Developing resonant leaders through emotional intelligence, vision and coaching

Full text

Developing
resonant
leaders
through
emotional
intelligence,
vision
and
coaching
Richard
E.
Boyatzis,
Melvin
L.
Smith,
Ellen
Van
Oosten,
Lauris
Woolford
THE
IMPACT
Mary
Tuuk
was
inspiring
as
she
sang
the
National
Anthem
for
the
opening
of
the
Fifth
Third
Bank
River
Run
in
Grand
Rapids
Michigan
to
nearly
20,000
runners
and
40,000
spectators
in
May
2012.
She
is
not
what
people
typically
think
of
a
48-year-
old
bank
president
and
community
leader.
A
year
earlier,
she
was
highly
respected
as
the
chief
risk
officer
of
Fifth
Third
BankCorp.
She
had
helped
steer
the
company
through
the
turmoil
of
the
financial
crisis
and
the
repayment
of
the
Troubled
Asset
Relief
Program
(TARP)
federal
money.
Mary’s
career
in
risk
management
was
fulfilling,
but
she
wanted
something
else.
As
part
of
the
company’s
leadership
development
program
in
emotional
intelligence,
Mary
had
the
opportunity
to
con-
template
her
ideal
future
life
and
work
in
10—15
years.
As
she
peeled
back
the
layers
of
others’
expectations,
traditions,
and
a
siloed
career
remaining
in
the
specialty
of
risk
manage-
ment,
she
created
an
exciting
image
of
herself
as
a
line
executive
responsible
for
profit
and
loss
(P&L).
The
more
she
discussed
this
with
her
executive
coach
in
the
program,
the
more
the
idea
developed
and
her
enthusiasm
grew.
The
CEO
(chief
executive
officer),
Kevin
Kabat,
who
had
encouraged
executives
to
enroll
in
the
program,
listened
as
she
shared
her
dream
with
him.
He
promoted
her
to
be
president
of
Fifth
Third’s
Western
Michigan
affiliate.
Her
law
degree
and
16
years
in
banking
prepared
her
for
a
major
functional
role,
but
as
a
general
manager
and
leader
of
a
major
division
with
$6
billion
in
assets
and
$8
billion
in
deposits,
she
would
have
to
be
a
chief
executive.
Mary
needed
to
leverage
her
full
talents
and
refine
them
as
a
top
executive.
Kevin
agreed
that
taking
charge
of
the
third
largest
division
of
the
bank
would
be
a
perfect
experiment,
opportunity
and
challenge.
Fast
forward
to
a
year
later
and
the
results
are
dramatic.
Mary
is
propelling
the
bank
to
new
revenues,
profits,
and
growth.
As
a
bank
president,
she
has
commercial
and
retail
banking,
consumer
lending
and
investment
advisory
services
reporting
to
her.
As
a
Michigan
native,
Mary
embraced
the
Western
Michigan
community.
Mary
now
serves
on
numerous
community
boards
and
sees
her
role
as
a
community
builder
as
well
as
a
bank
executive.
Her
new
role
also
enables
her
to
help
advance
women
in
business,
which
is
another
high
priority.
She
created
a
program
at
a
Grand
Rapids
school,
Calvin
College,
to,
as
Mary
says,
‘‘help
young
women
envision
a
career
in
business
and
dream
big.’’
The
program
brings
high
school
students
to
campus
and
facilitates
social
networking
with
business
leaders
in
the
community.
But
the
good
news
doesn’t
stop
there.
Singing
was
some-
thing
that
Mary
enjoyed
doing,
but
struggled
to
find
the
quality
time
to
do
in
her
previous
role.
Through
the
personal
vision
she
crafted
in
the
leadership
program,
Mary
created
a
plan
for
her
personal
renewal
that
included
her
love
of
music
and
singing.
She
began
to
sing
regularly
with
several
church
choirs.
Mary
also
bought
a
condo
on
the
lake
in
Western
Michigan
which
she
visits
frequently,
if
she
can,
to
be
close
to
nature.
In
her
words,
this
is
where
she
‘‘recharges
her
batteries.’’
Kevin
Kabat
said,
‘‘She’s
doing
a
good
job
and
I
think
she’s
having
a
lot
of
fun;
I
think
that
shows
in
the
results.’’
THE
LEADERSHIP
DEVELOPMENT
PROGRAM
In
the
wake
of
the
economic
meltdown
of
the
country’s
financial
institutions,
many
organizations
sliced
training
and
development
activities
as
a
visible
and
expected
cost-
cutting
measure.
However,
one
Midwestern
organization,
Fifth
Third
BankCorp,
took
a
unique
and
courageous
stand
and
partnered
with
the
faculty
at
Case
Western
Reserve
University
to
initiate
an
executive
development
program
for
the
Bank’s
top
370
leaders.
Through
a
program
consisting
of
classroom
learning,
supplemental
executive
coaching,
and
action
learning
projects,
senior
executives
have
the
oppor-
tunity
to
achieve
deeper
self-awareness
of
their
leadership
Organizational
Dynamics
(2013)
42,
17—24
Available
online
at
www.sciencedirect.com
jo
u
rn
al
h
om
ep
ag
e:
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o
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ate/o
rg
d
yn
0090-2616/$
—
see
front
matter
#
2012
Elsevier
Inc.
All
rights
reserved.
http://dx.doi.org/10.1016/j.orgdyn.2012.12.003

behavior
and
enhance
their
capabilities
to
be
more
effective
change
agents
and
relationship
managers,
considered
key
business
goals
for
Fifth
Third.
The
program
is
anchored
in
the
principles
of
emotional
intelligence,
resonant
leadership
and
holistic
balance
and
encourages
participants
to
become
more
mindful
of
their
leadership
behaviors.
Program
Development
Prior
to
launching
the
program,
the
Organization
Develop-
ment
team
at
Fifth
Third
spent
a
year
working
with
the
faculty
at
Case
Western
Reserve
University
to
fully
under-
stand
their
approach
to
leadership
development
and
to
determine
how
it
might
best
be
applied
to
drive
cultural
change
within
the
bank.
