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by Daniel Goleman
Dr. Goleman did an excellent job with his second book on Emotional Intelligence because he gives more detail on how to correct the lack of Emotional Intelligence in the business and professional world.
On page 26 he tells us how to do a check up on our missing competences for emotional intelligence( both personal and social competencies) and he also mentions that there must be a continious follow up on this program to achieve a lasting effect over the change of our un-wanted bad habits and he alos mentions the guidelines for emotional competence TRAINING which is very helpful in the seminars to train management executives.
Dr. Goleman explains also that it takes months to be able to modify our personality, so that some people will not dispair because they can not get an overnight change, it takes time, perseverance and practice to become a proficient and capable executive with good emotional intelligence. Dr. Goleman also explains the effect that stress has on CONTROL and how it affects mistakes, memory and health and overall management.
In other words Dr. Goleman is helping everybody to modify their personalities to be able to produce more with less stress and wear (or exhaustion).
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Index of More Articles about Leadership
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The Stanford Marshmallow Experiment
In above video you will see kids participating in the Stanford Marshmallow Experiment. The Stanford Marshmallow Experiment must be the most astounding psychological study ever performed, or at any rate ranking right up there with some of the experiments done by Stanley Milgram. Who would ever guess that a brief observation of a four-year old alone with a marshmallow would be an excellent predictor of college entrance exam scores twice as good a predictor as IQ test scores? In one of the most amazing developmental studies ever conducted, Walter Michel of Stanford created a simple test of the ability of four year old children to control impulses and delay gratification. Children were taken one at a time into a room with a one-way mirror. They were shown a marshmallow. The experimenter told them he had to leave and that they could have the marshmallow right then, but if they waited for the experimenter to return from an errand, they could have two marshmallows. One marshmallow was left on a table in front of them. Some children grabbed the available marshmallow within seconds of the experimenter leaving. Others waited up to twenty minutes for the experimenter to return. In a follow-up study (Shoda, Mischel, & Peake, 1990), children were tested at 18 years of age and comparisons were made between the third of the children who grabbed the marshmallow (the "impulsive") and the third who delayed gratification in order to receive the enhanced reward ("impulse controlled"). The third of the children who were most impulsive at four years of age scored an average of 524 verbal and 528 math. The impulse controlled students who scored 610 verbal and 652 math! This astounding 210 point total score difference on the SAT was predicted on the basis of a single observation at four years of age! The 210 point difference is as large as the average differences between that of economically advantaged versus disadvantaged children and is larger than the difference between children from families with graduate degrees versus children whose parents did not finish high school! At four years of age gobbling a marshmallow now v. waiting for two later is twice as good a predictor of later SAT scores than is IQ. Poor impulse control is also a better predictor of later delinquency than is IQ. Obviously there's a strong correlation between IQ and impulse control. People who do well in life have lots of both, and vice versa for those who don't do well. Sociologists have regaled us for years with their theories as to the causes of poverty: lack of education, structural causes, racism. But it seems that, at least where opportunity exists, the reason for differences in income and wealth is that the poor have high impulsivity.
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Temperaments and Educational Success
In order to achieve success in the academic or social realm a person must have a clear understanding of their own true nature.
Some lucky few achieve this awareness on their own through the trail and error path of their own life. Article to continue below-------------------------------------
Others are not so fortunate. Many, including students, never independently find this sense of self and so must be led to it. Temperament should not be confused with personality. As you know, our personalities may change to fit the current social circumstances. Our temperament is the permanent underlying nature.
Article to continue below------------------------------------
How a person demonstrates (expressive needs) these needs and responds (responsive needs) to how these needs are expressed upon them by others identifies their basic temperament types. There are five basic temperament types and they are: The Melancholy Inclusion - Low need for socialization, low response to need for socialization in others. Control Desire very little control over others, desire very little control over them by others. Affection Demonstrate very little love or affection, desire very little love and affection from others. The Choleric Inclusion Desire to self initiate a great deal of social interaction, desire very little interaction initiated by others. Control Express the need for a great deal of control over others, desire very little or no control over their lives by others. Affection Express a high need for love and affection and approval, but accept it only on their own terms. The Sanguine Inclusion Demonstrates a tremendous need for association and social interaction initiated both by self and many others. Control Desires very little control over others and desires others to have very little control over them. Affection Expresses or demonstrates a great deal of affection and desires the same. The Supine Inclusion Expresses very little need to initiate association or socialization, but has a high need to be approached by many people for association and socialization. Control Shows very little need for control over the lives of others, desire a great deal of control over their lives by others. Affection Expresses very little love or affection for others, but desires others to express a great deal of love and affection toward them. The Phlegmatic Inclusion Initiates only a moderate amount of associations and socializations, desires others to initiate only a moderate amount of association and socialization. Control Demonstrates a moderate amount of control over the lives of others, desires others to have only a moderate amount of control in their lives. Affection Express a moderate amount of affection toward others, desires only a moderate amount of affection is demonstrated toward them. Article Source: http://EzineArticles.com/?expert=Reg_Adkins Index of Articles about Temperaments & Strengths
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