Emotional competence of a person as a subject of research. The concept of emotional competence

Each of us has met amazing people, amazing because in dealing with them and even just in their presence, we felt confident, capable of strong decisions and real actions, we felt significant, felt that we were understood. Emotional competence is exactly the quality that these people possessed. Many leaders and managers are now striving to develop this quality in themselves, which is so necessary in working with people.

It is no coincidence that during coaching sessions with leaders and managers, I notice that in the process of work we often discuss the emotional side of their activities. Sometimes, starting to work on achieving local, specific goals or on developing the skills necessary for work, one way or another, we "steer" to the topic of developing emotional competence.

The concept of emotional competence

Many executives claim that work is not a place for fun, and convince themselves and others that the office is an "emotionless" territory. They don't understand that suppressing and rationalizing emotions is not the same as not having them. Suppression means that a person forces himself with his mind not to feel the emotions that arise at specific moments. In this case, access to the information communicated by emotions is lost. But sooner or later, suppressed emotions will still find a way out, and the perception of the current situation will be distorted - people begin to get angry, annoyed, blame others and circumstances for all failures, or engage in self-flagellation. Knowing the information provided by emotions influences performance, relationships, health, job satisfaction and, ultimately, whether a person is satisfied with their life.

Emotions influence all our decisions and actions. Emotional competence is the process of identifying our state in order to understand how it affects our behavior.

If we are aware of emotional impulses and provocations, we are able to tell our brain what to do. The result is not only the right action and right decisions but calm and inner balance, stability.

Daniel Goleman introduced the concept of emotion management in his book Managing Emotions. His model allows you to learn to anticipate the appearance of emotions and direct them in the right direction before being completely at their mercy. Marsha Reynolds, author of the book Emotional Competence for Job Success, offers a system of methods and exercises to improve EQ in her trainings.

"Managing emotions" does not mean "repressing and hiding emotions." Emotional competence also does not mean being allowed to always express your emotions. On the contrary, by realistically evaluating their actions, people are able to make the right choice and reduce the impact of stress.

When we understand the nature of our emotions, we are able to keep our feelings and our perceptions from being distorted. And this opens up great opportunities for us, we can significantly improve our relationships with other people. Awareness of one's emotions and the ability to influence them is a harbinger of social well-being and success in life.

Competitive advantage of emotionally intelligent companies

Studies of successful leaders and successful companies have shown that emotionally intelligent or competent leaders achieve much greater results than those who rely more on intellectual intelligence or management knowledge. "Emotionally intelligent companies" that understand people are increasingly outperforming companies that lack such understanding.

Consider the results of studies conducted in Western companies:

27% of company employees feel so bad that they sabotage work and rob employers.

60% don't care about anything other than a paycheck.

only 13% are happy in their work and do their job well.

It's a simple formula: “I WANT to work well and I do it. I DON'T WANT to work well, therefore, I don't try, at least I don't use my potential to the maximum. The power of "I DON'T WANT" often ruins the most magnificent plans and projects. Any projects are implemented by people, and we know that their motivation can go against productivity.

My personal years of experience head of the company and experience as a coach-consultant with managers and staff of client companies, numerous interviews confirm that the difference in productivity of employees often had nothing to do with their knowledge and skills. Everything was based on their emotional state. The effectiveness of the work depended on how people felt doing it.

One of the postulates of the concept of developing emotional competence says that the success of any company depends on the emotional state of employees.

Motivation and loss of qualified personnel

The ability to grow and develop a company directly depends on the ability to hire and retain talented people.

Busy with daily work, managers rarely take the time to think about employee relationships, and of course they lack the energy to improve them. Not surprisingly, the number of depressed and angry people in the office is on the rise.

By a strange coincidence, just in the last week, several young promising employees (they are friends of my children) who have worked in different companies for 2-4 years, told me that they want to quit. What is the reason that trained, highly qualified, full of energy and enthusiasm, well-paid employees want to leave? The answer was the same - leaders do not want to understand them, they are seen as working tools, it is not enough for them to just “do their job”, they want to create more for the company and society. And it's really not big words, it's what they feel.

Many executives who are our clients are surprised to admit that their attempts to retain employees with money have failed. One of the directors was perplexed when, after asking the manager what salary he wants to receive and agreeing to this amount, this manager nevertheless left.

Money can attract, but not retain a specialist. The energy of employees directed to work does not depend on the size of the salary. A good salary certainly affects how an employee feels, especially in the beginning, when it was a decisive factor in applying for a job, but over time its importance decreases.

Career development, positive changes at work, a sense of one's own contribution and achievement outweigh all other factors influencing the choice of a job. And especially in Russian culture, where money is not the main human value.

Attitude towards staff is the most important criterion when choosing a job and deciding to stay in it. People leave the company precisely because they are uncomfortable working with their managers, because they are promised one thing, but in reality something else happens. The nature of the work and the condition of the firm play a less significant role in this.

One of the key managers told me that she quit her favorite job at construction company just because she didn't feel appreciated. She added that she could have stayed if her boss had at least occasionally rewarded the team for working overtime. “I left because I didn’t hear a single word of thanks,” she said.

So, people decide whether or not to stay in a company, to a large extent guided solely by emotions. A person's productivity depends on how he feels.

Maybe you are now saying: “Well, what's new here? We've all known this for a long time."

Yes, but it's still rare to find companies interested in emotional intelligence training, and even rarer companies that make sure their employees are happy to work.

Emotional competence training can and should be carried out for all levels of company personnel. This helps employees at lower levels to be aware of what motivates them to work and what does not. They become more productive and, as a result, happier at work, learning new ways to resolve problems with colleagues and relatives.

It is essential for managers to be emotionally competent if they are to be successful when working with other people. If they do not consider this factor, their subordinates will not be able to use their full potential.