Through
attending
a
series
of
Weath-
erhead
Executive
Education
programs,
the
entire
OD
(orga-
nizational
development)
team
(as
well
as
a
member
of
the
bank’s
instructional
design
group)
earned
certificates
in
emotionally
intelligent
leadership
and
coaching.
This
pre-
pared
them
to
be
internal
advocates
and
champions
of
the
leadership
development
approach
within
the
bank.
Next,
members
of
the
Weatherhead
faculty
team
spent
time
at
the
bank
interviewing
the
CEO
and
each
member
of
the
executive
leadership
team.
The
purpose
of
these
inter-
views
was
to
help
them
gain
a
better
understanding
of
the
culture
of
the
bank,
as
well
as
the
bank’s
key
strategic
initiatives
and
leadership
development
opportunities.
This
would
enable
them
to
customize
and
contextualize
the
program
in
such
a
way
that
it
was
meaningful
and
relevant
to
all
participants.
What
followed
was
the
development
of
a
series
of
programs
structured
as
two-day
learning
experi-
ences
designed
to
take
leaders
in
the
bank
through
a
multi-
level
change
journey
starting
at
the
individual
level
and
then
progressing
to
dyads,
groups
and
teams,
and
ultimately
organizational
level
change.
Program
1
—
Emotionally
Intelligent
Leadership
The
first
program
was
designed
to
set
the
stage
for
the
upcoming
series
of
learning
experiences
and
to
create
a
compelling
desire
for
change
from
the
individual
to
the
organizational
level.
Prior
to
start
of
the
program,
partici-
pants
completed
a
set
of
exercises
that
required
them
to
reflect
upon
their
core
values,
their
passions,
their
life
purpose
and
what
they
would
like
their
leadership
legacy
to
be.
They
would
later
draw
on
these
reflections
to
draft
a
personal
vision
statement.
Participants
also
completed
a
360-
degree
feedback
process,
with
the
results
to
be
delivered
during
the
program.
In
this
first
program,
participants
learned
what
it
means
to
be
a
resonant
leader,
how
and
why
emotionally
intelligent
leaders
are
able
to
create
resonant
relationships
with
others,
and
how
the
chronic
stress
of
being
in
a
leadership
role
can
impact
one’s
ability
to
sustain
effectiveness
over
time.
Par-
ticipants
were
also
introduced
to
an
intentional
change
process
that
would
serve
as
the
framework
for
their
devel-
opment
throughout
the
series
of
programs.
This
process
included
the
receipt
of
the
360-degree
feedback
on
their
demonstration
of
the
emotional
intelligence
competencies,
as
well
as
the
completion
of
an
assessment
on
their
preferred
learning
style.
After
the
program,
participants
received
three
one-on-
one
executive
coaching
sessions.
The
first
two
coaching
sessions
were
conducted
with
an
assigned
coach
from
Weath-
erhead
Executive
Education.
These
first
two
sessions
focused
primarily
on
their
personal
vision
and
their
strengths
and
development
opportunities
relative
to
that
vision,
as
informed
by
the
results
of
the
360-degree
feedback
process.
The
third
coaching
session
focused
on
the
creation
of
a
plan
of
action
to
learn
and
grow
in
new
ways
to
facilitate
the
attainment
of
their
articulated
vision.
This
third
coaching
session
was
conducted
by
a
member
of
the
Fifth
Third
Organization
Development
group,
who
also
helped
each
participant
to
link
his
or
her
personal
learning
plan
to
an
individual
development
plan
within
the
bank.
Program
2
—
Coaching
for
Intentional
Development
Approximately
one
year
after
completing
the
first
program,
individuals
then
completed
a
second
program.
Whereas
in
the
first
program
participants
were
focused
primarily
on
their
own
personal
development
and
growth,
in
the
second
pro-
gram
the
focus
was
on
how
they
might
most
effectively
coach
the
personal
development
of
others.
This
represented
a
shift
from
the
individual
level
to
the
dyadic
level
of
change.
Prior
to
this
second
program,
participants
completed
a
series
of
worksheets
about
two
individuals
they
would
be
coaching
after
the
program.
They
also
completed
a
second
round
of
the
360-degree
feedback
assessment
to
enable
them
to
track
their
development
progress
since
the
time
of
the
first
pro-
gram.
In
this
second
program,
participants
shared
stories
of
the
impact
the
first
program
had
on
them
both
personally
and
professionally.
They
then
learned
the
fundamentals
of
effec-
tive
coaching
conversations,
as
well
as
learning
a
coaching
framework
based
on
the
intentional
change
process
that
they
experienced
personally
in
the
first
program.
To
ade-
quately
prepare
participants
to
effectively
coach
others
using
this
framework,
the
second
program
was
largely
focused
on
skill
building.
Therefore,
throughout
the
program
individuals
engaged
in
a
series
of
coaching
exercises
con-
ducted
in
trios.
In
these
exercises,
one
individual
would
coach
another
while
the
third
person
in
the
trio
observed
and
later
provided
feedback.
The
trios
were
also
observed
and
facilitated
by
a
‘‘ma s ter
coach’’
from
either
the
Weath-
erhead
team
or
the
Fifth
Third
OD
team.
The
role
of
the
master
coach
was
to
provide
direction
and
guidance
as
needed
as
well
as
to
provide
in
depth
feedback
and
answer
any
questions
that
participants
had
about
the
coaching
process.
After
the
second
program,
participants
received
two
additional
one-on-one
coaching
sessions.
The
first
session
was
with
their
Weatherhead
coach
and
included
an
update
on
their
personal
vision,
as
well
as
a
review
of
the
second
round
of
360-degree
feedback
and
a
discussion
of
the
pro-
gress
made
over
the
past
year.
The
Weatherhead
coach
also
discussed
with
the
participants
their
preparation
for
the
homework
assignment
from
the
program,
which
was
to
prac-
tice
coaching
two
individuals
using
the
framework
learned
in
the
program.
The
second
session
was
with
the
Fifth
Third
coach,
who
had
an
updated
discussion
with
the
participant
about
the
progress
and
evolution
of
their
learning
plan
and
18
R.E.
