Description and Critique of Scholarly Literature
As illustrated in Figure 2.1 above, the current study encompasses three important
categories. The constructs of interest are adult learning and leadership; topics of
experiential learning, situated learning, and EI; and the context of Federal government
leaders. Accordingly, the scholarly literature explored that conceptual framework. In so
doing, the research question and conceptual framework were dissected to first isolate
individual components and then examine literature on understanding relationships among
constructs and within the context. The narrative that follows is structured in this manner,
beginning with an examination of the terms central to EI: emotions and intelligence.
Emotions and Intelligence
Emotions and intelligence are indispensable terms for the current study. An
understanding of these terms is important for an ensuing comprehension of EI (Alston,
2009). A brief synopsis of each term is described below.
Emotions. As noted in Goleman (1995), the Oxford English Dictionary defined
emotion as “any agitation or disturbance of mind, feeling, passion; any vehement or
excited mental state” (Goleman, 1995, p. 289). Emotions involve physiological changes,
reactions and inner experiences (Dirkx, 2008; Mayer, Roberts, & Barsade, 2008; Nelson
& Low, 2011). Goleman (1995) classified all emotions into five categories: anger;
sadness; fear; enjoyment; and love. The inability to verbally express emotions is a
psychological disorder known as alexithymia (Goleman, 1995; Salovey & Mayer, 1990).
As with learning (described later), emotions “are fluid, continually in a state of flux and
negotiation” (Bierema, 2008, p. 59).