How Emotional Intelligence and Hardiness helps Leaders Manage Burnout

How Emotional Intelligence and Hardiness helps Leaders Manage Burnout

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Hi everyone and welcome to today’s webinar. How Emotional Intelligence and Hardiness helps Leaders Manage Burnout hosted by HRDQ-U and presented by Doctor Steven Stein.

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My name is Sarah, and I will moderate today’s webinar. The webinar will last around one hour. If you have any questions, please type them into the question area on your GoToWebinar control panel, and we’ll answer as many as we can during today’s session.

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Today’s webinar is sponsored by MHS.

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MHS provides trusted data driven solutions across four core disciplines: Clinical Education, Talent Development, and Public Safety.

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Science and research are the basis of MHS routes and future innovations with new standards. For tool sets, MHS, helps clients evaluate track, and leverage human centric data to help realize the full potential strives for fairness and equity in the development and deployment of the products they make, the solutions they provide, and in the people they lead, you can learn more at www.mhs.com.

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Today’s webinar is presented by Doctor Stephen Stein. Doctor Stein has been a key consultant in a multitude of military and government agencies within Canada and the United States.

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Corporate organizations, such as American Express, Air, Canada, professional sporting teams, and many more have also recruited Doctor Stein’s expertise.

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He has provided psychological services and candidate screening, innumerous reality TV shows, including Big Brother, Canada, Amazing Race, Canada, and more.

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Doctor Stein has also been heard on, scene on and read on. Over 100 TV and radio shows, newspapers and magazines throughout North America.

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Beyond his professional career, doctor Stein has been a driving force, and bettering his community, is the immediate past President of Jewish Family and Child Toronto, a charitable foundation that supports the healthy development of individuals’ children and communities through prevention, protection, and counseling education. Doctor Stein has been a board member chairperson and Professor at numerous universities, organizations, and psychological associations. Thank you for joining us today, Doctor Stein.

2:11

Thank you, Sarah. And it’s great to be with you and everyone else here. And it’s great to have an opportunity to speak about some of my favorite topics.

2:21

And with that, we’ll go on today’s workplace. I’m sure has made many of us feel or look, something like this.

2:31

We’ve been going through a pretty challenging time over the last couple of years or so with the pandemic and as a result of that, I’m sure many of us have experienced a whole series of problems. Many of which we may not have seen. At least at the level that we’re seeing now before and are asked.

2:51

And you know, if we try and document all the things that we’re seeing around us, well, I’m sure it would feel many charts to try and collate them all. But one of the ones that we’re gonna focus on today is the area of burnout. Because that’s one that we’re seeing quite a lot.

3:11

We hear a lot about the Great Resignations and we hear about People’s changed attitudes around their work and feeling the effects of working at home and trying to balance that, But burnout is one that we seem to really hear an extraordinary amount of both these days, So what I’m going to try and cover in the brief time that we have And I may have to go quickly to cover all the other parts of this We will talk about what burnout is.

3:39

How do we know when we see burnout? We’ll talk a bit about an area that we’ve been doing some research in which is hardiness and what the mindset is around Cardenas and then we’ll look at that relationship between hardiness and burnout.

3:53

And then I want to present a little bit of data that we’ve found looking at emotional intelligence and leadership throughout.

4:01

The pandemic was how was covert affected Leaders out there in the world and finally we’ll get to some ways of things we can do as coaches or trainers to try and increase hardiness or increase emotional intelligence.

4:17

So that’s what we hope to cover over the next hour that we have together. And the question box is open, and I’ll try and attend to it if I can. I’m trying to juggle a few things here with the technology, but we’ll do the best we can.

4:33

So, what is this thing called burnout? We hear a lot about it over the last couple of years.

4:39

It’s used in a variety of different ways. The World Health Organization just recently recognized burnout as a thing. Not a disease, it’s not classified as a disease or a disorder, but it is recognized as something that happens in the workplace.

4:56

Burnout. It’s really been popularized and measured by Christine … at Berkeley number over the last number of years. And it was defined as consisting of three main things: one is emotional exhaustion, feelings of cynicism, and loss of personal efficacy, the feeling that you’re not really having an impact or influence on things around you.

5:21

So, if we break those down, we look at emotional exhaustion.

5:26

There’s three kinds of components or things that we see related to that, and one is workload having excessive workload leads to that kind of exhaustion. And it’s hard to.

5:42

To see that you know that sometimes it just, it’s like the frog in the boiling water, we don’t know what’s happening to us, especially while we’re working at home and mixing work and home life together that we often don’t see the boundaries, and we end up working, in some cases, more than we did when we went to offices.

6:01

Another area is this, this whole thing of emotional demands, and that’s when much more is being requested of us, or we end up doing much more than we were before.

6:12

And, thirdly, is the actual working environment for those who have been going back into the office, so this can include everything from sexual harassment bullying to, you know, a variety of the uncomfortable physical working situations. So, those three components make up what Maslow referred to as emotional exhaustion.

6:37

The second area, she talked about, was referred to as cynicism. And what happens there is people become very indifferent or even negative, about the people that they work with. They’re criticizing their boss all the time. They don’t like the people that they work with.

6:52

Are there upset about their clients.

6:55

So there’s this general feeling that they don’t like the work.

7:02

The people that they’re that they’re working with the other.

7:09

Another aspect of it is indifference or negative attitudes to the work. Work itself.