Boyatzis
et
al.

individual
development
plan.
During
this
second
session,
participants
also
discussed
the
results
of
their
practice
coaching
efforts
and
received
additional
feedback
and
gui-
dance
related
to
their
coaching
of
others.
Program
3
—
The
Future
During
the
third
phase
of
the
effort,
a
series
of
specialized
workshops
will
focus
on
specific
competencies,
like
empathy,
adaptability,
and
mindfulness.
During
this
period,
it
is
hoped
to
bring
the
earlier
programs
to
the
middle
managers.
Meanwhile,
an
additional
program
will
focus
on
manage-
ment
teams
and
building
resonant
and
emotionally
intelli-
gent
organizations.
The
objective
of
the
work
in
this
phase
of
the
effort
will
focus
on
building
a
culture
of
engagement
and
compassion.
Techniques
will
be
explored
to
enable
the
bank
to
be
agile
and
adaptive
and
serve
customers
in
new
ways.
Between
2010
and
2012,
370
of
the
organization’s
leaders
have
completed
the
leadership
development
experience
with
numerous
stories
of
personal
and
professional
transfor-
mation
emerging.
In
this
case
study,
we
share
some
of
these
stories
and
propose
the
merits
of
approaching
leadership
development
through
a
process
grounded
in
fostering
emo-
tional
intelligence
and
holistic,
intentional
change.
RESONANT
LEADERS
INSPIRE
PEOPLE
Mary
Tuuk
is
a
resonant
leader.
Being
‘‘resonant’’
means
being
in
tune
or
in
sync
with
others
around
you.
She
engages
people
around
her,
those
reporting
to
her
and
others.
She
talks
to
them
about
what
is
important
in
their
lives
and
work
—
their
personal
and
professional
vision.
She
listens
to
them
because
she
cares
about
them.
They
feel
it
and
respond
in
kind,
sparking
an
environment
of
open
dialogue,
mutual
respect
and
trust!
Building
relationships
of
shared
vision
and
caring
is
difficult
in
the
easiest
of
times.
But
in
an
embattled
industry
like
banking,
it
is
a
major
challenge.
Imagine
trying
to
get
people
excited
about
the
future,
engaged
in
renewal
and
sustainability
of
their
performance
and
energy
when
the
world
seems
to
be
crashing
around
them.
In
2002,
Daniel
Goleman,
Richard
Boyatzis
and
Annie
McKee
introduced
us
to
‘‘resonant
relationships’’
through
emotional
intelligence
in
their
book
Primal
Leadership.
Richard
and
Annie
expanded
this
in
their
2005
book
Reso-
nant
Leadership,
by
showing
how
effective
leaders
use
their
emotional
intelligence
to
build
shared
hope,
compas-
sion,
mindfulness
and
playfulness
in
their
relationships.
Just
as
Mary
Tu u k
engages
her
employees
and
community
leaders
in
knowing
that
they
are
building
their
bank
and
communities
together,
she
asks
her
direct
reports
about
their
vision
for
a
better
future.
They
respond
with
enthu-
siasm
as
the
conversations
steer
away
from
fixing
current
problems
to
dreaming
about
a
better
life
and
engaging
work
in
the
future.
Then,
as
effective
leaders
do,
she
brings
them
back
to
present
challenges
and
goals,
but
this
discussion
now
takes
on
a
different
vibe.
The
discussion
is
in
service
of
the
great
image
of
what
might
‘‘be ’’
in
the
future.
The
target
of
the
effort
is
a
set
of
possibilities,
something
more
than
just
goals
—
it
is
goals
with
a
context
steeped
in
the
bigger
picture
of
their
shared
purpose.
OVERCOMING
LEADERSHIP
STRESS
Before
the
leadership
development
program,
Mary
did
not
realize
that
the
chronic
stress
so
typical
in
day-to-day
func-
tioning
brings
on
cognitive,
perceptual
and
emotional
impair-
ment.
Over
time,
people
who
may
have
been
resonant
with
others,
lose
touch
and
drift
into
dissonance.
For
others,
they
never
had
it
in
the
first
place.
The
toll
of
this
chronic
stress
on
each
person
is
huge.
Emotions
are
contagious.
People
set
off
the
stress
in
each
other
in
milliseconds
and
start
a
self-perpetuating
cycle.
Mary
learned
that
by
paying
attention
to
her
own
renewal
and
engaging
people
in
certain
types
of
conversations,
she
could
help
ameliorate
the
ravages
of
chronic
stress
and
actually
help
people
rebuild
their
cognitive,
emotional
and
perceptual
talent.
They
become
sustainable
in
both
their
commitment
and
effectiveness.
Resonant
relationships,
in
which
people
feel
in
sync
with
each
other
about
their
shared
purpose
(i.e.,
vision,
mission
and
values),
their
shared
caring
for
each
other
(i.e.,
compas-
sion),
tuning
into
and
paying
attention
to
yourself
and
others
(i.e.,
mindfulness),
and
being
playful
stimulate
the
neuroen-
docrine
system
called
the
Parasympathetic
Nervous
System.
Mary’s
lake
house
is
a
place
of
renewal
for
her.
This
helps
the
body,
mind
and
then
spirit
rebuild
itself.
When
she
talks
to
people
after
a
weekend
there,
she
is
enthusiastic
and
eager.
After
conversations
with
Mary,
people
feel
optimistic,
engaged,
challenged,
and
lifted
—
they
feel
inspired
about
the
future
and
its
possibilities.
In
this
state,
people
exceed
others’
expectations
and
even
their
own
sense
of
what
they
can
do.
And
then
they
want
to
do
more.
Because
of
the
increased
openness
and
higher
functioning,
people
in
this
state
are
more
adaptive,
innovative
and
creative,
and
are
more
capable
of
learning
and
changing.
INTENTIONAL
CHANGE
THEORY
This
desired
process
of
change
is
described
by
Intentional
Change
Theory
(ICT),
as
shown
in
Fig.
1.
