Nowack, K. (2006). Emotional Intelligence: Leaders Make a Difference. HR Trends, 17, 40-42

Nowack, K. (2006). Emotional Intelligence: Leaders Make a Difference. HR Trends, 17, 40-42 What is Emotional Intelligence? The most widely accepted model of emotional intelligence (EI) has been influenced by several scientists and researchers. Robert Sternberg s and Howard Gardner's (1983) theory of multiple intelligences suggests that interpersonal and intrapersonal intelligence are unique and different from the mathematical and logical type recognized today as "IQ" or general intelligence. Peter Salovey and John Mayer first proposed their own theory of EI in 1990 and Reuven Bar-On (1988) has placed EI in the context of personality, health and well-being. Daniel Goleman (1998) reformulated EI in terms of a theory of organizational and job performance. All these models, however, share a common core of basic concepts including Self-Awareness, Self-Management, Social Awareness, and Relationship Management. The Consortium for Research on Emotional Intelligence in Organizations (www.eiconsortium.org) is a useful website that serves as a resource portal on the topic of emotional intelligence including information on measures, current findings and EI resources. Research on EI and Performance A growing research literature suggests that EI may play a far more important role in career success and job performance than general intelligence (cognitive ability). A recent metaanalysis of 69 independent studies explored the predictive validity of emotional intelligence with diverse job performance outcomes (Van Rooy & Viswesvaran, 2004). Results suggested diverse measures of EI correlated.23 with job performance (k=19, N=4158) and.22 with general mental ability. These correlations suggest that EI can be considered a moderate predictor of job performance and success, relative to other types of personnel selection techniques including interviews, personality inventories and assessment centers. Other recent EI research studies suggest that: Highly conscientious employees who lack social and emotional intelligence perform more poorly than those high in conscientiousness and emotional intelligence. On average, strengths in purely cognitive capacities are approximately 27 percent more frequent in high performers than in the average performers, whereas strengths in social and emotional competencies are 53 percent more frequent. The highest performing managers and leaders have significantly more "emotional competence" than other managers. Poor social and emotional intelligence are strong predictors of executive and management "derailment" and failure in one's career. 1