7:14

We sometimes see people who just have no interest in that work getting worse, something that they were interested or excited about at first, and then they find that they are no longer really care very much about the work that they’re doing.

7:30

So those makeup, that sort of less synthesis, the synthesis, synthesis, attitude, and, finally, the loss of personal efficacy. The feeling that you don’t have any influence or impact at work, you have no control over what you’re doing.

7:45

So those are this the three components that tend to make up what we now know, are referred to as Burnout. And there’s been a lot of research over the years, in terms of burn out, a lot of the early research focused, mainly on first responders. So you’ll see a lot of the work on nurses, police officers, paramedics, firefighters, because that’s where it was. First recognized and noticed and found to be important. This study that was done pre pandemic.

8:17

It was a study of 50,000 nurses and found that about 10% of them, uh, who left their jobs when third reported burnout as the primary reasons that in that sample, that would be about 6500 individuals’.

8:34

So, it was, it was noticed as, as an issue of concern prior to the pandemic, but once the pandemic hit, we’ve seen those numbers really increase dramatically.

8:46

And again, not just in the nursing profession, but many others.

8:51

But we see the studies that have been coming out showing that huge increases have occurred.

8:56

This is a report of a study in frontline workers for the homeless, and you can see here the numbers just increasing among, you know, a variety of different occupational groups, even beyond. First responders, we have here some research done on psychiatrist showing that at that level, burden has increased as well. So, what are the effects of burnout?

9:22

While there’ve been, a number documented again in the research, everything from absenteeism, job turnover, and again, that leads us to this great resignation that we’ve been witnessing, uh, degraded work performance.

9:38

These are some of the effects that we’ve seen as a result of burnout.

9:45

And again, these are really quadrupled. As a result of the pandemic, we’re seeing people just losing interest in what they do and looking for greener pastures, deciding that they want to just change. And one of the interesting things that we see in the in the in the job changes that people are not doing the due diligence. They would have ordinarily done before even changing jobs there.

10:11

They’re just going to just leaping on either for more money or just for a change of pace or a change of location, and making those changes happen.

10:23

OK, I want to switch a little bit and talk a bit about this concept of mindset that you might be somewhat familiar with or heard about before, but I want to introduce it in terms of, in terms of a bit of my own story in this area.

10:40

Way back when I was younger, probably around 10 years of age, I attended my first live musical event. It was a wedding, and I was really infatuated by the saxophone.

10:53

At that time, the band, it was a live band, saxophone player. And I decided at that very, very young age that this is something I wanted to do, I really wanted to get involved with music and play music.

11:05

And I was able to convince, my parents, who ensured that I helped pay for it by getting a part-time job, that I was able to get my first saxophone.

11:17

And I was able to take lessons and play it throughout high school, and in high school bands and, um, small groups, and then continued on playing in university in the marching band. So music was a big part of my life, going through high school, college. And it was really one of my fondest memories with my classes, that, my lessons in music.

11:41

And I kept it up and was pretty diligent in terms of my practicing and, you know, being always there at the bands and really enjoying it. It really, it really was important.

11:54

But by the time I, I graduated from undergraduate, and before I went to graduate school, I remember I was listening to one of my favorite players who you may remember, someone by the name is Stan Getz, and I remember listening to him play something like this.

12:12

Was one of his also Pleat pieces that he was known for.

12:17

And listening to that piece, I recall just thinking that, you know, I’m never going to get to that level I’m never going to be as good as someone as Stan Getz, Jerry Mobile again, uh, any of the Great players out there, Coltrane.

12:32

And, for whatever reason, at that point, I decided, because I wasn’t going to get any better at it, I was going to stop playing I just put away my saxophone. And that was the end.

12:44

You know, that’s what I stopped, taking, or practicing or playing it, and totally, totally forgot about it after that.

12:53

And that leads into what I want to talk about in terms of mindset, in terms of how we look at or deal with skills and various abilities that we have.

13:04

The concept of mindset was first brought forward by Carol Dweck, psychologist at Stanford.

13:12

And she was doing research with young kids, and what she was looking at actually started to study frustration, and she was giving these preschool kids difficult puzzles, because she wanted to give them more and more difficult puzzles until they couldn’t solve it anymore. And see how long it took for them to be frustrated, and how they would respond to that. And, sure enough, about 90% of the kids eventually reached this level of frustration, where they would either get angry, or want to give up, or whatever. And, and met the criteria she was looking at.

13:42

But, there was a small group, maybe around 10%, of them, who didn’t become frustrated. In fact, they became intrigued, and even though they couldn’t solve the puzzles, they really enjoyed the exercise of doing the puzzles.

13:54

And some of them even asked her if she had any puzzles and they could take home with them to keep trying to work on them.

14:01

So this led to a whole change in her direction, and the research that you carried out for the next 25 or so years.

14:07

And this idea of a mindset, and at first you divided people into sort of 1 of 2 types, in terms of how they approach these situations.

14:18

There was one type that she called the growth mindset, and these are people who, when they have a difficult challenge or a problem, and for students that could be doing math, or physics, or chemistry, when they make mistakes, they want to analyze it and try and figure out, you know, what? They did wrong and learn from the mistakes. They like challenges. They’d like trying harder and more and more difficult problems. They like learning new things and applying those new things and they, they’d like to look at other people are doing people who are successful and learn from that success. And those were people that, she’s sort of classified as having this growth mindset.

