Emotional Intelligence (EI) and Human Synergistics Circumplex Model By: Eric Klisz, M.A. Organizational Development Specialist

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1 Emotional Intelligence (EI) and Human Synergistics Circumplex Model By: Eric Klisz, M.A. Organizational Development Specialist The following crosswalk is designed to compare and contrast the theoretical relationships between the Emotional Intelligence (EI) framework (Goleman, 1998) and the Human Synergistics Circumplex model (Lafferty, 1989). Utilizing the definitions of each theoretical model, the following tables will enable our customers to better understand both the similarities and differences between the two concepts. Appendix A has complete definitions for each model. Emotional Intelligence (EI) Framework Based on the original work of Robert Sternberg and David McClelland, EI states that there are specific skills that are not assessed by traditional intelligence tests. Peter Salovey and John D. Mayer, (1990) further refined the theoretical framework coined the term Emotional Intelligence. This framework measures both Personal and Social Competences with 25 sub categories that contribute to an individual s effectiveness at work. One of the most popular EI inventories is the BarOn Emotional Quotient Inventory (EQ-i). HumanSynergistics Circumplex Model Based on the work of several respect psychological and management theories (including McClelland), J. Clayton Lafferty, founder of Human Synergistics, developed the Circumplex model in The Circumplex model measures 12 distinct thinking styles that either contribute or hinder an individuals effectiveness at work and life satisfaction in general. One of the most popular Circumplex based individual development instruments is known as the Life Styles Inventory (LSI). Similarities The two models share some of the same language since both are focused on effective employee performance. Concepts such as Achievement, Self Actualization, Collaboration & Cooperation, and Developing Others are thoroughly examined by both models. Also, both models are prescriptive in nature, such that a specific positive direction is outlined and defined. Differences The EI framework focuses on the emotional skills of an individual and is valid for selection and placement. The Human Synergistics Circumplex model is focused on an individual s thinking and behavioral styles and is designed, normed and validated strictly for purposes of individual development. Both concepts are important within the workplace since each has implications regarding employee performance. For example, an individual could posses high levels of the EI skill set, yet could also have low levels of Constructive thinking and high levels of Passive/Defensive thinking of the Circumplex Model. This combination would most likely result in ineffective employee performance since the individual is choosing not to utilize the various emotional skills that he has. The Circumplex model assesses Constructive thinking similar to the EI framework (see Table 1); in addition, it recognizes and measures less desirable thinking styles such as Approval, Conventional, Dependent, and Avoidance, as well as Oppositional, Power, Competitive, and Perfectionistic (see tables 2 and 3). All of these defensive thinking styles occur within the workplace, yet are not addressed within the EI framework. Practical uses The use of each instrument really depends upon the goals and intentions of each client. Measuring EI (through the EQ-i) would be most appropriately used by organizations for screening as part of the recruiting process to aid in identifying potentially successful employees. It is also helpful in identifying those emotional and social skills that are important in employee training programs. The Human Synergistics Circumplex model (as measured by the LSI) is designed to measure and track an individual s current thinking and behavioral styles. The validity research on the LSI provides evidence on several effectiveness indicators including individual performance, job satisfaction, quality of interpersonal relations, and managerial effectiveness. The LSI would be most effectively used as a valid and reliable individual development instrument that can be utilized within a development plan throughout an employee s career. Based on the theoretical definitions, Tables 1-3 can serve as a guide to further clarify each model and its proper application by detailing the direction of relationships between the two models. 1

2 Table 1. Theoretical relationships between Emotional Intelligence Competencies and the Constructive Styles of the circumplex. Emotional Intelligence Constructive Styles Competencies Achievement Self-Actualizing Humanistic Affiliative Personal Competence Self-Awareness Emotional awareness Accurate self-assessment Self-confidence Self-Regulation Self-Control Trustworthiness Conscientious Adaptability Innovation Motivation Achievement drive Commitment Initiative Optimism Social Competence Empathy Understanding others Developing others Service orientation Leveraging diversity Political awareness Social Skills Influence Communication Conflict management Leadership Change catalyst Building bonds Collaboration and cooperation Team capabilities Table 1 illustrates the theoretical relationships between the EI framework definitions and the Human Synergistics Constructive definitions by carefully examining both models we made a determination regarding the direction of the relationships. The plus (+) indicates that there is a positive related definition between the models; that is, the definitions describe similar thinking or behavior patterns. The zero (0) indicates that the two concepts are not theoretically related; that is, the two definitions have nothing in common with each other. The minus ( ) indicates a negative theoretical related concept; where the two definitions are opposite in meaning. Table 1 indicates that there are several positive and zero relationships between the EI framework and the Constructive styles. In general, these concepts are theoretically related based on our understanding of the definitions of both models. (See Appendix A for complete definitions of each.) 2

