Alyssa Sinkov PharmD PGY2 HealthSystem Pharmacy Administration Resident Baylor Scott amp White Health System Dallas TX January 21 2017 Conflict of Interest The author of this presentation has no conflicts of interest to disclose including financial or personal relationships with commer ID: 536653
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Slide1
Emotional Intelligence in a Multicultural Workplace
Alyssa Sinkov, PharmD
PGY2 Health-System Pharmacy Administration Resident
Baylor Scott & White Health System, Dallas, TX
January 21, 2017Slide2
Conflict of Interest
The author of this presentation has no conflicts of interest to disclose, including financial or personal relationships with commercial entities.
2Slide3
Pharmacist Learning Objectives
Apply the 4 skills of emotionally intelligent employees in the
workplace
Compare and contrast cultural norms by utilizing the 8 mapping
scales
Interpret stylistic differences in communicating, evaluating, and disagreement between cultures
3Slide4
Describe the 4 skills of emotionally intelligent employeesRecognize the 8 scales that map the world’s cultures in your interactions with
others
Identify examples of stylistic differences in communicating, evaluating, and disagreement between cultures
4
Technician Learning ObjectivesSlide5
Emotional Intelligence (EQ or EI)
“Emotional
intelligence is your ability to recognize and understand emotions in yourself and others, and your ability to use this awareness to manage your behavior and
relationships.”
--Drs. Travis
Bradberry & Jean
Greaves Emotional Intelligence
2.0
5
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide6
It all starts here…
6
Fight, flight, or freeze?
Image: Peretz Partensky
. https://commons.wikimedia.org/wiki/File:This_was_a_timely_capture_(3926001309).
jpg.Slide7
Emotional Intelligence Requires Communication between Rational & Emotional Centers
7
Image: http
://www.ascd.org/ASCD/images/publications/books/erlauer2003_fig1.1.gifSlide8
What determines how people think and act?
8
Personality
EQ
IQ
1. Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.
2. Piotr Marcinski. In: Kleiman L, Barnett T.
Employee screening and selection
[website]. http://
www.referenceforbusiness.com/management/Em-Exp/Employee-Screening-and-Selection.html. Accessed October 20, 2016.Slide9
IQ vs. EQ vs. Personality
9
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide10
EQ’s Impact on Job Performance
10
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide11
EQ accounts for 58% of performance in all types of jobsSingle best predictor of performance, leadership, and personal excellence90% of high performers are high in EQ20% of low performers are high in EQ
People with high EQs make an average of $29,000 more per year than people with low EQ
Every point increase in EQ adds ~$1,300 to an annual salary
11
EQ’s Impact on Job Performance
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide12
4 Emotional Intelligence Skills
12
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide13
Self-Awareness
Foundational skill to developing emotional intelligence
Ability to accurately perceive one’s own emotions in the moment and understand tendencies across situations
Requires willingness to tolerate discomfort of focusing on negative feelings and not to be afraid of emotional “mistakes”
“Where do your feelings come from, and why are they there?”
