Tag Archives: Emotional intelligence

Inferring Others’ Thoughts, Intentions, Behavior

Developing accurate inferences about others’ expectations and possible actions is essential for successful social interactions.

Demis Hassabis

The brain’s process to predict others’ thoughts and behaviors was investigated by University College London’s Demis Hassabis, with R. Nathan Spreng of Cornell University, Vrije Universiteit’s Andrei A. Rusu, Harvard’s Clifford A. Robbins and Daniel Schacter, and Raymond A. Mar of York University.

R. Nathan Spreng

Volunteers read about four fictional protagonists’ personality traits, then imagined each character’s behaviors in different situations.
Participants then underwent fMRI brain scans.

Andrei Rusu

Medial prefrontal cortex activity in the brain was associated with accurate inferences about characters’ personality characteristics and behaviors, demonstrating that “brain activity can reveal whom someone is thinking about.”

Clifford Robbins

Lateral temporal cingulate cortex activity occurred when participants accurately determined protagonists’ degree of agreeableness, and activity in the posterior cingulate cortex activity was associated with correct judgments of protagonists’ degree of extraversion.

Daniel Schachter

Brain regions responsible for processing inferences of personality traits and behaviors are functionally coupled with areas that differentiate people’s identities, found Hassabis’s group.

Raymond Mar

This means that specific brain regions “code” inferred personality traits in others and synthesize these characteristics into “personality models” that represent individuals and their likely behaviors in new situations.

Matthew Hertenstein

People can even infer others’ emotional intentions through unseen touch, reported Matthew Hertenstein with DePauw University colleagues Brittany Bulleit and Ariane Jaskolka, UC Berkeley’s Dacher Keltner and Betsy App of University of Denver.

Brittany Bulleit-Ariane Jaskolka

Two hundred volunteers in the United States and Spain accurately perceived anger, fear, disgust, love, gratitude, and sympathy conveyed when a stranger touched them on the arms outside their view.
However, they were not able to accurately identify touch signaling happiness, sadness, surprise, embarrassment, envy, or pride.

Dacher Keltner

Observers also accurately identified emotions conveyed by participants’ “tactile displays” when they touched paired volunteers.

Betsy App

Gian Gonzaga of UCLA collaborated with Keltner and University of Wisconsin’s Daniel Ward to investigate male-female communication pairs’ ability to infer and detect emotion.

Gian Gonzaga

Guided by Keltner’s “approach/inhibition theory of power,” the researchers attributed high power to one volunteer in a communication pair, then compared communications when male-female pairs were in an equal-power condition.

Participants who were ascribed high power showed behavioral disinhibition, and made less accurate judgments of the communication partner’s emotion.
In contrast, individuals who were assigned the low power role demonstrated more behavioral inhibition and reported greater self-consciousness and anxiety.

Men in engaged in power behaviours even when female participants were attributed equal power.
In contrast, men displayed fewer behaviours when both participants were men.
These studies confirm power differentials between women and men, and that male-female pairs misinterpreted each other’s attempts to convey emotions (“emotion blindness” ).

Male pairs accurately detected anger, but men did not understand women’s attempts to convey anger in male-female pairs.
Likewise, women did not accurately detect men’s attempts to convey compassion, but female pairs accurately perceived expressions of happiness.

Sympathy was accurately communicated only when at least one woman was in the volunteer.
This demonstrates gender-related limitations to accurate empathy and emotionally intelligent interpersonal inferences.

-*How do you develop accurate inferences about others’ opinions and likely behaviors?
-*How do you revise your models of others’ personalities?

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Working toward Goals with “Implementation Intentions”

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People are motivated by goals that enable:

Relatedness to others,
Competence in skillfully performance,
Autonomy in directing effort, according to Columbia’s Heidi Grant Halvorson.
Heidi Grant Halvorson

Juliana Breines
- She advocated working toward “better” rather than only on achieving the goal to increase performance.
This can be accomplished by acknowledging mistakes and practicing self-compassion, suggested by Berkeley’s Juliana Breines and Serena Chen, and University of Texas‘s Kristin Neff.