3 Table 2. Theoretical relationships between Emotional Intelligence Competencies and the Passive/Defensive styles of the circumplex. Emotional Intelligence Passive/Defensive styles Competencies Approval Conventional Dependent Avoidance Personal Competence Self-Awareness Emotional awareness Accurate self-assessment 0 0 Self-confidence Self-Regulation Self-Control Trustworthiness Conscientious Adaptability 0 Innovation 0 0 Motivation Achievement drive Commitment Initiative 0 0 Optimism 0 Social Competence Empathy Understanding others Developing others Service orientation + Leveraging diversity 0 0 Political awareness Social Skills Influence Communication Conflict management Leadership Change catalyst Building bonds Collaboration and cooperation Team capabilities Table 2 illustrates the theoretical relationships between the EI framework definitions and the Human Synergistics Passive/Defensive definitions by carefully examining both models we made a determination regarding the direction of the relationships. The plus (+) indicates that there is a positive related definition between the models; that is, the definitions describe similar thinking or behavior patterns. The zero (0) indicates that the two concepts are not theoretically related; that is, the two definitions have nothing in common with each other. The minus ( ) indicates a negative theoretical related concept; where the two definitions are opposite in meaning. Table 1 indicates that there are several negative and zero relationships between the EI framework and the Passive/Defensive styles. In general, these concepts are not theoretically related based on our understanding of the definitions of both models. (See Appendix A for complete definitions of each.) 3

4 Table 3. Theoretical relationships between Emotional Intelligence Competencies and the Aggressive/Defensive Styles of the circumplex. Emotional Intelligence Aggressive/Defensive styles Competencies Oppositional Power Competitive Perfectionistic Personal Competence Self-Awareness Emotional awareness Accurate self-assessment Self-confidence Self-Regulation Self-Control Trustworthiness Conscientious Adaptability Innovation Motivation Achievement drive Commitment 0 0 Initiative Optimism Social Competence Empathy Understanding others 0 0 Developing others Service orientation Leveraging diversity Political awareness Social Skills Influence Communication Conflict management Leadership Change catalyst Building bonds Collaboration and cooperation Team capabilities Table 3 illustrates the theoretical relationships between the EI framework definitions and the Human Synergistics Aggressive/Defensive definitions by carefully examining both models we made a determination regarding the direction of the relationships. The plus (+) indicates that there is a positive related definition between the models; that is, the definitions describe similar thinking or behavior patterns. The zero (0) indicates that the two concepts are not theoretically related; that is, the two definitions have nothing in common with each other. The minus ( ) indicates a negative theoretical related concept; where the two definitions are opposite in meaning. Table 1 indicates that there are several negative and zero relationships between the EI framework and the Aggressive/Defensive styles. In general, these concepts are not theoretically related based on our understanding of the definitions of both models. (See Appendix A for complete definitions of each.) 4

5 Appendix A The Emotional Competence Framework [Adapted from Goleman, D. (1998). Working with Emotional Intelligence (pp.26-27). New York, Bantam Books.] Personal Competence These competencies determine how we manage ourselves. Self-Awareness Knowing one s internal states, preferences, resources, and intuitions. Emotional awareness: Recognizing one s emotions and their effects Accurate self-assessment: Knowing one s strengths and limits Self-confidence- A strong sense of one s self-worth and capabilities Self-Regulation Managing one s internal states, impulses, and resources Self-Control: Keeping disruptive emotions and impulses in check Trustworthiness: Maintaining standards of honesty and integrity Conscientious: Taking responsibility for personal performance. Adaptability: Flexibility in handling change Innovation: Being comfortable with novel ideas, approaches, and new information Motivation Emotional tendencies that guide or facilitate reaching goals Achievement drive: Striving to improve or meet a standard of excellence Commitment: Aligning with the goals of the group or organization Initiative: Readiness to act on opportunities Optimism: Persistence in pursuing goals despite obstacles and setbacks Social Competence These competencies determine how we handle relationships. Empathy Awareness of others feelings, needs, and concerns Understanding others: Sensing others feelings and perspectives, and taking an active interest in their concerns Developing others: Sensing others development needs and bolstering their abilities Service orientation: Anticipating, recognizing, and meeting customers needs Leveraging diversity: Cultivating opportunities through different kinds of people Political awareness: Reading a group s emotional currents and power relationships Social Skills Adeptness at inducing desirable responses in others Influence: Wielding effective tactics for persuasion Communication: Listening openly and sending convincing messages Conflict management: Negotiating and resolving disagreements Leadership: Inspiring and guiding individuals and groups Change catalyst: Initiating or managing change Building bonds: Nurturing instrumental relationships Collaboration and cooperation: Working with others toward shared goals Team capabilities: Creating group synergy in pursuing collective goal. 5

