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Emotional-Intelligence-and-Diversity-Lee-Anita-Jorge.pdf

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)

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Lee Gardenswartz, Jorge Cherbosque, and Anita Rowe are partners in the Emotional Intelligence and Diversity Institute, Los Angeles, and the authors of Emotional Intelligence for Managing Results in a Diverse World. They provide training and consulting to organizations such as UCLA, Harvard Medical School, Walt Disney, and Cox Communication.