligence and Diversity Th is practice, in fact, enhances their emotional intelligence. Self-awareness does not necessarily ensure self-acceptance; often self-awareness results in neurotic self-consciousness and sometimes even leads to narcissistic self-absorption. However, many therapies and spiritual traditions link self- awareness to the contemplation and self-evaluation that leads to self-acceptance. Accepting diff erences among individuals, beginning with facets of the self, empowers individuals to take responsibility for themselves and their choices instead of disowning them, resulting in a stronger self-understanding. Th en the individual is better able to experience and express compassion and empathy for others. Self-Governance Destructive behaviors sometimes occur when dif- ferences trigger powerful feelings. Affi rmative introspection helps people understand why diff er- ences trigger energetic reactions. Self-governance is the process of learning to make choices about channeling that energy into positive and productive or negative and counterproductive behaviors. Th is ability to manage the energy that emotional reac- tions generate and channel that energy in a con- structive direction is the essence of self-governance. Self-governance involves gaining mastery over the feelings that diff erences evoke by being able to deal with the ambiguity that is part of a diverse environ- ment, being fl exible and adaptable in the face of change, and taking charge of the mental self-talk that challenging diff erences can trigger. Cognitive therapies, including cognitive behavior therapy and rational emotive therapy (RET) (Ellis, 1973), off er a helpful process in gaining control over our inner dialogue. Th is self-control increases eff ectiveness in dealing with situations in which one might allow diff erences to trigger a reac- tion that hijacks one’s emotional response. For example, Ellis and other practitioners of RET (also known as rational emotive behavior therapy) teach their clients a model based on the acronym ABC. Th e individual experiences an activating event, A; in the context of this article, this is a diversity diff erence among individuals. Th e emotional reaction to A, called the emotional con- sequence, C, appears to result from the activating event, A. However, RET teaches that the individu- al’s belief, B, intervenes. Th e belief about the meaning and interpretation of A, the diff erences, actually leads to the emotional reaction, the emo- tional consequence, C: A minus B minus C. Some beliefs are rational, leading to appropriate emo- tional responses, such as fear of lightning from an Affirmative Introspection Intercultural Literacy Self- Governance Social Architecting 79Journal of Psychological Issues in Organizational Culture, Volume 1, Number 1 • DOI: 10.1002/jpoc approaching thunderstorm. However, many beliefs are irrational B, which lead to inappropriate emo- tional reactions. Self-governance involves the ability to recognize when a diff erence combined with an irrational belief leads to a destructive emotional consequence. Psychologists frequently encounter a client whose diffi culty with tolerating uncertainty creates much anxiety and promotes impulsive behavior. Research by Adorno, Frenkel- Brunswik, Levinson, and Sanford (1950) on the impact of intolerance shows the importance of overcoming rigid pers onality traits and the need for governing emotions in times of uncertainty. As individuals learn to better tolerate uncertainty and the unfamiliar, they increase their capacity for teamwork and creativity. Intercultural Literacy In a diverse world, understanding and managing oneself is not enough. Knowledge about other cul- tural norms helps people to fi gure out the reasons and meaning behind the behavior of others. Th is third aspect of the model, intercultural literacy, involves understanding others’ cultural rules, norms, and values. Th is understanding is the fi rst step toward empathy for others and the ability, metaphorically, to walk in their shoes. Further steps in the process encompass resisting the temp- tation to judge others’ behavior according to one’s own cultural standards and seeing the advantages and disadvantages of all cultural norms. Th is aware- ness and knowledge helps us to read the behavior of others more accurately so we can deal with them more eff ectively. Geert Hofstede’s (1997) likening culture to “behavioral software” is a helpful metaphor for understanding these variations. Th is “software” tells a person of one culture to interpret behavior one way and persons from another culture perhaps to interpret the same behavior quite diff erently. Edward T. Hall (1969, 1973, 1989), an inter- cultural communications expert, categorized cultural norms into dimensions, such as individu- alistic-collectivistic and monochronic-polychronic. Viewing cultural norms as they fall along these dimensions helps develop a perspective that diff er- ences need not lead us to irrational evaluations of their goodness or badness but as indicators of rich- ness and possibility. Social Architecting Th e fourth component of EID focuses on develop- ing the ability to structure consciously and inten- tionally our relationships and environments so that they are productive, fulfi lling, and satisfying for everyone. Th is aspect of EID encompasses the ability to serve as a cultural interpreter who helps others understand the diff erent cultural norms and perspectives involved in situations. Social archi- tecting includes eff ective communication to resolve confl icts in ways that are mutually satisfying to all parties and in the process to create welcoming, inclusive environments. Th ese conditions empower individuals and groups to realize their creative potential, leveraging their diversity in the process. Emotional Intelligence: Beyond the Individual Success as an employee, manager, or in virtually any role in today’s diverse world requires us to 80 Journal of Psychological Issues in Organizational Culture, Volume 1, Number 1 • DOI: 10.1002/jpoc develop competence in these four dimensions of the EID model. Th e reward is enrichment of life and belonging to more highly functioning teams. While the EID model has clear application and relevance for individuals, the same concepts apply to teams and organizations. Managers and team members alike share responsibility for building emotionally intelligent team environments. Leaders at the strategic level can create the benefi ts of leveraging diverse workforces by implementing policies and systems that reinforce and support the development and maintenance of emotionally intelligent organizations. Th e conceptual under- pinning of social architecting comes in large part from the vast body of research on eff ective group problem solving and decision making. Th e common theme in the literature is that eff ective groups meet two needs for their members: ego and affi liation. Abraham Maslow’s (1943) hierarchy of human needs, especially the needs for esteem and belong- ing, supports these fi ndings. His theory of human motivation is more than 65 years old, yet it is as valid and reliable a predictor for success today as it has always been.While individual application has been discussed in the earlier sections of this article, relevance at the team and organizational levels is discussed in this section. Table 1 provides a summary of how the EID model applies at all three levels: individual, team, and organizational. Team Level Dealing with diff erences often elicits interest and curiosity and off ers the promise of creativity. Th e diffi culty comes when team members from diff erent backgrounds, value sets, and cultural styles have to work together and deal with the confl icting aspects of these diff erences. In the process of making changes and implementing poli- cies and procedures, they sometimes fi nd that real diff erences are no longer so full of promise. Th ey are just diffi cult. In these situations, EID can be of immense help for teams that want to achieve pro- ductivity, meaning, and joy in this complex, plural- istic world. EID provides an approach to creating and reinforcing healthy norms, which empowers teams to perform closer to their potential. Apply- ing EID at the team level requires developing skills, competencies, and norms for creating teams that embrace diff erences in style, priorities, viewpoints, motivations, and talents. Teams begin by establishing ground rules about how to give feedback in constructive ways. Perhaps team members agree that any feedback Table 1 Key Aspects of EID Model for Individuals, Team, and Organizations Individual level Developing the emotional intelligence competencies and skills individuals need to function effectively in a diverse world Team level Developing the norms and skills needed to create emotionally intelligent teams that are inclusive and embrace diversity Organizational level Enabling teams to use diversity to create synergistic solutions within an engaging and respectful environment Identifying the principles, norms, and values that need to be developed, implemented, and communicated in order to become a truly inclusive organization with a culture of respect that succeeds in a diverse world 81Journal of Psychological Issues in Organizational Culture, Volume 1, Number 1 • DOI: 10.1002/jpoc must be about a behavior that can be changed and presented through the “I” message technique that guarantees less judgment and defensiveness (e.g., “I get irritated when I am interrupted as I try to present my ideas”). Perhaps the team designs fun but direct ways to give people feedback when old habits are hard to break. For example, in one group, team members yelled, “Boomerang,” when norms were violated. Th at comment signaled that the behavior could come around to kick you if you keep it up. On another team, members exclaimed, “Oil,” when someone was repeating feedback over and over again. Th e metaphor the team created was based on the feeling that a member was drill- ing the same hole again and again, to the point he or she had drilled so far as to strike oil. Th ese are light, easy ways to help break bad habits. Th rough intentionally focusing on creating and reinforcing such norms, EID helps team members manage potentially disruptive experi- ences in a productive way and use confl ict as a stimulus for creativity and growth. Kelley and Littman (2001) describe how diverse teams innovate more quickly and with more creativity. Kelley founded an industrial design fi rm renowned for its ability to design imaginative breakthrough solutions in amazingly short time frames. One key to their success is that the fi rm deliberately includes in its diverse teams people with widely varying backgrounds in terms of not only demographics like gender, age, race, culture, and experience, but also work experience, educa- tional level, and educational background. For example, a team might include engineers, elemen- tary school teachers, project managers, and philosophers. Th eir team leaders manage the team’s work by applying well-established rules for brainstorming, prototyping, and evolving solution designs. Organizational Level At the organizational level, creating an emotionally intelligent work environment involves creating a balance between having shared organizational values and honoring individual uniqueness. How does the organization manage work life/balance needs with productivity goals and deadlines? How can leaders address employees’ needs for honest, direct communication and transparency in a climate of rapid change? How does the organiza- tion live its stated values of integrity and honesty? Periods of high stress levels in the organization also provide opportunities to demonstrate EI. For instance, during a diffi cult period involving layoff s, clarity and transparency go a long way toward dem- onstrating honesty. Another example is an