The emotions of senior management affect the success of any new program. They need knowledge of emotional competence to plan organizational development programs.

How to develop emotional competence - a few tips

Tip 1

To become emotionally competent, you need to:

engage in techniques that will help you live in the present moment;

learn to identify your emotions;

learn to identify the source of emotions;

be able to choose the most appropriate type of reaction.

Tip 2

If you are running a company or a team, place a lot of emphasis on personal preference when hiring or selecting employees. If you are working to develop your ability to achieve emotional competence, surround yourself with employees who are also committed to excellence in this area. This will greatly support you.

One of the directors of the company said: "I myself am quite emotionally developed and I do not need my deputies and managers to learn this quality." Educate your managers, you will only become stronger among the same sensible, mature members of the management team as you are.

Sometimes the leaders of companies for which such trainings are held are afraid of turning seminars into sentimental conversations about their feelings. But the meaning of these classes is to share your emotions not for the sake of expression, but for the sake of successfully solving work problems and increasing the efficiency of creative processes.

And one more tip...

The key to using emotional competence for managers in dealing with others is the same as in using it for yourself - to become an objective observer. Then you will see many possible answers to the following questions:

What makes them behave this way?

What are they protecting?

Are they afraid that they will not be heard or recognized, accused of being wrong? Are they afraid of failure?

Do they feel that I don't respect them, or that I underestimated their ideas?

Did I fail their expectations?

Are they afraid that I won't like them?

Did I create an atmosphere where they feel safe and say what they think?

The topic of achieving emotional competence is really relevant today, and this is a response to the market demand, and not a proposal of fashionable exoticism.

Business "the old fashioned way" is doomed. In order to move forward and succeed, companies need to include programs to build relationships and influence emotions in their strategic plans. Hiring and promotion procedures should include conversations that bring out the values ​​and needs of the individual. Corporate culture should include a conversation about the inner world of a person, affecting emotional factors.

Emotional competence is an acquired ability based on emotional intelligence. It is she who leads us to achieve outstanding results in our work. Take, for example, the subtle approach demonstrated by the flight attendant. She proved to be a true impact virtuoso, possessing an important emotional competence: the ability to get others to react in the way you want. This competence is based on two abilities: empathy and social skills. Empathy involves the ability to "read" the feelings of others, and social skills allow you to skillfully manipulate these feelings.

Emotional intelligence determines how much we are able to learn practical skills, which are based on five components: self-awareness, motivation, self-regulation, empathy and the art of maintaining relationships. Our emotional competence shows how fully we have translated this potential into the abilities needed in the workplace. For example, the ability to serve customers well is an emotional competence based on empathy. In the same way, reliability is a competence based on self-regulation, or the ability to fully manage one's urges and emotions. Customer service and reliability are competencies that can make people great employees.

Having high emotional intelligence does not guarantee that a person will master the emotional competencies necessary for his work, but it provides an excellent opportunity to learn them. For example, someone is able to deeply empathize with the interlocutor. But he never acquired the skills based on empathy to “melt” them into the practice of virtuoso customer service, first-class tutoring or mentoring. Moreover, he fails to unite the discord-torn team. This is similar to the situation with music. Suppose some person is lucky - he has absolute pitch by nature. In addition, he took singing lessons - and eventually became an outstanding operatic tenor. However, despite the great inclinations, without special studies one should not even dream of an opera career. In other words, we would have a Pavarotti who had neither single chance become famous.

Emotional competencies are combined into groups. Moreover, the basis of each of them is some common main functional possibility of emotional intelligence. This potential of emotional intelligence is vital for a person who intends to properly master the competencies necessary to excel in the workplace. For example, if he lacks social skills, he will not be able to convince or inspire others, lead teams, or drive change. If he has a bad self-awareness, he will not notice own shortcomings and will not acquire the proper self-confidence, which is born from the conviction of one's own merits.

The sidebar “The Structure of Emotional Competence” shows the relationship between five dimensions of emotional intelligence and twenty-five emotional competencies. None of us are perfect in all of this. Unfortunately, each person has only a certain profile of advantages and limitations. However, as we will learn later, to achieve excellence, it is enough that each of us is strong only in a certain number of these competencies. Usually a person needs at least six of these competencies in order to strengths correlated with all five areas of emotional intelligence. In other words, there are many paths to excellence.

Structure of emotional competence

The functionalities of emotional intelligence are:

● independent: each makes its own special contribution to the performance of the work;

● interdependent: each to some extent is fueled by others through many strong interactions;

● hierarchical: Emotional intelligence functionality builds on each other. So, self-awareness is necessary for self-regulation and empathy, and self-regulation and self-awareness contribute to motivation. At the same time, they all contribute to the development of social skills;

● necessary but not sufficient: having a core emotional intelligence ability does not guarantee that people will develop or display related competencies, such as collaboration or leadership. Factors such as the environment in the organization or the interest of the individual in their job will also determine whether or not a given competency will emerge;

● general: The whole list is applicable to some extent to all professions. However different professions nevertheless make differences in the requirements for certain competencies.

This list provides us with an opportunity to take an inventory of our own strengths and to pinpoint the competencies that we would like to consolidate. In parts II and III of this book, each competence is considered in more depth and detail. This gives us an idea of ​​what their full disclosure looks like... or their complete absence. Readers may want to jump right into the competencies that best suit their interests. The chapters that describe them are interrelated to some extent (as, in fact, the competencies considered in them), although it is not at all necessary to read them in a strictly defined order.

The study of emotional competence was originally conceived with the aim of early identification of talents (Mc Clelland, Baldwin, bronfenbrenner, and Strodbeck, 1958). They were defined as abilities and were supposed to be part of the concept of individuality (Baldwin, Mc Clelland et al., 1958). In the early 1970s, researchers in this position focused on competencies (Mc Clelland, 1973). By the end of the 1970s, the term "competence" became widespread among practitioners.

