Shadowing Practice: Emotional Intelligence: The #1 ability for leaders | Daniel Goleman - Learn English Speaking with Video
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You know, in the future, I think emotional intelligence will be one of several abilities that we need.
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Another, of course, is cognitive ability, IQ, and maybe AI will take over more and more of that.
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However, emotional intelligence is a human ability and will always remain so.
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IQ predicts how well you'll do in your school years
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and how much salary you can make over the course of a career
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because it says what job you can get into like being a business executive or a doctor or a lawyer.
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But once you're in those professions everybody else is about as smart as you are.
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That's where emotional intelligence kicks in.
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People who emerge as outstanding performers or the best leaders have high emotional intelligence
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and their IQ is not that relevant at that point.
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I'm Daniel Goleman.
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I've written many books mostly on emotional intelligence.
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That's really my favorite topic.
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The book Emotional Intelligence many years ago was an international bestseller.
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I've written now five books on the topic.
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My most recent is Optimal, how to sustain personal and organizational excellence every day.
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Emotional intelligence is a set of personal skills that we learn in life.
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It's a combination of self -awareness, managing your emotions well, empathy,
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tuning into other people, and putting that all together to have harmonious or effective relationships.
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Emotional intelligence has been talked about for centuries.
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Philosophers were talking about, know thyself, that's self -awareness.
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But when I wrote the emotional intelligence book in 95, it was the first time that for a popular audience,
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emotional intelligence had become well known.
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I was a science journalist at the New York Times back then.
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And I'd been covering a decade of research on the brain and emotion.
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And in doing so, I came across a very obscure article called Emotional Intelligence, and I loved the title.
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It was by Peter Salovey, who's just stepping down as the president of Yale University, and his then graduate student, John Mayer.
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And I thought, wow, what a great phrase.
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It seems like an oxymoron.
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You don't put emotions together with intelligence, but actually it's being intelligent about emotions.
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When I wrote emotional intelligence I was actually thinking of bringing it to schools.
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It seemed to me that kids should learn from the get -go how to manage themselves, how to tune into themselves,
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how to tune into other people, how to get along, how to behave well and so on.
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I was a big advocate of what's now called social emotional learning
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and from early on my view of emotional intelligence hasn't really changed much
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but I integrated it with findings from research on outstanding performers
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and I saw
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that different abilities of high performers like being able to manage your emotions fit well in the model
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and now I talk about four domains of emotional intelligence
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and then 12 particular competencies of people who are high in emotional intelligence.
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Self -awareness means you know what you're feeling, you know how it shapes your perceptions and your thoughts and your impulse to act.
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We find in our research
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that people low in self -awareness are unable to develop strengths very well in other parts of emotional intelligence.
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People who are high in self -awareness, however, are able to develop excellence across the board.
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Self -management means when you're upset, when you're angry, when you're anxious, can you manage your emotions?
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Can you keep them from disrupting your focus on what you have to do right now?
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Or having more instance of road rage, of shootings, of people blowing up at other people.
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There's a growing need for people in general to get better at this ability.
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The third part is social awareness, which in one sense means practicing empathy.
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You not only know how the person thinks and how they feel, you care about them.
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This is what you want in your parents.
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This is what you want in your spouse.
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This is what you want in your lover.
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This is what you want in your friends.
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And this is what you want in your teachers, doctors, leaders of any kind, people who have influence.
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The fourth part of emotional intelligence is relationship management.
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Can you handle conflicts well?
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Can you keep yourself calm and listen to the other person?
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Are you being an effective communicator?
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Full rapport means that you feel close, you feel you can work with this person, you can trust them.
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Unlike IQ, which barely budges over the course of our life, emotional intelligence can change is learned and learnable.
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And it's learned and learnable at any point in life.
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Emotional intelligence is not one thing.
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It's like going to a doctor for a physical.
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You get your lipids and your good cholesterol, bad cholesterol.
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You get 15 data points.
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Emotional intelligence is a set of abilities and each of us has strengths and limitations across that spectrum.
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So if you want to improve your emotional intelligence, see where you need to improve first.
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One of the common colds of emotional intelligence is poor listening.
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You know, we think about what we want to say
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and we don't really listen to the other person and we cut them off, we interrupt.
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Let's say you wanted to change that.
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This is a basic of empathy, listening well.
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So if you want to learn to be better at empathy, you might say, my habit, and I've done it thousands of times,
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is cutting people off and interrupting.
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I'm going to make the effort to do it differently.
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I'm going to listen to the person out, say what I think they mean, and then say what I think.
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That is a different behavioral sequence.
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And it comes down to the basics of what we call neuroplasticity, how the brain changes with repeated experience.
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And that's what underlies habit change.
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It's a little like crossing your arms in a new way.
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Cross your arms in the old way, please.
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Now cross them with the other arm on top.
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That feels uncomfortable.
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That's what it's like to change a habit.
