“2. A case for Emotional Intelligence? .0/msohtmlclip1/01/clip_image002.jpg””>
Two years ago, John Gardner, Systems Engineering Manager at Medrad, a medical devices company, was
recognized as someone with a high degree of technical skills and an ability to
get things done.
But at what cost?
According to John, Although senior management liked that I got things done, they were frustrated with my
methods of dealing with people. Essentially, management was saying, John, we
love you, but we want to shoot you!
John focused only on the outcomes of the work, believing that task completion was much more important
than peoples feelings. On the one hand, I was receiving performance reviews
at the top of the performer range. Then I got a letter saying that if I didnt
change my style, I might be fired. John couldnt believe that he was being
knocked for his interpersonal style when he was delivering such amazing
results!

Because the company valued
Johns skills, they offered him the opportunity to participate in an Emotional
Intelligence training and coaching program from the Institute for Health and
Human Potential (IHHP). At first, John said, I thought I would sit through
the program to appease management and get my attendance checked off. Quite
frankly, I saw emotional intelligence as a waste of time.
After going through the
program and follow-up coaching, John now sees Emotional Intelligence as a
critical competence he was missing. I now realize that I was operating with
only half of what I needed to be successful similar to rowing a boat with
only one oar. This became truer as he rose in the ranks at the company. As an
engineer he felt he could get away without EQ skills but not once he became a
leader.
The Emotional Intelligence
training and coaching that John participated in made him more aware of his
impact on others and identified some gaps he needed to address. The training
really opened my eyes to things like the importance of learning to react more
skillfully when Im frustrated. I was unaware I had a problem with empathy until
I got my 360 feedback in the program.
After the two days of
training, John received the next component of the program EQ coaching from a
qualified IHHP coach. John describes the process, The coach helped me
understand how to apply the techniques in my life both in business and at
home. At first I wasnt sure what to do, but with the guidance of the coach, I
began to manage my emotions better and become more empathetic to others. As I
worked through the exercises and learned to apply the techniques, I discovered
that empathy went from being a tool I could use to a natural way of life for
me.
These new EQ skills had a
big impact for John, at work and at home. At work, he began to make big changes
in relationships that were previously challenging. It was amazing; I was able
to turn around relationships that were almost adversarial to the point where
these people are now close allies at the company.

Recent results in his career
are impressive:
* In his last performance
review, John received the highest review possible. Management indicated that
they now consider his emotional skills to be one of his strongest assets even
more so than his technical skills!
* John laughs. Theyve even
asked me to help in sales and marketing because of my people skills. The joke
used to be, Dont let John near the customers! Now they put me in key roles.

* John is now mentoring
three people and there are several more individuals waiting to be mentored by
him. People consistently ask John to teach them how to deal with others, and as
a result John has evolved into an EQ coach to others in the company!
Although he has received
raises and promotions since participating in an
Emotional Intelligence training and coaching programme, John is now
motivated by the kind of feedback he gets. Peers, management and direct
reports now see me as a leader not just for my technical skills and get it
done ability, but also for my skills in motivating people, resolving conflict
and mentoring others. Those are the results that really inspire me.
Emotional Intelligence not
only allows me to be a better leader in business; it also improves my
relationships at home. I am able to listen better to my wife, to understand her
feelings more and to be there for her on a deeper emotional level. This impacts
her, and thus our relationship, very positively.
And story gets even better.
Improving EQ skills has even allowed John to be a better coach on the soccer
field. The kids on the soccer team, including my son, have all said theyre
really glad Im coaching. They say that other coaches just yell at them and
tell them what to do. Thats how I was before. It feels great to have all the
boys telling my son that Im a great coach. Thats the best reward of all!
John has some advice for
anyone interested in developing their Emotional Intelligence and achieving the
kind of business and personal success he has. First, you must be open to the
idea that you have some gaps some things you could do better. Then you have
to invest serious time and effort. It wasnt easy to learn to manage my
emotions and become more empathetic. Finally, get yourself a coach, they offer
support, accountability and they can be trusted to help you work through the
challenges you face both personally and professionally.

_________________________________________________

Questions
1. The case for Emotional Intelligence examines how
this concept can foster positive change in working practices and enhance
leadership ability at work. By drawing
upon the articles by Kunnanatt (2008), Hess and Bacigalupo (2011) and other
relevant research, provide an overview of how this case illustrates the value
of emotional intelligence in the workplace. (answer worth 45% of mark).
2. Present a
critical evaluation of this case and evaluate whether this is a convincingaccount
of how emotional intelligence is used in the workplace? (answer worth 45% of
mark).
3. How is emotional intelligence (EQ) different from
emotional labour and how is EQ measured? (answer worth 10% of mark).