Competencies have been defined as “basic personality characteristics that are associated with effective or excellent job performance” (Boyatzis, 1982). To assess emotional competencies, a questionnaire was developed: Emotional Competence Inventory (ECI) and its later versions ECI-2 and ECI-U (University version of ECI).

Emotional intelligence as a set of competencies

Emotional Intelligence (EI) is a handy phrase to focus on the emotional component of talent. Thorndike in the 20s and 30s for the study of "Social Intelligence", proposed to consider it as a holistic concept, but modern psychologists (Bar-On, 1992, 1997; Goleman, 1998; Saarni, 1988) appreciated the complexity of the concept , describe "social intelligence" as a complex multi-element structure of abilities. Gardner (1983) viewed "social intelligence" as a construct of intrapersonal and interpersonal abilities. Salovey and Mayer (1990) pioneered the use of the term "emotional intelligence" and described it as awareness and control of one's own emotions and those of others. Other concepts use names such as “practical intelligence” and “success intelligence” (Sternberg, 1996), which often confuse abilities described by other psychologists with cognitive abilities and emphasize the outcome of behavior, in particular success and efficiency.

We offer a number of criteria that allow us to separate the concept of "intelligence" from the concepts of ability or individuality. We believe that in order for a particular characteristic to be classified as an intellectual feature, it must meet a number of requirements:

1) Must be associated with neuroendocrine functioning;

2) Differ in the degree of involvement of the neuronal and endocrine systems;

3) Associated with the results of life and work results;

4) Distinguish from other personality traits, and contribute to a better understanding of personality traits and behavior.

And measurement tools must demonstrate compliance with the basic requirements for measurement methods, demonstrating convergent and discriminatory validity (Campbell and Fiske, 1968).

Our proposed set of criteria differs from those of Mayer, Caruso, and Salovey (1999) in three ways. From their point of view, a characteristic referring to intelligence: (1) should reflect “mental work, not preferred ways of behaving” (p. 269–270); (2) tests should show a positive correlation with other types of intelligence; and (3) rates should increase with experience and age.

We believe that the components of "emotional intelligence" must be associated with neuronal (or possibly neuroendocrine) functioning. If the theory states that there is a set of components that make up "emotional intelligence", then these components must have different neuroendocrine pathways. Our proposed first and second criteria are more specific than the first and second criteria proposed by Mayer et al. (1999). We argue that the model should be able to predict neuronal and endocrine (i.e., hormonal) changes. Regarding our inclusion of the 3rd criterion, the American Psychological Association's Task Force on Intelligence (APA Public Affairs Office, 1997) reported that predicting actual outcomes is an important part of the standard by which we should study intelligence. While Mayer, Caruso, and Salovey (1999) dismiss the idea of ​​linking intelligence to behavioral outcomes as inconsistent with their concept of "emotional intelligence", we believe that "emotional intelligence" should predict both human behavior patterns in life and at work, as well as and the results of such behavior. Such an approach seems more appropriate than simply demonstrating the relationship between intelligence, age, and experience (the third criterion of Mayer, Caruso, and Salovey (1999)).

Currently, there are a large number of studies that aim to explain and predict the effectiveness in various fields activities, and most of Of these studies, the focus is on the study of the behavior of top managers and leaders (Mc Clelland et. al.,. 1958; Mc Clelland , 1973; bray, Campbell, and Grant, 1974; Boyatzis, 1982; Luthans et al., 1988; Kotter, 1982 ; Thornton & Byham, 1982; Spencer and Spencer, 1993). As part of this approach, specific abilities were identified and called "competences".

The integrated concept of "emotional intelligence" offers more possibilities for describing personality dispositions. Goleman (1998) defined “emotional competencies” as “acquired abilities based on emotional intelligence that result in high performance.” In other words, if competence is “a core personality characteristic that contributes to effective or superior performance” (Boyatzis, 1982), then emotional competence is “the ability to recognize, understand, and use emotional information about oneself or others that mediates effective or superior performance.

A simpler definition of emotional intelligence is that emotional intelligence is the intelligent use of emotions. In order to complete this definition, it needs to be supplemented: “How people manage themselves and their relationships” (Goleman et al., 2002). A broader definition: emotional intelligence is a set of competencies, or abilities, manifested in how much a person: (a) knows himself; (b) manages itself; (c) knows others; and (d) manages his relationships with others.

If we consider EI as a monolithic construct, then a certain halo effect arises: more effective people have a set of key components that contribute to success. For example, people with type A behavior are efficient, so they have a number of distinctive features: types of mental abilities, common sense, and style. The problem of finding the best "focus", which allows choosing the best level of detail for a particular design, is largely determined by the theoretical model that the researcher adheres to. With regard to EI, we believe that the most useful "focus" is one that allows one to describe and explore various specific competencies or abilities that can be empirically, causally related to performance, and that describes the clusters into which these competencies are grouped. But it is necessary to start with competencies. Presenting EI as a one-factor model can be misleading and is strongly associated with cognitive ability (that is, the traditional definition of "intelligence" or what psychologists often refer to as "g" when referring to general cognitive ability) (Davies and Stankov, 1998; Ackerman and Heggestad, 1997).

