The influence of Personality in group cohesion (Organizational Development, Interventions)
By, John Errigo, M.S.
The personality of each group member is an imperative and volatile dynamic when a group materializes. The personality of each group member adds a different dynamic to the group and this combinational context creates a group personality. “Groups also differ in aesthetic sensitivity, in cooperative behaviors, and in the amount and quality of spontaneous interaction. In other words, each group appears to have a unique collective personality (Suchor, 1977).”
This attribute is an important analysis since during a group intervention within organizational development, a dynamic is created by the group. The success of an intervention can primarily be gauged by the various affable and or surly personality attributes that set the stage of group cohesion.
The different group personalities can in essence bind or break group cohesion. There are certain personality types which will mesh and certain personality types which will be in conflict. It is the cognitive behavior of a person which affects their personality and the nascent social dimension.
It is the beginning relationship between the participants of a newly formed group which also makes or breaks a group dynamic. “The relationship between group members and the work they are to perform, the work they have to do and how they are go about doing it, refer to the social dimension as the relationship of group members with one another, how they feel toward one another and about their membership in the group (Priola, Smith, & Armstrong, 2004).”
The social dynamic of a bourgeoning group is primarily affected by each of the group member’s personalities. The social dimensions are affected by the different personalities within the group.
There are cognitive differences within a group. These differences are also important since it affects the overall personality of an individual. “Tuckman studied groups composed of either abstract or concrete individuals. Abstract individuals were defined as individuals who perceived a more multifaceted world and who thought in terms of alternative interpretations.
The hypothesis that the abstract individuals would adopt a group structure that was more flexible, adopt a more integrated strategy in dealing with the task, and display greater environmental sensitivity was confirmed (Suchor, 1977).” It is apparent cognitive abilities affect the personalities of a group and these abstract individuals affect the group positively. “Our findings indicate the cognitive style is a complex variable with multiple dimensions (Sadler-Smith & Hodgkinson, 2003).” Each individual person displays a distinct cognitive style.
“A number of significant relationships have emerged in studies which have explored the Cognitive Style Index (CSI) in relation to cross-national differences, entrepreneurial behavior, gender differences and differences on the basis of job level, the impact of cognitive style on leader member relations and its degree of correlation with a variety of personality scales (Sadler-Smith & Hodgkinson, 2003).” Cognitive style has an effect on the group process. “Cognitive styles refer to individual differences in how people perceive, think, solve problems, learn, and relate to others and they are concerned with the form rather than the content of activity (Priola, Smith, & Armstrong, 2004).” Cognitively the way an abstract person would think would generally add a dimension of their personality which would allow them to be more open.
A concrete thinker is more rigid in their approach and only thinks of the absolutes. These cognitive dimensions also create a group dynamic that is afforded solely as an outward sign, in essence their personality. The open mindedness of the abstract group members adds a positive dynamic to group cohesion. “It was found that groups composed of open minded subjects were superior in communication, problem-solving time, and acceptance of the overall situation (problems, group experimenter) than groups composed of closed minded subjects. The cognitive ability of a group member in relation to their personality can greatly affect the outcome of an intervention. Interventions primarily take place within a group context and success is partly dependent upon how well the group interaction is formed and how well the group interaction relates to each other.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Wednesday, June 23, 2010
Sunday, June 20, 2010
My educational approach to adult learners: A theoretical perseptive of Malcolm Knowles (Theory of Andragogy)
My theoretical approach and hands-on expertise of adult training:
A theroy of Andragogy, Malcom Knowles, the foundation of adult learning perspectives.
How do adults learn and what is the theoretical experience I subscribe to as an adult educator. My adult teaching style subscribes and relates to Malcolm Knowles’ Theory of Adult Learning. I identify within the context of the group process, since I am also apart of the group learning along with my students. In my estimation, the best development of an educational theory for a teacher is the ability to learn from the group process, and apply the new skills gained to future teaching opportunities as a result of what was learned. “The point is that facilitative learning is a transactional encounter in which leaner desires and educator priorities will inevitably interact and influence each other” (Brookfield, 1986, p. 97-98).
My first experience in the classroom was tumultuous at best, however still wonderful. I did not have a formal teaching background. My teaching method consisted of a combination of pure observation, instinct, and the mastery of the material. My first opportunity to teach was within a classroom in a small business school comprised of adults from various age groups; 18 of age to 62 years of age. The class also had a varied degree of competency within the subject matter. The subject matter was Microsoft Office; specifically Microsoft Word, Excel, PowerPoint, and Access.
I was faced with the dilemma of how to engage my first class with the complex and studious material. The students were eager to learn everything quickly and efficiently. It became apparent to me the material should be practical in order for the future graduates to apply what was learned in a professional setting. I had originally planned to teach lecture style throughout each class, offering tests at the end of each lesson, purely to gauge competency before advancing on to the next level of instruction. My first hour of class was horrible. The word test and the subsequent mantra of, we will be taking a small test before the end of class, was enough for the adults to immediately experience a high level of anxiety. I knew immediately my teaching method was not the best approach, or the best way to start off on the right foot with my students. Furthermore, a lecture style of teaching I noticed was not going to engage the students in their Microsoft lessons.
I quickly learned the adults in my class wanted the freedom to learn at their own pace. The students did not want to be lectured; they wanted the freedom to explore the software on their own. The concept of a self-directed learner is one of the main assumptions in Knowles Andragogy Theory. I had no idea some of the adult learners in my class were really looking for an opportunity to be self-directed in their learning. According to Knowles (1984) “The learner is self directing. In fact, the psychological of adult is one who has arrived at a self concept of being responsible for one’s own life, of being self-directing” My original approach to teaching my adult class was contrary to this approach, and I was unable to realize self-directed learning was also an important concept to foster when designing curriculum. “Self-direction in learning is an increasingly important human attribute in modern societies. As opportunities for formal and informal education are extended virtually throughout the lifespan, developed as well as developing societies must look to potential participants who are both willing and able to take advantage of such opportunities” (Skager, 1979). I learned from the group process it was important to understand how to make room in the classroom for a self-directed learner.
