Scott Swain has been actively studying communication, conflict resolution, and people/systems management since 1990. He has been designing and facilitating communication and conflict resolution training programs for businesses, at conferences, in schools, and to workgroups for over nine years. These courses have ranged in length from thirteen weeks to one day.
"Communication skills that I have been introduced to thru Scott Swain are helping me transform my business from a resentful, high-turnover office to one where people are having fun and working together on projects. It has given us a way to talk to each other that helps to keep people from becoming defensive and resentful." ~ Dr. Cynthia Schade
"First, I would like to thank Scott for the opportunity to take part in this course. Over the years, I had come to see myself as a good communicator. This class showed that I had a lot to learn. After an intense day of exercises, discussions and lecture, I picked up more about communication than I had in my adult life. These days, when I use these communication techniques at work and in personal interactions, I am better able to listen and be listened to. When I choose not to employ these methods, communications feel more labored and less productive. My days are spent working with vendors and engineers, dealing with their expectations and my own. These dynamic interactions can become heated due to the amount of money that is at stake. When I use these tools to deal with them, the negotiations go smoothly and people typically get most if not all of what they want. My personal life is very up and down at times. It has helped me deal with family and loved ones in a way that they are heard and understood. It also gives me a method of having them understand me better. Again, when I fail to use the techniques, discussions turn into bickering which turns into a fight. This class and the time you'll spend are well worth it." ~ Randy Carnes
"I often use these techniques with customers and they love the forthrightness, the knowledge that they're being heard, and the fact that they can bring up topics that would often result in knee-jerk defensiveness from many of the other solution providers. When I use it at work, I produce more and better work because I'm able to hear things that people don't exactly say and come to helpful conclusions and action items instead of spending time talking past each other." ~ Ryon Day
(1) The US Air Force used EQ-I to select recruiters (the Air Force's front-line HR personnel) and found that the most successful recruiters scored significantly higher in the emotional intelligence competencies of Assertiveness, Empathy, Happiness, and Emotional Self Awareness. The Air Force also found that by using emotional intelligence to select recruiters, they increased their ability to predict successful recruiters by nearly three-fold. The immediate gain was a saving of $3 million annually. These gains resulted in the Government Accounting Office submitting a report to Congress, which led to a request that the Secretary of Defense order all branches of the armed forces to adopt this procedure in recruitment and selection. (The GAO report is titled, "Military Recruiting: The Department of Defense Could Improve Its Recruiter Selection and Incentive Systems," submitted to Congress January 30, 1998. Richard Handley and Reuven Bar-On provided this information.)
(2) Experienced partners in a multinational consulting firm were assessed on the EI competencies plus three others. Partners who scored above the median on 9 or more of the 20 competencies delivered $1.2 million more profit from their accounts than did other partners - a 139 percent incremental gain (Boyatzis, 1999).
(3) In jobs of medium complexity (sales clerks, mechanics), a top performer is 12 times more productive than those at the bottom and 85 percent more productive than an average performer. In the most complex jobs (insurance salespeople, account managers), a top performer is 127 percent more productive than an average performer (Hunter, Schmidt, & Judiesch, 1990). Competency research in over 200 companies and organizations worldwide suggests that about one-third of this difference is due to technical skill and cognitive ability while two-thirds is due to emotional competence (Goleman, 1998). (In top leadership positions, over four-fifths of the difference is due to emotional competence.)
(4) At L'Oreal, sales agents selected on the basis of certain emotional competencies significantly outsold salespeople selected using the company's old selection procedure. On an annual basis, salespeople selected on the basis of emotional competence sold $91,370 more than other salespeople did, for a net revenue increase of $2,558,360. Salespeople selected on the basis of emotional competence also had 63% less turnover during the first year than those selected in the typical way (Spencer & Spencer, 1993; Spencer, McClelland, & Kelner, 1997).
(5) In a national insurance company, insurance sales agents who were weak in emotional competencies such as self-confidence, initiative, and empathy sold policies with an average premium of $54,000. Those who were very strong in at least 5 of 8 key emotional competencies sold policies worth $114,000 (Hay/McBer Research and Innovation Group, 1997).
(6) In a large beverage firm, using standard methods to hire division presidents, 50% left within two years, mostly because of poor performance. When they started selecting based on emotional competencies such as initiative, self-confidence, and leadership, only 6% left in two years. Furthermore, the executives selected based on emotional competence were far more likely to perform in the top third based on salary bonuses for performance of the divisions they led: 87% were in the top third. In addition, division leaders with these competencies outperformed their targets by 15 to 20 percent. Those who lacked them under-performed by almost 20% (McClelland, 1999).
(7) Research by the Center for Creative Leadership has found that the primary causes of derailment in executives involve deficits in emotional competence. The three primary ones are difficulty in handling change, not bEing able to work well in a team, and poor interpersonal relations.