Research articles on emotional intelligence work
(available on elearning)*
Hess.J and Bacigalupo.A (2011) “”Enhancing decisions
and decision-making processes through the application of emotional intelligence
skills””, Management Decision. 49 (5) pp710 721
Kunnanatt.J (2008) “”Emotional intelligence: theory
and description: A competency model for interpersonal effectiveness””,
Career Development International 13 (7) pp614 – 629

*Note: As first years you are not
expected to fully understand all of the complete text of the articles you can
use for both the cases, but there is enough useful material for you to be able
to extract some meaningful ideas for your assignment.

Individual case analysis instructions:
1. This assignment is due 21st April 2013 by
11:55pm
2. Read the case study you choose and answer the
questions which follow it.
3. Write your answer in a (basic) essay format.
4. Write your answers in proper academic style and
particularly ensure you use third person narrative, Harvard-style in-text
citation and referencing.
5. Use 1.5 line spacing and Ariel or Times Roman 12 font.

6. Utilise at least 8academic-style resources
including those recommended under Additional reading (e.g. textbooks, books
and journals) to support your points and try to ensure that you use no or only
a small number of internet sources.
7. Do notcopy any materials you use word for word
(including the case-study) unless you identify these sections clearly as
quotations and provide accurate in text referencing and acknowledgement in the
reference list.
8. If you paraphrase (i.e. rewrite any materials in your
own words) you must identify the materials sources through in-text referencing
and acknowledgement in the reference list.
9. This is an individual exercise please do notwork
closely with anyone else.
10. Write 2000 words for your answers to all of the
questions (excluding the cover page, reference list and any footnotes or
appendices). For case study 1 write approximately 1000 words for question 1 and
1000 words for question 2. For case study 2 write approximately 900 words for
question 1, 900 words for question 2 and 200 words for question 3.

A guide to preparing your assessment
Well assume that youve read widely about the particular
subject of your assessment (whether its on corporate psychopathy or emotional
intelligence) and have a good understanding of the broader area within which
that topic is located. Broad and deep research is the essential basis of an
assessment. So now its time to write the assessment. You sit down in front of
the keyboard and start typing: you put the title, you try to group some similar
bits of information or argument together, and then you put a conclusion on the
end saying that there are many interesting points of view on the case you have
chosen, right ?No, of course you dont. Youve got to start off with an
assessment plan. By designing this youll come up with the structure. A well
thought-out structure is at the heart of every good assessment.
What is a good structure?
In the case-based questions on corporate psychopathy, you
are asked to draw upon the case and analyse what a corporate psychopath
represents, and whether this is a convincing account of corporate
psychopathy. In the case-based questions
on emotional intelligence (EI) you will be asked to draw on an academic article
to consider how EI elicits change in the workplace and whether the article
represents a convincing account. For
both case based questions think about the structure following the points
below.
1. You do need a solid introduction. It will probably
contain something about how you have interpreted the case-based questions, and
it is often a good idea to state what you are going to illustrate or explore in
the body of the assessment
2. And you need a tight, powerful conclusion which is the
logical consequence of everything that has gone before. The good assessment has
developed a number of related strands which the conclusion ties together. It
may also contain an extra, surprising thing which you saved to throw in at the
end with a flourish which can enlighten the reader about corporate psychopathy
or emotional intelligence.

You need to organise your material so that it flows from
one area, sub-section or argument to the next in a logical order. Each part
should build upon, or at least reasonably follow on from, the previous parts,
and the whole thing should be pulling the reader, clearly and inescapably, to
your triumphant conclusion. But remember, each section needs to address each
part of the case-based questions you have been set.
One good approach is to look through your notes and
identify a handful of themes within the discussion, and to structure your
assessment around consideration of those. You should order the analysis of each
theme so that the assessment builds up towards the conclusion.
Dont know how to start?
If youve got some notes but you dont know how to start
the next stage, get a nice big clean sheet of paper and write down phrases
which summarise all of your thoughts about the subject, the different questions
youve been asked and ideas youve had in your mind, and the areas and problems
that have been covered in your reading.
After that, see if you can number these areas into an order the order
in which you will weave your way through the material. And voila! Youve accidentally
created your assessment structure. Now just check it, tweak it a bit to make it
more coherent, and youre ready to go.
More analysis = more marks
You will often need to describe something before you give
an analysis of it. But the more analysis the better! Only include as much
description as is needed for the analysis to make sense. The analysis is what
you will get the marks for. Of course, a muddled, illogical and unsubstantiated
analysis can still leave you with no marks. Well be looking for a clear, coherent and consistent analysis,
supported by evidence. So dont just say what you think about corporate
psychopathy or emotional intelligence.
Back it up with evidence.
Dont just repeat what some books (or your lecture notes)
say we want your analysis. However, you should also show your awareness of
other peoples analyses!