The delineation of a self-directed learner also should include the fact that not all adults are self-directed learners. “It is also important to remember adults will be at different levels of readiness for self-directed learning, so that educators will need to spend different amounts of time assisting different learners” (Brookfield, 1986, p. 67). However, if an adult has the characteristics of a self-directed learner, the opportunity should be afforded. Characteristics highlighted by Skager (1979) would include; “self-directed learners are characterized as manifested personal attributes of self-acceptance as a learner, planfulness in learning activities, intrinsic motivation for learning, ability to internalize evaluation process, openness to experience, flexibility in the approach to learning, and autonomy in the setting of learning goals and selection of the means of learning.” Microsoft Office is the perfect opportunity for a self-directed learner to flourish. Microsoft Office is a hands-on software where the learner is encouraged to learn at their own pace. Learning Microsoft Office is motivational since the learner would need to know point A to progress to point B, and most Microsoft Office learners want to be able to get to point B, to get to Point C, etcetera. A lecture method was not the best approach since it did not allow the class to have the opportunity for those adults who desired to be a self-directed. I have to be easy on my assessment of my initial design, since according to Brookfield (1986) “It is critical that we do not blindly accept the orthodox view that self-direction is the preferred mode of learning in all cases for all adults.” A holistic approach which accommodates the different levels of self-directed learning is always the best approach when producing an educational design.
My class was unresponsive to the lecture I had prepared, mainly because I was forcing them to listen to what I had to say. According to Knowles (1984) “when we find ourselves in situations where we feel that others are imposing their will on us without our participating in making decisions affecting us, we experience a feeling, often subconsciously, of resentment and resistance.” Obviously my method was not working and I wanted to know if anyone in the class had any ideas on how to proceed. I remember one of the students asked; “can you just give us a basic lesson, and allow us to work on our own to learn the lessons independently?” I thought this was a great idea since most of the learners were actually at different levels, and I was able to guide them inadvertently according to their own competency level as well as their own comfort level of learning independently. The student who asked the question perhaps could be identified as a self-directed learner, meeting the characteristics outlined previously by Zmeyov.
My educational theory was in formation as a result of my first and subsequent classes in Microsoft Office. One of the most amazing aspects I have learned when I reflect on my past teaching experience is how applicable the concept of self-directed learning actually was then, as well as how I should be cognizant of the concept today. “The learner in adult education is a self-directed, responsible person, the principle performer” (Zmeyov, 1998). It became clear to me the process for adult learning is enhanced when the opportunity for self-directed learning is encouraged.
It is the adult who is ultimately the person in charge of their own learning experience. It is the responsibility of the teacher in choosing instructional methods that will directly enhance the experience of the adult learner. Brookfield (1986) confirms this point when he said “there are many instances when educational and training programs are of necessity, and quite legitimately, established to meet expressed and articulated learner needs. It would be a foolish programmer who steadfastly refused to take into account learner’s definitions of need when decided which programs to sponsor and which topics to explore.” I was the foolish programmer, teaching only what I wanted to teach and what I thought was relevant. My teaching method did not take in account the role of what the learner needed. This was the rudimentary piece missing in my novice role as teacher. When I learn about how to be an effective programmer, I learn from Knowles who explains “adults become ready to learn those things that are relevant to their life tasks and problems, hence the andragogical process elements of involving the learners in diagnosing their learning needs, formulating learning objectives, and designing learning plans through mutual negotiations with the teacher” (Knowles, 1992). The learner should also have a say in how programming is designed another component which will ultimately enhance the climate of cooperative learning.
When designing curriculum it is important to take into account the valuable personal experience the adult learner brings to the classroom. Another concept I have learned from the group process. Since many adults have a wealth of experience, Knowles second main assumption of Andragogy would include “as an individual matures he accumulates an expanding reservoir of experience that causes him to become an increasingly rich resource for learning, and at the same time provides him with a broadening base to which to relate new learnings” (Knowles, 1978, p. 56). This is a very important concept for me since I observed a learner who has a positive learning experience was usually excited about my Microsoft class. I learned in teaching Microsoft it was also important for the adult learners to be able to voice their experiences. A sharing of personal information was helpful for the other adults to realize other’s goals and aspirations in attending the course. Adults sharing their personal experiences allows them to learn from each other, as well as provide the adult learner a deeper understanding of their own knowledge. “The past experiences of adults affect their current learning, sometimes serving as an enhancement, sometimes as a hindrance” (Brookfield, 1986, p. 31). Many adults, who have had negative experiences in their past learning, will need time to adapt to the positive learning climate that should be created by the instructor. I learned from the group process that once the learning climate is established as trusting, accepting, and encouraging the adult learner who has had a negative learning experience will begin to adapt and ultimately become participatory in the lessons.
The learning climate a teacher works hard to create is very important. “The instructor’s role and teaching style had a direct influence on the collaborative practices among peers. This role encompasses particular types of facilitation skills and is reflective of an enabling teaching style and an underlying belief in a student-centered approach to learning” (Taylor, King, Pinsent-Johnson, & Lothian, 2003, p. 88). The learning climate a teacher will foster in the classroom will directly impact the amount of adult participation, interaction among peers, action-learning techniques fostering adult experiences, which are important facets in Knowles Andragogy Theory for adult learners. The learning climate I foster, even from the first days as teacher at the small business school, I always encouraged participation by inviting the students in for discussion. I allowed them to share their experiences, and allowed them to feel comfortable and safe within the classroom. The learning climate is a very important element of the learning process.
The third main assumption, the Theory of readiness to learn can be summed up by Knowles (1984) as “adults become ready to learn when they experience a need to know or do something in order to perform more effectively in some aspects of their lives.”
In the fourth main assumption of Andragogy which outlines the Orientation to Learning, Knowles explains “the critical implication of this assumption is the importance of timing learning experiences to coincide with the learner’s developmental tasks” (Knowles, 1978, p. 56) If the learning that is taking place is not relevant to what is going on currently in the adult learner’s life, the learner will not grasp the material being taught. I facilitate a weekly workshop with 12 weekly series of topics, once the 12 weeks are over, the cycle begins again. I have a participant who has attended the workshop series twice, and she has been present for each of the 12 weeks. I presented a topic on interviewing skills, and obviously this was not important for the adult learner during the first time she attended the workshop, and she did not appear to have learned the material as evidenced by the second attendance of the same exact workshop. In the second time the workshop was being offered (she had an interview scheduled that afternoon) the material being presented was most important, and because of the immediacy of the application, it appeared she was able to grasp the material by her interaction with the other members. She was interactively applying the new knowledge she learned during the workshop. It was amazing, since the workshop duplicated was the same material I presented at the first workshop, however since there was not an immediate need for application, the adult learner did not grasp the material at the first time it was presented. She attended the workshop for the second time as if it was her first time hearing the material.