The Relatedness-Competence-Autonomy model aligns with Daniel Pink’s suggestion that meaningful goals enable two similar features and one different element:

Daniel Pink

Autonomy (same): Controlling work content and context,
Mastery (like Competence): Improving skill over time through persistence, effort, corrective feedback,
Purpose (in contrast to Relatedness): Being part of an inspiring goal.

Halvorson suggested ways to move closer toward goals:

Serena Chen

-Consider the larger context of specific productive actions,

-Define reasons for doing what needs to be done – the “why,”

-Use “implementation intentions” to prepare responses for challenging situations:

–If “x” occurs (specify time, place, circumstance),
–then I will respond by doing, thinking, saying “y.”

Kristin Neff

-Apply implementation intention routines (habits) for “strategic automation” to reduce decision-overload that may undermine self-control,

-Focus on something interesting for five minutes to evoke positive feelings,

-Review “small wins” and progress toward goals.

Goal persistence can be increased, reported Stanford’s Teresa Amabile and Steven Kramer in a study of employees at seven companies.

Teresa Amabile

They found that “catalysts” and “nourishers” continue movement toward goals:

- Capitalise on preferred motivational style:
  -“Promotion-focused” (maximise gains, avoid missed opportunities, powered by optimism),
  -“Prevention-focused” (minimise losses, variance, powered by cautious pessimism),
- Build willpower by committing to one specific, positively-stated behavior change (“walking for 10 minutes a day every day”)
- Apply “implementation intentions,”
- Focus on a limited number of achievable goals,
- Enlist “mental contrasting” to think about the satisfaction of achieving the goal.

Carol Dweck

Halvorson collaborated with Stanford’s Carol Dweck and quoted Henry Ford: “Whether you think you can or think you can’t, you’re probably right” to underscore the value of optimistic engagement with goals.

Henry Ford

They synthesized Dweck’s work on “mindsets” with Halvorson’s recommendations for setting, monitoring, protecting, executing, and celebrating goals.

An earlier post outlined Dweck’s definitions of mindsets:

• Fixed Mindset: Belief that personal capabilities are given, fixed, limited to present capacities, associated with fear, anxiety,

• Growth Mindset: View that personal capabilities can expand based on commitment, effort, practice, instruction, correcting mistakes, collaboration.

Peter Gollwitzer

Columbia’s Peter Gollwitzer refined “mindsets” by distinguishing the Deliberative Mindset of evaluating which goals to pursue from the Implementation Mindset of planning goal execution.

His team found that the Deliberative Mindset is associated with:

- Accurate, impartial analysis of goal feasibility and desirability,
- Open-mindedness.

In contrast, the Implementation Mindset is linked to:

- Optimistic, partial analysis of goal feasibility and desirability,
- Closed-mindedness.

Halvorson, Dweck and Gollwitzer translated their research on self-determination and motivation into practical recommendations for goal seekers:

- Adopt a supportive “mindset,”
- Practice “self-compassion” when encountering setbacks to achieving goals,
- Design effective responses to anticipated challenging situations,
- Use “implementation intentions” and “strategic automation” toward goals,
- Consider incremental progress toward goals.

-*What approaches help you work toward goals?

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Group “Intelligence”=Social Skills+Number of Women Members

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Anita Wooley Williams

A group’s “general collective intelligence factor” is related to social and communication skills, not to the average or maximum individual intelligence of group members, found Carnegie Mellon’s Anita Williams Woolley, Christopher F. Chabris of Union College, with MIT colleagues Alex (“Sandy”) Pentland, Nada Hashmi, and Thomas W. Malone.

Group intelligence was most closely associated with:

Group member social sensitivity and empathy,
Equal conversational turn-taking,
Proportion of females in the group.

Christopher Chabris

Nearly 700 volunteers completed an individual I.Q. test, then collaborated in teams to complete workplace tasks including:

Logical analysis,
Coordination,
Planning,
Brainstorming,
Moral-ethical reasoning.

Simon Baron-Cohen

Each participant also completed a measure of empathy and social reasoning based on identifying emotional states portrayed in images of people’s eyes.

This instrument, Reading the Mind in the Eyes , was developed by University of Cambridge’s Simon Baron-Cohen, Sally Wheelright, Jacqueline Hill, Yogini Raste, and Ian Plumb.