As
explained
in
earlier
work
by
Richard
Boyatzis
and
his
colleagues,
ICT
suggests
that
sustained,
desired
change
is
most
likely
to
occur
when
five
(5)
discoveries
are
experienced.
The
activa-
tion
of
an
individual’s
Ideal
Self
is
the
first
discovery
and
includes
one’s
passion,
purpose
and
core
values.
These
com-
ponents
are
often
integrated
and
expressed
in
a
personal
vision
statement.
Once
a
person
taps
into
his/her
deepest
desires,
he/she
is
ready
to
face
the
sometimes
awkward
awareness
of
how
he/she
is
coming
across
to
others,
in
terms
of
what
is
called
the
Real
Self.
Those
areas
in
which
the
Real
Self
and
Ideal
Self
are
in
sync
are
considered
strengths.
Areas
where
there
is
a
gap
could
be
considered
weaknesses.
Recog-
nition
of
these
strengths
and
weaknesses
becomes
the
second
discovery
and
is
manifested
in
the
creation
of
a
Personal
Balance
Sheet.
The
third
discovery
in
the
change
process
is
the
develop-
ment
of
a
learning
agenda
—
a
framing
of
learning
goals
and
actions
that
the
individual
enthusiastically
looks
forward
to
trying.
This
is
distinctive
from
a
performance
development
plan,
which
is
often
stressful
and
depresses
one’s
motivation
to
learn
and
change.
The
fourth
discovery
is
the
actual
experimentation
and
practice
with
new
behaviors,
thoughts
Developing
resonant
leaders
through
emotional
intelligence,
vision
and
coaching
19

and
feelings
that
—
when
implemented
—
move
a
person
closer
to
his
or
her
vision
while
leveraging
top
strengths
and
shoring
up
weaker
abilities.
The
fifth
stage
of
the
process
is
focused
on
fostering
and
maintaining
a
set
of
trusting
bonds
or
relationships
to
offer
support
and
help
throughout
the
change
process.
This
five-stage
discovery
process
served
as
the
overarching
framework
for
the
entire
leadership
devel-
opment
experience.
REVITALIZED
LEADERS
ARE
INSPIRED
AND
SUSTAIN
IT
Everything
was
going
great
as
chief
auditor
and
executive
vice
president
of
Fifth
Third
Bank
for
Bob
Shaffer,
but
some-
thing
was
still
missing.
Bob
had
personal
changes
he
wanted
to
make
that
were
brought
into
focus
during
the
program.
One
of
the
experiential
exercises
asks
a
person
to
reflect
on
mind-body-heart-spirit
balance.
In
talking
to
his
coach
about
the
reflective
exercises,
Bob
said,
‘‘I’m
out
of
balance
on
all
of
them.’’
He
could
feel
how
this
was
dragging
his
energy
down
and
threatening
his
sustainability
as
a
leader.
He
even
worried
how
it
might
have
been
affecting
the
people
around
him.
This
often
happens
to
leaders.
The
approach
to
personal
vision
in
the
workshop
was
surprising
to
him.
Bob
said,
‘‘It’s
the
first
time
in
my
career
where
I’ve
been
to
a
program
like
this
with
a
specific
focus
on
not
only
my
job
skills,
but
more
importantly,
on
my
personal
development
as
a
leader.
It
was
the
first
time
that
I
felt
it
was
okay
in
the
workplace
to
talk
about
me.’’
Separate
exercises
were
used
to
elicit
thoughts,
feelings
and
dreams
of
each
of
the
components
of
the
Ideal
Self,
as
shown
in
Fig.
2.
The
coach
encourages
the
person
to
discuss
each
exercise,
look
for
patterns
in
their
reflections,
and
to
consider
possibilities.
The
chronic
stress
of
the
day-to-day
activities
is
multi-
plied
by
the
power
stress
a
leadership
role.
The
chronic
stress,
so
typical
of
most
executives,
results
in
persistent
arousal
of
the
Sympathetic
Nervous
System
(SNS),
the
body’s
stress
response.
Not
only
does
this
result
in
decreased
immune
system
functioning,
but
it
leads
to
cognitive,
emo-
tional
and
perceptual
impairment.
Each
challenge
becomes
bigger
and
the
innovative
solutions
elude
your
clouded
state.
In
their
article
on
why
leaders
should
be
coaches,
Boyatzis,
Smith
and
Blaize
(2006)
explained
how
these
natural
defense
processes
of
the
body
can
become
sources
of
even
more
stress
and
reduce
the
sustainability
of
the
leader’s
effective-
ness.
The
one
antidote
is
activation
of
the
body’s
Parasym-
pathetic
Nervous
System
(PNS).
This
system
ameliorates
the
ravages
of
chronic
stress
and
enables
the
body,
mind,
spirit
and
heart
to
literally
rebuild
itself.
By
asking
Bob
to
reflect
and
develop
a
personal
vision
for
his
ideal
life
(and
work)
10—15
years
in
the
future,
the
program
faculty
invoked
the
PNS.
As
research
has
shown,
experiencing
hope,
mindfulness,
compassion
or
playfulness
elicits
the
PNS.
Then,
the
brain
kicks
into
high
gear
and
a
person
is
able
to
be
more
open
to
new
ideas,
emotions
and
people
—
and
to
consider
possibilities
for
the
future.
On
the
desired
balance
issue,
Bob’s
coach
said,
‘‘Just
pick
an
aspect.’’
The
coach
knew
that
to
engage
the
personal
vision,
it
helps
if
the
person
can
feel
some
feasible
efficacy
about
the
future
as
shown
in
Fig.
2.
Bob
responded
instantly
to
the
coach
that
he
would
commit
to
improving
his
physical
health.
He
explained
that
a
couple
of
his
good
friends
go
to
a
personal
trainer,
and
are
always
talking
about
him.
He
called
the
trainer
the
next
day.
Like
the
coach
in
the
program,
the
Discovery #1
Ideal Self: Who do I
want to be?
Discovery #2
Real Self:
Who am I?