Competencies and Theory of Efficiency

Competence is defined as an ability or capability. It is a series of related but distinct sets of behaviors organized around a basic construct we call “intent.” Behavior is a manifestation of intention, in appropriate situations or a time period. For example, listening to someone and asking questions are several types of behavior. A person may exhibit these types of behavior for various reasons or for various purposes. A person may ask questions and listen to someone to ingratiate himself or to show interest in order to change the other person's point of view. Or the person may ask questions and listen, trying to understand the other person, his or her priorities, or thoughts in a given situation. The last type of behavior we would call "empathy", because. the main intention here is to understand the person. Whereas, the first reasons, to gain favor or influence, are elements of what we might call "demonstration of influence." Similarly, at the heart of such competence as Emotional Self-Consciousness is intuitive and rational self-understanding.

Such a construction of competencies (i.e., requiring both a series of actions and “intention”) requires such measurement methods that would evaluate both the types of behavior exhibited and the results of intentions. A modification of the critical incident interview (Flanagan, 1954) included adaptations of the Thematic Aperception Test (TAT) and the Biographical Method of Specific Life Situations (Dailey, 1975). The method has been called "interview on receipt behavioral examples(BEI) is a semi-structured interview in which the respondent is asked to recall recent, specific events in which he or she was effective (Boyatzis, 1982; Spencer and Spencer, 1993). Once the person remembers the incident, they are asked to describe the event by answering 4 basic questions: (1) What led up to this situation? (2) Who said or did what? (3) What did you say or do next? What did you think and feel? and (4) How did the situation end and/or what results were achieved? Studies (Rubin, 1986) have shown that the accuracy of a reproduced event is higher if it is: (1) recent; (2) has a high valence or value to a person; and (3) the event includes specific actions. All of these requirements and conditions are reflected in the BEI.

Responses are recorded on tape, transcribed and interpreted using thematic analysis (Boyatzis, 1998). Thematic analysis is the process of "coding" raw qualitative information into written, video or audio form. With the help of a "code book" certain topics and ways of identifying them are formulated, the researcher is able to convert open or unstructured responses and behaviors into a number of specific quantitative variables for analysis. The method has been used in numerous studies and shows good predictive validity (Boyatzis, 1982; Spencer and Spencer, 1993; Mc Clelland, 1998).

The framework of specific competencies - key elements connecting different types behavior. They are structured depending on the results of using these types of behavior in society or at work. For example, the Empathy competency can be measured by observing how someone listens to others or asks questions about his or her feelings and thoughts. If you are demonstrating "Empathy", then you are taking these actions with the intention of understanding the other person. On the other hand, one might demonstrate these actions by cross-examining a witness in criminal proceedings where the "intent" is to convict the witness of a lie - which is most likely a demonstration of another "Influence" competency.

The theory of effectiveness is the basis for understanding competencies. The theory used in this approach is based on the theory of circumstances, a schematic representation of which is shown in Figure 1.

The most effective behavior is demonstrated when, when the capabilities of a person or his talent are most compatible with the requirements of work and organizational environment(Boyatzis, 1982). A person's talent is described through his or her: values, vision, and philosophy; knowledge; competencies; stages, cycles, ways of life and career; interests; and style. Job requirements can be described in terms of: roles and tasks to be performed. Aspects of the organizational environment include: culture and climate; structure and systems; life cycle industries and strategic position companies; aspects of the economic, political, social, environmental, and religious environment surrounding the organization.

Competencies and a holistic theory of personality

The source of competencies is the theory of individuality, on which the competency-based approach is based. Mc Clelland (1951) believes that personality is described in terms of relationships between unconscious motives, the self-concept, and observable patterns of behavior. Boyatzis (1982) presented this model as a cyclic diagram in which the unconscious motives and dispositions of the personality are placed in the center. In the next circle, values ​​and I-image. In the outer circle, skills. And the last circle, observable, specific actions.

Developing the concept of EI, Goleman (1995) proposed to add one more element to the structure of personality. In particular, Goleman suggested introducing a physiological level reflecting data from studies of psychological states and behavior in neurosciences, biology and medicine. In its final form, the theory of individuality proposed by Mc Clelland and developed by Boyatzis and Goleman is presented in Fig. 2. Structure includes: (a) neural network and endocrine (ie, hormonal) processes; (b) unconscious dispositions such as motives and personality traits; (c) values ​​and philosophy; (d) observed individual competencies; and (e) competency clusters.

Personality structure

Such a structure of individuality, in our opinion, is more holistic. Combining the physiological level with the psychological and behavioral, contributes to a better and more comprehensive understanding of human behavior. For example, strong motivation is based on both the motive itself and the excitation of the sympathetic nervous system(SNA) (Mc Clelland, 1985; Boyatzis, Smith, and Tresser, in press). When a person is under the influence of a strong motive, he or she is more likely to exhibit behavior associated with a group of competencies (such as influencing, inspiring, or facilitating change) (Winter, 1973; Mc Clelland, 1975). These competencies are demonstrated more often if he adheres to a humanistic rather than a pragmatic philosophy (Boyatzis, Murphy, and Wheeler, 2000). When a strong motive is suppressed high level self-control (Mc Clelland and Boyatzis, 1982; Mc Clelland, 1975; Mc Clelland, 1985; Jacobs and Mc Clelland, 1994; Mc Clelland, Floor, Davidson, and Saron, 1980; Mc Clelland and Jemmott, 1980; Mc Clelland, Locke, Williams, and Hurst, 1982; Mc Clelland, Ross, and Patel, 1985), a person begins to experience stress, which increases as the SNS is aroused. The result is an increase in blood pressure and a decrease in the level of immunoglobulin in A and NK cells (that is, the main indicators of the immune system). A relatively recent study has shown that SNS excitation is associated with neural networks predominantly in the right prefrontal cortex (Davidson, 2000).

Demonstration of behavior associated with "Empathy" and other social competencies is associated with humanistic philosophy (as opposed to intellectual philosophy). Pragmatic philosophy is an approach to life based on the search for profit or comparing costs and benefits (Boyatzis et al., 2000). People with an intellectual philosophy, on the contrary, define value through the extent to which this or that activity, this or that person, or an idea helps to comprehend and understand a phenomenon, work, or life. The third approach, called humanistic philosophy, determines value through the nature of the impact of things, events, actions on people with whom there are close relationships.