As I reflect on my educational theory, it is clear for me that when I first begin to teach, I thought it was what I had to say that was important. I thought the most important aspect of teaching was how good I prepared my lesson. The role of the teacher is also very important in facilitating the process of learning, rather than dominating the process. According to Zmeyov (1998), “the teacher in adult education is primarily an expert in learning technology and an organizer of the co-operative activities with the learner, secondly the co-author or individual programmer of learning and finally the source of knowledge, skills and qualities.” My early lesson from the group process was to understand what it was they wanted to learn, how they wanted to learn it, and to provide a forum to make the learning opportunity they desired happen. It is important for the teacher to facilitate the content of what is going to be taught is a collaborative decision made with the students.
My Adult educational theory is constantly evolving. However, through my exploration of Andragogy I have been able to learn about the development of my own adult educational theory. My personal educational theory is based solely upon personal experience built within Knowles’ four main assumptions of Andragogy. My foundational approach within my novice role as teacher is a lesson I will never forget as well as continually reevaluate as I constantly learn within the group process. I also learned through this discovery the climate of learning is also a foundational aspect of Knowles Andragogical Theory of adult learning.
Most adults want to be able to have the freedom to explore their own ideas, fulfill their quest for knowledge and share their educational experience collectively with the class. I will continue to provide a climate of supportive learning to enhance the experience of adult learners, since I am also a part of the group process, wholeheartedly self-directed, motivated from my students’ passion and thirst for knowledge.
References
Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.
Knowles, M. S. (1978). The Adult learner: A neglected Species (2 ed.). Houston: Gulf Publishing Company.
Knowles, M. S. (1984). Andragogy in Action (1st ed.). San Francisco: Jossey-Bass Inc., Publishers.
Knowles, M. S. (1992, September/October). Applying principles of adult learning in conference presentations. American Association for Adult & Continuing Education, 4, 11-14.
Skager, R. (1979). Self-directed learning and schooling: Identifying pertinent theories and illustrative research. International Review of Education, 25(4), 517-543
Taylor, M., King, J., Pinsent-Johnson, C., & Lothian, T. (2003). Collaborative practices in adult literacy programs. Adult Basic Education, 13(2), 81-99.
Zmeyov, S. I. (1998). Andragogy: Origins, Developments and Trends. International Review of Education, 44(1), 103-108.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
A theroy of Andragogy, Malcom Knowles, the foundation of adult learning perspectives.
How do adults learn and what is the theoretical experience I subscribe to as an adult educator. My adult teaching style subscribes and relates to Malcolm Knowles’ Theory of Adult Learning. I identify within the context of the group process, since I am also apart of the group learning along with my students. In my estimation, the best development of an educational theory for a teacher is the ability to learn from the group process, and apply the new skills gained to future teaching opportunities as a result of what was learned. “The point is that facilitative learning is a transactional encounter in which leaner desires and educator priorities will inevitably interact and influence each other” (Brookfield, 1986, p. 97-98).
My first experience in the classroom was tumultuous at best, however still wonderful. I did not have a formal teaching background. My teaching method consisted of a combination of pure observation, instinct, and the mastery of the material. My first opportunity to teach was within a classroom in a small business school comprised of adults from various age groups; 18 of age to 62 years of age. The class also had a varied degree of competency within the subject matter. The subject matter was Microsoft Office; specifically Microsoft Word, Excel, PowerPoint, and Access.
I was faced with the dilemma of how to engage my first class with the complex and studious material. The students were eager to learn everything quickly and efficiently. It became apparent to me the material should be practical in order for the future graduates to apply what was learned in a professional setting. I had originally planned to teach lecture style throughout each class, offering tests at the end of each lesson, purely to gauge competency before advancing on to the next level of instruction. My first hour of class was horrible. The word test and the subsequent mantra of, we will be taking a small test before the end of class, was enough for the adults to immediately experience a high level of anxiety. I knew immediately my teaching method was not the best approach, or the best way to start off on the right foot with my students. Furthermore, a lecture style of teaching I noticed was not going to engage the students in their Microsoft lessons.
I quickly learned the adults in my class wanted the freedom to learn at their own pace. The students did not want to be lectured; they wanted the freedom to explore the software on their own. The concept of a self-directed learner is one of the main assumptions in Knowles Andragogy Theory. I had no idea some of the adult learners in my class were really looking for an opportunity to be self-directed in their learning. According to Knowles (1984) “The learner is self directing. In fact, the psychological of adult is one who has arrived at a self concept of being responsible for one’s own life, of being self-directing” My original approach to teaching my adult class was contrary to this approach, and I was unable to realize self-directed learning was also an important concept to foster when designing curriculum. “Self-direction in learning is an increasingly important human attribute in modern societies. As opportunities for formal and informal education are extended virtually throughout the lifespan, developed as well as developing societies must look to potential participants who are both willing and able to take advantage of such opportunities” (Skager, 1979). I learned from the group process it was important to understand how to make room in the classroom for a self-directed learner.
The delineation of a self-directed learner also should include the fact that not all adults are self-directed learners. “It is also important to remember adults will be at different levels of readiness for self-directed learning, so that educators will need to spend different amounts of time assisting different learners” (Brookfield, 1986, p. 67). However, if an adult has the characteristics of a self-directed learner, the opportunity should be afforded. Characteristics highlighted by Skager (1979) would include; “self-directed learners are characterized as manifested personal attributes of self-acceptance as a learner, planfulness in learning activities, intrinsic motivation for learning, ability to internalize evaluation process, openness to experience, flexibility in the approach to learning, and autonomy in the setting of learning goals and selection of the means of learning.” Microsoft Office is the perfect opportunity for a self-directed learner to flourish. Microsoft Office is a hands-on software where the learner is encouraged to learn at their own pace. Learning Microsoft Office is motivational since the learner would need to know point A to progress to point B, and most Microsoft Office learners want to be able to get to point B, to get to Point C, etcetera. A lecture method was not the best approach since it did not allow the class to have the opportunity for those adults who desired to be a self-directed. I have to be easy on my assessment of my initial design, since according to Brookfield (1986) “It is critical that we do not blindly accept the orthodox view that self-direction is the preferred mode of learning in all cases for all adults.” A holistic approach which accommodates the different levels of self-directed learning is always the best approach when producing an educational design.