Discovery #2
Strengths: where my
Ideal Self and Real Self
are similar
Discovery #2 Gaps:
where my Ideal Self
and Real Self are
different
Discovery #3 Learning
Agenda: building on my
strengths while
reducing gaps
Discovery #4
Experimenting with being
a leader
Discovery #4 Practicing
being a leader
Figure
1
Boyatzis’
Theory
of
Intentional
Change
(Richard
Boyatzis,
2001,
used
here
with
special
permission).
20
R.E.
Boyatzis
et
al.

trainer
asked
what
he
wanted
to
achieve.
Bob
said,
‘‘I
want
to
live
a
long
healthy
life
with
my
wife
and
three
daughters
and
walk
my
daughters
down
the
aisle.
I
want
to
run
the
Loveland
Amazing
Race.
My
wife
had
been
doing
that
and
she
had
been
a
runner
and
I
missed
that
part
of
her
life.
.
.
I’d
be
standing
at
the
finish
line
waiting
for
her.
I
also
want
to
be
a
positive
role
model
to
my
family.
I
want
to
lose
100
pounds!’’
Guided
by
a
clear
personal
vision
and
the
support
of
an
executive
coach
and
a
personal
trainer,
Bob
reached
some
amazing
milestones.
He
lost
95
pounds
and
successfully
finished
the
Amazing
Race
with
his
wife
and
now
works
out
six
days
a
week.
Bob
said,
‘‘It
was
a
great
feeling.
She
pushed
me
hard
and
we
had
a
great
time
and
had
a
lot
of
fun.’’
His
new
energy
was
evident
to
his
employees
and
peers
at
work.
He
was
truly
a
changed
person
and
it
showed.
The
Case
Western
and
Fifth
Third
executive
coaching
which
is
part
of
the
program
was
a
major
source
of
support
and
reminder
for
Bob.
As
he
said,
‘‘I
never
had
follow-up
coaching
after
a
program.
It
really
established
the
accountability.
.
.taking
the
excitement
and
passion
you
have
in
the
workshop
itself
and
sustaining
it.’’
EMOTIONAL
INTELLIGENCE
IN
RESONANT
RELATIONSHIPS
Emotional
and
social
intelligence
competencies
have
been
shown
to
predict
effectiveness
in
leadership,
management
and
professional
jobs
in
many
countries
of
the
world.
They
can
be
said
to
be
the
behavioral
level
of
emotional
intelli-
gence
(EI)
and
social
intelligence
(SI).
In
other
words,
to
be
an
effective
leader,
manager
or
professional,
a
person
needs
to
understand
and
skillfully
manage
his
emotions
appropriately
based
on
each
person
or
situation
and
understand
the
emo-
tional
cues
of
others
in
order
to
effectively
interact
with
others.
These
competencies
appear
in
three
clusters:
(1)
Cogni-
tive
intelligence
(CI)
competencies,
such
as
systems
thinking
and
pattern
recognition;
(2)
Emotional
intelligence
(EI)
com-
petencies,
such
as
adaptability,
emotional
self-control,
emo-
tional
self-awareness,
positive
outlook,
and
achievement
orientation;
and
(3)
Social
intelligence
(SI)
competencies,
such
as
empathy,
organizational
awareness,
inspirational
leadership,
influence,
coaching
and
mentoring,
conflict
man-
agement,
and
teamwork.
Other
competencies
appear
to
be
threshold
competencies.
That
is,
they
are
needed
to
be
adequate,
but
more
use
of
them
does
not
lead
to
effective-
ness.
Given
research
to
date,
these
would
include:
knowl-
edge
(technical
and
functional),
deductive
reasoning,
and
quantitative
reasoning.
Emotional
and
social
competencies
represent
the
specific
behaviors
that
enable
a
person
to
generate
a
sense
of
shared
hope
and
vision
with
others,
shared
compassion
and
shared
mindfulness
—
the
key
components
of
resonant
leadership
relationships.
In
this
program,
EI
and
SI
were
assessed
using
a
test
called
the
Emotional
and
Social
Competency
Inventory
(ECI-2),
developed
by
Richard
Boyatzis
and
Daniel
Goleman
and
distributed
worldwide
by
The
Hay
Group.
It
is
completed
by
asking
a
program
participant’s
boss,
3—5
peers,
3—5
subordinates,
spouse
or
partner,
3—5
friends,
and
3—5
cus-
tomers
to
describe
the
frequency
and
nature
of
their
specific
interactions.
The
participant
also
completes
a
self-assess-
ment
version.
All
of
these
are
taken
on-line,
compiled
and
fed
back
to
the
executive
in
the
program
and
later
reviewed
with
the
executive
coach.
POSITIVE
AND
NEGATIVE
EMOTIONS
IN
LEADERSHIP
The
Positive
and
Negative
Emotional
Attractors
pull
indivi-
duals,
dyads,
teams
and
whole
organizations
toward
them.
The
Positive
Emotional
Attractor
(PEA)
occurs
when
the
parasympathetic
nervous
system
is
aroused
and
an
emphasis
is
placed
on
future
possibilities,
hope,
individual
and
collec-
tive
strengths
in
order
to
move
the
system
toward
a
desired
end
state.
The
Negative
Emotional
Attractor
(NEA)
is
invoked
when
the
sympathetic
nervous
system
is
aroused
and
a
focus
is
anchored
in
problems,
fear
and
apparent
weaknesses
in
a
person,
team
or
organization.
The
positive
movement
along
Intentional
Change
stages
as
shown
in
Fig.
1
occurs
when
a
PEA
state
is
aroused
sufficiently
to
‘‘tip
or
trigger’’
the
person
into
the
next
discovery
or
stage
of
the
process.
Once
each
executive
at
Fifth
Third
Bank
engages
his
or
her
own
personal
vision
and
hope
for
the
future,
the
program
objectives
shift
toward
how
to
engage
others
in
these
con-
versations
and
renewal
processes.
In
other
words,
instead
of
always
relating
to
others
within
the
Bank
through
problems,
the
idea
and
methods
help
a
person
incorporate
joy,
hope,
possibility
and
other
positive
conditions
on
a
frequent
basis.
