Group Precis Emotional Intelligence
by Daniel Goleman

Robin Diamond
Rachel E. Haugh
Miriam Jaffe

Introduction:

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.

Useful Links:

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:
http://www.eq.org/

Focus Questions:

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.


Part 2: Self-Mastery This section informs our understanding of our reactions to the challenges we face in the university.

4. The Inner Rudder

Awareness of our feelings can help us to avoid outrage when another response would be more constructive.

Emotional awareness
Accurate Self-Assessment
Self-Confidence

5. Self-Control

The competency of self-control, particularly the element of conscientiousness, echoes Kennedy's
This competency seems to include concern with duty, citizenship and ethics. We may find it useful to consider the relationship of this competency to those required for interpersonal relationships.

Self-control
Trustworthiness
Conscientiousness
Adaptability
Innovation

6. What Moves Us

The section on motivation relates the role of the individual not only in setting one's own course, but in terms of shaping the success of the larger group. We may want to think about the importance of "What Moves Us" in relation to our discussion of university leadership and the value of "vision".

Achievement drive
Commitment
Initiative and optimism

Part 3: People Skills

7. Social Radar
Understanding others
Service orientation
Developing others
Leveraging diversity
Political awareness

8. The Arts of Influence

Influence
Communication
Conflict management
Leadership
Change catalyst

9. Collaboration, Teams and the Group IQ

Building bonds
Collaboration and cooperation
Team capabilities

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 - A New Model of Learning

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.


Part 5 - The Emotionally Intelligent Organization

Chapter 12 continues the discussion begun at the end of Chapter 11 and focuses a bit on burnout as a result of an emotionally unhealthy workplace. It is interesting to see how your workplace stacks up and it would be even more interesting to get a sense of these issues from prospective workplaces- although that would require quite a bit of interviewing finesse! My favorite quote from this chapter was found on page 281. "When there is a glaring gap between the espoused vision of an organization and the actual reality, the inevitable emotional fallout can range from self-protective cynicism to anger and even despair". I think this in interesting in light of our previous "teaching, research, duty" discussions.

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.

The Appendixes

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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