The following 22 guidelines represent the best current knowledge about how to promote
emotional intelligence in the workplace. They apply to any development effort in which
social and emotional learning is a goal. 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.
These guidelines are based on an exhaustive review of the research literature in training
and development, counseling and psychotherapy, and behavior change. The guidelines
are additive and synergistic; to be effective, social and emotional learning experiences
need not adhere to all of these guidelines, but the chances for success increase with each
one that is followed.
The guidelines are divided into four phases that correspond to the four phases of the
development process: preparation, training, transfer and maintenance, and evaluation.
Each phase is important.
These guidelines were developed for the Consortium by Daniel Goleman and Cary
Cherniss, with the assistance of Kim Cowan, Rob Emmerling, and Mitchel Adler. If you
are interested in the full technical report that includes all the supporting research for each
guideline, you view the full technical report online or download the document in Word
6.0/95 format from. The address of the Consortium’s Web site is
www.EIConsortium.org.
Paving the Way
1. Assess the organization’s needs: Determine the competencies that are most critical
for effective job performance in a particular type of job. In doing so, use a valid
method, such as comparison of the behavioral events interviews of superior
performers and average performers. Also make sure the competencies to be
developed are congruent with the organization’s culture and overall strategy.
2. Assess the individual: This assessment should be based on the key competencies
needed for a particular job, and the data should come from multiple sources using
multiple methods to maximize credibility and validity.
3. Deliver assessments with care: Give the individual information on his/her strengths
and weaknesses. In doing so, try to be accurate and clear. Also, allow plenty of time
for the person to digest and integrate the information. Provide the feedback in a safe
and supportive environment in order to minimize resistance and defensiveness. But
also avoid making excuses or downplaying the seriousness of deficiencies.
The Consortium for Research on Emotional Intelligence in Organizations Guidelines
( www.eiconsortium.org )
2
4. Maximize learner choice: People are more motivated to change when they freely
choose to do so. As much as possible, allow people to decide whether or not they
will participate in the development process, and have them set the change goals
themselves.
5. Encourage people to participate: People will be more likely to participate in
development efforts if they perceive them to be worthwhile and effective.
Organizational policies and procedures should encourage people to participate in
development activity, and supervisors should provide encouragement and the
necessary support. Motivation also will be enhanced if people trust the credibility of
those who encourage them to undertake the training.
6. Link learning goals to personal values: People are most motivated to pursue
change that fits with their values and hopes. If a change matters little to people, they
won’t pursue it. Help people understand whether a given change fits with what
matters most to them.
7. Adjust expectations: Build positive expectations by showing learners that social and
emotional competence can be improved and that such improvement will lead to
valued outcomes. Also, make sure that the learners have a realistic expectation of
what the training process will involve.
8. Gauge readiness: Assess whether the individual is ready for training. If the person
is not ready because of insufficient motivation or other reasons, make readiness the
focus of intervention efforts.
Doing the Work of Change
9. Foster a positive relationship between the trainers and learners: Trainers who are
warm, genuine, and empathic are best able to engage the learners in the change
process. Select trainers who have these qualities, and make sure that they use them
when working with the learners.
10. Make change self-directed: Learning is more effective when people direct their own
learning program, tailoring it to their unique needs and circumstances. In addition to
allowing people to set their own learning goals, let them continue to be in charge of
their learning throughout the program, and tailor the training approach to the
individual’s learning style.
11. Set clear goals: People need to be clear about what the competence is, how to acquire
it, and how to show it on the job. Spell out the specific behaviors and skills that make
up the target competence. Make sure that the goals are clear, specific, and optimally
challenging.
The Consortium for Research on Emotional Intelligence in Organizations Guidelines
( www.eiconsortium.org )
3
12. Break goals into manageable steps: Change is more likely to occur if the change
process is divided into manageable steps. Encourage both trainers and trainees to
avoid being overly ambitious.
13. Provide opportunities to practice: Lasting change requires sustained practice on the
job and elsewhere in life. An automatic habit is being unlearned and different
responses are replacing it. Use naturally occurring opportunities for practice at work
and in life. Encourage the trainees to try the new behaviors repeatedly and
consistently over a period of months.