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So with listening, you have to first make an intentional effort,
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might feel uncomfortable, but as you persist it gets more and more comfortable until finally it's an automatic habit.
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That will stay with you for years.
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You know, I've gone around the world talking to different audiences, and one of the things I love to ask is,
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tell me about a leader you've loved and a leader you hate.
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And tell me one quality that makes a leader so good or so bad.
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Basically, the leader you hate is low in emotional intelligence.
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They don't manage their emotions very well.
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They blow up at people, don't empathize, they don't tune in and they don't understand how clueless they are.
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The leader you love is high in it.
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Having a boss with high emotional intelligence means you feel not only inspired, not only motivated, you feel supported,
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you feel guided, you feel you have clarity about what's expected from you.
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You give your best in your best state, in the optimal state, not in a desperate, stressed out state.
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Research at the Yale School of Management has found that emotions are contagious, and they're most contagious from the leader outward.
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The leader is most often the sender of strong emotions, either negative or positive.
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This very research by Seagal Barsade has shown that if the leader is in a negative mood,
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very anxious, for example, people on that team will catch that mood and performance goes down.
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If the leader's in a very positive mood, I feel really good, I feel enthusiastic,
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then people catch that positive mood and their performance as a team or as a group goes up.
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So the leader's state is actually much more important on the ability of people to do good work than many people realize,
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particularly many leaders actually.
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But if you have a leader that you hate, for example, and sadly too many people do, then you really don't give your best.
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In fact, you're more likely to leave as soon as you can, particularly if you're talented.
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So a leader with low emotional intelligence is actually draining the organization in the long term.
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They may get results for the quarter by driving people, by stressing them out, but they're burning them out and they're going to lose good people.
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So in the short term they may look good, in the long term it's a disaster.
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I once took a bus up Madison Avenue in New York City on a very hot, humid day.
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People had a kind of bubble around them like, don't touch me, don't talk to me.
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I had the bubble too.
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I got on the bus and the bus driver shocked me.
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He looked at me and very warmly said, welcome to the bus.
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How's your day going?
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And then I realized, sitting on the bus, that he was carrying on a conversation with everyone on the bus.
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You're looking for suits, are you?
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Well, there's a great sale up here on the right at this department store.
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Did you see the exhibit in the museum on the left?
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On and on and on.
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Then people would get off that bus and they'd been transformed from kind of grumpy to pretty upbeat.
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It was kind of magical.
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And years later, I saw an article in the New York Times about that bus driver.
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His name, it turned out, was Govan Brown.
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He had fans.
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People would wait for his bus.
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He got 3 ,000 letters saying what a great bus driver he was, not one complaint.
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And he, it turned out, was the pastor of a church.
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And he saw the people on his bus as part of his flock.
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He was tending to his flock.
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He had a purpose that was far greater than that of the New York Transit Authority,
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which is something like getting as many people to where they want to go on time as we can.
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He had a splendid sense of what he was doing.
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It gave a greater meaning to what he did, and he did it superbly.
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I've always felt that the more emotional intelligence in society, the better.
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I think we would have parents who are more effective in raising kids, who are kinder.
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We'd have more compassion for each other in our interaction with friends and loved ones as well as with strangers.
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I think we would care more about the environment, which is why I've been happy to be a kind of evangelist for emotional intelligence,
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if you will.
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I'm not the originator of the phrase.
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I think I made it more famous.
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I just think it would make a better world.
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Vocabulario y notas de pronunciación para esta lección
Esta lección de conversación se basa en el vídeo “Emotional Intelligence: The ability for leaders”. Las palabras que más se repiten: emotional, intelligence, leader, bus, emotion. Este vídeo tiene 145 frases y 1816 palabras para practicar shadowing. La parte hablada dura 11:40. El hablante habla a un ritmo natural de unas 156 palabras por minuto, cercano a una conversación cotidiana. El 86 % de las palabras está entre las 3.000 más comunes del inglés; conviene repasar el resto antes de empezar.