14:55

On the other hand, there were people that felt the way I did at the time about my saxophone where they had more of a fixed mindset.

15:02

They felt that. You know what? I’m not going to share if I’m not good at math, I’m not going to play the saxophone.

15:08

That’s the way it’s going to be. It’s just not going to change. So, these people avoid challenges.

15:13

In my case, I put my horn away and moved onto something else and psychology and my, for example, these are people who want to avoid failure, they’d rather not try a difficult problem.

15:25

So they don’t fail at it, they just rather avoid it altogether, they give up easily when things get challenging.

15:31

And then when you look more closely at what happens within these two mindsets, the ones with a fixed mindset, they say things in their head, things like, you know, I’m limited in my ability to do things. I’m either good at something, or I’m not good.

15:47

You know, I’m good at learning languages, or I’m not good at it, I don’t like to be challenged. If I can’t do something right away, I give up.

15:56

It’s, it’s a whole way of approaching situations. And this was especially in her work, tied to abilities or skills. On the other hand, people with a more growth mindset. would see failure as an opportunity to learn or to grow. They wouldn’t be set back by failure. They felt that you know, whenever they did or whatever they tried. They would grow a little bit. They would learn, you know, I may not be good at learning French, but the more I work at it, I’m gonna learn a few more words I’m gonna get incrementally better and that’s good, I’m happy with that. So, it’s a very different way of approaching these kinds of situations.

16:33

Went back to my story, after about 30 or 35 years of practically forgetting about my saxophone, I was at a Lecture one time. When I heard someone talking about some of the benefits of music and, and performing music benefits to your brain, benefits in a personally being, socially, as part of a band, and all those kinds of things?

16:56

And it got me to thinking that, no, maybe I want to get back to that.

17:02

Actually went back and dug up my old saxophone and found myself, a teacher.

17:08

Help me learn, get back into shape and get into the world, jazz and things started to change. My attitude changed my goal wasn’t to be the best saxophone player. That could be, my goal was to just enjoy myself and our fun and whatever. I learn could be incremental. I didn’t have to learn a lot. and I enjoyed playing with others. So I joined a few bands. And, in fact, we were involved in entertaining seniors and Veterans playing Tunes that they hadn’t heard before. So, these are some of the things that were benefits to it. And here’s a little example of where it led me to.

17:53

Yeah.

17:58

Yeah, so changing your mindset can have a lot of different benefits and take you further, in life, in many different ways.

18:09

So the reality is, while we talk about the growth mindset, and we’ve talked about the fixed mindset, for most of us, we kind of have a mix of it. And it’s kind of a mixed mindset, where we have a little one and a little to the other. It may even change, depending on the skill or competency that we’re looking at.

18:27

But let’s, let’s, let’s apply to a different area. So some more recent research has looked at this whole idea of mindset in the area of stress.

18:37

And this is a series of studies that were carried out by Leah, Chrome and her colleagues. She was at Yale University, and I believe moved on to Harvard, but she did a lot of real interesting real-world world type studies, exploring this whole area and seeing how it applied to areas such as stress. And in this particular study.

19:00

Her and her colleagues went to a hotel chain, and they got the opportunity to work with a lot of the room attendance, the people who clean the rooms, what we were, once referred to as maids’ people who, who cleaned the rooms.

19:13

And she managed to two, get some of them to be part of her study, and divided them into two groups of 84, room attendance. And the first group.

19:25

They met with them in groups, the two groups separately. And the first group, they talked to them about, the work they did, met for about an hour, kind of explaining that. You know, the work they do is hard work, carrying things around and moving room to room, and cleaning, and moving furniture, and all the aspects of leading hotel rooms. And what they wanted to give them was a message that, you know, it could be stressful line of work that you’re doing, so it’s really important if you go out and get some exercise to help you keep fit in terms of the work that you’re doing. And basically, that was it, it was a pep talk, maybe a short film that she showed about the importance of exercise and how it could be good for you.

20:05

The other group of about 44 subjects was given a different message.

20:11

They were told that, in fact, you know, Exercise is important, but you know what, the work that you do is exercise.

20:19

In fact, you’re really lucky and the kinds of work that you’re doing, it’s very physical, enrich.

20:24

People, pay a lot of money to join health clubs, to get there, the amount of exercise that you would get in a single day. Going room to room and doing the work that you do.

20:36

So, there were a lot of benefits to what you’re doing, in terms of your everyday work, and you should be happy with your work, and so on.

20:43

So it was more of a pep talk, also a short film, just giving them that. That bit of information, about the importance of exercise, out of the work they did, was, in fact, exercise.

20:55

They looked at the effect of these instructions over time, and what they saw, is that the whole perception, or what we’re calling mindset around, they work the work they do changed.

21:07

They perceived the group that was informed, perceive their work.

21:11

As you see in the first graph on the left, as more of exercise, they felt that they were people, they regularly exercise that as part of their lifestyle, whereas the control group showed no change in that, and their perception of work, as exercise changed significant.

21:29

So, this is basically on the basis of about a one-hour presentation or lecture that need this sort of mental or mindset change in terms of other effects, in four weeks’ time. These are some of the results that they felt when they checked with the unformed group, lost an average of £2 over the four-week period of time they lowered their systolic blood pressure rate.

21:57

And, they were significantly healthier and number of physical measures, including things like body fat, percentage, BMI, and waist hip ratio.

22:05

So, there were actual physical effects when the only difference was a set of instructions, this mindset that they were given, pretty dramatic changes for some of these people.