6 Human Synergistics Circumplex Model [Adapted from Lafferty, C.J. (1989). Life Styles Inventory LSI 1 Self-Development Guide. (pp.7-64). Plymouth, Human Synergistics.] This cluster of styles characterize self-enhancing thinking and behavior that contribute to one s level of satisfaction, ability to develop healthy relationships and work effectively with people, and proficiency at accomplishing tasks. Constructive Cluster Achievement The Achievement scale measures a way of thinking that is highly associated with personal effectiveness. Scores for this style indicate our interest in, as well as our proficiency at, attaining high-quality results on challenging projects. In many ways, the Achievement style characterizes the most constructive approaches to work. Achievers are motivated to succeed by their own values and beliefs. They know they can improve things, and do not hesitate to act on this knowledge. The Self Actualization scale measures a way of thinking that results in the highest form of personal fulfillment. Becoming self-actualized is the final step in one s growth and maturation process. This style is characterized by an unusually high acceptance of self, others and situations as they are. Self-actualized people are creative and imaginative, and take a unique approach to life. Self Actualization Humanistic Encouraging Affiliative The Humanistic Encouraging scale measures a way of thinking that refers to our interest in people, our tendency to care about others, and our ability to encourage them to improve. Humanistic-Encouraging people are accepting of themselves, and accept others for who they are- without question or criticism. In fact, those scoring higher on this scale have unconditional positive regards for others. This absolute acceptance enables people to grow the most and take greater responsibility for themselves. The Affiliative scale measures a way of thinking that refers to our commitment to forming and sustaining satisfying relationships. This style represents a need for social interaction and interpersonal contact. Affiliative people seek out, establish, value, and maintain close associations with others. These individuals appreciate people and enjoy being in the company of others. In fact, they tend to be most comfortable when those with whom they have established strong emotional and social ties. 6

7 This cluster of styles represents self protecting thinking and behavior that promote the fulfillment of security needs through interaction with people. Passive/Defensive Cluster The Approval scale measures our need to be accepted by others to increase or sustain our feelings of self-worth. While the desire to be approved of is natural, problems occur when approval-seeking becomes a need, and ultimately our standard way of interacting with others. Approval The Conventional scale measures our tendency to act in a conforming way. While some conformity is necessary in life, too much can be restrictive. The Conventional style represents a preoccupation with adhering to rules and established procedures, maintaining a low profile, and blending in with our particular environment to avoid calling attention to ourselves. Conventional Dependent The Dependent scale measures the degree to which we feel our efforts do not count. Dependent behavior originates in a need for security and selfprotection: Dependent people typically feel that they have very little control over their lives. This type of behavior may be long-standing, or due to temporary life changes such as a new job, a promotion, an illness or the break-up of a close relationship. The Avoidance scale measures our tendency to use defensive strategy of withdrawal. We do this by hiding our feelings, or by shying away from situations we find threatening. We may use this behavior when we face something different, such as a new environment or a problem we have no experience in solving. Avoidance 7

8 This cluster of styles reflect self promoting thinking and behavior used to maintain status/position and fulfill security needs through task related activities. Aggressive/Defensive Cluster The Oppositional scale measures our tendency to use defensive and aggressive strategy of disagreeing with others, and to seek attention by being critical and cynical. While clarifying and refining ideas by asking probing questions can be a valuable skill, oppositional people often use it destructively. Oppositional The Power scale measures our tendency to associate our self-worth with the degree to which we can control and dominate others. Individuals who seek power are motivated by a need to gain prestige, status and influence: they achieve false, temporary feelings of self worth by striving to be in charge at all times. Power Competitive The Competitive scale measures our need to establish a sense of self-worth through competing against and comparing ourselves to others. While it is largely encouraged and accepted as a measure of success, competitive behavior is not an effective predictor of achievement in business, sports, or life in general: in fact, studies have shown that people who come out ahead in competitive situations focus on performance excellence, or the process of doing well, rather than on the end result of winning. The Perfectionistic scale measures the degree to which we feel a driven need to be seen by others as perfect. A dramatic difference exists between the act of perfecting something and the concept of perfectionism. Rather that working to make things the best they can be, perfectionists need to seek flawless results. Perfectionistic 8

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