“Emotional Intelligence for Leaders” A Leadership Development Program for Mexico

By: Cristina Peña and Rosa Nelly Ramirez,

Program Objective

Learn how an experientially based, Emotional Intelligence leadership

program was developed and implemented in a multicultural

business environment in Mexico.

Reynosa, México

Population 125 000 000 people Total area: 1 972 550 km2 Government: Federal Republic 32 states each one with its rich culture, typical dress and food.

Background

ü  Bi-national pro-mental health group initiated by Dr. Arthur Linskey, PhD in Psychology

ü  Mental health professionals from Mexico and the USA working as a team

ü  Dr. Linskey invited us to an EITRI Conference at South Padre Island

ü  Started to attended EITRI and studied EI material consistently since 2009, mentorship relationship

Bi-national group at UDEM

Applying EI at Clinical Field

ü  Applied ESAP and started to practice EI skills using the Emotional Learning System to myself

ü Used the EI techniques to help others in my therapy practice

Know-thyself

Observed excellent results to self-regulate the intensity of emotions in myself and others

Leaders at Work

Intellectual Quotient Technical Skills Experience

Emotional Intelligence Skills

Leadership style Decision making

Anger management Commitment ethic

Self esteem Stress Management

IQ

EI

Intelligent Quotient (IQ) Emotional Intelligence (EI)

65%

35%

All Levels Leadership Positions

85%

15%

IQ and Technical Skills Emotional Intelligence

Multi-cultural Work Environment

ü  Global marketplace- interdependent businesses

ü  New ways of communication through technology

ü  Higher levels of complexity on business

ü  Collaboration among nations through virtual teams

ü  Need to adapt to unfamiliar ways of doing things

ü  Competitive advantage linked to collaboration among individuals of different cultures

The Ethnic Theory of Plane Crashes

Why do plane crashes occur?

Type of failure?

“Any attempt to downplay or sugarcoat the meaning of what is being said. We mitigate when we’re being polite,or when we’re ashamed or embarrassed, or when we’re being deferential to authority. If you want your boss to do you a favor, you don’t say, “I’ll need this by Monday.” You mitigate. You say, “Don’t bother, if it’s too much

trouble, but if you have a chance to look at this over the weekend, that would be wonderful”. In a situation like that, mitigation is entirely appropiate. In other situations, however- like a cockpit on a stormy night- it’s a problem”

Mitigated speech

Communication in the Cockpit

FIVE  DIMENSIONS  OF  CULTURE  RELATIONSHIP  TO  EI  SKILLS  

 DIMENSIONES NORTHERN SOUTHERN

1.  FOCUS Task COMMITMENT ETHIC

Relationships EMPATHY

2. POWER Shared ASSERTIVENESS

Hierarchical DEFERENCE

3. IDENTITY Individual DRIVE STRENGHT

Group EMPATHY

4. COMMUNICATION Simple ASSERTIVE

Complex DEFERENCE

5. TIME MANAGEMENT Strict TIME MANAGEMENT

Flexible SOCIAL SKILLS

The Need for and EI Experiential Training Program

ü  Great emphasis in developing intellectual and technical skills

ü  Most programs focused on developing leadership, values and communication skills

ü  Programs emphasized the need to control emotions

ü  They presented “the problem” but not “the solution”

How much does having “an angry manager”cost to the company?

Initial Stages of EI Program

ü  Shared EI program with partners and psychologists, seeking to expand knowledge in Mexico

ü  In 2014, after five years, I became a partner with Scala Training Company, a Consulting Company with 20 years in the market

EITRI 2015

Development of EI Program

ü Met to share ideas

ü  Seeked advice from EI Mentors

ü  Trial and error process to structure program

ü Created material to teach each EI skill by module

Emotional Intelligence Skills Darwin B. Nelson and Gary R. Low

Interpersonal Skills

Intrapersonal Skills

Leadership Skills

Self-Management Skills

Social Awareness Empathy

Decision making Positive Influence

Self-esteem Stress management

Drive Strength Time Management

Comittment Ethic Change Orientation

Assertion Anger management Fear management

•  SELF-ASSESSMENT: •  Feeling upset, rapid heartbeat, blushing A. Explore

• SELF-AWARENESS •  I label my emotion “I am angry”. B. Identify • SELF-KNOWLEDGE: •  I understand that my negative thoughts are

causing my anger. I assume responsibility for my anger.

C. Understand

• SELF-DEVELOPMENT-: •  I learn new ways to express my anger in a

constructive manner, by using the time-out technique

D. Learn

• SELF-IMPROVEMENT: •  I apply time-out until I have more control over

my thoughts and feelings

E. Apply and Model

EMOTIONAL LEARNING SYSTEM

Feedback from Participants

ü  The training gave us a great ROI by significantly improving organizational climate

ü  We implemented an important decision that we had been postponin after we learned “decision making skills”

ü  Thank you for awakening our capacity to be assertive to improve our communication.

ü  Excellent training that encouraged me to become a better person and overcome difficult challenges

Cris%na  Peña,  Licensed  with  Master's  in  Psychology  cpena@scala-­‐tc.com  

 Rosa  Nelly  Ramirez,  MBA  and  MOD  

nramirez@scala-­‐tc.com