22:19

So, what do we know about stress? What do we typically think? Or what have we learned in the Research about stress? Well, one thing that we all know is that stress is part of our lives As part of living.

22:29

We all deal with stress in one way or another. We know that it’s particularly high in some of the high demand jobs, whether it’s military, police, firefighters.

22:41

And we know that stress often takes a toll on our lives, whether it’s high blood pressure ulcers, all kinds of physical effects that we heard about are familiar with that are related to stress. We know that there’s a significant percentage of soldiers that end up with PTSD, combat soldiers and also leading to things like depression and anxiety.

23:03

We know that stress can contribute to alcohol, drug abuse, and suicide. So, there’s a lot of things that the literature over the last 50 or so years have taught us about stress.

23:14

And we’ve also learned in the last two years that covert has had a significant impact in terms of increasing stress four-fold, increase in adults in terms of some of the effects of stress on their lives. And college students, 40% of college students report increased anxiety during the time of the pandemic.

23:35

So, stress is really something that’s, that we live with, that’s part of our everyday existence.

23:42

So I wanted to take you back to 19 75 to a team of researchers at the University of Chicago, and back then, this group was studying stress in executives.

23:53

And they want to see if they can learn what the effects were in the workplace and how stress played out with these, with these executive workers. In the middle of their study, there was, it was in the telecommunication industry, there are a number of mergers and acquisitions that were going on.

24:10

So the stress increase far greater than the researchers had expected to during that during the circumstances. And what happened as a result of that is a number that people that they had already been studying, were suddenly laid off their jobs as a result of the mergers. So that give them kind of a new window into what they were examining and what they found.

24:31

That there were differences in how some of these people reacted to the idea of being laid off or losing their job, many of them as in Carole dweck’s research, many of them were angry and frustrated, we’re very upset about the situation as one would expect.

24:48

But there was a small group and I’ll go back to maybe around 10% who thought of it quite differently. They thought of it, wow. this might be an opportunity. This may be a chance to know. To go and open that bakery.

25:00

I’ve always wanted to open, or to move into a new industry, or whatever, they found it as kind of a challenge, and that really intrigued the researchers.

25:09

At that time, they wanted to look at what differentiated those people who looked at it as challenging and exciting, versus those who became more anxious and depressed.

25:23

The lead researcher at the time was a psychologist Salvatore Laddie, who it’s kinda created this whole area of hardiness.

25:33

And he.

25:34

He based, his work got an existential psychology and talked about in the people that he interviewed and studied about an existential Kurds that these people had some kind of courageous way of making their decision of choosing this uncertain future that these people who succeeded or did well, didn’t deny or avoid the stress. They, if actually, they actually embellished it. They welcomed the new situation. They saw stress is more of a manageable, normal part of living.

26:09

And as a result, they didn’t use the term hardiness mindset back then.

26:14

We can sort of right now in hindsight, but they found that there were three things that when they boil it all down the differentiated, those executives were more successful and transition versus those who work.

26:27

We call them the three C’s and the first was the sense of commitment that people who are deeply involved and interested in life, they’re interested in the world.

26:38

They’re very socially aware.

26:40

They’re engaged, Self-aware, those people who were high in those, those qualities seem to do better with the change, even though it was stressful change. The second area, they excelled, it was control.

26:54

Even though they had no control over the merger, they had no control over whether they kept their job or not. They did feel they had control over certain aspects of their life.

27:03

They had control over the resumes over where they applied for the next opportunity. They had control over a lot of other areas of their life, and they maximize their attention on those areas where they have more control. And thirdly, they identified the area of challenge. These are people who would see life generally as a challenge, even when things are difficult.

27:25

They look for the, the interesting part of it, the part that, that really motivated them to go forward.

27:33

So, one of the people working on that team, and who did her PHD dissertation, there was a Power Bar tone. And Paul was the one who kind of develop a measure to get at those three Cs, tardiness. And Paul did his initial work with bus drivers because he wanted to take the word work, that they did on executives and move it more down into frontline workers. And he had worked summers as a bus driver, which he felt was a pretty stressful career. So, he, he developed this tool, measuring these three qualities, starting with bus drivers. But subsequently, Paul joined the military.

28:11

Uh, became a military psychologist’s, worked himself up over 20 or so years was at West Point and was the actually the senior Army research psychologist in the US. Military did a lot of research continuously in this area of hardiness looking at, for example, people at West Point who succeeded and became great leaders versus those who maybe didn’t do as well as expected.

28:37

So we had a whole series of research studies that he carried out.

28:42

Paul and I got together and we decided you know it would be great to take a lot of the research done in military environments and someone first responder environments and bring that more into the general public into the general workplace because people could benefit from a lot of the findings of this research and that led to the book that we wrote out hardiness and some of the additional work that we did and you know the sort of definitions of the three C’s of kind of evolved a bit over time.

29:13

We see challenges. You know, the ability to see change and novelty is exciting as an opportunity for growth.

29:19

Control is that self-efficacy.

29:22

You might recall when we talked about burnout, we talked about efficacy as one of the elements of burnout.

29:29

So the belief here that you still can control your life, even though things are going crazy all around you, there are still things within yourself or your life you can control and commitment. That idea of being engaged. Being involved in life and things that are around you are finding meaning either even when there isn’t a lot of meaning in the early days of the pandemic.

