沈阳工业大学研究生英语教材

《新思维研究生英语读写教程》P35-44 Unit 3 Leadership Prereading Look at the pictures above and the title of the text, then discuss the following questions with your partners. What do you know about these people? Give a brief introduction to them. What’s your definition of “leader”？Do you think they are successful leaders?Why or why not? Give some other examples of successful leaders, and list their features which touch you most. Sharing Information Work in groups. Give out your interpretations for these quotations. Do you agree with any of them ? Why or why not? Leadership and learning are indispensable to each other. -----John F.Kennedy Leadership is based on inspiration, not domination; on cooperation, not intimidation. ------William Arthur Wood The art of leadership is saying no, not yes. It is very easy to say yes. ---Tony Blair Men make history, and not the other way around. In periods where there is no leadership, society stands still. Progress occurs when courageous, skillful leaders seize the opportunity to change things for the better. -----Harry S. Truman Leadership has a harder job to do than just choose sides. It must bring sides together. ----Jesse Jackson Leadership is communicating to people their worth and potential so clearly that they come to see it in themselves. ------Stephen Covey Idea In Brief Asked to define the ideal leader, many would emphasize traits such as intelligence, toughness, determination,and vision. Often left off the list are softer, more personal qualities-but recent studies indicate that they are also essential. Although a certain degree of analytical and technical skill is a minimum requirement for success, what is called “emotional intelligence” may be the key attribute that distinguishes outstanding performers from those who are merely adequate. For example, in a 1996 study of a global food and beverage company, where senior managers had a certain critical mass of emotional intelligence, their divisions outperformed yearly earnings goals by 20%. Division leaders without that critical mass underperformed by almost the same amount. What Makes a Leader? Daniel Goleman Every businessperson knows a story about a highly intelligent, highly skilled executive who was promoted into a leadership position only to fail at the job. And they also know a story about someone with solid—but not extraordinary—intellectual abilities and technical skills who was promoted into a similar position and then soared. Such anecdotes support the widespread belief that identifying individuals with the “right stuff” to be leaders is more art than science. After all, the personal styles of superb leaders vary: Some leaders are subdued and analytical; others shout their manifestos from the mountaintops. And just as important, different situations call for different types of leadership. Most mergers need a sensitive negotiator at the helm, whereas many turnarounds require a more forceful authority. I have found, however, that the most effective leaders are alike in one crucial way: They all have a high degree of what has come to be known as emotional intelligence. It’s not that IQ and technical skills are irrelevant. They do matter, but mainly as “threshold capabilities”; that is, they are the entry-level requirements for executive positions. But my research, along with other recent studies, clearly shows that emotional intelligence is the sine qua non of leadership. Without it, a person can have the best training in the world, an incisive, analytical mind, and an endless supply of smart ideas, but he still won’t make a great leader. In the course of the past year, my colleagues and I have focused on how emotional intelligence operates at work. We have examined the relationship between emotional intelligence and effective performance, especially in leaders. And we have observed how emotional intelligence shows itself on the job. How can you tell if someone has high emotional intelligence, for example, and how can you recognize it in yourself? Most large companies today have employed trained psychologists to develop what are known as “competency models” to aid them in identifying, training, and promoting likely stars in the leadership firmament. The psychologists have also developed such models for lower-level positions. And in recent years, I have analyzed competency models from 188 companies, most of which were large and global and included the likes of Lucent Technologies, British Airways, and Credit Suisse. In carrying out this work, my objective was to determine which personal capabilities drove outstanding performance within these organizations, and to what degree they did so. I grouped capabilities into three categories: purely technical skills like accounting and business planning; cognitive abilities like analytical reasoning; and competencies demonstrating emotional intelligence, such as the ability to work with others and effectiveness in leading change. To create some of the competency models, psychologists asked senior managers at the companies to