Reading the Mind in the Eyes

Sally Wheelright

The ability to infer other team members’ emotional states correlated with team effectiveness in solving workplace tasks, but not with extraversion and reported motivation.

Teams that performed best in online and face-to-face situations, also demonstrated stronger social and communication skills:

Accurate emotion-reading, empathy, and interpersonal sensitivity,
Communication volume,
Equal participation.

David Engel

High-performing teams accurately inferred others’ feelings even when emotional state was conveyed without visual, auditory, or non-verbal cues, reported Wooley’s team collaborating with MIT’s David Engel and Lisa X. Jing.

CONCLUSION: Teams increase task performance when members have well-developed “Emotional Intelligence,” social insight, and communication skills and when the proportion of women is high. These factors are more correlated with effective performance than when members have the highest average IQ.

How do you enhance a work group’s collective intelligence in performance tasks?

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Developing “Big 8” Job Competencies

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George Hallenbeck

Better job performance is associated with eight capabilities known as “The Big 8”, according to Korn-Ferry International’s George Hallenbeck, in the Leadership Architect® Library of Competencies:

• Dealing with Ambiguity,
• Creativity,
• Innovation Management,
• Strategic Agility,
• Planning,
• Motivating Others,
• Building Effective Teams,
• Managing Vision & Purpose.

He analyzed more than 1500 ratings on this 360 degree assessment, and found that just 12% of executives possessed four or more of “The Big 8.”
None of these organizational leaders demonstrated more than six of these competencies, though they consistently showed more than individual contributors.
This suggests that although executives demonstrate more of critical leadership capabilities than non-leaders, the vast majority have significant room for professional development.

Daniel Goleman Executives and individual contributors who had more of “The Big 8” competencies also had more of “Career Staller and Stopper” behaviors.
Bold individuals who demonstrate persistance may effectively execute, but may run afoul of key stakeholders and influencers.

Self-Awareness and Self-Management, identified in Daniel Goleman’s framework for Emotional Intelligence, may be a key to balancing between the Big 8’s performance enhancing impacts while mitigating their potential drawbacks in stalling careers.

-*What have you found the most important job competences among organizational leaders and those preparing for future leadership roles?

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Stress Increases Women’s Performance and Empathic Attunement, but not Men’s

Managing Collective Emotions Affects Leader Reputation, Impact

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Gustave Le Bon

People in groups and crowds demonstrate collective affect, according to Gustave Le Bon, who asserted that individuals in these contexts collectively act with “impulsiveness, irritability, incapacity to reason, the absence of judgment of the critical spirit, the exaggeration of sentiments…” even if these are not their usual individual behaviors.

Adolph Hitler

Well before the rise of charismatic leader Adolph Hitler, Le Bon claimed that “…an individual immersed for some length of time in a crowd soon finds himself…. in a special state, which much resembles the state of fascination in which the hypnotized individual finds himself in the hands of the hypnotizer.”

One way to evaluate individual and collective affect is through facial expressions because they provide information about how others understand people and events.
As a result, these non-verbal cues enable people to tailor responses to individuals and groups they encounter.

Peter Salovey

Tailoring interaction style based on observing others is a key element of Emotional Intelligence, described by Yale’s Peter Salovey and Daisy Grewal as accurately perceiving others’ emotional states and effectively responding with emotionally-charged interpersonal situations.

Daisy Grewal

This is also an essential leadership skill because it enables awareness of sentiments that may be out of others’ awareness or that they may consciously try to suppress to align with prevailing organizational cultures — particularly those that do not encourage emotional awareness and expression.

Hillary Anger Elfenbein

Consequently, accurate perception of others’ emotions is related to effectively managing interpersonal relationships according to University of California, Berkeley’s Hillary Elfenbein and to subordinates’ ratings of managers as transformational leaders in research by Depaul University’s Robert S. Rubin, David C. Munz of Saint Louis University and Cleveland State University’s William H. Bommer.

However, accurate perception of group sentiment is difficult because many people narrow attention to a few individuals and to focus in detail on them, leading to perceptual bias of collective “tunnel vision.”

Takahiko Masuda

As a result, much information in social context, including the group’s prevailing emotional tone, may be filtered out, noted University of Alberta’s Takahiko Masuda, Phoebe C. Ellsworth of University of Michigan, Wake Forest University’s Batja Mesquita, Janxin Leu of University of Washington, Hokkaido University’s Shigehito Tanida, and Ellen Van de Veerdonk of University of Amsterdam.