29:50

I remember since we’re sort of locked at home, connecting with people that I haven’t seen in a long time, People. I knew from graduate school way back when we managed to, somehow, we all had time on our hands, and we enacted.

30:05

So, commitment is that ability to look at what we can do, even when we’re restricted, from, from some of the things we wanted to do.

30:14

Again, I mentioned there’s lots of research on this concept of hairiness. This is just results of one study Paul had done with the combat soldiers, finding that post-traumatic stress was lower in people who scored high on hardiness measure versus those who scored lower already this measure.

30:33

And other studies this done with nurses looking at nurses who adapted to several years of nature work the ones who are better at adapting to that kind of work were people who scored higher in Hiring. This measure and this is how we measured we have a total score and overall hardiness score and then we break down the three C’s of challenge control and commitment.

31:00

We recently did a study looking at or Paul and our team at MHS did a study looking at hardiness during …

31:08

and looking at things like seeing whether Secs moderated people’s ability to be burned out or whether its age was a moderating factor.

31:20

So, they took a sample large sample of people in the community during Kobe and looking at and all these variables and the main findings were that basically that there was no if that *** was not a differentiator.

31:34

It was the same for men and women, in terms of the relationship, I already miss and burnout, but age was a factor and uh what was fair was that younger people, we’re reacting much differently to the Jacobean of the pandemic. They were having a more difficult time, especially if they scored low on hardiness. You can see three age brackets that were looked at here and the lowest one with the younger group, the younger group of workers who were most effective, especially if they were low in these hardiness factors.

32:09

They were most affected in a negative way by the pandemic, and we tried to break down the factors that how are they related to each other, and we found that?

32:20

The commitment factor of hardiness was the most relevant to burnout and specifically to efficacy and cynicism so that was kind of a protector if you were.

32:31

If you had high commitment, you were someone who was, you know, had a life plan, a life goal, you have lots of interests, you failed things, you know, that, to do, to keep you going, you were less likely to burn out.

32:45

Especially in terms of efficacy, you still saw that you could be effective, you can change things in the world, you still saw. you were less cynical or likely to become cynical about other people.

32:58

And the things you were doing. So, there was a really strong direct relationship there in those, in those characteristics.

33:05

Another area we looked at during the pandemic was the role of emotional intelligence and especially the role of emotional intelligence in leadership where we, we’re able to, to collect some samples there.

33:20

But, before I get into the results, just, uh, some other data that people have gathered.

33:25

You know, we’ve been working in the area of emotional intelligence for probably, for 30 years now.

33:30

And, and, have a huge database of millions of people that have, I’ve been assessed for this, but some of the research done by, people beyond our own research have found in a lot of interesting. Your benefits of emotional intelligence in leader’s job. Satisfaction has a lot of support, a lot of research behind it, job performance with his data showing that people perform better at their jobs. And more what we call organizational psychologist called citizenship behaviors, people who are more co-operative work, better as teams in the workplace.

34:03

In another study found that, increasing a manager’s interpersonal skills, moving them from the 10th percentile to the 90th percentile predicted a 60% reduction in turnover.

34:17

So, there’s, you know, and we go on and on with all the benefits of emotional intelligence that’s out there and in the slides, we give you some of the citations if, if you want to see those. In terms of stress, there’s been data showing that there’s a relationship. Even emotional intelligence of stress, People with high emotional intelligence tend to deal better with stress.

34:42

They deal.

34:44

Also, there’s some of these other areas.

34:48

They, whoops, they’re better able to focus on goals there.

35:00

They’re better able to collaborate to work to work better with their teams, and they tend to communicate better with widths people around them, whether it’s subordinates, peers, or supervisors. So there’s a lot of benefits.

35:13

And these are things that have been found in in a number of research studies out there. The model we use, this, is the model, the … model, in terms of emotional intelligence, and you can see that there’s the five major, general areas. The first being self-perception, how we see ourselves. And this goes from the micro to the macro, my ability, to be aware of my emotions, how I’m feeling from moment to moment all the way to what we call self-actualization, my ability to know what I want to do in life, where I feel good about myself.

35:50

So, on the other area, next area, self-expression, our ability to express ourselves, to be clear, in, and how we stand and how we feel, what we think of the people around us, don’t have to guess about us. Again.

36:05

Important for leaders.

36:07

So people subordinates know where your leaders coming from, where you’re leaders going the direction they want you to go!

36:14

Interpersonal skills, the ability to develop and maintain relationships. What are the key components in there as empathy? The ability to be able to understand others where they’re coming from, read their emotions. The ability to make decisions: well. The ability to use emotions and making decisions. Emotions are always part of decisions.

36:37

Even if you think they’re logical or rational decisions, we have a lot of research now showing that emotions are always part of your decision, for better or worse of people, are really good at using their emotions, to help them make better decisions. Whereas, for other people, their emotions get in the way of making good decisions.

36:58

There’s a whole area of research around that. That’s quite interesting.

37:02

And finally, the ability to manage stress is a component that we look at in emotional intelligence. Some people manage it quite well, and some people struggle when it comes to stress.

37:13

We produce the report, that you can look at the various 15 subscales of those general areas, and see, where you compared to the general population, average score of 100. And we use that profile to help us in coaching or training, or on the various activities that we do with people. So this is part of some data we collected during coven.

37:38

What we had here we had access to do a large financial services organization where we were regularly testing their manage groups of managers.