My class was unresponsive to the lecture I had prepared, mainly because I was forcing them to listen to what I had to say. According to Knowles (1984) “when we find ourselves in situations where we feel that others are imposing their will on us without our participating in making decisions affecting us, we experience a feeling, often subconsciously, of resentment and resistance.” Obviously my method was not working and I wanted to know if anyone in the class had any ideas on how to proceed. I remember one of the students asked; “can you just give us a basic lesson, and allow us to work on our own to learn the lessons independently?” I thought this was a great idea since most of the learners were actually at different levels, and I was able to guide them inadvertently according to their own competency level as well as their own comfort level of learning independently. The student who asked the question perhaps could be identified as a self-directed learner, meeting the characteristics outlined previously by Zmeyov.
My educational theory was in formation as a result of my first and subsequent classes in Microsoft Office. One of the most amazing aspects I have learned when I reflect on my past teaching experience is how applicable the concept of self-directed learning actually was then, as well as how I should be cognizant of the concept today. “The learner in adult education is a self-directed, responsible person, the principle performer” (Zmeyov, 1998). It became clear to me the process for adult learning is enhanced when the opportunity for self-directed learning is encouraged.
It is the adult who is ultimately the person in charge of their own learning experience. It is the responsibility of the teacher in choosing instructional methods that will directly enhance the experience of the adult learner. Brookfield (1986) confirms this point when he said “there are many instances when educational and training programs are of necessity, and quite legitimately, established to meet expressed and articulated learner needs. It would be a foolish programmer who steadfastly refused to take into account learner’s definitions of need when decided which programs to sponsor and which topics to explore.” I was the foolish programmer, teaching only what I wanted to teach and what I thought was relevant. My teaching method did not take in account the role of what the learner needed. This was the rudimentary piece missing in my novice role as teacher. When I learn about how to be an effective programmer, I learn from Knowles who explains “adults become ready to learn those things that are relevant to their life tasks and problems, hence the andragogical process elements of involving the learners in diagnosing their learning needs, formulating learning objectives, and designing learning plans through mutual negotiations with the teacher” (Knowles, 1992). The learner should also have a say in how programming is designed another component which will ultimately enhance the climate of cooperative learning.
When designing curriculum it is important to take into account the valuable personal experience the adult learner brings to the classroom. Another concept I have learned from the group process. Since many adults have a wealth of experience, Knowles second main assumption of Andragogy would include “as an individual matures he accumulates an expanding reservoir of experience that causes him to become an increasingly rich resource for learning, and at the same time provides him with a broadening base to which to relate new learnings” (Knowles, 1978, p. 56). This is a very important concept for me since I observed a learner who has a positive learning experience was usually excited about my Microsoft class. I learned in teaching Microsoft it was also important for the adult learners to be able to voice their experiences. A sharing of personal information was helpful for the other adults to realize other’s goals and aspirations in attending the course. Adults sharing their personal experiences allows them to learn from each other, as well as provide the adult learner a deeper understanding of their own knowledge. “The past experiences of adults affect their current learning, sometimes serving as an enhancement, sometimes as a hindrance” (Brookfield, 1986, p. 31). Many adults, who have had negative experiences in their past learning, will need time to adapt to the positive learning climate that should be created by the instructor. I learned from the group process that once the learning climate is established as trusting, accepting, and encouraging the adult learner who has had a negative learning experience will begin to adapt and ultimately become participatory in the lessons.
The learning climate a teacher works hard to create is very important. “The instructor’s role and teaching style had a direct influence on the collaborative practices among peers. This role encompasses particular types of facilitation skills and is reflective of an enabling teaching style and an underlying belief in a student-centered approach to learning” (Taylor, King, Pinsent-Johnson, & Lothian, 2003, p. 88). The learning climate a teacher will foster in the classroom will directly impact the amount of adult participation, interaction among peers, action-learning techniques fostering adult experiences, which are important facets in Knowles Andragogy Theory for adult learners. The learning climate I foster, even from the first days as teacher at the small business school, I always encouraged participation by inviting the students in for discussion. I allowed them to share their experiences, and allowed them to feel comfortable and safe within the classroom. The learning climate is a very important element of the learning process.
The third main assumption, the Theory of readiness to learn can be summed up by Knowles (1984) as “adults become ready to learn when they experience a need to know or do something in order to perform more effectively in some aspects of their lives.”
In the fourth main assumption of Andragogy which outlines the Orientation to Learning, Knowles explains “the critical implication of this assumption is the importance of timing learning experiences to coincide with the learner’s developmental tasks” (Knowles, 1978, p. 56) If the learning that is taking place is not relevant to what is going on currently in the adult learner’s life, the learner will not grasp the material being taught. I facilitate a weekly workshop with 12 weekly series of topics, once the 12 weeks are over, the cycle begins again. I have a participant who has attended the workshop series twice, and she has been present for each of the 12 weeks. I presented a topic on interviewing skills, and obviously this was not important for the adult learner during the first time she attended the workshop, and she did not appear to have learned the material as evidenced by the second attendance of the same exact workshop. In the second time the workshop was being offered (she had an interview scheduled that afternoon) the material being presented was most important, and because of the immediacy of the application, it appeared she was able to grasp the material by her interaction with the other members. She was interactively applying the new knowledge she learned during the workshop. It was amazing, since the workshop duplicated was the same material I presented at the first workshop, however since there was not an immediate need for application, the adult learner did not grasp the material at the first time it was presented. She attended the workshop for the second time as if it was her first time hearing the material.
As I reflect on my educational theory, it is clear for me that when I first begin to teach, I thought it was what I had to say that was important. I thought the most important aspect of teaching was how good I prepared my lesson. The role of the teacher is also very important in facilitating the process of learning, rather than dominating the process. According to Zmeyov (1998), “the teacher in adult education is primarily an expert in learning technology and an organizer of the co-operative activities with the learner, secondly the co-author or individual programmer of learning and finally the source of knowledge, skills and qualities.” My early lesson from the group process was to understand what it was they wanted to learn, how they wanted to learn it, and to provide a forum to make the learning opportunity they desired happen. It is important for the teacher to facilitate the content of what is going to be taught is a collaborative decision made with the students.
My Adult educational theory is constantly evolving. However, through my exploration of Andragogy I have been able to learn about the development of my own adult educational theory. My personal educational theory is based solely upon personal experience built within Knowles’ four main assumptions of Andragogy. My foundational approach within my novice role as teacher is a lesson I will never forget as well as continually reevaluate as I constantly learn within the group process. I also learned through this discovery the climate of learning is also a foundational aspect of Knowles Andragogical Theory of adult learning.
