Goleman provides a clear overview of his project on pg. 13 of his text. So, I will offer a brief gloss of his outline, and later Robin and Rachel will get a little more in depth about the content of the book. Goleman's first task is to prove by example how outstanding leadership skills outweigh standard IQ in any work place. In Parts 2 and 3, Goleman describes "twelve specific job capabilities" and "thirteen key relationship skills." Part 4 attempts to empower readers who want to improve their skills, and finally, Part 5 makes the case that "those organizations with emotional intelligence are best equipped to survive" (14). When we were preparing to present our precis, we realized that much of Goleman's book is anecdotal. It tends to be a little repetitive, but it is nonetheless a quick read which elicits attention to important issues that are usually locked out of the academic reading curriculum.
The EQ Institute homepage links to this site, which asserts that Goleman misleads the public. This page offers notes from Goleman's books, a listing of all his articles, and a Goleman biography: http://www.eqi.org/gole.htm#introduction
Try testing your Emotional
IQ (the site is sort of corny, but if you like funny quizzes): http://www.queendom.com/tests/iq/emotional_iq_r2_access.html
Find an internet directory
of Emotional Intelligence sites:
1. How does Goleman's theory about emotional intelligence apply to the world of academia? After all, the stereotypical "academic" (as we've defined him/her in our class) is largely self-interested. What happens when an academic's personal interests need to be translated into terms that students will want to and be able to understand? How can we prepare and encourage the research oriented faculty member to take part in team activities (i.e. team pedagogy, meetings, etc.)?
2. Specifically, how do we apply Goleman's theories to a university model that is across the board being increasingly governed by technology? How do we deal with the compromise that computer communication puts on our"down-time"?
Each chapter begins with an introduction to the competency then breaks the competency down into particular skills. Each of the skills sections begin with a couple of paragraphs devoted to an anecdote followed by explanation. If you're short on time, skim down to the explanation for the meat of the section.
The competency of
self-control, particularly the element of conscientiousness, echoes Kennedy's
Part 3: People Skills
Part 3 deals with working within a system effectively and getting the most out of those with whom you work by reading situations accurately, exercising influence wisely and fostering teamwork. This section is rich, and I was glad to have read it closely.
How does an individual's position at the university shape the way in which one employs these competencies? What forms might these skills take in different settings (administration, departments, programs) and how would an understanding of those differences inform our ability to negotiate the divisions within the university?
Part 4 is full of anecdotes for your reading pleasure. After the first few, you can probably skim the rest of them without losing much in the way of content. The focus in Chapter 10 is on several approaches to changing emotion competence in the workplace. Table 2 provides a good outline of "best practices" and Chapter 11 focuses on each one in detail. Two additional interesting points in Chapter 10 focus on the cognitive science behind learning new behaviors and the fact that while IQ remains basically unchanged during the course of a person's life; emotional competence skills can be developed and enhanced throughout the human life span.
Chapter 11 focuses on "best practices". Much is repetitive from the previous chapter, but there is an interesting discussion on page 275 regarding dissonance between stated and "real" values of an organization. This issue has relevance to the concept of academic duty explored in Kennedy.
Chapter 13 focuses on the economic business sense of creating and maintaining an emotionally intelligent organization. Most of the chapter is focused on a case study of Egon Zehnder International . If you've made it this far through the book you can skim this chapter - it doesn't really present anything new.
This section of the book is really useful. It is a quick presentation of the salient points of the book, without the anecdotes to clutter things up. Pages 317-330 are essentially a good summary. If you found a specific chapter interesting, you can refer to this section for a bit more information.
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