What happens to emotional IQ in a daily practice to pursue freedom? Answer is in the way we use language and body. In the session attendees will learn how to connect emotional intelligence theory with clean linguistic and cognitive practices. They will experiment simple techniques to leverage emotions in any goal-oriented setting, be it their work, their teamwork or their relationships. They will learn also to convert very common misconceptions about emotions in powerful, mindset changing and practical behaviors. The tools that we’ll use in the session are language and body. We will learn that language can be effective or not in emotional intelligence, depending on how we use it (and we’ll see the four main uses of language) and also that speech and body are not alternative means of getting things done and goals achieved.

1. David Papini
Escape top emotional intelligence traps and
create freedom in teams

2. About me David Papini, Author, Coach, NLP Counselor, Trainer, Public Speaker
davidpapini
@dpapini
papinidavid@gmail.com
http://davidpapini.it

3. This is a talk about emotions, traps, freedom and teams
Its content comes from my book "The Taste of Emotions" which in turn
comes from my research with post-master university students in emotional
intelligence workshops.
Which in turn started with my experience with migraine.
cc: skoeber - https://www.flickr.com/photos/29662240@N02

4. #ICouldBeWrong

5. Prizes
Adobe Epub reader
http://www.adobe.com/it/solutions/ebook/digital-
editions/download.html
Download link: send email to: papinidavid@gmail.com
cc: arbyreed - https://www.flickr.com/photos/19779889@N00

6. THE VERY BASICS
This presentation is about the basics of emotions
Basics means also that they are often overlooked
when we try to figure out how to use emotions in
teamscc: Yannnik - https://www.flickr.com/photos/46098476@N03

7. Traps…
What kind of traps?

8. Emotional Intelligence
Does it even exists?
To a large extent, emotional intelligence has become what its popularizers have wanted it to become – a
commodifiable emotion funnel, profitable to sell, which promises a fast route to organizational success, even
individual fame. It is able to engage its audiences because of the rhetorical force of its assertion and
common discourse as an important part of life.
However, while commodification helps to distribute and sell an idea, it is also a trap. Emotional intelligence
Is imprisoned in a sales gloss that makes extravagant claims and promises, exercise its own tyranny by
over-idealizing one particular form of psychological being over another (and a prescribed route to change),
and is highly contingent upon a certain sociocultural frame of organizational success.
Stephen Fineman (School of Management, University of Bath, UK) – Appropriating and organizing emotion – in “Emotion in
Organization” - 2000

9.  Beldoch, M.
(1964),
 Leuner, B.
(1966)
 Gardner, H.
(1983)
 Greenspan S.
1989.
 Salovey, P., &
Mayer, J.D.
(1989)
 Goleman, D.,
(1995)
© Alzaia - David Papini

10. Emotional Intelligence
How do we define it?

11. Emotional intelligence (Salovey 1990)
• Include ability to perceive non verbal signals like
body language and facial expressions.
Perceive emotions
• Emotions help identify priorities and determine
what we react to, that in turns is what captures
our attention
Think about emotions
• If someone is angry, we are able do make
hypothesis about the «why» she is angry
Interpretation
• The ability to modulate our actions as answers to
our emotions
Regulation
We stay here

12. The minimal group paradigm

14. What emotions/feelings do you need in
teams?

15. TEAM == RESULT
The final result of a project (an example
of product) is direct function of the
team performance
Often the result is costly below
expectations

16. What’s blocked by traps?
To get results, team needs:
Presence
Intention
Responsibility

17. Freedom

18. Freedom in teams ?

19. How are you?
How am I?
cc: -

20. Jules Cotard (1840-1889)
Joseph Capgras (1873-1950)cc: -

21. Without emotions:
being alive in the world of the dead
dead in the world of the livingcc: shenamt - https://www.flickr.com/photos/63417360@N02

22. Not even autism…
IMAGINE BEING BORN into a world of bewildering,
inescapable sensory overload, like a visitor from a
much darker, calmer, quieter planet. Your mother’s
eyes: a strobe light. Your father’s voice: a growling
jackhammer. That cute little onesie everyone thinks is
so soft? Sandpaper with diamond grit. And what about
all that cooing and affection? A barrage of chaotic,
indecipherable input, a cacophony of raw, unfilterable
data.
The Boy Whose Brain Could Unlock Autism

23. What are emotions
Reasonably complex program of
actions(including two or
more reflexes) activated by an
identifiable event or object, an
emotionally competent stimulus.