organi- zation that rewards rational risk taking regardless of the outcome, with the victory not in the result but in taking the risk itself. Th ese issues require feedback, good dialogue, conversations without retribution, and the desire for the organization to value time spent in soft skills so people can com- municate without hurting each other. EID in organizations is focused on helping employees achieve a joyful, productive, and mean- ingful life so they give their best to the organiza- tion, customers, and communities. A workplace governed by intentional acts enriched by purpose, contributions, and meaning is the dream. EID can contribute to making it a reality. Table 2 provides a summary of norms and behaviors designed to achieve these ends. Th e table off ers examples of 82 Journal of Psychological Issues in Organizational Culture, Volume 1, Number 1 • DOI: 10.1002/jpoc Table 2 Examples of Norms and Behaviors to Foster Organizations Operating in the EID Model EID Model Individual Team Organization Affi rmative introspection Honest self-refl ection on feelings, beliefs, and reactions to differences. Express thoughts and feelings to teammates with tact. Practice self-awareness of hot buttons and assumptions. Respond to a strong reaction to another’s behavior by seeking information in a nonjudgmental way. Build in time on a routine basis to assess team effectiveness to give and receive feedback. Pay as much attention to process as to content and dialogue. Establish a norm that the team discusses team dynamics and processes in a nonjudgmental, objective way. Tell inspirational stories about the organization’s heritage and heroes. Have conversations about whether proposed actions and policies are consistent with the organization’s values and culture. Self-governance Seek chances to work in new and unfamiliar environments. Avoid fi nger-pointing and blaming. Seek and accept openly others’ feedback and opinions while self- managing the potential to become defensive. Develop ways to cope with ambiguity. Train the self to respond to differences with curiosity by asking questions rather than getting defensive. Manage frustration and anger by reframing situations and changing self-talk messages. Set ground rules for operating and communicating among group members. Defi ne the work climate the team wants to have through a discussion among the group members. Avoid polarized, either-or thinking by always creating more than two options. Help people navigate the process of change by identifying and focusing on the controllable aspects. Acknowledge gains, losses, and opportunities in changes. Make fun a priority in the culture. Build in fun ways to enhance the enjoyment of work and alleviate stress. actions that, if taken at an individual, team, and organizational level, can enable employees to create a productive, meaningful, and joyous work life. Th ese are examples of some of the possibilities. Each organization needs to establish the behaviors that it believes will enable it to achieve an organizational culture rich in purpose, remark- able in accomplishment, high in meaning, and strong in mutual respect. Such cultures foster an environment in which individuals and teams build and maintain strong relationships, in the process creating networks of connections across the orga- nization that get results. Ultimately they engage employees and managers who feel a sense of belonging to something greater than themselves and the joy of fi nding meaning in their work. � 83Journal of Psychological Issues in Organizational Culture, Volume 1, Number 1 • DOI: 10.1002/jpoc EID Model Individual Team Organization Intercultural literacy Assume that diffi cult behavior takes place for a reason, and fi nd out the reason. Build relationships with those who are different in order to expand mutual understanding. Assume others act with positive intent. Avoid negative attributions about others’ behavior. Invest time in understanding your own assumptions about others’ behaviors as a way to improve relationships. Respect, understand, and value differences in individual styles and perspectives. Take time to hear and understand all views. As a team, identify concrete behaviors that are indicators of trust and integrity. Identify and share hot buttons for team members. Solicit information about the needs and concerns of employees from all parts of the organization. Create opportunities for cross- training. Clarify the behaviors and results for which employees will be held accountable. Develop creative, nonthreatening approaches and language that make discussing diffi cult issues easier. Social architecting Seek resolutions that are mutually satisfactory. Spend time building relationships with people who exemplify the differences in a diverse workforce. Invite those who are quiet and less verbal to express their ideas and opinions. Validate colleagues and their contributions. Express gratitude to others on a regular basis. Check in with people at the beginning of a meeting to fi nd out how everyone is doing. Make the check-in a regular part of the meetings. Invite other departments to your team meetings and attend theirs. Ask internal client departments for feedback. Offer alternatives when existing processes are not working. Invite all participants to engage in the design of processes that involve the most reluctant members. Make certain that potentially divisive issues are talked about in a constructive dialogue. Affi rm a respectful workplace by setting organizational ground rules that foster respect, such as, “Each employee is safe from ridicule and humiliation.” Create forums for interdepartmental communication and problem solving. Create vehicles for networking and communicating across the organization. Create roles such as ombudsperson or diversity director, and give them power and resources. Table 2 (Continued) References Adorno, T. W., Frenkel-Brunswik, E., Levinson, D., & Sanford, R. (1950). Th e …