by Scott Barrella, MS CPIM

Supply Chain Manager

Nestle USA

In part 1 of this series, we discussed the concept of “EQ,” which is like IQ but for “emotional intelligence,” which is critical for the successful management of major change initiatives like Lean inside corporations. In part 2, we reviewed a number of personal “competencies” that can impact your success within Lean initiatives.

In part 3, we look at EQ and Leadership.

Great leadership requires both strong intellectual ability and strong EQ skills.  Managers may find themselves winning battles but losing the war.  To be a strong business leader, one should know how to articulate emotions and not be threatened by differing opinions.  EQ leaders invite feedback from everyone, never hide the truth, acknowledge the realities, commit 100% to the tasks, own their circumstances and avoid traps to spiral into negativity. They tend to show compassion, rather than to be demanding and intolerant.   Their staff is treated with respect and they inspire others to do the same.  Leaders know what motivates their staff and will adjust their management style to the unique values and motivations of others.  Leaders are aware of their own feelings and go beyond logic and intellect when making decisions. 

Organizations increasingly are providing training and development that is explicitly labeled as "emotional intelligence" or "emotional competence" training.  This would include most management and executive development efforts as well as training in supervisory skills, diversity, teamwork, leadership, conflict management, stress management, sales, customer relations, etc.  Skills in this area specifically include how to be a change catalyst and how to manage conflict.  Momentum toward successful EQ changes can be sustained with the following efforts.

• Training everyone at every level.
• Coaching on EQ and Accountability
• Asking Higher Order Questions
• Rewarding those who demonstrate a EQ Skills and Accountability
• Holding people accountable for Progress

Cary Cherniss, PhD of the Consortium For Research On Emotional Intelligence In Organizations has developed an approach for improving EQ performance involving the steps of Preparation, Training, Knowledge Transfer, and Evaluation (See Figure below).  Many organizations use 360-degree assessments that include boss, peer, and subordinate ratings.  However, the principles for developing this type of competence differ greatly from those that have guided much training and development practice in the past. Developing emotional competence requires that we unlearn old habits of thought, feeling, and action that are deeply ingrained, and grow new ones.  Such a process takes motivation, effort, time, support, and sustained practice. The approach also suggests that the preparation and transfer-and-maintenance phases of the training process are especially important. Yet often these phases are neglected in practice.

The Optimal Process for Developing Emotional Intelligence in Organizations

Preparation

Professionals are more likely to respond positively to feedback when they trust and respect the person who gives it.  People also are more likely to be motivated to change when they believe that the feedback is constructive and accurate.  If we help them identify the specific steps they can take to improve, leaders can take the time they need to think about the information and its implications. It is especially important that the feedback occur in an atmosphere of safety.

Training

Professionals will be most motivated to learn and change if they believe that doing so will help them achieve goals that they value.  More active, concrete, experiential methods, such as role-plays, group discussions, and simulations, usually work better than lecturing or assigned reading for social and emotional learning. In order to reprogram neural circuits, people need to actually engage in the desired pattern of thought, feeling, and action. A lecture is fine for increasing understanding of emotional intelligence, but experiential methods usually are necessary for real behavior change.

Transfer

Reinforcement is a particularly good way to encourage trainees to apply their new skills on the job.  Supervisors can reinforce the use of new skills on the job in non-drastic ways. For instance, a follow-up assessment of skills learned during training can make the trainees feel more accountable and increase transfer of learning. The best methods involve either reminding people to use the skills or reinforcing them when they do so.

Evaluation

Evaluation is essential for promoting effective training.  When an evaluation suggests that a program falls short in achieving its goals, it should not be used to punish an individual or group. Rather, it should be used as a guide for improving the training.  Evaluations should be linked to learning and the continual pursuit of quality.  Many companies use a control group and pre- and post-measures. The program’s impact on the competency skills can be measured through subordinate ratings, and the study may also assess the program’s impact on absenteeism, turnover, and productivity. 

Conclusion

In today’s business culture of real-time forecast changes, SKU rationalizations done quarterly, shrinking inventory levels, asset reductions, flexible factories, shorter cycle times, global supply (of raw materials or finished goods), and efficiency or die attitudes, business leaders must build up a thick skin and enhance their EQ skills to survive and thrive.  EQ benefits include a stronger persistence, increased optimism, improved problem solving, heightened creativity, curiosity and cooperation, intensified trustworthiness and dependability.

Scott T. Barrella, MS, CPIM has been a supply chain leader at Nestle USA for the past six years.  Prior to working at Nestle, he held key supply chain management roles at Disney, Amgen and 3M.  Scott has 17 years of Supply Chain Management experience and became APICS certified (CPIM) in 1992.  He is also a former APICS Chapter Board Member (San Fernando Valley Chapter) and CPIM Class Instructor. 

Scott holds both a BS and an MS from California State University Northridge and is an adjunct faculty member at CSUN.  He has an extensive background in Organizational Development and LEAN Management.