24. IOWA GAMBLING TASK

25. The embodied simulation
How do we think?
Descartes’ error
There no such thing as:
-mind-body
-rational-emotional
cc: ores2k - https://www.flickr.com/photos/63379251@N00

26. Embodied simulations
Language is body and body is language
cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00

27. JOY VS HAPPINESS

28. What emotions are
INFORMATION, BODILY STATES, BONDS,
ORIENTATION
cc: Ali Brohi - https://www.flickr.com/photos/76579169@N00

29. • Emotions are essential to life.
• Emotions have different duration and effects on feelings, mood,
character.
• The number of emotions can be great but there are some basic
ones.
• Emotions happens in many areas of our body (including brain).
cc: illuminaut - https://www.flickr.com/photos/21611336@N00

30. What emotions are?
Few things everybody agrees
• a syndrome
• universal (at least basic ones in facial expression)
• positively or negatively connoted by those experiencing them
- More names for negative ones
• non zero-duration
© David Papini – Milano - 2010

31. Paul Ekman’s FACS
43 distinct facial muscular movements
300 two muscles combinations
More than 4,000 three muscles
combinations
More than 10,000 with five muscles
Among these 3,000 meaningful
expressions
http://www.paulekman.com/

32. Emotions are like…
Emotions are like our hands or our breath: the majority of us have them,
but we use them without paying attention to them, until there is something
wrong, making then a specific act of volition.

33. In teams (and in general) we need emotional-
glasses

34. So, what about traps
- Framework traps
- Linguistic traps
- Are linguistic and cognitive
- Are evolutionary
- Are cultural

35. Trap 1
Emotion Action
© David Papini – Milano - 2010

36. The emo-action cycle
Emotion
Action
Emotion
Action

37. Presence
Emotion Intention Action
© David Papini – Milano - 2010

38. Trap 2
Science (bad use of)

39. Emotions and behavior
© Alzaia - David Papini
A
R
O
U
S
A
L
Negative emotions Positive emotions
Avoidance behaviors Approaching beahviors
Guilt
Sadness
Boredom
Cfr. Kissin 1986
Terror Hate Anger Surprise Excitement Ecstasy Passion
Disgust Fear Contempt Rage Enthusiasm Fervore Love Joy
Vergogna Aversion Hostile Interest Gradimento Happiness
Ritrosia
Depression Desire
Contentment
Antipathy
Will
Timor

40. Low
Positive valence
Negative valence
Vectorial model
© Alzaia - David Papini
High
High
Cfr. Lang et- al. 1993

41. Circomplex model
Cfr. Russell 1980

42. Title: Negative emotions and their effect on
customer complaint behaviour

43. An example
Title: Negative emotions and their effect on customer complaint behavior
Author(s): Bård Tronvoll, (Hedmark University College, Elverum, Norway)
Citation: Bård Tronvoll, (2011) "Negative emotions and their effect on customer complaint behaviour", Journal of Service
Management, Vol. 22 Iss: 1, pp.111 – 134 DOI: 10.1108/09564231111106947 (Permanent URL) Publisher: Emerald Group Publishing
Limited
Purpose – This study aims to investigate pre-complaint situations and has a threefold purpose: to identify a set of negative emotions
experienced in unfavorable service experiences, to examine the patterns of these negative emotions and to link these negative emotions to
complaint behavior.
Design/methodology/approach – To fulfil the threefold purpose previously outlined, the study uses a combination of qualitative and
quantitative methodologies. A critical incident technique is applied. The empirical data are derived from 25 in-depth interviews and the results
of a questionnaire survey of 3,104 respondents.
The study finds that the negative emotion of frustration is the best
predictor for complaint behavior towards the service provider.
REALLY?! 

44. Trap 3
Statistics (bad use of…)

45. Druskat & Wolf 2 - 2006
109 teams
6 companies (4 Fortune 500)
* p<= 0.5
** p <=0.1
*** p <= 0.01

46. Druskat & Wolf 1–Correlation between Group Emotional
Intelligence and Team Beahvior
382 students
48 groups
* p<= 0.5
** p <=0.1
*** p <= 0.01

47. EI Scales
http://www.eiconsortium.org/measures/measures.html
BarOn Emotional Quotient Inventory
Emotional & Social Competence Inventory
Emotional & Social Competence Inventory - U
Genos Emotional Intelligence Inventory
Group Emotional Competency Inventory
Mayer-Salovey-Caruso EI Test (MSCEIT)
Schutte Self Report EI Test
Trait Emotional Intelligence Questionnaire (TEIQue)
Work Group Emotional Intelligence Profile
Wong's Emotional Intelligence Scale