COACHING
WITH
COMPASSION
In
traditional
coaching,
most
managers
or
executives
discuss
a
person’s
accomplishments
and
then
quickly
move
to
the
things
they
should
do
to
improve.
Since
there
is
seldom
checking
if
the
person
wants
to
go
in
this
direction,
we
call
this
‘‘coaching
for
compliance.’’
You
are
coaching
the
person
toward
compliance
with
your
or
someone
in
authority’s
image
of
what
they
should
be
and
how
they
should
act.
This
approach
to
coaching
is
common
in
many
organizations.
While
sometimes
needed,
coaching
for
compliance
pulls
people
into
a
defensive
posture,
the
NEA.
Instead
of
opening
them
up
to
new
possibilities,
it
typically
results
in
a
person
engaging
in
compliance-coping
in
the
short-term,
and
then
eventually
forgetting
it
all
and
returning
to
their
old
ways.
In
the
NEA
state,
people
often
feel
pressured
and
are
on
the
Personal
Vision
or wh
en
collec
tive
views,
a Share
d
Vision
Idea
l
Self
Hop
e
Optimism
Self-eff
icac
y
Ima
ge of a
Des
ired
Future
Core
Identity
Dreams,
Aspira
tion
s,
Fantas
ies
Values
&
Operating
Philosophy
Callin
g,
Purpo
se
Pass
ion
Life/ca
ree
r
Stage
or
Cyc
le
Figure
2
Components
of
the
Personal
Vision
from
the
Ideal
Self
(Richard
Boyatzis,
2007,
used
here
with
special
permission).
Developing
resonant
leaders
through
emotional
intelligence,
vision
and
coaching
21

defensive.
In
time,
this
and
other
forms
of
stress
build
and
the
cognitive,
emotional
and
perceptual
impairment
becomes
a
limiting
factor
in
their
performance,
their
ability
to
sustain
performance
or
adapt,
innovate
and
learn.
The
benefits
of
coaching
in
the
leadership
program
were
so
widespread
and
so
apparent,
both
to
the
coach
as
well
as
the
people
being
coached,
that
a
second
phase
of
the
pro-
gram
was
developed
to
train
each
executive
to
be
a
better
coach
and
mentor.
In
this
experience,
executives
learned
and
practiced
a
different
approach
to
coaching,
one
we
call
‘‘coaching
with
compassion.’’
This
form
of
coaching
engages
the
Positive
Emotional
Attractor
during
most
conversations
and
meetings.
Coaching
with
compassion
prioritizes
the
establishment
of
a
caring,
trusting
relationship
between
the
coach
and
the
coachee
and
anchors
the
coaching
con-
versation
on
positive
emotions
and
the
discovery
of
the
Ideal
Self.
A
caring
coaching
relationship
is
characterized
when
the
coach
is
emotionally
in
sync
with
another
and
committed
to
helping
that
individual.
Goleman
and
colleagues
propose
that
successful
leaders
leverage
emotional
and
social
competen-
cies
to
foster
caring
relationships.
Quick
and
Macik-Frey
add
that
authentic
and
deep
interpersonal
communication
is
essential
for
supportive,
positive
relationships
to
thrive
within
organizations.
When
coaching
with
compassion
or
to
the
PEA
become
typical
and
widespread,
then
an
organiza-
tion
begins
to
change
its
culture
in
terms
of
its
norms
and
values.
This
is
where
the
multi-level
aspect
of
Intentional
Change
Theory
becomes
essential
for
system
change,
as
shown
in
Fig.
3.
To
help
a
person
move
toward
his
or
her
own
desired
future,
others
in
the
person’s
life
system
need
to
be
involved.
If
the
relationship
between
any
two
people
is
to
be
renewed
and
sustainable,
then
it
is
likely
that
not
only
does
each
person
have
to
engage
in
development
and
intentional
change,
but
so
do
the
teams
of
which
they
are
a
part
—
and
the
larger
organization.
In
this
way,
50
years
of
research
on
sustained
change
shows
that
seldom
does
a
desired
change
‘‘stick’’
unless
other
levels
in
the
system
are
also
engaged
in
a
process
of
intentional
change.
Fifth
Third
Bank
understood
this
and
designed
the
process
to
intentionally
evolve
to
include
increasingly
larger
groups
within
the
Bank.
Most
observers
would
assume
that
multi-level
work
means
moving
the
training
or
intervention
throughout
the
manage-
ment
levels
in
the
organization.
That
is
also
essential
if
the
Programs Working at Various Levels Level of Complex System
Culture Building
Workshops and
Projects
Emotionally
Intelligent Teams
Divisions and Affiliates
Fifth Third Bank
Industry
Management teams
Dyads: with coach, with
boss, with each
subordinate
Individual professional or
executive
Coaching for
Intentional Change;
Empathy Training
Developing Emotional
Intelligence in Leaders
Figure
3
Multi-Level
Model
of
Leadership
and
Organizational
Development
at
Fifth
Third
BankCorp.
22
R.E.
Boyatzis
et
al.

teams,
business
units,
and
whole
organization
are
to
change.
But
that
is
not
the
only
meaning
of
working
at
multiple
levels.
Each
level
might
have
somewhat
different
shared
vision,
shared
real
self
(team
or
organization
culture),
different
shared
learning
agenda,
and
overlapping
resonant
relation-
ships
to
enable
the
process
to
continue.
EMERGING
NEW
LEADERS
Paul
Moore
was
Fifth
Third’s
customer
experience
leader.
It
gave
him
ample
opportunity
to
work
in
all
of
the
business
of
the
bank.
His
desire
was
to
‘‘move
up’’
and
lead
a
larger
system
of
the
bank.
He
was
working
with
his
manager
about
this
aspira-
tion
and
his
personal
development.
Paul
felt
he
was
ready.
As
a
result
of
the
two
sets
of
workshops
in
this
leadership
devel-
opment
program,
Paul
is
now
senior
vice
president
and
division
head
of
Central
Operations.
He
directs
operations
for
the
entire
Bank!