Most adults want to be able to have the freedom to explore their own ideas, fulfill their quest for knowledge and share their educational experience collectively with the class. I will continue to provide a climate of supportive learning to enhance the experience of adult learners, since I am also a part of the group process, wholeheartedly self-directed, motivated from my students’ passion and thirst for knowledge.
References
Brookfield, S. D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.
Knowles, M. S. (1978). The Adult learner: A neglected Species (2 ed.). Houston: Gulf Publishing Company.
Knowles, M. S. (1984). Andragogy in Action (1st ed.). San Francisco: Jossey-Bass Inc., Publishers.
Knowles, M. S. (1992, September/October). Applying principles of adult learning in conference presentations. American Association for Adult & Continuing Education, 4, 11-14.
Skager, R. (1979). Self-directed learning and schooling: Identifying pertinent theories and illustrative research. International Review of Education, 25(4), 517-543
Taylor, M., King, J., Pinsent-Johnson, C., & Lothian, T. (2003). Collaborative practices in adult literacy programs. Adult Basic Education, 13(2), 81-99.
Zmeyov, S. I. (1998). Andragogy: Origins, Developments and Trends. International Review of Education, 44(1), 103-108.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Leadership and Emotional Intelligence Reading Reference Guide
Reference Guide to Leadership, Emotional Intelligence and Team Cohesion
Referernce from: J. Errigo, III, M.S., (2009). Thesis entitled; Emotional Intelligence, A positive influence on leadership effectiveness and Cohesive Team Development, p. 67-72.
Antonakis, J. (2004). On Why "Emotional Intellligence will not predict leadership effectiveness beyond IQ of the big five: an extension and rejoinder. Organizational Analysis , p. 171-182.
Bass, B., & Avolio, B. (1994). Improving Organizational Effectiveness through Transformational Leadership. Thousand Oaks: Sage.
Blattner, J., & Bacigalupo, A. (2007). Using Emotional Intelligence to develop executive leadership and team and organizatonal development. Consulting Psychology Journal: Practice and Research , 209-219.
Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating Emotional Abilities to Social Functioning: A comparison of self-report and performance measures of emotional intelligence. Journal of Personality and Social Psychology , 780-795.
Bushe, G. R., & Coetzer, G. H. (2007). Group Development and Team Effectivenss. The Journal of Applied Behavioral Science , 184-212.
Conger, J. A., & Kanungo, R. N. (1998). Charismatic Leadership in Organizations. Thousand Oaks: Sage.
Contalupo, J. (2007, March). The Dyamics of Decison Making. FBI Law Enforcement Bulletin , p. 7.
Cooper, R. (1997). Applying emotional intelligence in the workplace. Training and Development , 31-33.
Dionne, S. D., Yammarino, F. J., Atwater, L., & Spangler, W. D. (2004). Transformational Leadership and Team Performance. Journal of Organizational Change Management , 177-193.
Feyerherm, A. E., & Rice, C. (2002). Emotional Intelligence and team performance: The good, the bad and the ugly. The International Journal of Organizational Analysis , 343-362.
Frye, C. M., Bennett, R., & Caldwell, S. (2005). Team Emotional Intelligence and Team Interpersonal Process Effectiveness. Mid-American Journal of Business , 49-56.
George, J. (2000). Emotions and Leadership. The role of emotional intelligence. Human Relations , 1027-1044.
Goleman, D. (1995). Emotional Intelligence: Why it can Matter More than IQ. New York: Bantam Books.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: realizing the power of emotional intelligence. Harvard Business School Press.
Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal Leadership: realizing the power of emotional intelligence. Cambridge: Harvard Business School Press.
Higgs, M. (2003). Developments in Leadership Thinking. Leadership & Organizational Development Journal , 273-284.
Kerr, R., Garvin, J., Heaton, N., & Boyle, E. (2006). Emotional Intelligence and Leadership Effectiveness. Leadership and Organizational Development Journal , 265-279.
Killburg, R. (2000). Executive Coaching: Developing managerial wisdom in a world of chaos. Washington, DC: American Psychological Association.
Kloppenborg, T., & Petrick, J. (1999). Leadership in Project Life Cyle and Team Character Development. Project Management Journal , 8-13.
Koman, E. S., & Wolff, S. B. (2007). Emotional Intelligence Competencies in the team and team leader. Journal of Management Development , 55-75.
Kunnanatt, J. T. (2004). Emotional Intelligence: The New Science of Interpersonal Effectiveness. Human Resource Development Quarterly , 489-495.
Lam, L. T., Kirby, S. L. (2002). Is Emotional Intelligence an advantage? An exploration of the impact of emotional and general intelligence on individual performance. The Journal of Social Psychology , 133-143.
Mayer, J. D., Caruso, D. R., & Salovey, P. (2000). Selecting a Measure of Emotional Intelligence: The Case for Ability Scales. In R. Bar-On, & J. .. Parker, The Handbook of Emotional Intelligence: Theory, Development, Assessment, and Application at Home, School and in the Workplace. New York: Jossey-Bass/Wiley.
Mayer, J. D., Salovey, P., & Caruso, D. (1999). Emotional Intelligence meets tranditional standards for an intelligence. Intelligence , 267-298.
Mayer, J., Salovey, P., & Caruso, D. (2004). Emotional Intelligence: Theory, Findings, and Implications. Psychological Inquiry , 197-215.
Pearce, C. L., & Herbik, P. A. (2004). Citizenship Behavior at the Team Level of Analysis: The Effects of Team Leadership, Team Commitment, Perceived Team Support, and Team Size. Journal of Social Psychology , 293-310.
Prati, L. M., Douglas, C., Ferris, G. R., Ammeter, A. P., & Buckley, M. R. (2003). Emotional Intelligence, Leadership Effectiveness, and Team Outcomes. International Journal of Organizational Analysis , 21-40.
Rafaeli, A., & Worline, M. (2001). Individual Emotion in Work Organizations. Social Science Information , 95-123.
Rapisarda, B. A. (2002). The impact of emotional intelligence on work team cohesivness and performance. The International Journal of Organizational Analysis , 363-379.
Reeves, A. (2005). Emotional Intelligence: Recognizing and Regulating Emotions. AAOHN Journal , 172 -175.
Riggio, R., & Pirozzolo, F. (2002). Multiple intelligences and leadership: Implications for leadership. In R. Riggio, S. Murphy, & F. Pirozzolo, Multiple intelligences and leadership (pp. 241-250). Mahwah: Lawrence Erlbaum Associates.