identify the capabilities that typified the organization’s most outstanding leaders. To create other models, the psychologists used objective criteria, such as a division’s profitability, to differentiate the star performers at senior levels within their organizations from the average ones. Those individuals were then extensively interviewed and tested, and their capabilities were compared. This process resulted in the creation of lists of ingredients for highly effective leaders. The lists ranged in length from 7 to 15 items and included such ingredients as initiative and strategic vision. When I analyzed all this data, I found dramatic results. To be sure, intellect was a driver of outstanding performance. Cognitive skills such as big-picture thinking and long-term vision were particularly important. But when I calculated the ratio of technical skills, IQ, and emotional intelligence as ingredients of excellent performance, emotional intelligence proved to be twice as important as the others for jobs at all levels. Moreover, my analysis showed that emotional intelligence played an increasingly important role at the highest levels of the company, where differences in technical skills are of negligible importance. In other words, the higher the rank of a person considered to be a star performer, the more emotional intelligence capabilities showed up as the reason for his or her effectiveness. When I compared star performers with average ones in senior leadership positions, nearly 90% of the difference in their profiles was attributable to emotional intelligence factors rather than cognitive abilities.Other researchers have confirmed that emotional intelligence not only distinguishes outstanding leaders but can also be linked to strong performance. The findings of the late David McClelland, the renowned researcher in human and organizational behavior, are a good example. In a 1996 study of a global food and beverage company, McClelland found that when senior managers had a critical mass of emotional intelligence capabilities, their divisions outperformed yearly earnings goals by 20%. Meanwhile, division leaders without that critical mass underperformed by almost the same amount. McClelland’s findings, interestingly, held as true in the company’s U.S. divisions as in its divisions in Asia and Europe.In short, the numbers are beginning to tell us a persuasive story about the link between a company’s success and the emotional intelligence of its leaders. And just as important, research is also demonstrating that people can, if they take the right approach, develop their emotional intelligence. Words and expressions executive n.a manager in an organization or company who helps make important decisions soar vi.to increase quickly to a high level anecdote n. a short story based on personal experience subdued a. (formal) not showing much excitement; quiet analytical a. of or using analysis manifesto n. a written statement by a political party, saying what they believe in and what they intend to do helm n. the wheel or control which guides a ship or boat turnaround n. a complete change from a bad situation to a good one threshold n.the level at which sth. Starts to happen or have an effect sine qua non n.essential condition incisive a.clear and precise; direct or sharp firmament n.(literary)the sky or heaven cognitive a. related to the process of knowing, understanding, and learning sth. criteria n. plural form of criterion, standard by which sth. Is judged initiative n.the ability to make decisions and take action strategic a. done as part of a plan, esp. in a military, business, or political situation ratio n. a relationship between two amounts, represented by a pair of numbers showing how much bigger one amount is than the other negligible a. too slight or unimportant to have any effect profile n. a short description that gives important details about a person, a group of people, or a place mass n. A large amount of a substance Notes Daniel Goleman (1946—) 丹尼尔•戈尔曼，1995年发表Emotional Intelligence一书，使得“情绪智商”（EQ）一词变成时下流行的名词。高曼在其书中论述了EQ的重要性，改变了过去只重视IQ的传统观念。他通过科学论证得出结论：“EQ是人类最重要的生存能力。” IQ （intelligence quotient 的缩写）the level of intelligence, measured by a special test, with 100 being the average result 智商 Exercises I.Reading for Main Ideas The theme of this article is characteristics of good leaders. Write two sentences to summarize what good leaders must have. How many parts can this article be divided into? Give the main idea for each part.  = 2 \* ROMAN \* MERGEFORMAT II.Reading for Details Complete the following sentences using the correct forms of words or phrases taken from the text. You will not use them all. promote identify merger negotiator intelligent competency analytical subdued manifesto turnaround psychologist irrelevant incisive criteria profitability differentiate extensively strategic dramatic negligible His ________ leaflets referred to his routine practice of obtaining X-ray films, running diagnostic tests, and prescribing treatment. The bank said it had notified