On-the-job Training for Emotional Competence

tence—are even more essential to

individual and organizational survival

and well-being.

The good news is that emotional

competence can be developed, partic-

ularly if leaders are motivated to do

so. Leaders can learn to be more

empathetic with their colleagues and

customers and more effective in

using critical social skills such as

conflict management, negotiation,

and teamwork. The even better news

is that developing these emotional

competencies doesn’t necessarily

require being away from the work-

place for extended periods to attend

formal, structured programs. If cer-

tain conditions are in place, much can

be learned on the job.

What can people do to develop

their emotional competence? Looking

at the experiences of leaders,

coaches, and facilitators, it’s clear

that structured programs offer a pow-

erful starting point for enhancing

self-awareness and social awareness.

Such programs offer an environment

of anonymity and safety, which

allows participants the psychological

space to be vulnerable and to become

more self-aware. In this context the

value of candid assessment data and

expert help in interpreting those data

can be maximized.

In contrast, efforts to develop

competencies that involve self-regula-

tion and a variety of new behaviors

are more amenable to on-the-job

learning because they require practic-

ing and reflecting on the new behav-

iors. Such personal learning takes

place in relationships at work, as

leaders seize everyday opportunities

to practice new behaviors and get

feedback from colleagues they trust.

Leaders who are able to leverage

work experiences to enhance self-

awareness, self-management, empa-

thy, and critical social skills create a

personal infrastructure that supports

their continuous learning. (See

“Creating a Personal Learning

Infrastructure,” on page 5.) First,

they develop a personal learning

agenda based on a thorough under-

standing of their emotions, strengths

and weaknesses, personal values, and

motivations. (This agenda is often

completed in an off-site program or

coaching engagement.) Then they

use their enhanced self-awareness to

take action, including taking risks,

practicing new skills, and seeking

feedback on the impact of their new

behaviors. Finally, they maintain

learning as a priority—even in the

midst of organizational turbulence—

by creating learning partnerships that

provide encouragement, guidance,

and feedback.

GETTING TO KNOW YOU

According to psychologist Daniel

Goleman and other researchers, self-

awareness is the foundation on which

LIA •VOLUME 22, NUMBER 3 • JULY/AUGUST 2002

other emotional competencies are

built. (See “Emotional Competence

Defined,” on page 5.) Self-awareness

involves understanding your own

strengths and limitations—especially

your fears and insecurities—on an

emotional, not just intellectual, level.

Participants in formal programs say

that certain aspects of the programs

are especially useful for and con-

ducive to developing greater self-

awareness:

•

A safe and trusting environ-

ment. Participants don’t bring their

personal agendas or judge one

another, and they hold confidences.

•

Opportunities for disclosure.

Participants can be vulnerable and

honest about their own shortcomings.

•

Honest and caring feedback.

•

Frequent opportunities to

reflect.

•

Support from facilitators, other

participants, and colleagues.

Let’s look at an example of how

an off-site leadership development

program can help a leader delve into

the self-awareness that is crucial to

the further and ongoing honing of

emotional competence.

Joe is the vice president for sales

and marketing of a global consumer

products company. At the start of

his leadership development pro-

gram, Joe was confident that he

understood his upsides and down-

sides, as a result of a similar devel-

opment effort he had undergone on

the job. But the on-the-job program

had been managed by someone from

his company’s human resource

department; Joe had been asked to

assess himself on his leadership

style, then he had received feedback

from his direct reports. Joe’s vice

president position was a newly cre-

ated one that resulted from a com-

pany reorganization. He was eager

to receive the feedback because he

thought it would help ensure his

success.

4

Kathy Kram, a professor of

organizational behavior at

the Boston University School

of Management, was CCL’s

H. Smith Richardson Jr.

Visiting Fellow for 2001. She

holds a Ph.D. degree from

Yale University.

Sharon Ting is coaching

manager and co-manager of

the Awareness Program for

Executive Excellence (APEX)

at CCL in Greensboro. She

holds an M.B.A. degree from

Wake Forest University.

Kerry Bunker is a senior

associate and co-manager of

APEX at CCL in Greensboro.

He holds a Ph.D. degree from

the University of South

Florida.

ABOUT THE AUTHORS