14. Give performance feedback: Ongoing feedback encourages people and directs
change. Provide focused and sustained feedback as the learners practice new
behaviors. Make sure that supervisors, peers, friends, family members – or some
combination of these – give periodic feedback on progress.
15. Rely on experiential methods: Active, concrete, experiential methods tend to work
best for learning social and emotional competencies. Development activities that
engage all the senses and that are dramatic and powerful can be especially effective.
16. Build in support: Change is facilitated through ongoing support of others who are
going through similar changes (such as a support group). Programs should encourage
the formation of groups where people give each other support throughout the change
effort. Coaches and mentors also can be valuable in helping support the desired
change.
17. Use models: Use live or videotaped models that clearly show how the competency
can be used in realistic situations. Encourage learners to study, analyze, and emulate
the models.
18. Enhance insight: Self-awareness is the cornerstone of emotional and social
competence. Help learners acquire greater understanding about how their thoughts,
feelings, and behavior affect themselves and others.
19. Prevent relapse: Use relapse prevention, which helps people use lapses and mistakes
as lessons to prepare themselves for further efforts.
Encouraging Transfer and Maintenance of Change
20. Encourage use of skills on the job: Supervisors, peers, and subordinates should
reinforce and reward learners for using their new skills on the job. Coaches and
mentors also can serve this function. Also, provide prompts and cues, such as
through periodic follow-ups. Change also is more likely to endure when high status
persons, such as supervisors and upper-level management model it.
The Consortium for Research on Emotional Intelligence in Organizations Guidelines
( www.eiconsortium.org )
4
21. Develop an organizational culture that supports learning: Change will be more
enduring if the organization’s culture and tone support the change and offer a safe
atmosphere for experimentation.
Did It Work? Evaluating Change
22. Evaluate: To see if the development effort has lasting effects, evaluate it. When
possible, find unobtrusive measures of the competence or skill as shown on the job,
before and after training and also at least two months later. One-year follow-ups also
are highly desirable. In addition to charting progress on the acquisition of
competencies, also assess the impact on important job-related outcomes, such as
performance measures, and indicators of adjustment such as absenteeism, grievances,
health status, etc.
emotional intelligence in the workplace. They apply to any development effort in which
social and emotional learning is a goal. 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.
These guidelines are based on an exhaustive review of the research literature in training
and development, counseling and psychotherapy, and behavior change. The guidelines
are additive and synergistic; to be effective, social and emotional learning experiences
need not adhere to all of these guidelines, but the chances for success increase with each
one that is followed.
The guidelines are divided into four phases that correspond to the four phases of the
development process: preparation, training, transfer and maintenance, and evaluation.
Each phase is important.
These guidelines were developed for the Consortium by Daniel Goleman and Cary
Cherniss, with the assistance of Kim Cowan, Rob Emmerling, and Mitchel Adler. If you
are interested in the full technical report that includes all the supporting research for each
guideline, you view the full technical report online or download the document in Word
6.0/95 format from. The address of the Consortium’s Web site is
www.EIConsortium.org.
Paving the Way
1. Assess the organization’s needs: Determine the competencies that are most critical
for effective job performance in a particular type of job. In doing so, use a valid
method, such as comparison of the behavioral events interviews of superior
performers and average performers. Also make sure the competencies to be
developed are congruent with the organization’s culture and overall strategy.
2. Assess the individual: This assessment should be based on the key competencies
needed for a particular job, and the data should come from multiple sources using
multiple methods to maximize credibility and validity.
3. Deliver assessments with care: Give the individual information on his/her strengths
and weaknesses. In doing so, try to be accurate and clear. Also, allow plenty of time
for the person to digest and integrate the information. Provide the feedback in a safe
and supportive environment in order to minimize resistance and defensiveness. But
also avoid making excuses or downplaying the seriousness of deficiencies.
The Consortium for Research on Emotional Intelligence in Organizations Guidelines
( www.eiconsortium.org )
2
4. Maximize learner choice: People are more motivated to change when they freely
choose to do so. As much as possible, allow people to decide whether or not they
will participate in the development process, and have them set the change goals
themselves.
5. Encourage people to participate: People will be more likely to participate in
development efforts if they perceive them to be worthwhile and effective.