Dont wander off the subject
Answer the questions you have been set, and only
these. And keep checking that you are
remaining on track throughout the assessment. If theres something interesting
that you want to include, but which is of dubious relevance to the main
argument or theme of the assessment, put it in a footnote.

Dont rush
You would have done much better if you had started
reading and researching, and then writing, days or weeks before the hand-in
date. It is always obvious to your tutors when an assessment is rushed.
Dont cheat
Plagiarism using other peoples words and ideas without
acknowledging where you got them from is regarded as an enormous sin, the
penalties for which are actually worse than just getting zero for the
assessment. Just say no.
Dont waffle
Dont use superfluous words, phrases or sentences. If a
sentence means the same thing with a word taken out, take it out. The same
applies to whole phrases and sentences within the wider context of a paragraph.
Using words and phrases which dont add anything to what youre saying will
mean that your tutor will conclude that (a) you dont have enough to say to
meet the required assessment length, and that (b) you are trying to hide this
by means of a slow, repetitive and boring writing style.
References
As you may know, there are a range of different ways of
writing references. Some of them involve using footnotes, or having separate
lists called References and Bibliography, andgenerally give you a headache.
We therefore recommend the Harvard system of referencing,which is
straightforward, and widely-used by publishers and academics.
The Harvard Reference system
Its quite simple. When you quote or paraphrase
something, you cite the authors last name, the year of publication, and the
page reference, in brackets. For example:
Psychopaths have a narcissistic and grossly inflated
view of their own self-worth and importance, a truly astounding egocentricity
and sense of entitlement, and see themselves as the centre of the universe,
justified in living according to their own rules (Hare,1993, p3)
At the end of the assessment you then include a References
section which must include every itemyouve referred to in the assessment.
For example:
Boddy.C, Ladyshewsky.R and Galvin.P (2010) Leaders
without ethics in global business: corporate psychopaths Journal of Public
Affairs 10 pp121138
Hare.R (1994) This Charming Psychopath Psychology Today
January 1994
2. A case for Emotional Intelligence? .0/msohtmlclip1/01/clip_image002.jpg””>Two years ago, John Gardner,
Systems Engineering Manager at Medrad, a medical devices company, was
recognized as someone with a high degree of technical skills and an ability to
get things done. But at what cost? According to John, Although
senior management liked that I got things done, they were frustrated with my
methods of dealing with people. Essentially, management was saying, John, we
love you, but we want to shoot you! John focused only on the
outcomes of the work, believing that task completion was much more important
than peoples feelings. On the one hand, I was receiving performance reviews
at the top of the performer range. Then I got a letter saying that if I didnt
change my style, I might be fired. John couldnt believe that he was being
knocked for his interpersonal style when he was delivering such amazing
results! Because the company valued
Johns skills, they offered him the opportunity to participate in an Emotional
Intelligence training and coaching program from the Institute for Health and
Human Potential (IHHP). At first, John said, I thought I would sit through
the program to appease management and get my attendance checked off. Quite
frankly, I saw emotional intelligence as a waste of time. After going through the
program and follow-up coaching, John now sees Emotional Intelligence as a
critical competence he was missing. I now realize that I was operating with
only half of what I needed to be successful similar to rowing a boat with
only one oar. This became truer as he rose in the ranks at the company. As an
engineer he felt he could get away without EQ skills but not once he became a
leader. The Emotional Intelligence
training and coaching that John participated in made him more aware of his
impact on others and identified some gaps he needed to address. The training
really opened my eyes to things like the importance of learning to react more
skillfully when Im frustrated. I was unaware I had a problem with empathy until
I got my 360 feedback in the program. After the two days of
training, John received the next component of the program EQ coaching from a
qualified IHHP coach. John describes the process, The coach helped me
understand how to apply the techniques in my life both in business and at
home. At first I wasnt sure what to do, but with the guidance of the coach, I
began to manage my emotions better and become more empathetic to others. As I
worked through the exercises and learned to apply the techniques, I discovered
that empathy went from being a tool I could use to a natural way of life for
me. These new EQ skills had a
big impact for John, at work and at home. At work, he began to make big changes
in relationships that were previously challenging. It was amazing; I was able
to turn around relationships that were almost adversarial to the point where
these people are now close allies at the company. Recent results in his career
are impressive: * In his last performance
review, John received the highest review possible. Management indicated that
they now consider his emotional skills to be one of his strongest assets even
more so than his technical skills! * John laughs. Theyve even