Executives and leaders must decode and attend to collective emotions because they often cannot develop individual relationships with each of their many stakeholders and when addressing group emotions including:

Phoebe Ellsworth

Employees’ collective anxiety about corporate restructuring, mergers, divestitures, and reductions in force,
Consumers’ collective anger,
Board of Directors members’ lack of support.

Jennifer George

Positive collective emotions tend to be over-estimated, and linked to greater customer service and lower absenteeism, reported Texas A & M’s Jennifer George.
In contrast, negative collective emotions like envy are easily under-estimated, and associated with lower group performance and satisfaction by reducing group potency and cohesion in research by University of Kentucky’s Michelle Duffy and Jason Shaw.

Michelle Duffy

A leader’s ability to respond effectively to patterns of shared emotions during strategic organizational change and other emotionally turbulent organizational processes depends on the leader’s ability to widen the “emotional aperture.”

Like a camera’s aperture adjustment for increased depth of field, emotional aperture refers to ability to recognize the mix of positive and negative emotional experiences in a team, workgroup or business unit.

This “setting change” can bring into focus both nearby individuals and more distantly scattered groups of people.
Likewise, adjusting the emotional aperture involves moving an information-processing focus from individual emotional experiences to a group’s collective emotional composition.

David Matsumoto

Although ability to recognize individual emotional expression has been measured by instruments like the Brief Affect Recognition Test, this tool doesn’t evaluate perception and recognition of collective affect.

Jeffrey Sanchez-Burkes

To address this limitation, University of Michigan’s Jeffrey Sanchez-Burks and Caroline A. Bartel of University of Texas collaborating with Vanderbilt University’s Laura Rees and Quy Huy of INSEAD developed an Emotional Aperture Measure (EAM).

EAM analyzes a person’s ability to accurately perceive a group’s collective emotions in short video clips of employee groups before and after an organizational event.
Next, participants estimate the proportion of rapid individual positive and negative reactions among group members.
Feedback from this instrument can increase perceiver accuracy through heightened awareness.

Caroline Bartel

Sanchez-Burks contacted direct reports of a global sample of high-ranking managers and requested online evaluations of the manager’s leadership performance.
Three studies demonstrated that collective affect recognition requires a distinct information processing style, differing from perceiving individual emotion.

Laura Rees

Managers’ EAM performance was significantly correlated with direct reports’ perception of managers’ “transformational leadership” behaviors, suggesting that this ability to accurately perceive group emotion can significantly influence stakeholder impressions and opinions.

People can open their emotional aperture through attention to collective emotions, and may influence prevailing negative group affect by asking the positive minority to share optimistic sentiments with the skeptical majority.
This dialog can increase trust and shared perspectives that may move negative sentiment to become more positive.

Quy Huy

Leaders who increase the range of their “emotional aperture” can increase followers’ alignment with strategic direction to increase the likelihood to effective execution and change impact.

Try the Emotional Aperture Measure to see your results.

-*How do you read the “emotional tone” of a group?

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Work with Experts – But Don’t Compete – to Improve Performance

Emotional Awareness Enables Focus, Risk-taking Even When “Stressed”

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Jeremy Yip

Greater emotional understanding enables people to quell the “incidental emotion” of anxiety while they focus on decisions, according to Wharton’s Jeremy Yip and Stéphane Côté of University of Toronto.

Stéphane Côté

Incidental emotions that influence decision-making have been called “the affect heuristic” by University of Oregon’s Paul Slovic, Melissa Finucane of the East-West Center, Ohio State’s Ellen Peters, and Donald MacGregor, then of Decision Research.

Paul Slovic

People with greater emotional intelligence can separate unpleasant thoughts and feelings from decision making and are less likely to show the affect heuristic bias in risky decisions.

Sigmund Freud

Sigmund Freud considered this ability to separate unpleasant thoughts and feelings as a defense mechanism deployed unconsciously to reduce anxiety and preserve self-esteem.
He called this experience “isolation,” contrasted with “compartmentalization,” which he defined as separating unpleasant emotions from each other.

