Emotional Intelligence - A Performance Improvement Solution

Recently, a colleague sent me a message requesting a copy of my model depicting the components that impact people's performance. He described my model as, "Probably the best tool ever for explaining why people do or don't perform as desired." While effective, I have since discovered that my model is flawed. It does not account for the most critical performance factor - Emotional Intelligence.

Models provide insight into assumptions and generalizations that influence how we understand the world and what actions we might take. My model identifies performance problem areas and provides insights for solutions, focusing scarce resources on high leverage causes. Its use helps people avoid inappropriate and costly solutions such as implementing formal training when all that may be needed is a simple job aid.

Since my model's inception, I have added a new dimension comprised entirely of Emotional Intelligence (EI) as an all-encompassing factor affecting performance in all areas. This revised model presents a more accurate view of the profound importance of EI.

Reflecting my Engineering background, my original model is a one-dimensional, 3 by 3 nine-box grid. Over 30 factors affecting performance are identified within the grid's levels, categorized by those who typically have the most influence or control over the factors - individual performers, managers, and executives. While this model implies that emotion is a factor affecting performance, I've discovered that emotion is a factor that all of us, we rational analyzers, have not paid enough attention to as critical to performance.

Research indicates that emotions play a much more significant role than other factors. In fact, every sensory input we receive is processed through our emotional center first. At that point, we attach an emotional meaning to the input before sending it on to be processed in the neocortex or rational mind.1 So our emotional center is the gatekeeper for every response to every input that we receive. Emotional meanings are attached to information we have (or don't have) to do our work, our workload, every task we are assigned (and how it is assigned), our environment (lighting, noise, temperature), etc.

To reflect the dramatic impact of emotions, my revised model adds a third dimension - the dimension of Emotion. With the inclusion of depth, this new model indicates that not only do all of those "Head" factors (in my original model) affect our performance, but also our emotions can negatively or positively affect our physical energy, our mental clarity, our productivity, and more. Consider how people feel when a downsizing is announced. The negative feelings may cause a decline in productivity, morale and quality. On the other hand, how do you feel and what happens to you when you are given an honest compliment on your work, when you are genuinely appreciated. Doesn't that give you an energy boost? Would you be more likely to put forth a bit more effort and go beyond what is expected?

The Emotional dimension of the model can be viewed as a continuum. On one end is Fear; on the other is Appreciation. If people are fearful, angry or frustrated, how well do they perform. My personal experience and observation is that most people don't perform well. On the other hand, if a person truly feels cared for and appreciated, then those positive emotions facilitate performance. I believe this is what we all want. We want to be valued for our work; we want to feel that people care about us. We don't want to act like we can check our emotions at the door in the morning when we come in to work and pick them up again when we go home. Our emotions - our hearts - are with us at all times.

I'm concerned when I think that we have spent so much time on the factors in my initial, two-dimensional "Head" model. It's not that these factors are not important. Obviously they are. But the dramatic results achieved by implementing simple emotional management techniques in my programs tells me that I must actively use the "Head/Heart" model when considering interventions to help improve people's performance.