Leadership Makes a Difference Leadership and relationships play a key role in organizational success. Recent research on the association between employee satisfaction and job performance suggests that the single most important contributor to the feelings of employee engagement, empowerment and satisfaction is based on the relationship they have with the leaders of the organization. A recent meta-analysis of over 7,939 business units in 38 companies explored the relationship at the business-unit level between employee satisfaction-engagement and the business-unit outcomes of customer satisfaction, productivity, profit, employee turnover, and accidents (Harter, Schmidt & Hayes, 2002). Generalizable relationships, large enough to have substantial practical value, were found between unit-level employee satisfaction-engagement and these business-unit outcomes suggesting that management practices that affect satisfaction can have bottom line results on productivity and profit. A recent 2005 survey of 7,600 employees in diverse industries in the US by Career Systems International (Training and Development, April 2005) on the top retention drivers found that third on the list at 41.8% was relationships and working with great people (exciting work/challenge was first with 48.4% followed by career growth, learning and development 42.6%). In another survey with 2 million employees in 700 US companies Gallop found that employee tenure and productivity are directly related to relationships between employees and their supervisors and not salary. In today s global economy where outsourcing, downsizing and acquisitions are common place, companies must compete to find, attract, develop and retain the best talent. Given estimates that the costs of replacement of highly skilled workers and those in leadership roles can run up to 200% of the employee s salary, plus the cost of losing valued employees sometimes even to competitors the incentive for selecting and retaining talent is of enormous importance to employers. Furthermore, turnover is now a principal concern of CEOs because it can directly affect the bottom line. In a recent study sponsored by both Unifi Network (a division of Pricewaterhouse Coopers) and Roper Starch Worldwide Network, Inc., turnover has a direct and negative impact on both customer service and satisfaction. Their survey results suggest that employee turnover has a direct effect on customer retention, loyalty and defection. More than 80% of those responding perceived employee retention as a problem. As a result, many companies in the US are taking a more serious look at the principles of talent management and the impact of leadership effectiveness on retention. Envisia Learning Leadership Study A recent study by Envisia Learning explored the relationship between leadership effectiveness (measured as a composite set of nine specific emotional intelligence oriented management practices) and several specific organizational outcomes including employee retention, job satisfaction, employee engagement and perceived stress in a large food service company as part of their annual employee satisfaction surveys over a two year period. The employee surveys were distributed to all corporate and field employees in both 2002 and 2004. Single item measures were used to assess perceptions of stress, job satisfaction, engagement, perceived sensitivity to work and family issues, and retention (likeliness of leaving within the next 12 months). 2