Organizational policies and procedures should encourage people to participate in
development activity, and supervisors should provide encouragement and the
necessary support. Motivation also will be enhanced if people trust the credibility of
those who encourage them to undertake the training.
6. Link learning goals to personal values: People are most motivated to pursue
change that fits with their values and hopes. If a change matters little to people, they
won’t pursue it. Help people understand whether a given change fits with what
matters most to them.
7. Adjust expectations: Build positive expectations by showing learners that social and
emotional competence can be improved and that such improvement will lead to
valued outcomes. Also, make sure that the learners have a realistic expectation of
what the training process will involve.
8. Gauge readiness: Assess whether the individual is ready for training. If the person
is not ready because of insufficient motivation or other reasons, make readiness the
focus of intervention efforts.
Doing the Work of Change
9. Foster a positive relationship between the trainers and learners: Trainers who are
warm, genuine, and empathic are best able to engage the learners in the change
process. Select trainers who have these qualities, and make sure that they use them
when working with the learners.
10. Make change self-directed: Learning is more effective when people direct their own
learning program, tailoring it to their unique needs and circumstances. In addition to
allowing people to set their own learning goals, let them continue to be in charge of
their learning throughout the program, and tailor the training approach to the
individual’s learning style.
11. Set clear goals: People need to be clear about what the competence is, how to acquire
it, and how to show it on the job. Spell out the specific behaviors and skills that make
up the target competence. Make sure that the goals are clear, specific, and optimally
challenging.
The Consortium for Research on Emotional Intelligence in Organizations Guidelines
( www.eiconsortium.org )
3
12. Break goals into manageable steps: Change is more likely to occur if the change
process is divided into manageable steps. Encourage both trainers and trainees to
avoid being overly ambitious.
13. Provide opportunities to practice: Lasting change requires sustained practice on the
job and elsewhere in life. An automatic habit is being unlearned and different
responses are replacing it. Use naturally occurring opportunities for practice at work
and in life. Encourage the trainees to try the new behaviors repeatedly and
consistently over a period of months.
14. Give performance feedback: Ongoing feedback encourages people and directs
change. Provide focused and sustained feedback as the learners practice new
behaviors. Make sure that supervisors, peers, friends, family members – or some
combination of these – give periodic feedback on progress.
15. Rely on experiential methods: Active, concrete, experiential methods tend to work
best for learning social and emotional competencies. Development activities that
engage all the senses and that are dramatic and powerful can be especially effective.
16. Build in support: Change is facilitated through ongoing support of others who are
going through similar changes (such as a support group). Programs should encourage
the formation of groups where people give each other support throughout the change
effort. Coaches and mentors also can be valuable in helping support the desired
change.
17. Use models: Use live or videotaped models that clearly show how the competency
can be used in realistic situations. Encourage learners to study, analyze, and emulate
the models.
18. Enhance insight: Self-awareness is the cornerstone of emotional and social
competence. Help learners acquire greater understanding about how their thoughts,
feelings, and behavior affect themselves and others.
19. Prevent relapse: Use relapse prevention, which helps people use lapses and mistakes
as lessons to prepare themselves for further efforts.
Encouraging Transfer and Maintenance of Change
20. Encourage use of skills on the job: Supervisors, peers, and subordinates should
reinforce and reward learners for using their new skills on the job. Coaches and
mentors also can serve this function. Also, provide prompts and cues, such as
through periodic follow-ups. Change also is more likely to endure when high status
persons, such as supervisors and upper-level management model it.
The Consortium for Research on Emotional Intelligence in Organizations Guidelines
( www.eiconsortium.org )
4
21. Develop an organizational culture that supports learning: Change will be more
enduring if the organization’s culture and tone support the change and offer a safe
atmosphere for experimentation.
Did It Work? Evaluating Change
22. Evaluate: To see if the development effort has lasting effects, evaluate it. When
possible, find unobtrusive measures of the competence or skill as shown on the job,
before and after training and also at least two months later. One-year follow-ups also
are highly desirable. In addition to charting progress on the acquisition of
competencies, also assess the impact on important job-related outcomes, such as
performance measures, and indicators of adjustment such as absenteeism, grievances,
health status, etc.
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