Robbins, S. (1994). Essentials of organizational behavior. Englewood Cliffs: Prentice-Hall.
Rode, J. C., Mooney, C. H., Arthaud-Day, M. L., Near, J. P., Baldwin, T. T., Rubin, R. S., et al. (2007). Emotional Intelligence and indivudual performance: evidence of direct and moderated effects. Journal of Organizational Behavior , 399-421.
Rooy, D. L., & Viswesveran, C. (2004). Emotional Intelligence: A Meta-analytic Investigation of Predictive Validity and Nonmologicalnet. Journal of Vocational Behavior , 71-95.
Rosete, D., & Ciarrochi, J. (2005). Emotional Intelligence and its relationship to workplace performance outcomes of leadership effectiveness. Leadership & Organizational Development Journal , 388-399.
Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence . Imagination, Cognition and Personality , 185-211.
Salovey, P., Mayer, J. D., & Caruso, D. (2002). The positive pyschology of emotional intelligence. In C. Synder, & S. Lopes, Handbook of positive psychology (pp. 159-171). Oxford: Oxford University Press.
Sanders, K., & Schyns, B. (2006). Leadership and Solidarity Behavior: Consensus in Perception of Employees within Teams. Personnel Review , 538-556.
Schoo, A. (2008). Leaders and Their Teams: Learning to Improve Performance with Emotional Intelligence and Using Choice Theory. International Journal of Reality Therapy , 40-45.
Schutte, N. S., Malouff, J. M., Bobik, C., Coston, T. D., Greeson, C., Jedlicka, C., et al. (2001). Emotional Intelligence and Interpersonal Relations. The Journal of Social Psychology , 523-536.
Service, R. W., & Fekula, M. J. (2007). Beyond Emotional Intelligence: The EQ Matrix as a leadership imperative. The Business Renaissance Quarterly , 23-57.
Shaw, M. (1976). Group Dynamics: The Pyschology of Small Group Behavior. New York: McGraw-Hill.
Sosik, J., & Megerian, L. (1999). Understanding leader emotional intelligence and performance: The role of self-other agreements on transformational leadership perceptions. Group and Organizational Management , 340-366.
Thamhain, H. (2004). Linkages of Project Environment to Performance: Lessons for Team Leadership. International Journal of Project Management , 533-544.
Vries, M. K. (1993). Leaders, Fools, Imposters. San Francisco: Jossey-Bass.
White, D. W., & Lean, E. (2007). The Impact of Perceived Leader Integrity on Subordinates in a Work Team Environment. Journal of Business Ethics , 765-778.
Zeidner, M., Matthews, G., & Roberts, R. D. (2004). Emotional Intelligence in the Workplace: A Critical Review. International Association for Applied Psychology , 371-399.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Referernce from: J. Errigo, III, M.S., (2009). Thesis entitled; Emotional Intelligence, A positive influence on leadership effectiveness and Cohesive Team Development, p. 67-72.
Antonakis, J. (2004). On Why "Emotional Intellligence will not predict leadership effectiveness beyond IQ of the big five: an extension and rejoinder. Organizational Analysis , p. 171-182.
Bass, B., & Avolio, B. (1994). Improving Organizational Effectiveness through Transformational Leadership. Thousand Oaks: Sage.
Blattner, J., & Bacigalupo, A. (2007). Using Emotional Intelligence to develop executive leadership and team and organizatonal development. Consulting Psychology Journal: Practice and Research , 209-219.
Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating Emotional Abilities to Social Functioning: A comparison of self-report and performance measures of emotional intelligence. Journal of Personality and Social Psychology , 780-795.
Bushe, G. R., & Coetzer, G. H. (2007). Group Development and Team Effectivenss. The Journal of Applied Behavioral Science , 184-212.
Conger, J. A., & Kanungo, R. N. (1998). Charismatic Leadership in Organizations. Thousand Oaks: Sage.
Contalupo, J. (2007, March). The Dyamics of Decison Making. FBI Law Enforcement Bulletin , p. 7.
Cooper, R. (1997). Applying emotional intelligence in the workplace. Training and Development , 31-33.
Dionne, S. D., Yammarino, F. J., Atwater, L., & Spangler, W. D. (2004). Transformational Leadership and Team Performance. Journal of Organizational Change Management , 177-193.
Feyerherm, A. E., & Rice, C. (2002). Emotional Intelligence and team performance: The good, the bad and the ugly. The International Journal of Organizational Analysis , 343-362.
Frye, C. M., Bennett, R., & Caldwell, S. (2005). Team Emotional Intelligence and Team Interpersonal Process Effectiveness. Mid-American Journal of Business , 49-56.
George, J. (2000). Emotions and Leadership. The role of emotional intelligence. Human Relations , 1027-1044.
Goleman, D. (1995). Emotional Intelligence: Why it can Matter More than IQ. New York: Bantam Books.
Goleman, D. (1998). Working with emotional intelligence. New York: Bantam Books.
Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal leadership: realizing the power of emotional intelligence. Harvard Business School Press.
Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal Leadership: realizing the power of emotional intelligence. Cambridge: Harvard Business School Press.
Higgs, M. (2003). Developments in Leadership Thinking. Leadership & Organizational Development Journal , 273-284.
Kerr, R., Garvin, J., Heaton, N., & Boyle, E. (2006). Emotional Intelligence and Leadership Effectiveness. Leadership and Organizational Development Journal , 265-279.
Killburg, R. (2000). Executive Coaching: Developing managerial wisdom in a world of chaos. Washington, DC: American Psychological Association.
Kloppenborg, T., & Petrick, J. (1999). Leadership in Project Life Cyle and Team Character Development. Project Management Journal , 8-13.
Koman, E. S., & Wolff, S. B. (2007). Emotional Intelligence Competencies in the team and team leader. Journal of Management Development , 55-75.
Kunnanatt, J. T. (2004). Emotional Intelligence: The New Science of Interpersonal Effectiveness. Human Resource Development Quarterly , 489-495.
Lam, L. T., Kirby, S. L. (2002). Is Emotional Intelligence an advantage? An exploration of the impact of emotional and general intelligence on individual performance. The Journal of Social Psychology , 133-143.
Mayer, J. D., Caruso, D. R., & Salovey, P. (2000). Selecting a Measure of Emotional Intelligence: The Case for Ability Scales. In R. Bar-On, & J. .. Parker, The Handbook of Emotional Intelligence: Theory, Development, Assessment, and Application at Home, School and in the Workplace. New York: Jossey-Bass/Wiley.
Mayer, J. D., Salovey, P., & Caruso, D. (1999). Emotional Intelligence meets tranditional standards for an intelligence. Intelligence , 267-298.
Mayer, J., Salovey, P., & Caruso, D. (2004). Emotional Intelligence: Theory, Findings, and Implications. Psychological Inquiry , 197-215.
Pearce, C. L., & Herbik, P. A. (2004). Citizenship Behavior at the Team Level of Analysis: The Effects of Team Leadership, Team Commitment, Perceived Team Support, and Team Size. Journal of Social Psychology , 293-310.
Prati, L. M., Douglas, C., Ferris, G. R., Ammeter, A. P., & Buckley, M. R. (2003). Emotional Intelligence, Leadership Effectiveness, and Team Outcomes. International Journal of Organizational Analysis , 21-40.
Rafaeli, A., & Worline, M. (2001). Individual Emotion in Work Organizations. Social Science Information , 95-123.
Rapisarda, B. A. (2002). The impact of emotional intelligence on work team cohesivness and performance. The International Journal of Organizational Analysis , 363-379.
Reeves, A. (2005). Emotional Intelligence: Recognizing and Regulating Emotions. AAOHN Journal , 172 -175.
Riggio, R., & Pirozzolo, F. (2002). Multiple intelligences and leadership: Implications for leadership. In R. Riggio, S. Murphy, & F. Pirozzolo, Multiple intelligences and leadership (pp. 241-250). Mahwah: Lawrence Erlbaum Associates.
Robbins, S. (1994). Essentials of organizational behavior. Englewood Cliffs: Prentice-Hall.
Rode, J. C., Mooney, C. H., Arthaud-Day, M. L., Near, J. P., Baldwin, T. T., Rubin, R. S., et al. (2007). Emotional Intelligence and indivudual performance: evidence of direct and moderated effects. Journal of Organizational Behavior , 399-421.
Rooy, D. L., & Viswesveran, C. (2004). Emotional Intelligence: A Meta-analytic Investigation of Predictive Validity and Nonmologicalnet. Journal of Vocational Behavior , 71-95.
Rosete, D., & Ciarrochi, J. (2005). Emotional Intelligence and its relationship to workplace performance outcomes of leadership effectiveness. Leadership & Organizational Development Journal , 388-399.
Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence . Imagination, Cognition and Personality , 185-211.
Salovey, P., Mayer, J. D., & Caruso, D. (2002). The positive pyschology of emotional intelligence. In C. Synder, & S. Lopes, Handbook of positive psychology (pp. 159-171). Oxford: Oxford University Press.
Sanders, K., & Schyns, B. (2006). Leadership and Solidarity Behavior: Consensus in Perception of Employees within Teams. Personnel Review , 538-556.
Schoo, A. (2008). Leaders and Their Teams: Learning to Improve Performance with Emotional Intelligence and Using Choice Theory. International Journal of Reality Therapy , 40-45.
Schutte, N. S., Malouff, J. M., Bobik, C., Coston, T. D., Greeson, C., Jedlicka, C., et al. (2001). Emotional Intelligence and Interpersonal Relations. The Journal of Social Psychology , 523-536.
Service, R. W., & Fekula, M. J. (2007). Beyond Emotional Intelligence: The EQ Matrix as a leadership imperative. The Business Renaissance Quarterly , 23-57.
Shaw, M. (1976). Group Dynamics: The Pyschology of Small Group Behavior. New York: McGraw-Hill.
Sosik, J., & Megerian, L. (1999). Understanding leader emotional intelligence and performance: The role of self-other agreements on transformational leadership perceptions. Group and Organizational Management , 340-366.
Thamhain, H. (2004). Linkages of Project Environment to Performance: Lessons for Team Leadership. International Journal of Project Management , 533-544.
Vries, M. K. (1993). Leaders, Fools, Imposters. San Francisco: Jossey-Bass.
White, D. W., & Lean, E. (2007). The Impact of Perceived Leader Integrity on Subordinates in a Work Team Environment. Journal of Business Ethics , 765-778.
Zeidner, M., Matthews, G., & Roberts, R. D. (2004). Emotional Intelligence in the Workplace: A Critical Review. International Association for Applied Psychology , 371-399.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Emotional Intelligence and Leadership 5 of 5
Excerpt from John J. Errigo's Thesis titled "Emotional Intelligence: A Positive Influence on Leadership Effectivness and Cohesive Team Development" (J. Errigo, Saint Joseph's University P. 36-37, 2009).
Pt5 Emotional Intelligence a Positive influence on team cohesion, developent and leadership.
Salovey & Mayer described emotional intelligence “as the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (p. 189). This basic definition of the foundational elements of the emotional intelligence theory set the stage for further discusion on the impacts of EI on workplace performance, interpersonal effectiveness, leadership and a leaders’ development of cohesive teams. The research has demonstrated, emotional intelligence is a developing theory which is instrumental in the workplace as well as within leadership effectivenss. Contrary opinons of EI are basically in agreement over the validity of the measurement of EI and support of how this new theory has to be further developed and scientifically backed. Even proponents of EI argue the construct of EI can be further enriched as a result of the negative literature and or discussions.
EI allows the leader to pick up the subtle nuances of emotion and to apply those emotions to efffectively manage the staff they lead. The emotional awareness of a leader and the awareness of others is helpful in being effective with the needs of their staff and their development. A leader who is emotionally intelligent is an effective leader since he is able to influence his staff to achieve organizational objectives, increasing their effectivness. The leader knows how to act and when based upon the careful observation of others. The leader is effective in developing cohesive teams since they are able to build cohesion through fostering and nurturing the relationships of the individual team members and within the team as a whole. The development of these interpersonal relationships are key in building a cohesive team. It is the emotionally intelligent leader who is able to recognize the steps necessary to build these interpersonal relationships with each individual team member.
An emotionally intelligent leader is able to develop cohesive teams since they know how to make decisions based upon the awarnes of their own emotions and the emotions of others. They know when to act, how and what steps need to be taken to accomplish the desired outcome. An emotionally intelligent leader is able to foster growth and the development of a cohesive team because they are carefully monitoring the situation and acting accordingly. A team is built by the emotionally intelligent leader since they are managing their emotions and the emotions of others to develop a collective identity.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Pt5 Emotional Intelligence a Positive influence on team cohesion, developent and leadership.