As
a
result,
Fifth
Third
Bank
has
a
new
and
excited
visible
leader
both
within
the
bank
and
in
the
community.
Paul
reflected
on
the
coaching
he
had
about
his
vision
and
values.
‘‘I
determined
the
two
most
important
things
to
focus
on
are
my
family
and
my
career.’’
Along
with
his
wife,
Paul
continued
his
involvement
in
their
church
and
its
school.
Having
one
teenage
daughter
and
an
11
year
old
son
would
seem
to
be
enough
of
a
challenge,
but
Paul
wanted
more.
He
talked
to
his
coach
about
getting
closer
to
his
daughter
as
she
fully
enters
her
teenage
years.
Now,
he
takes
his
daughter
and
son
skiing
a
couple
times
a
year,
and
they
invite
their
cousins
so
it
becomes
an
extended
family
event.
Paul
joined
the
Madisonville
Education
and
Assistance
Cen-
ter
Board,
where
the
Cincinnati
Operations
Center
is
located.
This
community
is
part
of
Greater
Cincinnati.
As
the
largest
employer
in
the
community,
Paul
felt
the
bank
should
continue
to
play
a
major
role.
The
associates
of
the
bank
contribute
through
food
drives,
wish
trees,
education
tutoring
and
assis-
tance.
Paul
helped
this
community
agency
take
a
bigger
role.
Paul
was
able
to
help
MEAC
become
a
United
Way
Agency.
Doing
good
work
for
the
community
is
more
important
to
Paul
than
simply
generating
good
PR
for
the
Bank.
He
was
born
and
raised
on
the
west
side
of
Cincinnati.
The
dog
fence
in
his
yard
encircles
his
yard
and
his
neighbors
—
who
happen
to
be
his
in-laws.
As
he
says,
‘‘So
when
the
dog
goes
out
it
goes
to
Grandma’s.’’
For
his
career,
Paul
wanted
to
run
operations
for
the
bank,
an
area
that
has
about
2,100
employees,
or
10
percent
of
the
workforce.
Through
working
with
his
manager
and
then
his
coach,
he
put
together
a
compelling
argument
as
to
why
this
major
promotion
should
happen
sooner
rather
than
later.
He
applied
for
it
and
was
excited
to
learn
that
he
got
the
job.
As
one
of
his
first
moves,
he
decided
to
include
coaching
with
compassion
or
coaching
to
the
PEA
as
a
part
of
their
day-to-
day
way
of
doing
business.
Paul
believes
in
the
power
of
coaching
and
wants
the
culture
to
become
one
where
people
can
talk
about
problems
AND
opportunities
AND
dreams
AND
possibilities.
EFFECTING
THE
BOTTOM
LINE
Are
all
of
these
program
components
helping
Fifth
Third
Bank?
In
the
opinion
of
the
CEO,
Kevin
Kabat,
it
is
working
more
than
he
ever
thought
it
would.
As
he
says,
‘‘Our
business
is
all
about
people.
.
..it’s
all
about
serving
our
custo-
mers.
.
.taking
care
of
each
other.
.
.
working
together
colla-
boratively
to
create
better
solutions
and
to
really
understand
what
our
customers
need
and
what
they
want.’’
As
a
result
after
almost
three
years
of
these
programs,
he
feels
that
Fifth
Third
Bank
has,
‘‘a
far
deeper
dialogue
today
of
what
the
issues
are,
about
what
our
concerns
are,
about
what
the
potential
solutions
are.
.
.
it’s
not
just
one
or
two
people.
.
.
it
is
the
entire
team
participating
in
a
very,
very
different
way,
in
a
great
way.
.
.it
really
does
show
through.
.
.
it
really
has
made
a
difference.’’
His
commitment
to
development
of
the
human
capital
of
the
bank
is
dramatic.
Longitudinal
research
is
underway
to
document
the
nature
and
degree
of
change
in
EI
and
SI
shown
at
the
bank
and
changes
in
engagement,
as
well
as
customer
experience.
CONCLUDING
THOUGHTS
Typical
leadership
training
programs
have
little
impact
on
sustainably
changing
the
person’s
behavior,
especially
in
terms
of
the
EI
and
SI
competencies
that
predict
effective-
ness
as
has
been
shown
in
numerous
reviews.
But
a
program
first
developed
in
the
early
1990s
at
the
Weatherhead
School
of
Management
at
Case
Western
Reserve
University
has
shown
dramatic
improvements
as
far
out
as
seven
years
after
participating
in
the
program.
Applying
this
program
in
a
regional
bank,
along
with
essential
components
at
other
levels,
like
improving
dyads,
teams,
the
organizational
units
and
communities
within
which
they
operate,
has
shown
impressive
changes
in
executives’
lives
and
work.
Doing
such
multi-level
development
is
awkward
and
costly,
and
there-
fore,
internal
executives
do
not
seek
it
nor
do
consultants
offer
it
often.
But
it
is
in
the
personal
development
of
an
holistic
vision,
discussion
of
this
with
a
coach
using
techni-
ques
of
pulling
the
person
into
the
Positive
Emotional
Attrac-
tor,
and
working
the
same
processes
with
others
reporting
to
the
executive
as
well
as
in
the
organization
and
community
that
prove
most
potent
in
their
sustaining
value.
Of
course,
longitudinal
empirical
research
is
needed
to
substantiate
these
qualitative
case
illustrations.
We
offer
this
story
as
a
sign
of
hope
that
with
the
appropriate
processes
and
meth-
ods,
we
can
fulfill
the
dream
of
transformative,
and
positive
personal,
professional,
organization
and
community
devel-
opment.
Developing
resonant
leaders
through
emotional
intelligence,
vision
and
coaching
23

SELECTED
BIBLIOGRAPHY
The
intervention
described
in
this
article
is
based
on
Inten-
tional
Change
Theory
explained
in
Richard
E.
Boyatzis,
‘‘Lea-
dership
Development
From
a
Complexity
Perspective,’’
Consulting
Psychology
Journal,
2008,
60(4),
298—313.