Roy Baumeister

Florida State’s Roy F. Baumeister, with Karen Dale then of Case Western, and Baruch College’s Kristin L. Sommer, documented recent studies that demonstrate “isolation” as a defense mechanism or coping strategy to contain negative feelings, “emotional contagion,” and “spillover.”

John Mayer

Yip and Côté demonstrated the relationship among emotional intelligence, evoked anxiety and propensity to make riskier choices in their lab studies of more than 100 volunteers, who completed the Mayer-Salovey-Caruso Emotional Intelligence Test developed by Yale’s Peter Salovey and David R. Caruso with John D. Mayer of University of New Hampshire.

David R Caruso

One group received an anxiety-provoking assignment: One minute to prepare a videotaped speech shown to peers studying “academic and social standing” at the university.
The other group was given a less stressful assignment: Prepare a grocery list.

Volunteers in both groups could choose their compensation for participating in the study: Receive $1, or take a one in 10 chance to receive $10.

Melissa Finucane

For those given the stressful speech-writing task, people who scored higher on emotional intelligence chose the riskier option to receive $10 three times as often as those who scored lower on emotional intelligence.

In contrast, volunteers who completed the low-stress task made similar choices for compensation no matter the level of emotional intelligence.

Ellen Peters

However, people can learn emotional awareness skills to enable mental focus and contain unrelated incidental emotions, according to related studies by Yip and Côté.

They demonstrated this ability to contain anxiety when some volunteers in the speech-writing task were told they “might feel worried” because making a speech is an anxiety-producing task.
Other speech-creators received no further instructions.

Kristin Sommer

Yip and Côté “primed” no emotion among some grocery list-creators by saying that they “may feel no emotion” or no instructions.
Participants were then primed to separate their emotions from their decision-making by being told that their emotions were irrelevant to their decisions.

Volunteers read information about the benefits of receiving flu injections and consequences of no inoculation during flu season.
Then participants were given the option to register for nearby flu injection clinic.

The reminder that emotions were irrelevant to decisions changed previous results, by increasing the frequency that participants with lower emotional awareness chose the riskier option of not attending the flu injection clinic.

The findings suggest that adults can reduce emotional bias in decision-making by explicitly identifying emotions and separating them from critical thinking processes

Questions that enable people to separate emotions, thoughts, and decisions include:

How do I feel right now?
What is causing me to feel that way?
And are my feelings relevant to the decision I need to make?

-*How do you avoid the affect heuristic when making decisions?

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Reading Literary Fiction Increases “Theory of Mind” Empathic Insight

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Franz Kafka

Franz Kafka opined that people should read literature as “an axe to break the frozen sea inside us.”

David Comer Kidd-Emanuele Castano

New School for Social Research’s Emanuele Castano and David Comer Kidd showed the effectiveness of Kafka’s recommendation: Reading award-winning literary fiction increased emotional intelligence, social perception, and empathy, known as Theory of Mind (ToM) abilities.

Theory of Mind (ToM) skills enable people to recognize and infer mental states like emotions, attitudes, concerns, and beliefs, and to understand that other people may have different beliefs, wishes, and goals.

In contrast, people with autism spectrum disorders, schizophrenia, attention deficit hyperactivity disorder, neurotoxicity due to alcohol abuse, can experience ToM deficits.

Castano and Kidd asked volunteers ages 18 to 75 to read:

Commercial fiction or
Literary non-fiction or
Factual non-fiction or
Nothing

Next, they asked participants to describe their own emotional states, or people’s emotions from photographs of their eyes.

Those who read literary fiction more accurately judge others’ emotions, a measure of emotional intelligence, social perception, and empathy.
Results demonstrated that literary fiction, which requires making inferences about characters, their emotions, relationships, and motivations, triggered this increased social insight.

Simon Baron-Cohen

Examples of tests to assess these skills are summarized by Simon Baron-Cohen, an expert on autism, and cousin of comedian Sacha Baron Cohen, along with the New School Researchers.

P. Matthijs Bal

Vrije Universiteit‘s P. Matthijs Bal and Martijn Veltkamp of FrieslandCampina differentiated “transporting” fiction that “emotionally transported the reader into the story” with fiction that did not.