asked me to help in sales and marketing because of my people skills. The joke
used to be, Dont let John near the customers! Now they put me in key roles.
* John is now mentoring
three people and there are several more individuals waiting to be mentored by
him. People consistently ask John to teach them how to deal with others, and as
a result John has evolved into an EQ coach to others in the company! Although he has received
raises and promotions since participating in an
Emotional Intelligence training and coaching programme, John is now
motivated by the kind of feedback he gets. Peers, management and direct
reports now see me as a leader not just for my technical skills and get it
done ability, but also for my skills in motivating people, resolving conflict
and mentoring others. Those are the results that really inspire me. Emotional Intelligence not
only allows me to be a better leader in business; it also improves my
relationships at home. I am able to listen better to my wife, to understand her
feelings more and to be there for her on a deeper emotional level. This impacts
her, and thus our relationship, very positively. And story gets even better.
Improving EQ skills has even allowed John to be a better coach on the soccer
field. The kids on the soccer team, including my son, have all said theyre
really glad Im coaching. They say that other coaches just yell at them and
tell them what to do. Thats how I was before. It feels great to have all the
boys telling my son that Im a great coach. Thats the best reward of all! John has some advice for
anyone interested in developing their Emotional Intelligence and achieving the
kind of business and personal success he has. First, you must be open to the
idea that you have some gaps some things you could do better. Then you have
to invest serious time and effort. It wasnt easy to learn to manage my
emotions and become more empathetic. Finally, get yourself a coach, they offer
support, accountability and they can be trusted to help you work through the
challenges you face both personally and professionally._________________________________________________Questions1. The case for Emotional Intelligence examines how
this concept can foster positive change in working practices and enhance
leadership ability at work. By drawing
upon the articles by Kunnanatt (2008), Hess and Bacigalupo (2011) and other
relevant research, provide an overview of how this case illustrates the value
of emotional intelligence in the workplace. (answer worth 45% of mark).2. Present a
critical evaluation of this case and evaluate whether this is a convincingaccount
of how emotional intelligence is used in the workplace? (answer worth 45% of
mark).3. How is emotional intelligence (EQ) different from
emotional labour and how is EQ measured? (answer worth 10% of mark).Research articles on emotional intelligence work
(available on elearning)*Hess.J and Bacigalupo.A (2011) “”Enhancing decisions
and decision-making processes through the application of emotional intelligence
skills””, Management Decision. 49 (5) pp710 721Kunnanatt.J (2008) “”Emotional intelligence: theory
and description: A competency model for interpersonal effectiveness””,
Career Development International 13 (7) pp614 – 629*Note: As first years you are not
expected to fully understand all of the complete text of the articles you can
use for both the cases, but there is enough useful material for you to be able
to extract some meaningful ideas for your assignment.Individual case analysis instructions:1. This assignment is due 21st April 2013 by
11:55pm 2. Read the case study you choose and answer the
questions which follow it. 3. Write your answer in a (basic) essay format. 4. Write your answers in proper academic style and
particularly ensure you use third person narrative, Harvard-style in-text
citation and referencing. 5. Use 1.5 line spacing and Ariel or Times Roman 12 font.
6. Utilise at least 8academic-style resources
including those recommended under Additional reading (e.g. textbooks, books
and journals) to support your points and try to ensure that you use no or only
a small number of internet sources. 7. Do notcopy any materials you use word for word
(including the case-study) unless you identify these sections clearly as
quotations and provide accurate in text referencing and acknowledgement in the
reference list. 8. If you paraphrase (i.e. rewrite any materials in your
own words) you must identify the materials sources through in-text referencing
and acknowledgement in the reference list. 9. This is an individual exercise please do notwork
closely with anyone else. 10. Write 2000 words for your answers to all of the
questions (excluding the cover page, reference list and any footnotes or
appendices). For case study 1 write approximately 1000 words for question 1 and
1000 words for question 2. For case study 2 write approximately 900 words for
question 1, 900 words for question 2 and 200 words for question 3. A guide to preparing your assessmentWell assume that youve read widely about the particular
subject of your assessment (whether its on corporate psychopathy or emotional
intelligence) and have a good understanding of the broader area within which
that topic is located. Broad and deep research is the essential basis of an
assessment. So now its time to write the assessment. You sit down in front of
the keyboard and start typing: you put the title, you try to group some similar
bits of information or argument together, and then you put a conclusion on the
end saying that there are many interesting points of view on the case you have
chosen, right ?No, of course you dont. Youve got to start off with an
assessment plan. By designing this youll come up with the structure. A well