It
provides
elaboration
of
the
role
of
the
Ideal
Self,
coaching
through
resonant
relationships,
the
movement
between
the
tipping
point
of
the
Positive
and
Negative
Emotional
Attrac-
tors,
the
multi-level
fractals
of
sustained,
desired
change
and
dramatic
results
in
improving
emotional
intelligence
and
social
intelligence
competencies
that
predict
effective
lea-
dership
in
over
25
longitudinal
studies.
The
model
of
an
effective
personal
vision
and
ideal
self
is
further
explained
in
Richard
E.
Boyatzis
and
Kleio
Akrivou,
‘‘The
Ideal
Self
as
a
Driver
of
Change,’’
Journal
of
Management
Development,
2006,
25,
624—642.
Further
reading
on
the
Ideal
Self
and
its
relation
to
the
Real
Self
can
be
found
in
Tory
Higgins,
‘‘Self-
Discrepancy:
A
Theory
Relating
Self
and
Effect,’’
Psycholo-
gical
Review,
1987,
94,
319—340.
The
relationship
of
emotional
and
social
intelligence
competencies
to
effective
leadership
is
examined
in
Daniel
Goleman,
Richard
Boyatzis
and
Annie
McKee,
Primal
Leader-
ship:
Realizing
the
Power
of
Emotional
Intelligence
(Harvard
Business
School
Press:
Boston,
Mass.,
2002).
Additional
scien-
tific
evidence
is
found
in
Richard
Boyatzis,
Angela
Passarelli,
Katherine
Koenig,
Mark
Lowe,
Blessy
Matthews,
James
Stol-
ler,
and
Michael
Phillips,
‘‘Examination
of
the
Neural
Sub-
strates
Activated
in
Experiences
with
Resonant
&
Dissonant
Leaders,’’
Leadership
Quarterly,
2012,
23,
259—272.
Theo-
retical
and
comparative
explanations
of
EI
and
SI
competen-
cies
are
found
in
Richard
Boyatzis,
‘‘A
Behavioral
Approach
to
Emotional
Intelligence,’’
Journal
of
Management
Develop-
ment,
2009,
28,
749—770.
A
detailed
explanation
of
the
neuroendocrine
dynamics
as
to
how
coaching
with
compassion
helps
with
renewal
and
amelioration
of
the
ravages
of
chronic
stress
in
both
the
coach
and
the
person
being
coached,
and
why
it
is
the
opposite
of
coaching
others
for
compliance
is
Richard
Boy-
atzis,
Melvin
Smith
and
Nancy
Blaize,
‘‘Developing
Sustain-
able
Leaders
Through
Coaching
and
Compassion,’’
Academy
of
Management
Journal
on
Learning
and
Education,
2006,
5,
8—24.
Data
on
how
neural
networks
activate
in
coaching
to
the
PEA
to
cause
this
openness
to
change
and
the
PNS
is
shown
in
Richard
Boyatzis,
Anthony
Jack,
Regina
Cesaro,
Masud
Khawaja,
and
Angela
Passarelli,
‘‘Coaching
with
Compassion:
An
fMRI
Study
of
Coaching
to
the
Positive
or
Negative
Emo-
tional
Attractor,’’
2010,
Best
Paper
Award,
Proceedings
of
the
Academy
of
Management
Annual
Meeting,
Montreal,
August.
Additional
readings
relevant
to
the
change
process
described
here
include
Ellen
Van
Oosten,
‘‘Intentional
Change
Theory
at
the
Organizational
Level:
A
Case
Study,’’
Journal
of
Management
Development,
2006,
25,
707—717.
The
nature
of
resonant
leadership
and
the
role
of
vision
(hope),
compassion,
and
mindfulness
is
Richard
Boyatzis
and
Annie
McKee,
Resonant
Leadership:
Renewing
Yourself
and
Connecting
With
Others
Through
Mindfulness,
Hope,
and
Compassion
(Harvard
Business
School
Press,
Boston,
Mass.,
2005).
Detailed
exploration
of
when
arousing
the
PEA
is
better,
worse,
or
needed
as
compared
to
the
NEA,
and
visa
versa,
is
explained
in
Richard
Boyatzis,
‘‘When
Pulling
to
the
Negative
Emotional
Attractor
is
Too
Much
or
Not
Enough
to
Inspire
and
Sustain
Outstanding
Leadership,’’
in
R.
Burke,
C.
Cooper,
and
G.
Woods
(eds),
The
Fulfilling
Workplace:
the
Organization’s
Role
in
Achieving
Individual
and
Organiza-
tional
Health
(Gower
Publishing:
London,
in
press).
Richard
Boyatzis
is
Distinguished
University
Professor
in
Organizational
Behavior,
Psychology,
and
Cognitive
Science
at
Case
Western
Reserve
University.
He
has
authored
150
articles
and
7
books
on
leadership,
competency
development
and
coaching
(CWRU,
10900
Euclid
Avenue,
Cleveland,
OH
44106-7235,
USA.
Tel.:
216-368-2053;
e-
mail:
richard.boyatzis@case.edu).
Melvin
Smith
is
an
associate
professor
in
organizational
behavior
and
faculty
director
of
Weatherhead
Executive
Education
at
CWRU.
His
research
and
publications
have
focused
on
social
capital,
development
of
emotional
intelligence,
and
coaching
(e-mail:
melvin.smith@case.edu).
Ellen
Van
Oosten
is
an
adjunct
faculty
in
organizational
behavior,
faculty
and
master
coach
in
executive
education
at
CWRU.
Her
research
and
publications
have
centered
on
executive
coaching,
emotional
and
social
intelligence
in
leadership
development,
positive
psychology
and
the
intersection
between
individual
and
organization
develop-
ment
(e-mail:
ellen.vanoosten@case.edu).
Lauris
Woolford
is
executive
vice
president
of
organizational
development
and
planning,
Fifth
Third
Bank.
Her
academic
work
has
focused
on
innovations
in
organization
and
leadership
development
(Fifth
Third
Bank,
e-mail:
Lauris.Woolford@53.com).
24
R.E.
Boyatzis
et
al.