37:48

And in this case, there’s we just pulled out about 114 managers that we tested prior to the to the pandemic and then two years into the pandemic. There’s another sample of 104 Manager, that same level, very, very equivalent set of managers from the same organization.

38:09

looking at some of the differences in the scores. You can see here that it looks like there’s some differences especially in the area of self-expression. The reality is that none of these differences reach statistical significance.

38:23

So these aren’t really significant differences, they are slight differences.

38:27

There were a few trends though and let me just go to what those trends word. So on the right side, on the green side, what we see here is that the leaders during the pandemic or two years into the pandemic, scored higher in self-regard. In other words, they were feeling more confident whether they made themselves feel more confident or had to be more confident because of the circumstances.

38:51

They also tended to score slightly higher and assertiveness, which can be because we’re all working from home, you’ve got to be more assertive to give instructions to let people know what’s going on.

39:03

And they also were higher in stress tolerance.

39:07

Maybe it’s part of being growing through two years of stress that you increase your stress tolerance.

39:12

So those are some areas that we saw increases in these emotional skills in the leadership.

39:19

two areas where we saw some decreases again, not statistically significant, but trending one was empathy.

39:28

And what we think was happening there was that, you know, well, you’re trying to sort of keep yourself together, and maybe the people closest to you together, you really didn’t have the time or patients to be that concerned around your subordinates or others to really take time into, seeing how are things going for you?

39:45

Or, you know, how are you getting through this difficult time?

39:49

So, empathy kinda got short shrift a little bit, as did emotional self-awareness, meaning they spent less time focusing on their own challenges, their own difficulties, in terms of managing their emotions. So those are two areas, if you’re coaching and you work with leaders, those are two things that might be worth noting. And I’ll get to some, some tips you can use if you coach leaders and think ways to sort of explore work in these areas and give you a heads-up on those.

40:22

So coaching, when it comes to both heartedness and Emotional Intelligence coaching is a very effective way to manage or deal with it.

40:34

one of the things, you know, we look at and coaching is the difference between coaching and other approaches. Such as training. And experiential trading is one that we find also very helpful. And leadership and culture. of all the ways that we look at if you try and look at the research, in terms of increasing both hardiness of emotional intelligence, it seems to be that coaching is kind of leading the way you’re getting the most bang for your buck.

41:03

Even though it is maybe a bit more expensive, you know on a 1 to 1 basis. But coaching seems to be one way of moving the needle in terms of these areas. Experiential learning is another way there are experiential learning programs that help move the dial on both emotional intelligence, tiredness, tardiness, and then also, Leadership and culture.

41:26

If you change the leadership, if you get the right kind of leadership, you will find changes in the Emotional Intelligence of people working for you. We won’t get into the matter to today, we don’t have time, I’m just going to focus on the coaching area.

41:42

Some of us come at coaching from a background in things like therapy, but all backgrounds, political psychologist, was trained in therapy, and coaching is quite different from therapy.

41:54

Which, I’m sure many of you are quite aware, because, you know, a lot of us are trained in therapy and in terms of fixing problems, fixing anxiety, fixing depression, so on.

42:06

Whereas in coaching, it’s more about enhancing performance.

42:08

We’re dealing with people who are relatively well already in the workplace. And what we want to do is really just fix the bulk of the terms of improving their performance. It’s not as though we have a flat tire. It’s like, how can we do even better, go faster? We steer better in terms of the direction that we’re going, and a lot of the work in coaching comes from sports.

42:32

In fact, sports psychology, coaching, the language. And a lot of the techniques that we use, actually come from the sports world, and I’ll illustrate that as we go, in terms of coaching. What are the steps in coaching? Again, there’s a lot of documentation on this, but generally, you know that the processes, we build a relationship with the person, that we find out what their challenges are. We create a set of shared goals or plans. We work on what we call a growth mindset and build skills.

43:04

Often in regular sessions and we evaluate outcomes.

43:08

Again, I’m not gonna go through all the research, lots of research, this is, I like studies that have control groups and this study intrigued me. I had nothing to do with this study, but this is a group in the financial services organization in South Africa had two groups experimental control. They actually use one of my books EQ Edge and set out a nine month or 12 month coaching sessions for the groups.

43:33

They compared them pre and post found significant changes in emotional intelligence as well as significant behavioral changes at work.

43:42

The areas that showed the most change in terms of emotional intelligence were the self-perceptions area, interpersonal skills, their ability to get along with others, and stress management, and the individual scores, the most, the most change, were self-regard, their ability to have that self-efficacy, feel better about themselves and empathy their ability to pay more attention and understand, have more understanding of their subordinates.

44:10

So, as I mentioned, there were also other changes that were that were related to their actual work.

44:20

Another study I just want to point out to you, the area of coaching, you know, in psychotherapy we’ve had a lot of years to do all kinds of studies looking at the effectiveness of therapy. Coaching is relatively newer.

44:32

So some of the studies are pretty interesting and worth talking about this particular one. Again, I’m not going to go through all the details, just the main salient points.

44:41

I want to point out here it was consisted of two studies, 180 participants in one study, 210. So, they had a large sample. They had control groups.

44:52

But I just want to jump to the findings here. And one of the there was a surprising finding. And not too surprising.

45:00

I’m not surprising that when that wasn’t that surprising was that coaching is effective, coaching made a significant difference when they can compare those who were coach versus the control group.

45:12

But, the more surprising finding was that relationship was not the best predictor of success.

