Goleman argues that trying to teach emotional competencies via the traditional course is wrong. Long-established training methods are based on cognitive learning, which draws on different areas of the brain from emotional learning; emotional learning involves ways of thinking and acting that are more central to a persons identity. Moreover, people are more likely to resist being told that they need learn how (for example) to control their temper or improve their interpersonal skills than they are to being told that they need to improve their technical skills. Developing emotional intelligence brings additional brain circuitry into play – in effect this circuitry needs to be re-tuned, which takes time. It can, says Goleman, take at least two months to unlearn old behaviours and replace them with new ones. Away from the workplace, the Goleman approach is to follow up 360-degree feedback (which identifies their levels of emotional intelligence) by encouraging people to produce action plans. Back at work, they are encouraged to practice the new behaviour immediately, with support from a mentor or immediate manager.Higgs and Dulewicz argue that their components of emotional intelligence divide into two categories. The first category is those that people can clearly learn through established learning methods, such as personal development strategies like sensitivity, influence and self-awareness. The second category relates to the more enduring elements of an individuals personality that are more difficult to learn, like motivation, emotional resilience and conscientiousness. For this category, the development approach should consist of training strategies that exploit each individuals characteristics to the full and on developing ‘coping strategies’ that minimise the impact of potential limitations. Other organisations and individuals have drawn up different approaches, but the two mentioned above illustrate that that there is no single agreed way of developing emotional intelligence.