Demonstration of the latter behavior pattern is associated with an increased need for affiliation, which in turn is associated with excitation of the human parasympathetic nervous system (ie, PSNS) (Schultheiss, 1999a and b; Boyatzis, Smith, and Tresser, in press). Stimulation of the PSNS leads to a decrease in blood pressure levels and improved immune system function (Mc Clelland and Kirshnit, 1982).

A number of major studies in emotional neuroscience and genetics have shown that human experience has genetic components that determine the biological basis of adult behavior (Williams, 2003; Davidson, 2003). This in turn suggests that human experience and arousal responses alter the neural network and tend to activate certain neuroendocrine pathways.

EI competencies

Analyzing data from a large number of competency studies, Goleman, Boyatzis, and Mc Kee (2002) presented a model of emotional intelligence including eighteen competencies, divided into four groups (Boyatzis, 1982; Spencer and Spencer, 1993; Rosier, 1994–1997; Jacobs, 1997; Goleman, 1998).

Table 1. Scales and clusters of the emotional competence questionnaire (version 2) (ECI-2)

In contrast, the EI model proposed in MSCEIT (Mayer et al., 2003) has a summary indicator of human EI, two groups of indicators “Empirical” and “Strategic”, and subsections within each of the groups: (a) Perception (with Faces and Pictures subtests) and Assistance (with Help and Emotion subtests); and (b) Comprehension (with the Changes and Blends subtests) and Management (with the Emotional Management and Emotional Relationships subtests). Although studies comparing these tests are underway, conceptually we expect little correlation between the two tests. The MSCEIT assesses how a person manages their emotions, while the ECI, which is designed to assess EI competencies, assesses how a person displays and manages emotions in work and life. However, there may be a correlation between: (1) the Self-Awareness (ECI) competencies and the 'Experiential' domain, especially with the Facilitation (MSCEIT) subsection; (2) Competencies from the Social Awareness (ECI) cluster and Understanding, a subsection of the Strategic Area; and (3) competencies from the Relationship Management cluster and the Management subsection.

Similarly, there is currently no data on the relationship between ECI competencies and Bar-On's EQ-I subscales (Bar-on, 1992, 1997). Although we assume that small correlations will be found. In particular, the following correlations are possible:

There are seven EQ-I subscales that we assume are not related to ECI competencies. Similarly, there are ten ECI competencies that are not expected to be related to the EQ-I subscales. Therefore, we believe that ECI generally measures different aspects of EI than MSCEIT or EQ-I.

Forecasting performance and management

Sevinc (2001) conducted a study using the Turkish version of the ECI on executives and professionals working in the financial sector (banks, insurance, securities). The age of the subjects is 31–36 years. Questionnaires were sent to 91 professionals, of which 71 returned completed to the ECI, 40 of which were managers. 58% (41) of the subjects were men and 42% (30) were women. A significant correlation was found between the level wages and all four clusters of the ECI questionnaire (see Table 2). Participants who more often demonstrate EI competencies are characterized by higher levels of job satisfaction and life in general.

Nel (2001) conducted a study to investigate the relationship between EI and employee performance in a call center headquarters located in the Western Cape, South Africa. The subjects were randomly selected from three groups: customer service, sales, administration. 153 subjects received the questionnaires and 135 returned them completed (response rate = 88.2%). Sample structure: 33% (n=44) customer service, 34% (n=47) sales, and 33% (n=44) administration. Subjects were assessed using ECI by group leaders.

To assess the effectiveness of the work, an integrated approach was used, in terms of objective indicators - overall productivity, closing price, number of errors, and the number of processed requests - and subjective indicators - efficiency in negotiations. Several correlations were found between EI competencies and performance, primarily in groups: (1) customer service and (2) administration (see Table 3)

Humphrey, Kellett, and Sleeth (2001) conducted a study on Virginia Commonwealth University students and MBA students in the study of organizational behavior. The aim of the study was to determine whether Empathy and cognitive abilities affect the perception of leadership. The evaluation consisted of two parts: (1) Basket test - in which subjects choose tasks from a variety of difficult and simple tasks; and (2) group decision making. After completing group decision-making tasks, subjects were asked to rate themselves and others on the severity of various personal and leadership skills. The results of the study showed that EI, in terms of such competencies as empathy and cognitive abilities (for example, the ability to perform complex tasks and GPA (average score)) affects the perception of leadership in small groups.

Cavallo and brienza (2002) conducted a study of 358 Johnson & Johnson Consumer & Personal Care Group executives to determine whether employees with high and moderate performance and potential differed in leadership competencies. The results obtained on the basis of assessments of superior managers, subordinates and third-party experts showed that highly effective leaders are characterized by a significantly higher assessment than managers with average efficiency in terms of self-confidence and achievements. Highly effective leaders are characterized by a higher level of expression of such competencies as: reliability, adaptability, initiative, understanding the organization, developing others, inspiration, influence, agent of change, empathy, attentiveness, conflict management, networking and teamwork.

Assessments by external experts and senior managers indicate the relationship between ECI scales and managerial potential. A higher level of managerial potential is typical for those employees who have expressed such EI competencies as: confidence, success orientation, initiative, inspiration and change agent. In addition, outside experts highlighted competencies such as: accurate self-assessment, adaptability, mindfulness, influence, communication, conflict management, and networking.