83% of top performers and only 2% of bottom performers are high in self-awareness
13
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide14
High Performer
“Clear long-term goals”
“Doesn’t make sacrifices for short-term gains”
“Up-front and doesn’t play ‘mind games’ with people”
“Manage your emotions without them managing you”
Low Performer
“Stress and sense of urgency projected on to others”
“Comes across as defensive or aggressive, and is not aware of tone and language”
“Needs to become aware of how she is perceived by others”
“In his ‘own little world’”
Self-Awareness in Action
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide15
3 Tips to Improve Your Self-Awareness
Spend enough time thinking about your emotions to realize where they come from and why they are there
Develop a clear understanding of what motivates you and what pushes your buttons
Don’t be afraid of your mistakes – learn from them
15Slide16
Highly dependent upon self-awareness skillAbility to use your own awareness of your emotions to stay flexible and direct your behavior positivelyPutting momentary needs on hold to pursue larger, more important goalsThe ability to tolerate uncertainty when exploring emotions and options
16
Self-Management
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide17
High Performer
“Shows patience and understanding during heated, emotionally-charged meetings”
“Sensitive, yet direct and to the point”
“Ability to separate emotion from logic
”
Low Performer
“Responds too quickly, sharply, or disjointedly”
“His reactions trickle onto his teammates”
“Lets his emotions rule his behavior”
“Needs to be proactive instead of reactive”
Self-Management in Action
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide18
3 Tips to Improve Your Self-Management
Think before you act
Learn to tolerate uncertainty
Think about your
longterm
, larger goals before making a quick decision
18Slide19
Ability to accurately pick up on emotions in other people to perceive what they are feeling or thinking, even if you do not feel the same wayListening and observingStop talking, anticipating, and thinking ahead to what we’re going to say next
Understand emotions as they are happening and while contributing to the interaction
19
Social Awareness
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide20
High Performer
“Adjusts to different situations and can build relationships with almost anyone”
“
Knows how to lead the conversation without them feeling like they were being controlled”
“Has a sincere interest in understanding people”
Low Performer
“He needs
to allow others to feel good about their ideas, even if he has a better plan”
“He needs
to pay attention to what is being said rather than thinking about what he wants to say”
“
Doesn’t see the forest for the trees”
Social Awareness in Action
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide21
3 Tips to Improve Your Social-Awareness
Be an anthropologist – watch people in their natural state without interfering
Stop anticipating what others are thinking
Contribute to the conversation but pay attention
21Slide22
Most difficult skill – requires mastery of other 3 emotional intelligence skillsAbility to use your awareness of your own emotions and those of others to manage relationships effectivelyClear communication
Effective handling of conflict
Product of the quality, depth, and time you spend interacting with another person
22
Relationship Management
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide23
High Performer
“Innate ability to read people, and uses that to create a safe and inviting forum for discussion”
“Her door is always open”
“Finds something to inquire about the other person’s interests even when it seems there’s no common ground
”
Low Performer
“If they don’t agree with him, he makes it apparent that it’s not worth developing the relationship”
“Gets over-excited when meeting people which can make them pull back from him”
“Reacts to people rather than responding to them”
Relationship Management in Action
Bradberry T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009.Slide24
3 Tips to Improve Your Relationship Management
Relationships will not be built immediately – it takes time
Do not avoid problems and conflict – initiate direct and constructive conversation
Make the most out of your interactions with other people
24Slide25
EQ
Exam
Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)
1
Emotional Intelligence Appraisal
2
EQ-i 2.0
3
Exam Type
Modeled on IQ tests
Skill-based self-report
Explores 16 elements of well-being grouped into self-expression, decision-making, inter-personal skills, decision making, and stress management
Number of Questions
141 questions, but 19 do not have expected answers
28 questions
133 questions
Exam Model
Ability-based
Mixed-model
Mixed-model
25
Resources to Improve Emotional Intelligence
Mayer J, Salovey P, Caruso D, Sitarenios
G.
Measuring
emotional intelligence with the MSCEIT
V2.0
.
Emotion
. 2003; 3:97–105.
Bradberry
T, Greaves J.
Emotional Intelligence 2.0.
San Diego, CA: TalentSmart; 2009
.
MHS Assessments. The
EQ-i2.0 Experience. https://
tap.mhs.com/EQi20.aspx. 2011. Accessed October 16, 2016 Slide26
A pharmacy manager has a meeting with a pharmacist to discuss a mistake she made at work. An hour before the meeting, the pharmacist learns that a family member has been admitted to the hospital after a car accident. The pharmacy manager reschedules the meeting and allows her to leave an hour early. The manager’s behavior is an example of which EQ skill?
Self-Awareness
Self-Management
Social Awareness
D.
Relationship Management
26Slide27
Summary of Emotional Intelligence
Emotional intelligence is your ability to recognize and understand emotions
in order to
manage your behavior and
relationships
Unlike IQ and personality, EQ can easily be developed and improved upon
EQ accounts for 58% of job performance and is the single best predictor of performance, leadership, and personal
excellence
The four skills of emotional intelligence are: self-awareness, self-management, social awareness, relationship management
Several resources are available to assess and develop EQ such as the Emotional Intelligence Appraisal
27Slide28
Cultural Intelligence (CQ or CI)
“An outsider’s seemingly natural ability to interpret someone’s unfamiliar and ambiguous gestures the way that a person’s compatriots would.”
- Christopher Early & Elaine Mosakowski
Harvard Business Review
, October 2004
28
Early C, Mosakowski E. Cultural Intelligence.