45:17

A lot of people assume that in order to have a successful coaching relationship, it’s all about successful outcome. It’s about the relationship. Relationship was important, and even if you don’t have a good relationship with your co G, it’s not going to be effective. But it was not. The defining factor was not the most important thing in terms of effecting change in the individual. Interestingly, the most important thing was resilience, the resilience, of the coachee, the person that was being coached.

45:46

Their conclusions were resilience that I’m referring to hardiness in our case.

45:52

Resilience was that it was a driver of outcome, because the more resilient they were before the coaching, the more they benefited from the coaching.

46:01

So the takeaway that I have from this is that if you can build the hardness of your client before you start the coaching, you’ll have a much better chance of success in the coaching experience. Again, you’ll have the reference, you can go read the study and learn more about that.

46:18

But I found that to be a pretty fascinating study, this area. So, I mentioned coaching came from the sports world. I just want to run through a quick example, we don’t have a lot of time left, but this 1 is 1 that I personally got interested in. I don’t know if you follow sports and particularly if you follow tennis at play a lot of tennis and this particular interest to me, this is a woman by the name of …. If you follow sports, you may know, she won the US. Open Tennis in 2019, just so when the Canadian open.

46:51

And I took a particular interest in this story for a number of reasons. When she won the US open, she was only 19 years old, right?

46:59

And she went in one year from being ranked in the world, 208 up to being ranked. Number five. That’s huge for an athlete in 1 C 1 year. Her secure, her record gameplay for the year 43 wins and for losses. So, she made it to the US. Open, was the first time playing the US. Open.

47:22

And, she made it all the way to the top.

47:24

Ended up playing Serena Williams, one of the most formidable tennis players in the world.

47:30

And, and she faced her in the finals.

47:34

What happened was the first set Bianca Beaters, 6 to 3.

47:39

But, you know, Serena is known for comebacks as one of the things she’s famous floor.

47:43

And in the second set, Serena was ahead of her 5 to 1, then then Bianca tied the score.

47:52

at 5 5 Which point my heart sunk. I thought that was going to be the end of it.

47:58

But Bianca came back in 1725 So I thought that was a pretty amazing feat and was pretty intrigued by how that happens We’ll go into the details as described before in our readiness book, But I ended up meeting with one of her coaches is actually a couple of our coaches and one of them was a ref Joe Lily who was a fundamental in Bianca’s success.

48:23

He was her developmental coach and I spent time Both interviewing him and also testing is its hardiness and seeing what I can gather because coaching is coaching whether you’re coaching athletes or you’re coaching executives in, in the company. And I learned a lot from, from a ref about coaching experience. So this is his score, pretty much off the charts. You know? He was a professional tennis player. Transitioned into a coach has had tremendous success with a number of athletes, but scored really high, and in the areas that we looked at in terms of challenge controller commitment, but I asked them how we applied it to athletes, such as Bianca.

49:04

And again, we don’t have a lot of detailed time here, but things that were important were controlled discipline The fact that she didn’t have control over who are opponent was into so many things over the weather, in tennis shoes. A lot of things you don’t have control over, but she had control over her schedule over her pre-game warmup. There were a lot of things. She had control. And the focus for the athlete was on control. The next one was commitment. Now is really interesting. Bianca. Visualize, winning the US. Open.

49:33

When she was 12 years old, she actually had an image of the check and receiving the cup. So, she had this vision that she worked at from a very young age, and that you work towards, and then they work backwards. And one of the one of the important aspects of coaching is you use of a vision, and what she did was you, you coach backwards. So, I mentioned the fact that she was falling behind.

49:58

In the final to Serena Williams, one of the things I asked the references was that, you know, did you feel when that was going on? I know. I was so anxious. How did you feel about it? And he said, he was happy.

50:10

And I was kind of sharpness. And what didn’t you are happy? He says, because that’s what we prepared for over 100 times. We prepared for her to be, again, Serena Williams and the final it. And we visualize that scenario. And what we visualized was serving two are high on our right because we knew that was a weakness. And … would move over and over in her mind that serve how she would serve to her. And we knew if we could, we could beat her on that. We could continue to win on that.

50:37

So, he felt that what he trained her for just kicked in, even though for most of us that would have been like the most anxious time of the match, so visualization is an important skill and that leads into challenge, challenge, and commitment and the techniques used so we can see how some of these things transfer over and this is briefly just another case.

51:03

This was a police officer whose hardiness I looked at and you can just see quickly that this is someone who felt that the job he was doing was definitely challenging solving murders and he was definitely committed. He felt that what he was doing was important work.

51:17

Benefited Society had all those components to it, but he was lower in one area, which is control.

51:24

And what was happening there was that he felt that when he, he, he was homicide in charge of homicide in his department. But he felt that, a lot of times, he didn’t have control, He didn’t have control of what he could say to the media.

51:36

He felt he wanted to use the medium or helping solve some of the murders, he didn’t have control, in terms of the chief of police, was giving him certain limitations to what he could do. So that area of control was a concern that was holding him back somewhat.

51:51

So, what we worked on was finding those areas, again, where we had more control, leveraging that control in those areas, and thereby eventually becoming more effective and enjoying his work more. We look at balance, we look at the way these things balance each other out. I’m gonna move into some suggestions of coaching now because we’re running out of time. What other program I mentioned that we’re involved in is a program with homeless women, which is really exciting.

52:18

Leah …, who runs this program, was herself homeless and what she discovered because she was able to polar save.