Sergio (2001) conducted a study looking at the relationship between EI and intelligence as predictors of performance. One hundred thirty-four plant employees from two multinational manufacturing companies were assessed using ECI and a standard intelligence test (Watson-Glaser Critical Thinking Appraisal (WGCTA - Form S); performance data were also obtained from all 134 employees. It was found that both mental ability ( c2 = 28.57, p< .05) так и ЭИ ((c2 = 34.27, p < .05) связаны с оценкой уровня эффективности. Отсутствует значимая корреляционная связь между ЭИ и умственными способностями (r = .18, p>.05). Sergio (2001) concludes that cognitive and emotional ability/intelligence are independent and play important role in performance efficiency.

Sala (2002b), conducted a study of 92 UK college leaders looking at the relationship between EI competencies, management style, organizational climate and success rates (e.g. popularity, scientific achievements). The impact of various secondary factors (eg, college size, student funding, college age) was also analyzed. A significant correlation was found between clusters of self-awareness, social sensitivity, and the level of college popularity (see Table 4).

Williams (2003) assessed EI using the ECI as part of a competency-based model for US elementary, middle, and high school leaders. She obtained data on the organizational climate through a survey of the teaching staff, on the nominees for the title of "best director" according to the teachers, the directors themselves and the parent organization. The regression analysis showed that the "best" directors significantly differ from the "average" directors in such clusters of competencies as self-organization and social skills.

The ECI-2 questionnaire was used in a study looking at the relationship between EI competencies and business success at Bass brewers in the UK (Lloid, 2001). The sample consisted of 33 Regional Development Managers (ADMs). These executives were responsible for sales and profits through a nationwide promotion program and were responsible for the effectiveness of customer service. Lloid (2001) developed a performance measurement (OPM) program that consisted of both objective and subjective measures. OPM includes: 1) Promotion Readiness, 2) Average New Brands, 3) Average New Deals, 4) Customer Service Audit, 5) Annual Performance Review, and 6) Number of Operational Improvements. The analysis of the data obtained indicates the presence of strong positive correlations between the EI scales and the effectiveness of managers.

Sixty-seven UK firefighters and officers were assessed using ECI-2 (Stagg and Gunter, 2002). The subjects were evaluated by immediate supervisors, colleagues, direct subordinates. The subjects were also assessed on a number of parameters reflecting the performance of work: the ability to interpersonal interaction, management efficiency, individual style, and problem solving (see table 5).

Footnotes:

The G-factor was defined by Spearman as total "mental energy", but he did not propose a procedure for measuring it. G - factor affects the success of any activity. According to Spearman, the role of the G-factor is maximum when solving complex mathematical problems and tasks for conceptual thinking and is minimal when performing sensorimotor actions. (Psychology general abilities. V.N. Druzhinin)

An approach to organizational analysis that assumes that the structure and other characteristics of an organization largely depend on factors external environment technology used by the company, etc.

The sympathetic nervous system (from the Greek sympathes - sensitive, susceptible to influence), part of the autonomic nervous system of vertebrates and humans, consisting of sympathetic centers, right and left border sympathetic trunks located along the spine, ganglia (nodes) and nerve branches connecting ganglia among themselves, with the spinal cord and with effectors. Border sympathetic trunk - a chain of ganglia connected by internodal commissures; lies (right or left) on the vertebral bodies; each ganglion is also connected to one of the spinal nerves. S.'s fibers of n. With. innervates all organs and tissues of the body without exception. S.'s centers of n. With. located in the thoracic and lumbar segments of the spinal cord. The sympathetic nuclei that form the lateral horns of the gray matter of the spinal cord are present only in 15-16 segments (from the last cervical or 1st thoracic to the 3rd lumbar segment). These nuclei are considered as a working apparatus, subordinate to suprasegmental formations, which are localized in the medulla oblongata and hypothalamus, controlled by the cerebral cortex. A special place in the physiology of S. n. With. and coordination of the processes controlled by it is occupied by the cerebellum. S. n. With. - efferent system that conducts impulses to various internal organs. Most authors deny the existence of their own afferent fibers in S. n. With. However, a number of works provide evidence of their existence. In an abdominal cavity S.'s fibers of n. With. pass in the composition of the large, small and lumbar celiac nerves. Afferent nerves that conduct impulses from internal organs are represented in the cortex hemispheres and subcortical ganglia. Sympathetic nerve impulses from the central nervous system to the executive organs follow a two-neuron path. The first neuron is located in the lateral horns of the spinal cord. The axons (processes) of the first neuron (preganglionic fibers) exit the spinal cord through the ventral roots of the corresponding segments and enter the mixed spinal nerves, from which, as part of the white connecting branches, they reach the corresponding node of the border sympathetic trunk, where some of the fibers end in synapses on effector neurons; at the same time, each preganglionic fiber is in contact with a large number of nerve cells (up to 30). Another part of the preganglionic fibers passes through the nodes of the border sympathetic trunk, without ending on its cells, and together with other fibers forms a number of nerves: large and small celiac, lumbar celiac, entering the prevertebral sympathetic nodes. Some preganglionic fibers pass without interruption through these nodes, reaching the working organ, in the nerve nodes of the walls of which they make a break. The second effector neuron is located in the peripheral sympathetic nodes, its processes (postganglionic fibers) enter the innervated organ. The second neuron is located in the paravertebral (paravertebral) ganglia or in the prevertebral (prevertebral) ganglia (solar plexus nodes, inferior mesenteric node, and others located at a great distance from the central nervous system, near the internal organs). Postganglionic fibers enter the spinal nerve through the gray connecting branches, in its composition they reach the innervated organ. Consequently, the interruption of each efferent sympathetic pathway in the arc that closes in the spinal cord occurs only once: either in the node of the borderline sympathetic trunk, or in nodes remote from the spine. Along with the sympathetic arc, which closes in the spinal cord, there are also short sympathetic reflex arcs, which close in the peripheral sympathetic ganglia (solar plexus, caudal mesenteric).