49. Henry Makram and the Liquid state machine theory
VS
1.Circuits are not hard coded to perform a specific task.
2.Continuous time inputs are handled "naturally".
3.Computations on various time scales can be done using the same
network.
4.The same network can perform multiple computations.
«Classic»
Neural
Networks

50. What is essential (and the basic problem I always find in organizations)
“We multiply techniques, methodologies, we develop a know-how which is intent on “competitive”
efficiency. But we don’t know “how to be” anymore. We hide behind concepts. Among these, the
concept of “communication”, for example, has been so generically extended and deprived of its
meaning, that most of the times it only leads to an illusory form of relationship. We forgot that we need
to look at what is essential, to be able to assume our human condition.” (Morineau 2000)

51. Relationship
Task
Forming AdjourningStorming Norming Performing
Basic trap examples
Tuckman - 1965

52. The sign of emotions
cc: -
Trap 4

54. Trap 5 - TIME

55. +
Verbal traps, or:
there is language and language
cc: -

56. Role and acknowledgement
What is a role
•Part , non the whole
•Protects from emotion
•Inhibit reciprocal acknowledgement
Missed acknowledgement is painful (emotion)
Conflicts always have a part of missing
acknowledgement

57. Acknowledgements and compliments
Compliment
•Talks about the speaker
Acknowledgement
•Talks about the listener

58. Emotion and acknowledgement
Status
•Reward
Socialization
•Respect
Relationship
•Acknowledgement
Cfr. J.R. Harris – No two alike

59. Emotion and acknowledgement

60. Hebbian Behavior
“neurons that fire together wire together”
D. Hebb, 1949

61. What emotions/feelings do you need in
teams?
Anxiety
Anger
Sadness
Joy
Regret
Guilt
Vulnerability
Gratitude
Love
Fear
Shame
All those team members feel

62. WHAT WOULD HAPPEN
if just one little group of people
decided to adopt a method
which favors a selective,
voluntary, visible and
conscious elaboration of
emotional information?

63. davidpapini
@dpapini
papinidavid@gmail.com
http://davidpapini.it
THANK YOU

66. Software for Your Head: Core
Protocols for Creating and
Maintaining Shared Vision
Jim & Michele MCarthy

67. Bibliography
“Software for your head” (ISBN 0-201-60456-6), Jim & Michele McCarthy,
Addison Wesley, 2001
Tuckman, Bruce (1965). "Developmental sequence in small
groups". Psychological Bulletin 63 (6): 384–
99. doi:10.1037/h0022100. PMID 14314073. Retrieved 2008-11-10.
"Reprinted with permission in Group Facilitation, Spring 2001“
Janis, Irving L. (1982). Groupthink: psychological studies of policy
decisions and fiascoes. Boston: Houghton Mifflin. ISBN 0-395-31704-5.

68. Bibliography
Hamme, C. (2003). Group emotional intelligence: The research and development of an assessment
instrument. Dissertation, Rutgers, New Brunswick, NJ.
Koman, E., Wolff, S. B., & Howard, A. (2008). The Cascading Impact of Culture: Group Emotional
Competence (GEC) as a Cultural Resource. In R. Emmerling, V. Shanwal, & M. Mandal
(eds.), Emotional Intelligence: Theoretical and Cultural Perspectives. San Francisco: Nova Science
Publishers.
Koman, E. S., & Wolff, S. B. (2008). Emotional intelligence competencies in the team and team
leader: A multi-level examination of the impact of emotional intelligence on team performance.
Journal of Management Development, 27(1), 55-75.
Stubbs, C. E. (2005). Emotional intelligence competencies in the team and team leader: A multi-
level examination of the impact of emotional intelligence on group performance. Dissertation, Case
Western Reserve University, Cleveland, OH.
Wolff, S. B., Druskat, V. U., Koman, E. S. & Messer, T. E., (2006). The link between group
emotional comeptence and group effectiveness. In V. U. Druskat, F. Sala, & G. Mount
(Eds.),Linking emotional intelligence and performance at work: Current research evidence with
individuals and groups. Mahway, NJ: LEA.
Weinberg G. An Introduction to General Systems Thinking. Silver Anniversary Edition (2001). ISBN
0-932633-49-8