UConn Professor Finds that ‘Emotional Intelligence’ May Determine Whether Young Managers Succeed
UConn Management Professor Yuntao Dong and two of her colleagues believe they may have uncovered possible reasons why some young managers thrive in challenging new jobs, while others become frustrated and discouraged.
In an article published on the Harvard Business Review web site, Dong and her colleagues revealed the findings of their research that analyzed the “emotional intelligence” of 214 study participants. While all were highly intelligent, some of them were identified as having a better ability to deal with frustration, uncertainty and other challenges associated with new, demanding tasks.
The findings could help employers identify young managers who are more likely to struggle and, by offering them a bit more assistance from supervisors and peers, improve their odds of success, said Dong, who joined the UConn faculty in 2013.
The focus of her research began with evaluating the emotional intelligence (EQ) of the study participants. EQ is defined as the ability to understand and manage emotions and it impacts many areas in the workplace, Dong contends. While it’s usually the focus of relationships, it also plays an important role in assisting people as they muddle through difficult situations.
For instance, someone with high EQ seems to be able to regulate his or her emotions to reduce anxiety and discomfort and focus on the value of a new and challenging opportunity. Conversely, someone with low EQ would become frustrated and distressed more easily, has poorer coping skills, and consequently is at greater risk for leaving the job, she said.
Dong conducted her research with Myeong-Gu Seo and Kathryn M. Bartol, both professors of management and organization at the University of Maryland. Their subjects were business managers who enrolled in a part-time MBA program. They were asked to take a 141-question test to assess their emotional intelligence and to keep a detailed log of their emotions over a six-week timeframe.
Their findings were that while ‘career development’ and new projects are supposed to keep young, inexperienced managers engaged and motivated, the process sometimes backfires and can lead to some looking for a new job. New responsibilities can push inexperienced managers beyond their ‘comfort zones,’ Dong said, leading to frustration, exhaustion and concerns about failure.
For example, the manager might be asked to supervise a task that requires cooperation from employees over whom he or she has no formal authority. Some might find it an exciting challenge, while others associated the project with negative feelings, such as nervousness, stress, fatigue and insecurity.
“In many of these circumstances, having a positive outcome can greatly enhance the manager’s image as capable and promote-able,” she said.
In one case, Dong said, a young manager was asked to take responsibility for furthering several aspects of a major marketing campaign. The work also included a great deal of travel and logistical thought. He became frustrated by the number of details he had to juggle and what he perceived to be a lack of recognition for his work. When contacted by a recruitment firm, he sought a new job elsewhere. As a result, Dong said, his company lost a rising young manager that had been groomed for advancement, and he transferred to a new job that offered few career opportunities.
The good news, Dong said, is that these stresses can be managed. A company can focus developmental efforts on those who score the best on standardized EQ tests, increasing the likelihood that those who take on the most challenging tasks are “psychologically equipped” to handle them.
But does that mean that someone who scores poorly is slated for the dullest of tasks? Certainly not, Dong said. For those employees, it would be helpful to gradually increase the level of challenge associated with developmental tasks.
“Don’t throw those high-potential employees into deep water right away,” she said. “Instead, give them more time, or divide developmental assignments into intermediate steps, so that they can keep their negative feelings from getting out of control,” she said.
Secondly, companies can frequently and regularly assess the experiences of those who are undergoing developmental job assignments and provide additional emotional support for those who are overwhelmed. That might include coaching them to look at the benefits of the learning opportunities or making additional assistance available from supervisors or peers.
“Among the practical implications are that managers need to be aware of individual differences,” she said. “Some employees are more sensitive. Companies need to be empathetic and offer more help to those with lower EQ.”
“Emotional intelligence makes a difference in the workplace. Over time, learning to manage that frustration associated with a new or complicated task will make an employee more capable and strong,” said Dong, who has a strong interest in empowerment leadership.
“For employees who struggle, learning to say, ‘I’m feeling negative,’ pausing to take a deep breath and feel in control again, can make a big difference,” she said.
Although not all companies have a climate that addresses emotional intelligence, the consequence of avoiding these issues can be extreme, she said. A “sink-or-swim” mentality can contribute to a pattern of losing young talent. Addressing the intellectual and emotional needs of employees may help young managers achieve their full potential.