Employees who rated leaders in the organization as more emotionally intelligent and effective were significantly less likely to consider leaving within 12 months, were more engaged and satisfied with work and reported significantly less stress compared to those who rated leadership practices as less effective overall (Figure 1). Figure 1 Envisia Leadership Effectiveness Study (N=153) Significant Differences (all p's <.01) 3 2.39 2.48 2.07 1.78 2 Job Stress Retention Satisfaction 1.51 1.25 1 High Effectiveness Low Effectiveness This study provides support for the hypothesis that emotionally intelligent leadership effectiveness, defined as involvement oriented and sensitive management practices can have a significant impact on employee s commitment to the organization, perceptions of work stress and intensions to remain with the company. 3

Employees who rated leaders in the organization as more emotionally intelligence were less likely to consider leaving within 12 months, were more engaged and satisfied with work and reported significantly less stress compared to those who rated leadership practices as less effective overall. Considerable evidence suggests that leaders and organizations that understand and respond to both the complexities of the business environment and to the basic needs of their people consistently outperform their less wise competitors by 30% to 40% in the United States (Pfeffer, 1998). This appears to be true for all industries, regardless of their size, age or type. For example, Fortune s 100 Best companies to work for are more likely to have cultures in which employee s grow and have half the turnover rate (12.6% vs. 26%) and nearly twice the applications for employment of companies not on the list (Work and Family Newsbrief, 1999). Developing a Psychologically Healthy Workplace: What Leaders Can Do Emotionally intelligent leadership appears to be one key contributor to the development of a psychologically healthy workplace. Leaders can directly influence morale, retention, commitment, satisfaction and perceptions of stress. A variety of approaches exist for emotionally intelligent leaders to consider employing in the development of a healthy workplace. These include: Gather feedback about strengths/development areas from other senior team leaders, direct reports and internal/external stakeholders by using a multi-rater feedback instrument Conduct a senior leadership team analysis of strengths/development areas using interviews or team based multi-rater feedback tools Conduct annual employee engagement surveys to better understand how leaders can change policies, procedures, processes, systems and management practices to enhance satisfaction Employ a department wide balanced scorecard to measure and monitor internal