thought-out structure is at the heart of every good assessment.What is a good structure?In the case-based questions on corporate psychopathy, you
are asked to draw upon the case and analyse what a corporate psychopath
represents, and whether this is a convincing account of corporate
psychopathy. In the case-based questions
on emotional intelligence (EI) you will be asked to draw on an academic article
to consider how EI elicits change in the workplace and whether the article
represents a convincing account. For
both case based questions think about the structure following the points
below.1. You do need a solid introduction. It will probably
contain something about how you have interpreted the case-based questions, and
it is often a good idea to state what you are going to illustrate or explore in
the body of the assessment 2. And you need a tight, powerful conclusion which is the
logical consequence of everything that has gone before. The good assessment has
developed a number of related strands which the conclusion ties together. It
may also contain an extra, surprising thing which you saved to throw in at the
end with a flourish which can enlighten the reader about corporate psychopathy
or emotional intelligence.You need to organise your material so that it flows from
one area, sub-section or argument to the next in a logical order. Each part
should build upon, or at least reasonably follow on from, the previous parts,
and the whole thing should be pulling the reader, clearly and inescapably, to
your triumphant conclusion. But remember, each section needs to address each
part of the case-based questions you have been set.One good approach is to look through your notes and
identify a handful of themes within the discussion, and to structure your
assessment around consideration of those. You should order the analysis of each
theme so that the assessment builds up towards the conclusion.Dont know how to start? If youve got some notes but you dont know how to start
the next stage, get a nice big clean sheet of paper and write down phrases
which summarise all of your thoughts about the subject, the different questions
youve been asked and ideas youve had in your mind, and the areas and problems
that have been covered in your reading.
After that, see if you can number these areas into an order the order
in which you will weave your way through the material. And voila! Youve accidentally
created your assessment structure. Now just check it, tweak it a bit to make it
more coherent, and youre ready to go.More analysis = more marksYou will often need to describe something before you give
an analysis of it. But the more analysis the better! Only include as much
description as is needed for the analysis to make sense. The analysis is what
you will get the marks for. Of course, a muddled, illogical and unsubstantiated
analysis can still leave you with no marks. Well be looking for a clear, coherent and consistent analysis,
supported by evidence. So dont just say what you think about corporate
psychopathy or emotional intelligence.
Back it up with evidence.Dont just repeat what some books (or your lecture notes)
say we want your analysis. However, you should also show your awareness of
other peoples analyses!Dont wander off the subjectAnswer the questions you have been set, and only
these. And keep checking that you are
remaining on track throughout the assessment. If theres something interesting
that you want to include, but which is of dubious relevance to the main
argument or theme of the assessment, put it in a footnote.Dont rushYou would have done much better if you had started
reading and researching, and then writing, days or weeks before the hand-in
date. It is always obvious to your tutors when an assessment is rushed.Dont cheatPlagiarism using other peoples words and ideas without
acknowledging where you got them from is regarded as an enormous sin, the
penalties for which are actually worse than just getting zero for the
assessment. Just say no.Dont waffleDont use superfluous words, phrases or sentences. If a
sentence means the same thing with a word taken out, take it out. The same
applies to whole phrases and sentences within the wider context of a paragraph.
Using words and phrases which dont add anything to what youre saying will
mean that your tutor will conclude that (a) you dont have enough to say to
meet the required assessment length, and that (b) you are trying to hide this
by means of a slow, repetitive and boring writing style.ReferencesAs you may know, there are a range of different ways of
writing references. Some of them involve using footnotes, or having separate
lists called References and Bibliography, andgenerally give you a headache.
We therefore recommend the Harvard system of referencing,which is
straightforward, and widely-used by publishers and academics.The Harvard Reference systemIts quite simple. When you quote or paraphrase
something, you cite the authors last name, the year of publication, and the
page reference, in brackets. For example:Psychopaths have a narcissistic and grossly inflated
view of their own self-worth and importance, a truly astounding egocentricity
and sense of entitlement, and see themselves as the centre of the universe,
justified in living according to their own rules (Hare,1993, p3)At the end of the assessment you then include a References
section which must include every itemyouve referred to in the assessment. For example:Boddy.C, Ladyshewsky.R and Galvin.P (2010) Leaders
without ethics in global business: corporate psychopaths Journal of Public
Affairs 10 pp121138Hare.R (1994) This Charming Psychopath Psychology Today
January 1994″