The speed of excitation in sympathetic pre- and especially postganglionic fibers is many times less than in somatic, i.e., bodily, and is about 1-3 m / s. To cause effects in sympathetic fibers, a much greater force of irritation is required. Arising in S. n. With. excitation, as a rule, involves a large number of neurons, so the effects of irritation are not localized in any particular organ, but cover wide areas. The reactions that follow in response to irritation of sympathetic fibers are characterized by a relatively slow and prolonged character, as well as a slow, prolonged attenuation of ongoing processes. A number of substances (ganglioblockers, ergot preparations) suppress the effects of S.'s excitation of n. With. Some chemicals have the same effect on organs and tissues as irritation of sympathetic nerves. This is due to the fact that when the sympathetic nerves are irritated, substances of a similar action are released by the terminal formations of postganglionic sympathetic fibers (see Mediators). At the endings of all preganglionic fibers, as well as postganglionic, innervating sweat glands, the mediator acetylcholine is formed, at the endings of postganglionic fibers (with the exception of those innervating sweat glands), norepinephrine is formed. The influence of the sympathetic and parasympathetic nervous systems on the activity of an organ is often opposite. When stimulated by sympathetic fibers that innervate various bodies, typical effects occur: acceleration and intensification of heart contractions, pupil dilation and mild lacrimation, contraction of smooth muscle fibers (pilomotors) that raise hair, secretion of sweat glands, poor secretion of thick saliva and gastric juice, inhibition of contractions and weakening of the tone of the smooth muscles of the stomach and intestines (excluding the area of ​​the ileocecal sphincter), relaxation of the muscles of the bladder and inhibition of contractions of the obturator sphincter, expansion of the coronary vessels of the heart, narrowing of the small arteries of the abdominal organs and skin, small arteries of the lungs and brain, changes in the excitability of receptors, as well as various parts of the central nervous system, an increase the force of contractions of a tired skeletal muscle, an increase in its excitability and a change in its mechanical properties.

Neurons S. n. with., affecting executive bodies, are in a state of constant tonic excitation as a result of the interaction of unconditioned and conditioned reflexes carried out by the higher parts of the central nervous system. Tonic impulses S. n. With. essential to maintaining consistency internal environment body (homeostasis). Through sympathetic fibers and centers, a reflex relationship is provided between all internal organs. The reflexes involving S.'s action of n. N of page, can arise at irritation of both visceral, and somatic nerves. So, with viscero-visceral reflexes, excitation arises and ends in the internal organs (irritation of the peritoneum causes a slowdown in cardiac activity). With visceromotor reflexes, excitation from the internal organs passes to skeletal muscles(irritation of the peritoneum increases the tone of the abdominal muscles). Animals with completely removed borderline sympathetic trunks and ganglia (desympathized) outwardly differ little from normal ones, but under certain loads (muscular work, cooling, etc.) they are less enduring. This indicates that S. n. N of page, rendering on a functional condition of fabrics the regulating action, adapts (adapts) them to performance of functions in the given conditions (see. Adaptive and trophic function ). S. n. With. stimulates mainly the processes associated with the release of energy in the body, with vigorous activity. Physiological displays of emotions are connected mainly with S.'s excitement of N. With.

The parasympathetic nervous system is a part of the autonomic nervous system, the ganglia of which are located in the immediate vicinity of the innervated organs or in themselves. Centers P. n. With. are located in the middle and medulla oblongata (mesencephalic and bulbar sections), as well as in the sacral region of the spinal cord (sacral section). P.'s fibers n. With. sent to the internal organs as part of the oculomotor (III pair), facial (VII pair), glossopharyngeal (IX pair) and mainly vagus (X pair) cranial nerves, as well as as part of the pelvic nerve. In many cases of influence on bodies from P. of n. With. and the sympathetic nervous system (SNS) are directly opposed to each other. So, if under the influence of impulses coming through the sympathetic nerves, contractions of the heart become more frequent and intensified, blood pressure rises, the pupil expands, then the impulses coming through the fibers of P. n. with., cause a slowdown and weakening of the heartbeat, lower blood pressure, constrict the pupil. The last, efferent, neuron P. n. With. located, as a rule, in the innervated organ itself, and not in the so-called. boundary shaft, as is the case in the SNA. The mediator, which is formed in the nerve endings of P. n. n., is acetylcholine (the predominant mediator in the SNS is norepinephrine).

A method of screening candidates for a position that requires candidates to sort through materials relevant to the problem, task, or situation that is common to the position they are applying for.

One of the stages of education according to the scheme "primary school elementary school - middle school - four-year high school 4-year high school", designed for children aged 9 to 13 years (grades 4-8). The main innovations of such schools that emerged after the second World War II, consisted in the introduction of classes in certain subjects at an earlier stage (on average, there are four teachers per 100-125 students: language and humanities, social studies, mathematics and science). » is gradually growing, in the early 1990s there were about 9 thousand of them.

Promotion of product sales on a nationwide scale

Components of emotional competence

In psychology, it is customary to distinguish four components of emotional competence:

self-awareness is an awareness of a person's assessment of himself as a person - his ethical appearance and interests, values, character, temperament, emotionality and motives of behavior.

Understanding own feelings - most important element emotional competence. Not knowing how to listen to his feelings, it is more convenient for a person to assume that he is well aware of what is happening to him at any moment, in what state he is, and what he is going through. However, in reality, our understanding of what is happening is superficial.

In this regard, three main functions of awareness of emotions can be identified: consolidation of experience, interpersonal communication, and emotional expression.