52:25

So out of that, get into the workplace and she became very successful in, in sales.

52:32

But she found that when she made it into the corporate world, she was given a coach, business coach, and that was very transitional for her.

52:40

So she started a program where she gets homeless women and she gets coaches in the business world to donate time to homeless women and to use the techniques of coaching. And we also assist them with tardiness and emotional intelligence assessment to make a difference in their lives. And, again, I don’t have time to go through this all, but just some of the snapshot, that the population, she gets, 100% of poverty, 78%, Survivors of violence, 78%, having some disability, and 50% single mothers.

53:12

Amazing results, where she increases their average increase in the course of the year, as increased dramatically. Their employment situations have increased dramatically. She’s getting amazing results, some gone on to be lawyers.

53:27

Educationally, have made incredible changes. Again, you can learn more about this program, I find an amazing, and we continue to work with Leah to really get at the components of how heartedness and emotional intelligence fit in to the success of these women being coached by her people. OK, here’s some quick tips for you if you are coaches that will hopefully leave a few minutes for some questions.

53:53

What can we do? I mentioned that the leaders we looked at were, we’re trending towards lower emotional self-awareness. So what do we do? Well, here’s some of the things we asked, and we asked them about how they’ve been managing Durham.

54:06

We asked them about rests breaks. A lot of them have just worked plowed right Through, don’t take time out for themselves.

54:13

We, we see whether they notice any changes in themselves, and any changes at home, or work, we get them to focus on that. We get them talk about their emotions, and what the time has been like for them emotionally to sort of delve into that. We get into how they deal with those emotions. Are they drinking alcohol, are they exercising?

54:33

And are you doing positive things, or negative things to eating more or less?

54:38

How do they spend their time when they’re not working?

54:41

You know, some of the leaders you’ve seen are always working, and they look at us kinda quizzical when we ask that question. So we really get them to focus on areas like that.

54:51

We ask them how satisfied they are with their off time.

54:55

Then when it comes to, to looking at things like empathy, we asked them how to questions about their subordinates? Do they know what’s going on?

55:04

And we really try and drill down, and see how knowledgeable they are, but what’s going on around the people around them, and how well they’re, they’re coping with things. We ask them what steps they’ve taken to help the people around them.

55:18

We asked them, you know, how can they be more aware of the people around them and things. They could be asking a question, people in a way that it’s acceptable. one of the things we’re finding out is that, you know, a lot of leaders don’t want to get into people’s personal lives, that report to them, they avoid that well. That’s all changed. We’re learning so much more about the personal lives of people. We work with and subordinates now. So that’s been an effective change.

55:44

Then coaching leaders, some of the strengths I pointed out there were some areas that were stronger, like assertiveness. Maybe we’re overemphasizing some of those strengths to the detriment of some of the weaknesses. If we’re being so concerned about being assertive than giving out, you know, what we think and feel, we may be spending less energy on empathy and understanding what other people are coming on. So when we do the coaching and we use the emotional intelligence skills, we try and see if there are overusing some of the strengths to the detriment of some of the other skills and abilities, and that guides us in our coaching.

56:23

I think that’s about my time to leave for a few questions, so I’m going to start to wrap up at this point and thank you very much for your attention Being here.

56:37

Thanks, doctor saying that was great. We do have a few moments here to answer some questions and our first question is coming from Michelle and Michelle said Can you use the EQ I to zero to determine your own AI Or does it need to be someone else? So that we’re not biased with our own responses?

56:56

Yeah, it’s more of a ladder our preference is that? someone who’s trained in a coach?

57:02

Do it with you because it’s not as simple as I make it seem There are also some Things that you really should be trained in before you make an interpretation.

57:14

Great and I think we have time here for one more question from Tracy and Tracy says how do you change the hardiness of the individual?

57:24

So again, with coaching hardiness we start off often asking questions when we drill in on things like commitment and we try and find out you know what excites the person? What is it that motivates you? We try really find those areas that we can work with in terms of control. It’s a matter again. A questioning what are the things in your life that you can change your control You know, people often focus on what they can’t change. I can change this **** pandemic. I can change you, know, whatever. Well, what can you control? You can wear a mask if you need to get vaccinated. You can avoid other people. You know, there’s things you can do. So we really work towards maximizing commitment and control.

58:06

In challenge, we try and find challenges in the person’s life. What are things that they’re interested in there, they’re quizzical about, or they can develop. So, again, coaching is key. Finding the right questions and helping guide the person in the right direction.

58:23

Those are ways you can improve hiring’s.

58:27

Well, great. Thank you so much for your time today, Doctor Stein. That was a really information filled session today.

58:35

Thank you to our sponsor today. Today’s webinar was sponsored by MHS. MHS helps clients evaluate, track and the leverage human centric data to help realize full potential striving for fairness and equity in the development and deployment of the products they make. The solutions they provide, and in the people, they lead, and you can learn more at www.mhs.com. And if you’d like to learn more on topics like today, HRDQ-U memberships, offers over 200 Human Resource webinars to trainers, consultants, and coaches, keeping you in the know with industry trends.

59:12

As well as workforce virtual seminars for instructor-led classes on key training topics for your employees. You can learn more at www.hrdqu.com/memberships. That is all the time that we have for today. Again, thank you very much for your time today, Doctor Stein.

59:28

And thank you all for participating in today’s webinar, Happy training.

59:35

Yeah.

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