(8) After supervisors in a manufacturing plant recEived training in emotional competencies such as how to listen better and help employees resolve problems on their own, lost-time accidents were reduced by 50 percent, formal grievances were reduced from an average of 15 per year to 3 per year, and the plant exceeded productivity goals by $250,000 (Pesuric & Byham, 1996). In another manufacturing plant where supervisors recEived similar training, production increased 17 percent. There was no such increase in production for a group of matched supervisors who were not trained (Porras & Anderson, 1981).
(9) Another emotional competence, the ability to handle stress, was linked to success as a store manager in a retail chain. The most successful store managers were those best able to handle stress. Success was based on net profits, sales per square foot, sales per employee, and per dollar inventory investment (Lusch & Serpkeuci, 1990).
(10) Optimism is another emotional competence that leads to increased productivity. New salesmen at Met Life who scored high on a test of "learned optimism" sold 37 percent more life insurance in their first two years than pessimists (Seligman, 1990).
(11) A study of 130 executives found that how well people handled their own emotions determined how much people around them preferred to deal with them (Walter V. Clarke Associates, 1997).
(12) For sales reps at a computer company, those hired based on their emotional competence were 90% more likely to finish their training than those hired on other criteria (Hay/McBer Research and Innovation Group, 1997).
(13) At a national furniture retailer, sales people hired based on emotional competence had half the dropout rate during their first year (Hay/McBer Research and Innovation Group, 1997).
(14) For 515 senior executives analyzed by the search firm Egon Zehnder International, those who were primarily strong in emotional intelligence were more likely to succeed than those who were strongest in Either relevant previous experience or IQ. In other words, emotional intelligence was a better predictor of success than Either relevant previous experience or high IQ. More specifically, the executive was high in emotional intelligence in 74 percent of the successes and only in 24 percent of the failures. The study included executives in Latin America, Germany, and Japan, and the results were almost identical in all three cultures.
(15) Financial advisors at American Express whose managers completed the Emotional Competence training program were compared to an equal number whose managers had not. During the year following training, the advisors of trained managers grew their businesses by 18.1% compared to 16.2% for those whose managers were untrained.
(16) The most successful debt collectors in a large collection agency had an average goal attainment of 163% over a three-month period. They were compared with a group of collectors who achieved an average of only 80% over the same time period. The most successful collectors scored significantly higher in the emotional intelligence competencies of self-actualization, independence, and optimism. (Self-actualization refers to a well-developed, inner knowledge of one's own goals and a sense of pride in one's work.) (Bachman, 2000).
References and Sources
Nonviolent Communication, A Language of Life by Marshall Rosenberg, PhD
Empathy Factor by Marie R. Miyashiro and Jerry Colonna
Now, Discover Your Strengths by Marcus Buckingham and Donald O. Clifton, PhD
Crucial Conversations by Kerry Patterson and Joseph Grenny
The Tao of Negotiation by Joel Edelman and Mary Beth Crane
The Emotional Quotient Inventory (EQ-i), EQ-360 and EQ-i: YV were developed to assess the Bar-On model of emotional-social intelligence. The EQ-i test is designed to measure a number of constructs related to Emotional Intelligence. (Bar-On, 2006). Consortium for Research on Emotional Intelligence in Organizations.
Bachman, J., StEin, S., Campbell, K., & Sitarenios, G. (2000). Emotional intelligence in the collection of debt. International Journal of Selection and Assessment, 8(3), 176-182.
Boyatzis, R. E. (1999). From a presentation to the Linkage Conference on Emotional Intelligence, Chicago, IL.
Boyatzis, R. (1982). The competent manager: A model for effective performance. NY: John Wiley & Sons.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantam.
Hay/McBer Research and Innovation Group (1997).
Hunter, J. E., Schmidt, F. L., & Judiesch, M. K. (1990). Individual Differences in Output Variability as a Function of Job Complexity. Journal of Applied Psychology, 75, 28-42.
Lusch, R. F., & Serpkeuci, R. (1990). Personal differences, job tension, job outcomes, and store performance: A study of retail managers. Journal of Marketing.
McClelland, D. C. (1999). Identifying competencies with behavioral-event interviews. Psych Science, 9(5), 331.
Pesuric, A., & Byham, W. (1996, July). The new look in behavior modeling. Training and Development, 25-33.
Porras, J. I., & Anderson, B. (1981). Improving managerial effectiveness through modeling-based training. Organizational Dynamics, 9, 60-77.
Richman, L. S. (1994, May 16). How to get ahead in America. Fortune, 46-54.
Seligman, M. E. P. (1990). Learned optimism. New York: Knopf.
Spencer, L. M., Jr. , & Spencer, S. (1993). Competence at work: Models for superior performance. New York: John Wiley and Sons.
Spencer, L. M. J., McClelland, D. C., & Kelner, S. (1997). Competency assessment methods: History and state of the art. Boston: Hay/McBer.
Walter V. Clarke Associates. (1996). Activity vector analysis: Some applications to the concept of emotional intelligence. Pittsburgh, PA: Walter V. Clarke Associates.