Harvard Business Review.
Oct 2004. Slide29
Geographical Culture
29
United States of America
Southwest
Texas
DallasSlide30
Workplace Culture
30
Baylor Scott & White Health
North
Fort Worth
PharmacySlide31
Where does CQ fit into EQ?
Related to emotional intelligence but groups actions and behaviors into 3 groups:
Individual
Group
Universal
Individuals high in both CQ and EQ have a propensity to think before acting
Suspend judgement until considering all of the ways personalities are similar and different from your “home” culture
31
Early C, Mosakowski E. Cultural Intelligence.
Harvard Business Review.
Oct 2004. Slide32
Cultural Intelligence at Work
American
designer working with 2 German engineers finds
that all of her team’s suggestions are quickly dismissed. She concludes from this interaction that Germans are rude and aggressive.
32
1. Early C, Mosakowski E. Cultural Intelligence.
Harvard Business Review.
Oct 2004.
2. The Globe and Mail. Managers need to know what workers aren’t telling
them. http://www.theglobeandmail.com/report-on-business/careers/management/managers-need-to-know-what-workers-arent-telling-them/article1369675
/. Accessed October 20, 2016. Slide33
Using the 3 Behavior Groups
That evening, the American designer reflects upon her interactions with the German engineers. She considers her perception of their behavior:
Individual: personality, environment, personal life
Group: German, American, engineer, designer, company
Universal: respect
Upon reflection, the designer realizes that she was equating the merit of an idea to the merit of the person presenting it, when the German engineers were able to make a sharp distinction between the two.
Was this behavior because they were German or because they were engineers?
33
Early C, Mosakowski E. Cultural Intelligence.
Harvard Business Review.
Oct 2004. Slide34
How We Adapt: Core & Flex
34
Core: the things that we won’t change
Flex: things we can choose to change
The key is to change and accommodate without compromising on what matters.
Common Purpose.
What is cultural intelligence? http://commonpurpose.org/knowledge-hub/all-articles/what-is-cultural-intelligence/. Accessed October 20, 2016.Slide35
6 Cultural Intelligence Profiles
35Slide36
6 Cultural Intelligence Profiles
36Slide37
Anticipating Cultural Differences
Individuals, no matter their country of origin, have different personality traits
Anticipating cultural differences should not stereotype groups of people but should instead set a cultural “context” in order to communicate and interact more effectively between cultures
In Erin Meyer’s book,
The Culture Map
, she presents 8 scales as tools to map the world’s cultures
37
Meyer E.
The Culture Map
. New York, NY: PublicAffairs; 2014.Slide38
Erin Meyer’s 8 Culture Scales
38
Meyer E.
The Culture Map
. New York, NY: PublicAffairs; 2014.Slide39
Which statement is TRUE about Erin Meyer’s 8 Culture Scales?
The culture scale is representative of all members of a culture, regardless of personal experiences or personality
The culture scales are not meant to stereotype but instead set a cultural “context”
The “Communications” scale consists of principles-first vs. applications-first
Russians and Israelis give and receive feedback exactly the same way since they both “Evaluate” using direct negative feedback
39Slide40
Communications: Low vs. High Context
40
Meyer E.
The Culture Map
. New York, NY: PublicAffairs; 2014.
Low Context
High Context
U.S.
Canada
Australia
Germany
Japan
Indonesia
China
Kenya
India
France
Russia
Finland
England
Poland
Spain
Brazil
Italy
Mexico
Low
Context
High
Context
Good communication is precise, simple, and clear
Messages expressed and understood at face value
Repetition used to clarify communication
Good communication is sophisticated, nuanced, and layered
Messages are both spoken and read between the lines
Messages often implied but not plainly expressedSlide41
Low Context
Be as transparent, clear, and specific as possible
At the end of a discussion, recap the key points again
Don’t expect that there will always be a subtle message or meaning behind someone’s words
Ask for clarification if you don’t understand
High Context
Listen to what is
meant
instead of what is said
“No” can come in many guises
i.e. “It will be hard, but I’ll consider it”
Don’t form opinions too quickly
Ask for clarification if you don’t understand
Strategies for Working with Low vs. High Context Cultures
Multicultural groups need low-context processes.Slide42
Evaluating: Direct vs. Indirect Negative Feedback
42
Meyer E.