customer satisfaction of talent within your department Constructively and consistently manage the performance of underperforming talent Create and utilize employee teams to increase participation of employees in problem solving, decision making and planning processes Analyze exit interviews for trends and develop strategies to increase retention of high potential talent Support and implement work balance and family friendly policies, procedures and programs to enhance engagement (e.g., telecommuting, child care, flex time, wellness/health promotion programs) 4

Despite some recent criticisms about EI (confusion about the definition, diverse approach to measurement, overstated claims, overlap with personality), developing highly effective leaders who are involvement oriented, relationship focused and capable of managing his/her emotions appear to have strong associations with both performance and retention of high potential talent. Despite exactly how EI is conceptualized and measured, effective leadership makes a difference to the bottom line and will continue to be important for companies to be competitive in a global market today. 5

REFERENCES Bar-On, R. (1988). The development of an operational concept of psychological well-being. Unpublished doctoral dissertation, Rhodes University, South Africa. Goleman, D. (1998a). Working with emotional intelligence. New York: Bantam Books. Goleman, D. (1998b). What makes a leader? Harvard Business Review, November-December. Harter, J., Schmidt, F. & Hayes, T. (2002). Business-unit-level relationship between employee satisfaction, employee engagement, and business outcomes: a meta-analysis. Journal of Applied Psychology, 87(2):268-79. Mayer, J.D., Salovey, P., and Caruso, D. (2000). Competing models of emotional intelligence. In R.J. Sternberg (Ed.), Handbook of human intelligence, second edition (pp. 396-420). New York: Cambridge University Press, (2000). Nowack, K. (1999). 360-Degree feedback. In DG Langdon, KS Whiteside, & MM McKenna (Eds.), Intervention: 50 Performance Technology Tools, San Francisco, Jossey-Bass, Inc., pp.34-46. Nowack, K., Hartley, G, & Bradley, W. (1999). Evaluating results of your 360-degree feedback intervention. Training and Development, 53, 48-53. Nowack, K. (1997). Congruence between self and other ratings and assessment center performance. Journal of Social Behavior & Personality, 12, 145-166 Nowack, K. (1993). 360-degree feedback: The whole story. Training & Development, 47, 69-72. Nowack, K. (1992). Self-assessment and rater-assessment as a dimension of management development. Human Resources Development Quarterly, 3, 141-155. Sternberg, R. J. (2003). A broad view of intelligence: The theory of successful intelligence. Consulting Psychology Journal, 55, 139-154. Schmidt, F. & Hunter, J. (1998). The validity and utility of selection methods in personnel: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262-274. Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211. Seligman, Martin E. P. and Csikzentmihalyi, Mihalyi, Positive Psychology: An introduction. American Psychologist, January, 2000. Van Rooy, D. L. & Viswesvaran, C. (2004). Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net. Journal of Vocational Behavior, 65(1), 71-95. 6