Salovey & Mayer described emotional intelligence “as the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (p. 189). This basic definition of the foundational elements of the emotional intelligence theory set the stage for further discusion on the impacts of EI on workplace performance, interpersonal effectiveness, leadership and a leaders’ development of cohesive teams. The research has demonstrated, emotional intelligence is a developing theory which is instrumental in the workplace as well as within leadership effectivenss. Contrary opinons of EI are basically in agreement over the validity of the measurement of EI and support of how this new theory has to be further developed and scientifically backed. Even proponents of EI argue the construct of EI can be further enriched as a result of the negative literature and or discussions.
EI allows the leader to pick up the subtle nuances of emotion and to apply those emotions to efffectively manage the staff they lead. The emotional awareness of a leader and the awareness of others is helpful in being effective with the needs of their staff and their development. A leader who is emotionally intelligent is an effective leader since he is able to influence his staff to achieve organizational objectives, increasing their effectivness. The leader knows how to act and when based upon the careful observation of others. The leader is effective in developing cohesive teams since they are able to build cohesion through fostering and nurturing the relationships of the individual team members and within the team as a whole. The development of these interpersonal relationships are key in building a cohesive team. It is the emotionally intelligent leader who is able to recognize the steps necessary to build these interpersonal relationships with each individual team member.
An emotionally intelligent leader is able to develop cohesive teams since they know how to make decisions based upon the awarnes of their own emotions and the emotions of others. They know when to act, how and what steps need to be taken to accomplish the desired outcome. An emotionally intelligent leader is able to foster growth and the development of a cohesive team because they are carefully monitoring the situation and acting accordingly. A team is built by the emotionally intelligent leader since they are managing their emotions and the emotions of others to develop a collective identity.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Wednesday, June 2, 2010
Excerpt from John J. Errigo's Thesis titled "Emotional Intelligence: A Positive Influence on Leadership Effectivness and Cohesive Team Development" (J. Errigo, Saint Joseph's University P. 20-21, 2009).
Emotional Intelligence and Leadership Pt4
General Theory of Emotional Intelligence
Research contends how emotional intelligence is a valuable professional attribute. “EI is claimed to affect a wide array of work behaviors, including employee commitment, teamwork, development of talent, innovation, quality of service, and customer loyalty” (Zeidner, Matthews, & Roberts, 2004 p. 386). It is important to note people with emotional intelligence are self aware and aware of others, it makes sense that they would have more success in the workplace, since these qualities would be important when interacting and building relationships with other professionals. “Research attests that people with high levels of emotional intelligence experience more career success, build stronger personal relationships, lead more effectively, and enjoy better health than those with low emotional intelligence” (Zeidner, Matthews, & Roberts, 2004 p. 386). An emotionally intelligent person may be more successful in the workplace. As noted by Goleman, an author and EI expert, (1995, 1998), contends emotionally intelligent individuals presumably succeed at communicating their ideas, goals, and intentions in interesting and assertive ways, thus making others feel better suited to the occupational environment. Emotionally intelligent people may be more interpersonally effective in the workplace since they are aware of their environment, others and know how to act accordingly.
As noted in the four dimensions of EI, the understanding emotion dimension can be noted as an integral part of interpersonal effectiveness in the workplace. In the research of Salovey, Mayer & Caruso (2002), they described how the understanding emotion dimension is important in perceiving how environmental influences (e.g., message content, verbal, and nonverbal cues) facilitate the transition from one emotional state to another. This is important because environmental influences are primarily responsible for how someone responds in a situation. A person who is open to these influences possesses the ability to listen to these cues. Listening is also an important part of interpersonal effectiveness. “Active listening behaviors assure the sender that their message has been accurately understood as well as signal that the sender’s opinions are valued and taken seriously” (Rode, et al., 2007, p. 402). Good listening skills can be perceived as a dynamic instrument in the process of effective communication. Combining good listening skills and utilizing the understanding emotion dimension of EI will greatly enhance communication in the workplace. EI can then be seen as a valuable tool in communication and the effective realization of outcomes in the workplace since it builds on the personal dynamics of communication; the awareness of self and the awareness of others.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
Emotional Intelligence and Leadership Pt4
General Theory of Emotional Intelligence
Research contends how emotional intelligence is a valuable professional attribute. “EI is claimed to affect a wide array of work behaviors, including employee commitment, teamwork, development of talent, innovation, quality of service, and customer loyalty” (Zeidner, Matthews, & Roberts, 2004 p. 386). It is important to note people with emotional intelligence are self aware and aware of others, it makes sense that they would have more success in the workplace, since these qualities would be important when interacting and building relationships with other professionals. “Research attests that people with high levels of emotional intelligence experience more career success, build stronger personal relationships, lead more effectively, and enjoy better health than those with low emotional intelligence” (Zeidner, Matthews, & Roberts, 2004 p. 386). An emotionally intelligent person may be more successful in the workplace. As noted by Goleman, an author and EI expert, (1995, 1998), contends emotionally intelligent individuals presumably succeed at communicating their ideas, goals, and intentions in interesting and assertive ways, thus making others feel better suited to the occupational environment. Emotionally intelligent people may be more interpersonally effective in the workplace since they are aware of their environment, others and know how to act accordingly.
As noted in the four dimensions of EI, the understanding emotion dimension can be noted as an integral part of interpersonal effectiveness in the workplace. In the research of Salovey, Mayer & Caruso (2002), they described how the understanding emotion dimension is important in perceiving how environmental influences (e.g., message content, verbal, and nonverbal cues) facilitate the transition from one emotional state to another. This is important because environmental influences are primarily responsible for how someone responds in a situation. A person who is open to these influences possesses the ability to listen to these cues. Listening is also an important part of interpersonal effectiveness. “Active listening behaviors assure the sender that their message has been accurately understood as well as signal that the sender’s opinions are valued and taken seriously” (Rode, et al., 2007, p. 402). Good listening skills can be perceived as a dynamic instrument in the process of effective communication. Combining good listening skills and utilizing the understanding emotion dimension of EI will greatly enhance communication in the workplace. EI can then be seen as a valuable tool in communication and the effective realization of outcomes in the workplace since it builds on the personal dynamics of communication; the awareness of self and the awareness of others.
All rights reserved (2010) and my not be duplicated or refernced without written permission of author: John Errigo, M.S., by corporate authorization, HODT, Inc. (synergy@hodtinc.com)
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