Awareness of one's own emotions - it is a stepping stone on the way to control over them. It is important to listen to yourself and understand what you really feel, learn to recognize the nuances of feelings experienced, their occurrence and modification. Perhaps the most important thing on this step is to analyze and find out the reasons why you feel the way you do.

Thus, understanding one's own feelings contributes to communication skills, since it allows one to adequately recognize, describe, process and further express emotions.

self control - it is control over your feelings, actions and deeds. Managing your emotions means not suppressing them, but subordinating them to yourself and making them work for the good of the cause. That is, to be able to regulate at what time, to what extent, and in what form to allow yourself anger or joy. Self-control, first of all, involves blocking negative feelings. Sometimes people fail to express positive emotions. As a rule, men are more restrained than women.

The gift of responding emotionally to the experiences of others is called empathy . A person capable of such empathy is highly able to put himself in the place of another person. In a business setting, empathy is the basis for constructive interaction between the consultant and the client.

Empathy involves entering the personal world of another and being “at home” in it. It involves constant sensitivity to the changing emotions of a communication partner. It's like temporarily "getting used to" inner world another person, a delicate stay in him without evaluation and condemnation. This means capturing what the other person himself is almost unaware of. However, there is no attempt to expose unconscious feelings, as they can be traumatic. It is also necessary to communicate your impressions of the feelings of another, when you calmly observe from the side those elements that excite or frighten your interlocutor. Being empathic means being responsible, proactive, strong and at the same time subtle and sensitive.

A person who is sensitive to the emotions of other people is able to hear, see and take into account the emotionality of another, can understand the point of view of people who think differently. Traditionally, women are considered better than men able to sense the emotions of another person.

Sociability implies a positive attitude towards life, the ability to get along with people, smooth out conflict situations, the ability to listen and understand, as well as the ability to manage relationships and adapt in a team.

The article was prepared based on the materials of the book by Ulybina Yu.N. "How to Control Your Emotions"

Emotional competence is related to and based on emotional intelligence. A certain level of emotional intelligence is required to teach specific emotion-related competencies. For example, the ability to clearly recognize how another person is feeling provides an opportunity to develop competencies such as the ability to influence and inspire other people. Similarly, people who are better able to manage their emotions are more likely to develop competencies such as initiative and the ability to work under stress. It is the analysis of emotional competencies that is necessary to predict success in work.

The concept of emotional intelligence gained wide popularity thanks to Daniel Goleman, a well-known New York Times journalist, whose book Emotional Intelligence made a splash in the United States 10 years ago, in 1995. As a journalist, he was able to convey to the public a scientific novelty with the help of his books and articles on this topic.

At the moment, the book has sold over 5 million copies in the US alone. and translated into most languages ​​of the world. What is the reason for such a huge popularity of this seemingly thousandth book like "How to Become Successful"?

The entire twentieth century has passed under the auspices of the "ordinary" intelligence, IQ. It was on the basis of mental and technical abilities that a person's prospects for success in life were assessed. Our people, before the Americans, doubted the correctness of this theory, asking the question: “If you are so smart, then why are you so poor?” Daniel Goleman, in his book, presented research data, according to which IQ in different versions affects the success of a person with a probability of 4 to 25%. Goleman explains this by saying that in order to get into managers, you must have a certain level of IQ. You need it in order to enter the university, for example. Therefore, all managers have a certain level of IQ. And in order to climb the career ladder, you need something else. When numerous studies compared how leaders - "stars" differ from mediocre managers, the studies began to point to a different kind of ability related to understanding and managing emotions. In America, the following statement has even become popular now: “IQ gets you hired, but EQ gets you promoted” (Thanks to IQ, you get a job, and thanks to EQ, you make a career).

The concept of emotional intelligence is perhaps the only theory in management based on neurophysiology. Goleman clearly explains how the amygdala - the emotional center of the brain - influences the activity of the cerebral cortex, which is responsible for logical thinking.

The theory of emotional intelligence stunned businessmen in its early months by refuting one of the main ideas of success in the twentieth century: "Emotions have no place at work." In his book, Goleman convincingly proves that people who combine reason and feelings are most effective in their activities. It is people with high emotional intelligence who make better decisions, act more effectively in critical situations and better manage their subordinates, which, accordingly, contributes to their growth through the ranks.

It must be admitted that the topic of emotions is far from new in scientific world. Already 100 years before our era, the philosopher Publius Cyrus said: “Control your feelings until your feelings begin to control you,” and in the twentieth century, a lot was devoted to the study of emotions. various kinds research. Plato and Aristotle spoke about the relationship between the emotional and cognitive spheres of the psyche, and L. S. Vygotsky’s statements about the unity of intellect and affect are also known, but this topic attracted really active attention in the last decade of the 20th century. This is primarily due to the fact that on the basis of traditional intelligence tests (IQ) it turned out to be impossible to predict the success of an activity. Besides, in last years companies pay more and more attention to the management of intangible assets along with tangible ones. In this context, emotions are seen as part of the intellectual capital of an organization.

What is fundamentally new in the concept of "emotional intelligence"?

First of all, the answer lies, in fact, in the name, namely, in the combination of the words "emotional" and "intelligence". In business, rational and affective spheres of activity have traditionally been separated. However, "emotional intelligence" is not an oxymoron. It implies both the ability to immerse yourself in your emotions in order to understand and feel them, and the need to rationally analyze emotions and make decisions based on this analysis. Emotions carry a huge layer of information, using which we can act much more effectively.

The second fundamentally important new point in this approach is that emotional intelligence allows you to manage your emotions. In the paradigm of traditional psychology, the emergence of emotions cannot be controlled, since this process is directly related to physiology. It would seem that in this case, emotions themselves cannot be controlled. The appeal of the emotional intelligence approach is that managing emotions is a skill that can be acquired and developed, which is currently supported by data. scientific research in the USA and Europe.