Vocabulario clave de este vídeo
15 palabras del vídeo que vale la pena aprender, con su pronunciación y significado:
| Palabra | Pronunciación | Significado |
|---|---|---|
| emotion sustantivo | /ɪˈməʊ.ʃən/ | afecto, emoción |
| mood sustantivo | /muːd/ | humor m ánimo, estado de ánimo |
| tune sustantivo | /tjuːn/ | melodía |
| habit sustantivo | /ˈhæb.ɪt/ | costumbre, hábito |
| empathy sustantivo | /ˈɛmpəθi/ | empatía |
| performer sustantivo | /pɚˈfɔɹmɚ/ | artista, ejecutor |
| topic sustantivo | /ˈtɑpɪk/ | tema, tópico |
| phrase sustantivo | /ˈfɹeɪ̯z/ | frase |
| uncomfortable adjetivo | /ʌnˈkʌm.fɚ.tə.bl̩/ | incómodo |
| bubble sustantivo | /ˈbʌbəl/ | burbuja, pompa |
| anxious adjetivo | /ˈæŋkʃəs/ | incómodo |
| excellence sustantivo | /ˈɛksələns/ | excelencia, prestancia |
| optimal adjetivo | /ˈɑptɪməl/ | óptimo, en fa |
| cholesterol sustantivo | /kəˈlɛstəɹɒl/ | colesterol |
| flock sustantivo | /flɑk/ | hato, manada |
Phrasal verbs que vas a escuchar
| Palabra | Significado |
|---|---|
| turn out verbo | resultar |
| come across verbo | pasarse a |
| get along verbo | llevarse bien con, avenirse |
| get off verbo | bajarse |
| go around verbo | cundir |
| go up verbo | subir |
| make over verbo | reformar |
| step down verbo | dimitir, renunciar |
Frases que vale la pena repetir
Frases cortas y completas del vídeo que puedes reutilizar en la conversación diaria:
- I've written many books mostly on emotional intelligence.
- Can you handle conflicts well?
- Are you being an effective communicator?
- How's your day going?
- You're looking for suits, are you?
Gramática en este vídeo
Las estructuras que más usa el hablante, con las palabras exactas del vídeo:
| Estructura | En el vídeo |
|---|---|
| Present perfect have/has + participio pasado — una acción pasada que sigue importando ahora | I've written · has been talked · hasn't really changed |
| Oraciones de relativo who / which + oración — información extra sobre una persona o cosa | People who emerge · people who are · people who have |
| Voz pasiva be + participio pasado — importa lo que ocurre, no quién lo hace | has been talked · is learned · been transformed |
Pronunciación a tener en cuenta
El hablante usa 36 contracciones y formas reducidas, como don't, you're, I've. Dilas en su forma corta, tal como las oyes.
- Los sonidos de “th”: empathy /ˈɛmpəθi/, enthusiastic /ɪnˌθjuːzɪˈæstɪk/, empathize /ˈɛmpəˌθaɪz/, thinker /ˈθɪŋ.kɚ/
- Los sonidos de “sh” y “zh”: emotion /ɪˈməʊ.ʃən/, anxious /ˈæŋkʃəs/, shock /ʃɔk/, interaction /ˌɪn.təˈɹæk.ʃən/, perception /pɚˈsɛpʃ(ə)n/
- Palabras largas — cuida el acento: uncomfortable /ʌnˈkʌm.fɚ.tə.bl̩/, cholesterol /kəˈlɛstəɹɒl/, automatic /ˌɔː.təˈmæt.ɪk/, intelligent /ɪnˈtɛlɪd͡ʒənt/, interaction /ˌɪn.təˈɹæk.ʃən/
Sonidos difíciles para hispanohablantes:
- s + consonante al inicio — sin añadir una “e” delante: skill /skɪl/, stranger /ˈstɹeɪnd͡ʒɚ/, spectrum /ˈspɛktɹəm/, spouse /spaʊ̯s/, splendid /ˈsplɛndɪd/
- /v/ — no es /b/: los dientes tocan el labio inferior: lover /ˈlʌvɚ/, advocate /ˈæd.və.kət/, cognitive /ˈkɑɡ.nɪ.tɪv/, behave /bɪˈheɪv/, behavioral /bɪˈheɪvjəɹəl/
- /z/ — sonora, no /s/: phrase /ˈfɹeɪ̯z/, disaster /dɪˈzɑːs.təː/, exhibit /ɪɡˈzɪbɪt/, enthusiastic /ɪnˌθjuːzɪˈæstɪk/, organizational /ˌɔː(ɹ)ɡənɪˈzeɪʃənəl/
Cómo practicar con este vídeo
- Escucha el vídeo entero una vez sin hablar y anota las palabras que no conoces.
- Empieza a velocidad 0,75×, haz shadowing frase por frase y vuelve a la velocidad normal cuando te resulte fácil.
- Grábate y compara con el original, prestando atención a palabras como emotion, mood, tune.
¿Qué es la Técnica de Shadowing?
Shadowing es una técnica de aprendizaje de idiomas respaldada por la ciencia, desarrollada originalmente para la formación de intérpretes profesionales y popularizada por el políglota Dr. Alexander Arguelles. El método es simple pero poderoso: escuchas audio en inglés nativo y lo repites en voz alta de inmediato, como una sombra que sigue al hablante con solo 1-2 segundos de retraso. A diferencia de la escucha pasiva o los ejercicios de gramática, el shadowing obliga a tu cerebro y músculos de la boca a procesar y reproducir simultáneamente patrones de habla reales. Las investigaciones muestran que mejora significativamente la precisión de la pronunciación, la entonación, el ritmo, el habla conectada, la comprensión auditiva y la fluidez al hablar, convirtiéndola en una de las metodologías más efectivas para la preparación del IELTS Speaking y la comunicación en inglés en el mundo real.