Note: Adapted fromExcellence (2nd Edition (^) ) by D.B. Nelson & G.R. Low, p. 22. Copyright 2011 by Emotional Intelligence: Achieving Academic and Career
Prentice Hall.
Undergoing transformative EI – i.e., that which results in improved EI – is based
on lived experiences and the lessons learned from those experiences (Low & Hammett,
2012). As shown above, the “experiential system is the lead system for meaningful
growth, development, effective learning, and change” (Low & Hammett, 2012, p. 22).
The foregoing literature review focused on EI, leadership, leader development
(using four leadership perspectives), EI and leader development, learning, adult learning
(particularly experiential and situated learning theories), and the relationship between EI
and experiential/situated learning theories. Attention now turns to the context of this
current study: the Federal government of the United States.
Federal Government Context
This section explores the study’s context: Federal government, which houses the
world’s largest organizations (Kelman, 2007). Unfortunately, this context is a woefully
under-researched domain despite its mission imperative to provide for individual security
of the American citizenry (Kelman, 2007). With over 2 million employees in its
Executive Branch alone (Office of Personnel Management,
http://www.opm.gov/feddata/HistoricalTables/ExecutiveBranchSince1940.asp)) , the
Federal government is representative of the public sector writ large. Accordingly, this
literature review encompasses public sector perspectives that are relevant to the Federal
government.
The political landscape. Bryson and Kelley (1978) provided a political
perspective of public sector workforce leadership. Within public organizations: