# data[].attributes.headline
Executive Summary of Emotional Intelligence 2.0

# data[].attributes.subject
Executive Summary of Emotional Intelligence 2.0

# data[].attributes.body
Bradberry and Greaves

# data[].attributes.attachment_link.title
Exhibit 6.1 Indicators of a Teams EI.pdf

# data[].attributes.headline
What is the emotional intelligence of a team?

# data[].attributes.subject
What is the emotional intelligence of a team?

# data[].attributes.body
Excerpt from Aguilar, 2016

# data[].attributes.attachment_link.title
What Is the Emotional Intelligence of a Team.docx

# data[].attributes.headline
Emotions: Adults must feel safe to learn

# data[].attributes.subject
Emotions: Adults must feel safe to learn

# data[].attributes.body
Adults’ emotional states are inextricably tied to their abilities to learn. To learn, an adult must be emotionally comfortable with the learning situation. When we feel afraid, our brains shut down to learning and new information can’t be absorbed.

# data[].attributes.headline
History: Adults come to learning experiences with histories

# data[].attributes.subject
History: Adults come to learning experiences with histories

# data[].attributes.body
Adults come to the learning process with a wide range of previous experiences, knowledge, interests, and competencies. The more explicit these relationships (between the new and the old) are made through discussion and reflection, the deeper and more permanent the learning will be.

# data[].attributes.headline
Knowing why: Adults need to know why we have to learn something

# data[].attributes.subject
Knowing why: Adults need to know why we have to learn something

# data[].attributes.body
Adults need to know why they need to learn something. Adults spend a lot of time and energy exploring the benefits of learning something and the costs of not learning them before they are willing to invest time in learning it. Adults will commit to learning when they believe that the objectives are realistic and important for their personal and professional needs. They need to see that what they learn through professional development is ap- plicable to their day-to-day activities and problems.

# data[].attributes.headline
Self-direction: Adults want agency in their learning

# data[].attributes.subject
Self-direction: Adults want agency in their learning

# data[].attributes.body
Adults want to be the origin of their own learning and should therefore have some control over the what, who, how, why, when and where of their learning. Adults must see a need for the learning they’re engaging in before the learning can take place.

# data[].attributes.headline
Internalizing learning: Adults need practice to internalize learning. 

# data[].attributes.subject
Internalizing learning: Adults need practice to internalize learning. 

# data[].attributes.body
Adult learners do not automatically transfer learning into daily practice. Adults need direct, concrete experiences for ap- plying what they have learned to their work. Adult learners need a lot of practice including guided practice that incorporates receiving feedback.

# data[].attributes.headline
Problem-centered learning: Adults have a problem-centered orientation to learning. 

# data[].attributes.subject
Problem-centered learning: Adults have a problem-centered orientation to learning. 

# data[].attributes.body
Because of our life and work experience, adults have a task-centered or problem- centered orientation to learning. When trainings are developed around problem solving, then adults will learn the content with the intention of using it.