Contact: Kenneth Nowack, Ph.D. Chief Research Officer Envisia Learning www.envisialearning.com 7

HR Trends Ó ÈÛıËÌ ÙÈÎ ÓÔËÌÔÛ ÓË: ªfi Ô Û ; ÁíåîÜñôçôá áðü ôïí áêñéâþ ïñéóìü êáé ôïí ôñüðï ìýôñçóçò ôçò óõíáéóèçìáôéêþò íïçìïóýíçò, ç çãåóßá ðïõ ôç äéáèýôåé áõîüíåé ôçí áðüäïóç ôçò åôáéñåßáò êáé èá óõíå ßóåé íá áðïôåëåß áíôáãùíéóôéêü ðëåïíýêôçìá óôï óýã ñïíï ðáãêüóìéï ïéêïíïìéêü ðåñéâüëëïí. ôïõ Dr. Kenneth Nowack, Øõ ïëüãïõ êáé Chief Research Officer, ConsultingÔools USA Inc. ΓÈ ÂÚÈÛÛfiÙÂÚÔ fi Ô ÂÎ ÂÙ Â, È ÎÂÎÚÈÌ ÓÔÈ Â ÈÛÙ ÌÔÓÂ Î È ÂÚ ÓËÙ Ô Ó Û ÓÂÈÛÊ ÚÂÈ ÛÙË ËÌÈÔ ÚÁ ÂÓfi Ô ÂÎÙÔ ÌÔÓÙ ÏÔ Û Ó ÈÛıËÌ - ÙÈÎ ÓÔËÌÔÛ ÓË. ıâˆú ÔÏÏ ÏÒÓ ÌÔÚÊÒÓ Â Ê ÙˆÓ Robert Sternberg Î È Howard Gardner (1983) Ô ËÏÒÓÂÈ fiùè Ë ÓÔËÌÔÛ ÓË Ô ÛΠΠÓ ÁÈ ÙÈ È ÚÔÛˆ ÈÎ Î È ÙÈ ÂÛˆÙÂÚÈÎ ÈÂÚÁ Û - Â Â Ó È ÌÔÓ ÈÎ Î È È ÊÔÚÂÙÈÎ fi ÙË ÓÔËÌÔÛ ÓË Ô ÚËÛÈÌÔ ÔÈ ÁÈ ÙËÓ Â Ï ÛË Ì ıëì ÙÈÎÔ ÏÔÁÈÎÔ Ù - Ô ËÙËÌ ÙˆÓ (πq). È Peter Salovey Î È John Mayer ÚfiÙÂÈÓ Ó ÁÈ ÚÒÙË ÊÔÚ ÙË ÈÎ ÙÔ ıâˆú ÙÔ 1990, Â- ÓÒ Ô Reuven Bar-On (1988) ÂÍ Ù Û ÙË Û ÛË ÙË Û Ó ÈÛıË- Ì ÙÈÎ ÓÔËÌÔÛ ÓË Ì ÙËÓ ÚÔÛˆ ÈÎfiÙËÙ Î È ÙËÓ È- Î Á ÙÔ ÓıÚÒ Ô. Daniel Goleman (1998) Ó È - ÌfiÚʈÛ ÙÔÓ fiúô Î È ÙÔÓ Û Û ÙÈÛ Ì ÙËÓ ÔÚÁ ÓˆÛÈ Î Î È ÂÚÁ ÛÈ Î fi ÔÛË. ŸÏ ÔÈ Ú Óˆ ıâˆú  ÌÔÈÚ ÔÓÙ È Ó Ó ÎÔÈÓfi ÎÔÚ- Ìfi ÛÈÎÒÓ ÂÓÓÔÈÒÓ, ÌÂÙ Í ÙˆÓ Ô Ô ˆÓ Ë ÙÔÎÚÈÙÈÎ, Ë È Â ÚÈÛË ÙÔ Â ÙÔ, Ë ÎÔÈÓˆÓÈÎ Â ÈÛıËÛ Î È Ë È -  ÚÈÛË Û ÛˆÓ. ÈÛÙÔÛÂÏ ÙË ÔÈÓÔ Ú Í ÁÈ ÙËÓ Œ- ÚÂ Ó ÛÙË Ó ÈÛıËÌ ÙÈÎ ÔËÌÔÛ ÓË ÛÙÈ È ÂÈÚ ÛÂÈ (Consortium for Research on Emotional Intelligence in Organizations, www.eiconsortium.org) Ú ÂÈ Ú ÛÈÌ ÏËÚÔÊÔÚ Â Î È ËÁ ÁÈ ÙÔ ÙÚfi Ô Ì ÙÚËÛË ÙË Û - Ó ÈÛıËÌ ÙÈÎ ÓÔËÌÔÛ ÓË, ÏÏ Î È Ù ÔÙÂÏ ÛÌ Ù ÚfiÛÊ ÙˆÓ ÂÚ ÓÒÓ. ñåõíåò ãéá ôç ó Ýóç óõíáéóèçìáôéêþò íïçìïóýíçò êáé áðüäïóçò ªÂÁ ÏÔ Ì ÚÔ ÙË ÂÚ ÓËÙÈÎ È ÏÈÔÁÚ Ê Û ÁÎÏ ÓÂÈ ÛÙÔ ÁÂÁÔÓfi fiùè Ë Û Ó ÈÛıËÌ ÙÈÎ ÓÔËÌÔÛ ÓË È Ú Ì Ù ÂÈ ÛËÌ ÓÙÈÎfiÙÂÚÔ ÚfiÏÔ ÛÙËÓ Â ÁÁÂÏÌ ÙÈÎ Ó ÏÈÍË Î È ÙËÓ fi- ÔÛË ÛÙËÓ ÂÚÁ Û ' fi,ùè ÔÈ È ÓÔËÙÈÎ ÈÎ ÓfiÙËÙÂ. ªÈ ÚfiÛÊ ÙË ÌÂÙ - Ó Ï ÛË, 69 ÓÂÍ ÚÙËÙˆÓ ÌÂÏÂÙÒÓ, ÂÍ Ù ÛÂ Ó Ë Û Ó ÈÛıËÌ ÙÈÎ ÓÔËÌÔÛ ÓË Ì ÔÚÂ Ó ÚÔ Ï ÂÈ ÍÈfi- ÈÛÙ Ù È ÊÔÚ ÔÙÂÏ ÛÌ Ù ÙË ÂÚÁ ÛÈ Î fi ÔÛË (Van Rooy & Viswesvaran, 2004). ÌÊˆÓ Ì ÙÔ ÛÈÎfi ÙË Û Ì Ú ÛÌ, Ë Û Ó ÈÛıËÌ ÙÈÎ ÓÔËÌÔÛ ÓË ÔÙÂÏÂ Ó Ó ÚÎÂÙ Î Ïfi  ÎÙË Úfi ÏÂ Ë ÙË Ô ÔÙÈÎfiÙËÙ Î È ÙË Â- ÈÙ ÛÙËÓ ÂÚÁ Û, ÛÂ Û ÛË Ì ÙÈ fiïôè Â Ú ÎÙÈÎ Â ÈÏÔÁ ÚÔÛˆ ÈÎÔ, fi ˆ ÔÈ Û ÓÂÓÙ ÍÂÈ, Ù ÙÂÛÙ ÚÔÛˆ- ÈÎfiÙËÙ Î È Ù Î ÓÙÚ ÍÈÔÏfiÁËÛË. ÌÊˆÓ Ì ÏÏ ÚfiÛÊ Ù ÂÚ ÓËÙÈÎ ÌÂÏ Ù : ñ È ÔÏ Â Û Ó ËÙÔÈ ÂÚÁ fiìâóôè, ÔÈ Ô Ô ÔÈ fiìˆ ÂÓ È - ı ÙÔ Ó ÎÔÈÓˆÓÈÎ Î È Û Ó ÈÛıËÌ ÙÈÎ ÓÔËÌÔÛ ÓË, ÂÌÊ Ó - Ô Ó ÌËÏfiÙÂÚË fi ÔÛË ÛÂ Û ÛË Ì fiûô ÙË È ı ÙÔ Ó. ñ Ù Ì ÛÔ fiúô, ÔÈ Î ı Ú È ÓÔËÙÈÎ ÈÎ ÓfiÙËÙÂ Û Ó ÓÙÒ- ÓÙ È Î Ù 27% Û ÓfiÙÂÚ ÛÙÔ ÔÏ Ô ÔÙÈÎÔ ÂÚÁ ÔÌ - ÓÔ, ÂÓÒ ÔÈ ÎÔÈÓˆÓÈÎ Î È Û Ó ÈÛıËÌ ÙÈÎ ÂÍÈfiÙËÙ Π- Ù 53% Û ÓfiÙÂÚ. ñ È Ì Ó Ù ÂÚ Î È ËÁ Ù ÓÒÙÂÚË fi ÔÛË È ı ÙÔ Ó Â- ÚÈÛÛfiÙÂÚË "Û Ó ÈÛıËÌ ÙÈÎ ÂÍÈfiÙËÙ " ÛÂ Û ÛË Ì ÏÏÔ Ì Ó Ù ÂÚ. ñ ÌËÏ ÎÔÈÓˆÓÈÎ Î È Û Ó ÈÛıËÌ ÙÈÎ ÓÔËÌÔÛ ÓË Ô- ÙÂÏÔ Ó ÈÛ ÚÔ Â ÎÙ Úfi ÏÂ Ë ÙÔ ÈÔÈÎËÙÈÎÔ "ÂÎÙÚÔ- È ÛÌÔ " Î È ÙË ÔÙ ÛÙËÓ Î ÚÈ Ú ÂÓfi ÛÙÂÏ Ô. Ç çãåóßá êüíåé ôç äéáöïñü ËÁÂÛ Î È ÔÈ È ÚÔÛˆ ÈÎ Û ÛÂÈ Ô Ó ÛËÌ ÓÙÈÎfi ÚfiÏÔ ÛÙËÓ ÔÚÁ ÓˆÛÈ Î Â ÈÙ. ÚfiÛÊ ÙË ÚÂ Ó ÁÈ ÙÔ Û Û ÂÙÈÛÌfi ÈÎ ÓÔ Ô ËÛË ÂÚÁ ÔÌ ÓˆÓ Î È Ô ÔÙÈÎfiÙËÙ Ó Ê ÚÂÈ fiùè Ë Û ÛË Ô Ô Ó ÔÈ ÂÚÁ fiìâóôè Ì ÙÔ ËÁ - Ù ÙË Â È Â ÚËÛË ÔÙÂÏ ÙÔ ÛËÌ ÓÙÈÎfiÙÂÚÔ Ú ÁÔÓÙ ÁÈ ÙË ËÌÈÔ ÚÁ Û Ó ÈÛıËÌ ÙˆÓ ÂÚÁ ÛÈ Î ÛÌ ÛË, ÂÓ - Ó ÌˆÛË Î È ÈÎ ÓÔ Ô ËÛË. ªÈ ÚfiÛÊ ÙË ÌÂÙ - Ó Ï ÛË Û 7.939 Â È ÂÈÚËÌ ÙÈÎ ÌÔÓ Â, 38 ÂÙ ÈÚÂÈÒÓ, ÂÍ Ù Û ÙË Û ÛË ÌÂÙ Í ÙË ÈÎ ÓÔ Ô - ËÛË - ÛÌ ÛË ÙˆÓ ÂÚÁ ÔÌ ÓˆÓ Î È ÙˆÓ ÔÙÂÏÂÛÌ ÙˆÓ ÙˆÓ ÌÔÓ ˆÓ ÛÙËÓ ÈÎ ÓÔ Ô ËÛË ÂÏ ÙÒÓ, ÙËÓ Ú ÁˆÁÈÎfiÙË- Ù, ÙËÓ ÎÂÚ ÔÊÔÚ, ÙË È Ù ÚËÛË ÂÚÁ ÔÌ ÓˆÓ Î È Ù ÂÚÁ - ÙÈÎ Ù Ì Ù (Harter, Schmidt & Hayes, 2002). Ú ÙË- Ú ıëîâ, ÏÔÈ fió, fiùè ÔÈ Ú ÎÙÈÎ Ì Ó Ù ÌÂÓÙ ÁÈ ÙËÓ ÈÎ ÓÔ- 40 HR Professional

Î ËÌ Î ÎÔÈÓfiÙËÙ Û ËÙ ÙÈ Ó Â Ù ÛÂÈ Î È ÌÂÏÏÔÓÙÈÎ ÚÔÔ ÙÈÎ ÙÔ HR Ô ËÛË Â ËÚÂ Ô Ó Î ÚÈ ÙËÓ Ú ÁˆÁÈÎfiÙËÙ Î È ÙËÓ ÎÂÚ- ÔÊÔÚ. ŒÚÂ Ó ÁÈ ÙÔ ÛËÌ ÓÙÈÎfiÙÂÚÔ Ú ÁÔÓÙÂ È Ù ÚËÛË ÂÚÁ ÔÌ ÓˆÓ ÙË Career Systems International, Ë Ô Ô ÈÂÍ ıë ÛÙËÓ ÌÂÚÈÎ ÙÔ 2005 Î È Û ÌÌÂÙÂ Ó 7.600 ÂÚ- Á fiìâóôè È ÊfiÚˆÓ ÈÔÌË ÓÈÒÓ (Training & Development, Ú ÏÈÔ 2005),  ÓÂÈ fiùè Ë "Û Ó Ë Û ÛÂˆÓ Î È Ë Û ÓÂÚÁ Û Ì ÂÍ ÈÚÂÙÈÎÔ ÓıÚÒ Ô " Î Ù Ù ÛÛÂÙ È ÙÚ - ÙË ÛÙË Ï ÛÙ ÙˆÓ Ú ÁfiÓÙˆÓ, Ì ÔÛÔÛÙfi 41,8% ( ÚÒÙË ÛÙË Ï ÛÙ Ù Ó Ë Â ÚÈÛÙË Î È ÚÔÎÏËÙÈÎ ÂÚÁ Û Ì 48,4%, ÎÔÏÔ ıô ÌÂÓË fi ÙÈ Â Î ÈÚ Â Â ÁÁÂÏÌ ÙÈÎ ÂÍ ÏÈÍË Î È Ó Ù ÍË Ì 42,6%).  ÏÏË ÚÂ Ó ÙË Gallop, fi Ô Û ÌÌÂÙÂ Ó 2 ÂÎ ÙÔÌÌ ÚÈ ÂÚÁ fiìâóôè 700 ÌÂÚÈÎ ÓÈ- ÎÒÓ ÂÙ ÈÚÂÈÒÓ, È ÈÛÙÒÓÂÙ È fiùè Ë Ú ÌÔÓ ÛÙËÓ ÂÙ ÈÚ - Î È Ë Ú ÁˆÁÈÎfiÙËÙ Â ËÚ ÔÓÙ È ÌÂÛ fi ÙÈ Û - ÛÂÈ ÌÂÙ Í ÙˆÓ ÂÚÁ ÔÌ ÓˆÓ Î È ÙˆÓ ÚÔ ÛÙ Ì ÓˆÓ ÙÔ Î È fi È fi ÙËÓ ÌÔÈ. ÙË ÛËÌÂÚÈÓ ÁÎfiÛÌÈ ÔÈÎÔÓÔÌ, fi Ô ÙÔ outsourcing, ÔÈ ÂÚÈÎÔ Î È ÔÈ Û Á ˆÓ ÛÂÈ ÔÙÂÏÔ Ó Û Ó ıë Ê ÈÓfiÌÂÓ, ÔÈ Â È ÂÈÚ ÛÂÈ ÓÙ ÁˆÓ ÔÓÙ È ÁÈ Ó ÚÔ Ó, Ó ÚÔÛÂÏÎ ÛÔ Ó, Ó Ó Ù ÍÔ Ó Î È Ó È ÙËÚ - ÛÔ Ó ÙÔ Ù Ï ÓÙÔ.  ÔÌ ÓË ÙË ÂÎÙ ÌËÛË fiùè ÔÈ Ó ÓÙÈÎ Ù ÛÙ ÛË ÔÏ ÈÎ ÓÒÓ ÂÚÁ ÔÌ ÓˆÓ Î È fiûˆó Ú - ÛÎÔÓÙ È Û ËÁÂÙÈÎ ı ÛÂÈ ÂÓ ÂÙ È Ó Í ÂÚ ÛÔ Ó ÙÔ 200% ÙË ÌÔÈ ÂÓfi ÂÚÁ fiìâóô, Û Ó ÙÔ ÎfiÛÙÔ Ò- ÏÂÈ ÙÔ ÁÈ ÙËÓ Â È Â ÚËÛË - Î È Û Ó ÂÈÛ ÒÚËÛ ÙÔ ÛÙÔÓ ÓÙ ÁˆÓÈÛÌfi - ÙÔ Î ÓËÙÚÔ ÁÈ ÙËÓ Â ÈÏÔÁ Î È È Ù ÚËÛË Ù Ï ÓÙÔ Â Ó È ÈÛ Úfi ÁÈ ÙÔ ÂÚÁÔ fiùâ. È- Ï ÔÓ, Ë Ô ÒÚËÛË ÂÚÁ ÔÌ ÓˆÓ ÔÙÂÏÂ Ï ÔÓ Î ÚÈ - ÓËÛ ÙˆÓ CEO, Î ıò  ËÚ ÂÈ ÌÂÛ ÙËÓ Ô ÔÙÈÎfi- ÙËÙ ÙË ÂÙ ÈÚÂ. ÌÊˆÓ Ì ÚfiÛÊ ÙË ÚÂ Ó Ô ÚËÌ ÙÔ ÔÙ ıëîâ fi ÙÈ Unifi Network (ÙÌ Ì ÙË PricewaterhouseCoopers) Î È Roper Starch Worldwide Network Inc, Ë Ô ÒÚËÛË ÂÚÁ Ô- Ì ÓˆÓ ÂÈ ÌÂÛË Î È ÚÓËÙÈÎ Â Ú ÛË ÙfiÛÔ ÛÙËÓ ÂÍ ËÚ - ÙËÛË ÂÏ ÙÒÓ, fiûô Î È ÛÙËÓ ÈÎ ÓÔ Ô ËÛË. ÂÚÈÛÛfiÙÂÚÔ fi ÙÔ 80% ÙˆÓ Û ÌÌÂÙ fióùˆó ıâòúëûâ ÙË È Ù ÚËÛË ÂÚÁ ÔÌ ÓˆÓ Î ÚÈÔ Úfi ÏËÌ. ø ÔÙ ÏÂÛÌ, ÔÏÏ ÌÂÚÈÎ ÓÈÎ ÂÙ È- ÚÂ Â Ú Ô Ó Ó ÚÔÛÂÁÁ Ô Ó Ì ÛÔ ÚfiÙÂÚË È ıâûë ÙÈ Ú ÙË È Â ÚÈÛË Ù Ï ÓÙÔ Î È ÙËÓ Â Ú ÛË ÙË ÔÙÂ- ÏÂÛÌ ÙÈÎ ËÁÂÛ ÛÙË È Ù ÚËÛË ÂÚÁ ÔÌ ÓˆÓ. Ïé çãýôåò ðïõ äéáèýôïõí óõíáéóèçìáôéêþ íïçìïóýíç åðçñåüæïõí óçìáíôéêü ôç äýóìåõóç ôùí åñãáæïìýíùí, ôéò áíôéëþøåéò ôïõò ãéá ôï åñãáóéáêü óôñåò êáé ôéò ðñïèýóåéò ôïõò íá ðáñáìåßíïõí