Martijn Veltkamp

Bal and Veltkamp found that reading “transporting” fiction increases the reader’s empathic capabilities, but not fiction that lacks “transporting” qualities.

-*Which works of literary fiction have influenced your attitudes and empathic attunement with others?

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New Questions, “Senses” for Innovative Thinking and Problem-Solving

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Tim Hurson

Canadian creativity theorist Tim Hurson developed the Productive Thinking Model (“ThinkX”), a structured approach to solving problems or generating creative ideas, outlined in Think Better: An Innovator’s Guide to Productive Thinking.

It incorporates structured questioning approaches similar to those found in Design Thinking and Innovation laboratories:

“What’s Going On?” defines the problem’s context and potential solution structure
“What’s the Itch?” generates an extensive list of perceived problems or opportunities, then distills these into problem clusters, which reveal highest priority issues
“What’s the Impact?” analyzes the issue and its implications
“What’s the Information?” provides problem details
“Who’s Involved?” identifies involved stakeholders
“What’s the Vision?” and “What’s Success?” specify desired changes in the future state using the mnemonic “DRIVE“:

Do – What must the solution do?
Restrictions – What must the solution not do?
Investment – What resources can be invested?
Values – What values must the solution fulfill?
Essential outcomes – What are other elements specify the required future state?

“What’s the Question?” defines the problem as a question through brainstorming, clustering and prioritizing
“What are Answers?” generates possible solutions through the same approach of brainstorming, clustering, and prioritizing
“What’s the Solution?” develops the suggested solution into a more robust approach using the mnemonic POWER:

Positives – What’s good about the idea?
Objections – What’s sub-optimal about the recommendation?
What else? – What else does the solution suggest?
Enhancements – How can the solution’s benefits be improved?
Remedies – How can the idea’s drawbacks be corrected?

“How are Resources Aligned?” specified tasks, timelines, milestones, deliverables, issues, mitigations, stakeholders, and project team members who execute plan.
TED Talk

Daniel Pink

Daniel Pink’s A Whole New Mind: Why Right-Brainers Will Rule the Future outlines required innovation thinking skills to solve problems using approaches like Hurson’s Productive Thinking.

A Whole New Mind He argues that contemporary world economic conditions require six conceptual, subjective, holistic “senses” to transform abundant information into meaningful and actionable implications:

Design is more important than function
Story eclipses argument
“Symphony” (collaborative integration) surpasses focus
Empathy is more relevant than logic
Play trumps seriousness
Meaning is valued above accumulation.

Seymour Epstein

Seymour Epstein of University of Massachusetts supports Pink’s argument by positing two thinking styles in Constructive Thinking: The Key to Emotional Intelligence:

Rational-analytical mind, measured by intelligence tests
Intuitive-experiential mind, associated with emotions and more intuitive ways of knowing, and measured by Epstein’s Constructive Thinking Inventory (CTI)

This “bicameral mind” model is similar to earlier notions of “Left-brain, Right-

Carol Dweck

brain”, and Dweck’s Fixed Mindset and Growth Mindset

Howard Gardner

Like Howard Gardner of Harvard’s theory of multiple intelligences in Frames of Mind: The Theory of Multiple Intelligences, Epstein suggests that both “minds” demonstrate unique types of intelligent knowing, and the Intuitive-experiential mind can be developed to support Emotional Intelligence competences of self-awareness and self-regulation.

These authors and their findings suggest the value of cultivating less analytic and conscious modes of knowing to enhance:

Creative problem solving
Emotional Intelligence skills: Self-awareness, social insight, self-regulation, managing conflict, collaboration, influence in interpersonal relationships.

-*What skills and techniques help you innovate problem solutions?

Kathryn Welds, PhD | Curated Research + Commentary

Consulting Organizational Psychologist | Change Consultant | Leadership+Career Master Coach | Coach Supervisor+Mentor Coach |

Tag Archives: Emotional intelligence

Inferring Others’ Thoughts, Intentions, Behavior

Working toward Goals with “Implementation Intentions”

Developing “Big 8” Job Competencies

Managing Collective Emotions Affects Leader Reputation, Impact

Emotional Awareness Enables Focus, Risk-taking Even When “Stressed”

New Questions, “Senses” for Innovative Thinking and Problem-Solving

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