The Culture Map
. New York, NY: PublicAffairs; 2014.
Direct
Indirect
U.S.
Canada
Australia
Germany
Japan
Indonesia
China
Kenya
India
France
Russia
England
Ghana
Spain
Brazil
Italy
Mexico
Direct Negative Feedback
Indirect
Negative Feedback
Negative feedback provided frankly, bluntly, and honestly
Negative messages are not softened by positive ones
Absolute descriptors
or “upgraders” used such as, “totally” or “completely”
May be given in front of a group
Negative feedback provided softly, subtly, and diplomatically
Positive messages used to wrap
negative ones
Qualifying descriptors or “downgraders” used such as, “sort of” or “slightly”
Only given in private
Israel
Norway
Denmark
Saudi ArabiaSlide43
Direct Negative
Low Context:
Take everything literally and as a sign of transparency and honesty
Don’t
try to do it like them
High Context:
They will tend to be direct with family or strangers and diplomatic with authority figures
Avoid taking the criticism too personally
Indirect Negative
Low Context:
Comes across as fake or confusing since positive words are used when giving positive and negative feedback
Try to be balanced in the positive and negative feedback given
High Context:
May give negative feedback by veiling it as a joke or in a friendly manner
Never give individual feedback in front of a group
Strategies for Giving & Accepting Negative Feedback from Direct vs. Indirect Cultures
Politeness is in the eye of the beholder.Slide44
Disagreement: Confrontational vs. Non-Confrontational
44
Meyer E.
The Culture Map
. New York, NY: PublicAffairs; 2014.
Confrontational
Non-Confrontational
U.S.
Thailand
Australia
Germany
Japan
Indonesia
China
India
France
Russia
England
Ghana
Spain
Brazil
Italy
Mexico
Confrontational
Non-Confrontational
Disagreement and debate
seen as positive for the team
Open confrontation is appropriate and won’t negatively affect relationships
Disagreement
and debate are seen as negative for the team
Open confrontation will break group harmony and negatively affect relationships
Israel
Denmark
Saudi Arabia
Netherlands
SwedenSlide45
Confrontational
Separate someone’s opinions or ideas from the person expressing it
Believe that a good debate brings more ideas and information
If they challenge you, it’s because they are interested
Non-Confrontational
In attacking a person’s opinion or idea, you may bruise a person’s ego or cause a “loss of face”
Some cultures may be non-confrontational toward those with in-group status but may show more confrontational behavior toward those with out-group status
Dealing with Disagreement in
Confrontational vs. Non-Confrontational Cultures
Emotional expressiveness or passion has little to do with how confrontational a culture is.Slide46
Which statement is FALSE?
The United States in an example of a low context communication culture
High context cultures tend to listen to what is
meant
instead of what is said
Confrontational cultures tend to see disagreement as debate that is positive for the team
Japanese and Indonesian cultures tend to give direct negative feedback
46Slide47
“So, who did you vote for this year?”
What is the culturally appropriate way to respond to awkward cross-cultural encounters and questions?
Begin with positive intent
Seek additional information
Decide in advance how to address the situation
Be yourself, but adapt just enough
47
Livermore, D. Weird, rude, or different?! Awkward cross-cultural moments. Cultural Intelligence Center. Culturalq.com. Accessed December 12, 2016.Slide48
Cultural Intelligence Resources
The Culture Map: Breaking Through the Invisible Boundaries of Global Business (2014)
by Erin Meyers
Books by David Livermore
Driven by Difference (2016)
Leading with Cultural Intelligence (2015)
Expand Your Borders (2013)
Cultural Intelligence Center (
www.culturalq.com
)
Harvard Business Review
48Slide49
Summary of Cultural Intelligence
CQ is an
outsider’s
ability to interpret
someone
of another culture’s unfamiliar gestures and is related to EQEQ requires core and flex – accommodation without compromising on what matters
Anticipating cultural differences should not stereotype groups of people but should instead set a cultural “context
”
In Erin Meyer’s book,
The Culture Map
, she presents 8 scales as tools to map the world’s
cultures
3 important scales in CQ are: communicating
, evaluating, and disagreement
49Slide50
Questions?
50