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戈尔曼认为,试图通过传统课程来传授情感能力是错误的。长期建立的训练方法是基于认知学习,它借鉴了大脑的不同领域的情感学习,情感学习涉及的思维方式和行动,更重要的人的身份。此外,人们更容易抗拒被告知,他们需要学习如何控制他们的脾气或提高他们的人际交往能力比他们被告知,他们需要提高自己的技术技能。情绪智力的发展带来了额外的大脑回路,实际上,这个电路需要重新调整,这需要时间。可以,戈尔曼说,至少需要两个月的时间来忘却旧的行为和以新换旧。在工作场所之外,戈尔曼的方法是通过鼓励人们制定行动计划来跟进360度的反馈(识别他们的情绪智力水平)。在工作中,鼓励他们立即实践新的行为,在导师或直属经理的支持下。 希格斯和杜莱维琴认为情绪智力的成分分为两类。第一类是人们可以通过既定的学习方法,如个人发展战略,如敏感性,影响力和自我意识清楚地学习。第二类涉及到更持久的元素,一个人的个性,更难学习,如动机,情绪恢复力和自觉性。对于这一类,开发方法应包括培训策略,充分利用每一个人的特点和发展的“应对策略”,最大限度地减少潜在的限制的影响。其他组织和个人已经制定了不同的方法,但上述两个说明,没有一个单一的商定的方式发展情商。


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.


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