óôçí åôáéñåßá Á ÔÌ ÓˆÓ ÙË ÂÙ ÈÚÂ. ÂÚˆÙËÌ ÙÔÏfiÁÈ È ÓÂÌ ıë- Î Ó ÙÔ 2002 Î È ÙÔ 2004 Û fiïô ÙÔ ÂÚÁ ÔÌ ÓÔ, Û ÂÙ ÈÚÈÎfi Î È ÙÔ ÈÎfi   Ô. È ÂÚÁ fiìâóôè Ô ıâˆúô Ó ÙÔ ËÁ Ù ÙË ÂÙ ÈÚÂ Û Ó ÈÛıËÌ ÙÈÎ Í ÓÔ Î È ÔÙÂÏÂÛÌ ÙÈÎÔ Ù Ó ÈÔ Úfiı ÌÔÈ Ó Ô ˆÚ ÛÔ Ó fi ÙËÓ ÂÙ ÈÚ ÙÔ Â fiìâ- ÓÔ 12 Ì ÓÂ, Ù Ó ÈÔ ÊÔÛÈˆÌ ÓÔÈ Î È ÈÎ ÓÔ ÔÈËÌ ÓÔÈ - fi ÙËÓ ÂÚÁ Û ÙÔ Î È Ó ÊÂÚ Ó ÌËÏ Â Â ÛÙÚ ÛÂ Û ÛË Ì fiûô ıìôïfiáëû Ó ÙÈ Ú ÎÙÈÎ ËÁÂÛ ÛÙÔ Û ÓÔÏfi ÙÔ ˆ ÏÈÁfiÙÂÚÔ ÔÙÂÏÂÛÌ ÙÈÎ ( Ï. Â È ÁÚ Ì- Ì ). Ó Ò, Ë Û ÁÎÂÎÚÈÌ ÓË ÌÂÏ ÙË ÔÛÙËÚ ÂÈ ÙËÓ fiıâûë fiùè ÔÈ ËÁ ÙÂ Ô È ı ÙÔ Ó Û Ó ÈÛıËÌ ÙÈÎ ÓÔËÌÔÛ - ÓË Â ËÚÂ Ô Ó ÛËÌ ÓÙÈÎ ÙË ÛÌ ÛË ÙˆÓ ÂÚÁ ÔÌ ÓˆÓ, ÙÈ ÓÙÈÏ ÂÈ ÙÔ ÁÈ ÙËÓ ÂÚÁ ÛÈ Îfi ÛÙÚÂ Î È ÙÈ ÚÔı ÛÂÈ ÙÔ Ó Ú Ì ÓÔ Ó ÛÙËÓ ÂÙ ÈÚÂ. À Ú Ô Ó ÛËÌ ÓÙÈÎ ÂÓ Â ÍÂÈ fiùè ÛÙÈ ÓˆÌ Ó ÔÏÈ- Ù  ÌÂÚÈÎ ÔÈ ËÁ ÙÂ Î È ÔÈ Â È ÂÈÚ ÛÂÈ Ô Î Ù ÓÔÔ Ó Î È ÓÙ ÔÎÚ ÓÔÓÙ È ÙfiÛÔ ÛÙÈ È È ÈÙÂÚfiÙËÙ ÙÔ Â È ÂÈÚË- Ì ÙÈÎÔ ÂÚÈ ÏÏÔÓÙÔ, fiûô Î È ÛÙÈ ÛÈÎ Ó ÁÎÂ ÙˆÓ ÓıÚÒ ˆÓ ÂÚÙÂÚÔ Ó Î Ù 30% - 40% ÙˆÓ ÓÙ ÁˆÓÈÛÙÒÓ ÙÔ (Pfeffer, 1998). Ùfi ÈÛ ÂÈ ÁÈ fiïâ ÙÈ ÈÔÌË Ó Â, ÓÂÍ ÚÙ Ùˆ ÌÂÁ ıô, ËÏÈÎ Î È Ù Ô. È Ú ÂÈÁ- ÌåëÝôç ôçò ConsultingTools USA ãéá ôçí çãåóßá ÚfiÛÊ ÙË ÌÂÏ ÙË ÙË ConsultingTools USA ÈÂÚ ÓËÛ ÙË Û ÛË ÌÂÙ Í ÔÙÂÏÂÛÌ ÙÈÎ ËÁÂÛ (ÔÚÔıÂÙËÌ ÓË ˆ Ó ÛÂÙ ÂÓÓÈ ÈÎ ÓÔÙ ÙˆÓ Û Ó ÈÛıËÌ ÙÈÎ ÓÔËÌÔÛ ÓË Ô - ÔÚÚ Ô Ó fi Ú ÎÙÈÎ Ì Ó Ù ÌÂÓÙ) Î È È ÊfiÚˆÓ ÔÚÁ Óˆ- ÛÈ ÎÒÓ ÔÙÂÏÂÛÌ ÙˆÓ, ÌÂÙ Í ÙˆÓ Ô Ô ˆÓ Ë È Ù ÚËÛË ÂÚ- Á ÔÌ ÓˆÓ ( Èı ÓfiÙËÙ Ô ÒÚËÛË ÙÔ Â fiìâóô 12 Ì Ó ), Ë ÂÚÁ ÛÈ Î ÈÎ ÓÔ Ô ËÛË, Ë ÛÌ ÛË ÂÚÁ ÔÌ ÓˆÓ Î È ÙÔ ÂÚÁ ÛÈ Îfi ÛÙÚÂ. ÌÂÏ ÙË Ú ÁÌ ÙÔ ÔÈ ıëîâ Û ÌÈ ÌÂÁ ÏË ÂÙ ÈÚÂ Ô Ú ÛÙËÚÈÔ ÔÈÂ Ù È ÛÙÔÓ ÙÔÌ ÙˆÓ ÙÚÔÊ ÌˆÓ, ÛÂ È ÛÙËÌ Ô ÂÙÒÓ, ˆ Ì ÚÔ ÙˆÓ ÂÙ ÛÈˆÓ ÂÚ ÓÒÓ ÈÎ ÓÔ Ô ËÛË ÂÚ- ÉÁÍÏÕÁÑÉÏÓ 2006 41

HR Trends Ì, ÔÈ 100 ÂÙ ÈÚ  Ì ÙÔ Î Ï ÙÂÚÔ ÂÚÁ ÛÈ Îfi ÂÚÈ ÏÏÔÓ ÙÔ Fortune È ı ÙÔ Ó ÎÔ ÏÙÔ Ú Ó Ù ÍË ÙˆÓ ÂÚÁ Ô- Ì ÓˆÓ, ÌËÏfi ÔÛÔÛÙfi Ô ˆÚ ÛÂˆÓ (12,6% ÛÂ Û ÛË Ì ÙÔ ÈÛ ÔÓ 26%) Î È Û Â fió ÙÈ È Ï ÛÈ ÂÊ ÚÌÔÁ È Â - ÚÈÛË ÓıÚÒ ÈÓÔ Ó ÌÈÎÔ ÛÂ Û ÁÎÚÈÛË Ì ÙÈ ÂÙ ÈÚÂ Â Ô ÂÓ ÂÓÙ ÛÛÔÓÙ È ÛÙË Ï ÛÙ (Work and Family Newsbrief, 1999). Ðþò íá áíáðôýîïõí ïé çãýôåò Ýíá øõ ïëïãéêü õãéýò åñãáóéáêü ðåñéâüëëïí ËÁÂÛ Ô È ı ÙÂÈ Û Ó ÈÛıËÌ ÙÈÎ ÓÔËÌÔÛ ÓË Ô- ÙÂÏÂ Ó Ó fi ÙÔ Î ÚÈÔ Û ÓÙÂÏÂÛÙ ÁÈ ÙËÓ Ó Ù ÍË ÂÓfi ÔÏÔÁÈÎ ÁÈÔ ÂÚÁ ÛÈ ÎÔ ÂÚÈ ÏÏÔÓÙÔ. È Ë- Á ÙÂ Â Ó È Û ı ÛË Ó Â ËÚ ÛÔ Ó ÌÂÛ ÙÔ ËıÈÎfi, ÙË È - Ù ÚËÛË, ÙËÓ ÈÎ ÓÔ Ô ËÛË Î È ÙÈ ÓÙÈÏ ÂÈ ÁÈ ÙÔ ÛÙÚÂ ÙˆÓ ÂÚÁ ÔÌ ÓˆÓ. À Ú ÂÈ ÌÈ ÔÈÎÈÏ ÚÔÛÂÁÁ ÛÂˆÓ Ô Ì ÔÚÔ Ó Ó ÚËÛÈ- ÌÔ ÔÈ ÛÔ Ó. ªÂÙ Í ÙÒÓ Â Ó È ÔÈ ÂÍ : ñ ÏÏÔÁ feedback ÁÈ Ó Ù ÍÈ ÎÔ ÛÎÔ Ô fi ÙËÓ - ÓÒÙÂÚË ËÁÂÙÈÎ ÔÌ, ÙÔ ÌÂÛ Ó ÊÂÚfiÌÂÓÔ Î È ÙÔ ÂÛˆÙÂÚÈÎÔ /Â͈ÙÂÚÈÎÔ shareholders. ñ Î fióëûë Ó Ï ÛË ÁÈ ÙÈ ÂÚÈÔ Ó Ù ÍË ÙË ÓÒ- ÙÂÚË ËÁÂÙÈÎ ÔÌ, Ì Ûˆ ÙË Ú ÛË Û ÓÂÓÙ ÍÂˆÓ ÂÚ- Á Ï ˆÓ Ó ÙÚÔÊÔ fiùëûë fi ÔÏÏ Ï ËÁ. ñ ÈÂÍ ÁˆÁ ÂÙ ÛÈˆÓ ÂÚ ÓÒÓ ÛÌ ÛË ÂÚÁ ÔÌ ÓˆÓ ÚÔ- ÎÂÈÌ ÓÔ ÔÈ ËÁ ÙÂ Ó ÂÓÙÔ ÛÔ Ó ÙÈ ÚÂÈ ÂÙ È Ó ÏÏ ÍÂÈ Û Â- ÙÈÎ Ì ÙÈ ÔÏÈÙÈÎ, ÙÈ È ÈÎ Û Â, Ù Û ÛÙ Ì Ù Î È ÙÈ Ú ÎÙÈÎ Ì Ó Ù ÌÂÓÙ, ÒÛÙÂ Ó Í ÛÔ Ó ÙËÓ ÈÎ ÓÔ Ô ËÛË ÙˆÓ ÂÚÁ ÔÌ ÓˆÓ. ñ ÃÚ ÛË ÙÔ "balanced scorecard" Û ÙÌËÌ ÙÈÎfi   Ô, Ì ÛÙfi Ô ÙË Ì ÙÚËÛË Î È Ú ÎÔÏÔ ıëûë ÙË ÈÎ ÓÔ Ô ËÛË ÂÏ ÙÒÓ Î È ÙË ÚÍË Ù Ï ÓÙÔ ÛÙÔ ÙÌ Ì. ñ È ÚÎ È Â ÚÈÛË ÙË fi ÔÛË ÙˆÓ Ù Ï ÓÙÔ ˆÓ ÂÚÁ - ÔÌ ÓˆÓ, Ô fiìˆ ÂÓ Â Ó È È È ÙÂÚ Ô ÔÙÈÎÔ. ñ ËÌÈÔ ÚÁ Î È Ú ÛË ÔÌ ˆÓ ÁÈ ÙËÓ ÍËÛË ÙË Û ÌÌÂ- ÙÔ ÙˆÓ ÂÚÁ ÔÌ ÓˆÓ ÛÙË È ÈÎ Û Ï Ë ÔÊ ÛˆÓ, Â- Ï ÛË ÚÔ ÏËÌ ÙˆÓ Î È Û Â È ÛÌÔ. ñ Ó Ï ÛË ÙˆÓ Û ÓÂÓÙ ÍÂˆÓ Ô ÒÚËÛË ÚÔÎÂÈÌ ÓÔ Ó Â- ÓÙÔ ÈÛÙÔ Ó ÔÈ Ù ÛÂÈ ÙˆÓ ÌÂÙ ÎÈÓ ÛÂˆÓ Î È Ó Ó Ù ıô Ó ÛÙÚ ÙËÁÈÎ ÁÈ ÙË È Ù ÚËÛË ÙˆÓ Ù Ï ÓÙÔ ˆÓ ÂÚÁ ÔÌ ÓˆÓ. ñ Ê ÚÌÔÁ Ú ÎÙÈÎÒÓ ÂÍÈÛÔÚÚfi ËÛË ÚÔÛˆ ÈÎ Î È Â ÁÁÂÏÌ ÙÈÎ ˆ (.. ÙËÏÂÚÁ Û,  ÏÈÎÙÔ ˆÚ ÚÈÔ, È ÈÎ ÊÚÔÓÙ ÎÙÏ), ÒÛÙÂ Ó ÍËıÂ Ë ÛÌ ÛË ÙˆÓ ÂÚ- Á ÔÌ ÓˆÓ. Ú ÙËÓ ÎÚÈÙÈÎ Ô ÂÈ ÛÎËıÂ Û ÂÙÈÎ Ì ÙË Û Ó È- ÛıËÌ ÙÈÎ ÓÔËÌÔÛ ÓË (.. Û ÊÂÈ ÛÙÔÓ ÔÚÈÛÌfi, È ÊÔÚÂ- ÙÈÎ ÚÔÛÂÁÁ ÛÂÈ ÛÙÔÓ ÙÚfi Ô Ì ÙÚËÛ ÙË,  ÈÎ Ï Ë Ì ÙËÓ ÚÔÛˆ ÈÎfiÙËÙ ), Ë Ó Ù ÍË ÔÙÂÏÂÛÌ ÙÈÎÒÓ ËÁÂÙÒÓ, ÔÈ Ô Ô ÔÈ ÚÔˆıÔ Ó ÙË Û ÌÌÂÙÔ ÙˆÓ ÂÚÁ ÔÌ ÓˆÓ ÛÙÈ - ÔÊ ÛÂÈ, ÂÓ È Ê ÚÔÓÙ È ÁÈ ÙÈ ÂÚÁ ÛÈ Î Û ÛÂÈ Î È È ÂÈÚ ÔÓÙ È Ù Û Ó ÈÛı Ì Ù ÙÔ, Û ÓÂÈÛÊ ÚÂÈ ÛËÌ ÓÙÈ- Î ÛÙË ÂÏÙ ˆÛË ÙË fi ÔÛË Î È ÙË È Ù ÚËÛË Ù Ï - ÓÙÔ ˆÓ ÂÚÁ ÔÌ ÓˆÓ. ^ ÁÍÁÖÏÑÅÓ Bar-On, R. (1988). The development of an operational concept of psychological well-being. Unpublished doctoral dissertation, Rhodes University, South Africa. Goleman, D. (1998a). Working with emotional intelligence. New York: Bantam Books. Goleman, D. (1998b). What makes a leader? Harvard Business Review, November-December. Harter, J., Schmidt, F. & Hayes, T. (2002). Business-unit-level relationship between employee satisfaction, employee engagement, and business outcomes: a meta-analysis. Journal of Applied Psychology, 87(2):268-79. Mayer, J.D., Salovey, P., and Caruso, D. (2000). Competing models of emotional intelligence. In R.J. Sternberg (Ed.), Handbook of human intelligence, second edition (pp. 396-420). New York: Cambridge University Press, (2000). Nowack, K. (1999). 360-Degree feedback. In DG Langdon, KS Whiteside, & MM McKenna (Eds.), Intervention: 50 Performance Technology Tools, San Francisco, Jossey-Bass, Inc., pp.34-46. Nowack, K., Hartley, G, & Bradley, W. (1999). Evaluating results of your 360-degree feedback intervention. Training and Development, 53, 48-53. Nowack, K. (1997). Congruence between self and other ratings and assessment center performance. Journal of Social Behavior & Personality, 12, 145-166 Nowack, K. (1993). 360-degree feedback: The whole story. Training & Development, 47, 69-72. Nowack, K. (1992). Self-assessment and rater-assessment as a dimension of management development. Human Resources Development Quarterly, 3, 141-155. Sternberg, R. J. (2003). A broad view of intelligence: The theory of successful intelligence. Consulting Psychology Journal, 55, 139-154. Schmidt, F. & Hunter, J. (1998). The validity and utility of selection methods in personnel: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124, 262-274. Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211. Seligman, Martin E. P. and Csikzentmihalyi, Mihalyi, Positive Psychology: An introduction. American Psychologist, January, 2000. Van Rooy, D. L. & Viswesvaran, C. (2004). Emotional intelligence: A metaanalytic investigation of predictive validity and nomological net. Journal of Vocational Behavior, 65(1), 71-95. 42 HR Professional