Building emotional intelligence in teams
What is emotional intelligence?
Emotional intelligence is defined as "the ability to identify, assess, and control the emotions
of oneself, of others, and of groups". In effect, it functions as the counterpoint to what we
might refer to as "normal" intelligence, which is concerned with data and facts about the
outside world.
This digest is based on the work of Vanessa Druskat and Steven Wolff. Druskat and Wolff
explore the effects of good or bad emotional intelligence on teamwork and teams in general
and how emotional intelligence can be improved. One important thing to note is that a
team made entirely of emotionally intelligent participants does not necessarily produce an
emotionally intelligent team. Teams are a social group with a purpose, and therefore have
needs and a character that goes beyond the personalities of its members.
Druskat and Wolff provide a useful tool for assessing and assisting a team's emotional
intelligence, and at the core lie three conditions which characterize emotional intelligence in
teams:
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Trust amongst team members.
A sense of group identity.
A sense of group efficacy.
Why should teams build their emotional intelligence?
The benefits of effective co-operation within teams are pretty universally understood.
However, Druskat and Wolff argue that most if not all of the literature on how to create an
atmosphere of effective teamwork has simply restated the necessary elements- such as cooperation, commitment, participation and so on. The assumption seems to be that simply
articulating all these requirements is enough, and once teams know what they need to have
to work effectively, they will automatically be able to do so. Sadly, in the real world it is not
as simple as that.
Druskat and Wolff suggest that this approach leads to teams which may simply go through
the motions of effective teamwork without actually exhibiting it. They use an analogy for
illustration; a person can be taught to play a number of different instruments perfectly
through constant practice. However this would not suddenly turn them into a brilliant
composer without having to learn musical theory and studying other great composers'
work.
This tool was created by CUREE.
For further practitioner friendly resources, visit www.curee.co.uk
Druskat and Wolff make it clear that teams which do not satisfy the three conditions of
emotionally intelligent teamwork mentioned above may still appear to be working
effectively, going through the motions of dedication and effective communication etc. But in
order to be truly effective, a team needs to create an atmosphere that genuinely promotes
building trust, group identity and group efficacy.
Three levels of emotional intelligence
Druskat and Wolff's other key point is that to build an effective emotionally intelligent team,
the members of that team must work to address three different levels of emotional
intelligence. The first two levels are derived from the book Emotional Intelligence by Daniel
Goleman. Goleman explains what defines an emotionally intelligent person; at the first level
they are aware of their emotions, and are able to regulate them. At the second level, they
can do this both internally (to themselves) and externally (to others).
Druskat and Wolff recognise this, but add a third level when dealing with the emotional
intelligence of a team. If we treat a group as being very like an individual, then we can say
that it needs to be aware of the emotions of its members, the emotions or moods of the
group as a whole, and the emotions or moods of other groups with which it comes into
contact.
Emotions at the individual level
It is particularly important for the team as a whole to understand the emotions of all the
individual team members when there is a clash. Druskat and Wolff suggest that the best
way to do this is to encourage interpersonal understanding as a norm within the team. If
teams and team members are encouraged to be routinely open about their emotions and
what effect they have on how they handle different situations, then when an individual is
not engaging with the team, the knowledge is available to understand why this might be
happening and how to deal with this.
The two key tools for a group wishing to be aware of and manage the emotions of the
team’s members are establishing norms that connect both confrontation and “caring”.
Though it may seem odd that the best way to help control emotions is to formalise
confrontation, it is important for any group that teammates have a mechanism for airing
grievances without the environment becoming toxic. Inevitably, at some point somebody
will overstep the mark, and it is vital that their teammates can call them out on this without
resentment lingering over the incident. Done well, confronting somebody who has erred is
affirming for them; it helps them feel noticed and valued at the same time as enabling them
This tool was created by CUREE.
For further practitioner friendly resources, visit www.curee.co.uk
to function more effectively. Confrontation can be a sign that it is important to the group
that a team member contributes to the project.
Emotions at the group level
It is important to be aware of the emotions experienced by a group, as well as by the
individuals within that group. If a team fails to recognise its emotions at the group level,
then it can suffer a loss of drive, collaborative ethos and efficacy. A group needs tools to be
aware of its own emotions, even if it starts out as a strong team, in order to avoid falling
into these pitfalls.
The two key tools a group can use to be aware of and regulate its emotions are selfassessment and external feedback. In order to be emotionally intelligent, a group needs
both to examine itself and ask for assistance from elsewhere. In some cases, simply
articulating a team’s strengths and weaknesses is extremely useful in building up the
group’s emotional intelligence. Another helpful tool is a common vocabulary for dealing
with issues. This vocabulary does not have to be technical, but having a group shorthand for
particular problems, feelings and situations can be extremely helpful.
Emotions between groups.
The last level of emotional intelligence which an effective team needs to be aware of relates
to interaction with other groups. As well as being inwardly aware of the emotions within
and of the group, teams must be conscious of how they relate to the other teams they work
with. For example, people may have extremely strong emotional ties to fellow team
members, but may struggle to interact well with other teams within the larger organisation.
A team which is emotionally intelligent about its relationships with others outside the team
may attempt to create ties to the wider organisation, perhaps by bringing representatives of
other departments or teams into the group. This is not of course a prerequisite of outward
emotional intelligence for a team, but it is helpful for teams who wish to establish a solid
understanding of other teams, and to foster good relationships with their colleagues outside
of their own team.
This tool was created by CUREE.
For further practitioner friendly resources, visit www.curee.co.uk
Implications
Bringing the inevitable emotions that arise when working closely with others into the open
helps colleagues manage them effectively:
Individual level
Would it be helpful for a team you work with to build some shared terms for common
feelings that occur when people disagree about the best way forwards and some short hand
phrases that help everyone in the team signal and make space to listen to such concerns
such as “think we need time out to confront something that’s getting in the way here”?
Group level
Would it be helpful to invite a colleague from another team to join you to observe how your
team works and provide an external perspective on your strengths and areas for
development? Or alternatively could you video 2-3 team meetings and analyse them
together? How does the extra information help you understand any recent challenges you
have faced as a team? Can you use this analysis for spotting potential problems in advance?
Inter group level
Would your team be stronger or learn more from bringing members of other teams into
some meetings or from asking other teams if one of your team can join in some of their
activities so you can gain a wider perspective on how others work and ensure more people
understand how your team experiences the organisation’s work and challenges?
Find out more
Druskat, V.U. & Wolff, S.B. (2001) Building the Emotional Intelligence of Groups, Harvard Business
Review, 79 (3), pp.81-90. (Reprint r0103e)
This tool was created by CUREE.
For further practitioner friendly resources, visit www.curee.co.uk