Emotional Intelligence: A Demonstration Page 184 - Developments in Business Simulation and Experiential Learning, volume 42, 2015 ABSTRACT This demonstration will provide the participants with an oppor- tunity to experience an emotional exercise. Participants, either individually or in teams, will play several experiential roles and will be exposed to the exercise that the authors have successful- ly used in their business classes. An extensive debriefing will follow the actual exercise. INTRODUCTION, PURPOSE AND BACKGROUND Purpose: Peter Salovey and John D. Mayer coined the term “Emotional Intelligence in 1989 to mean "the subset of social intelligence that involves the ability to monitor one's own and others' feelings and emotions, to discriminate among them and to use this information to guide one's thinking and ac- tions" (1990). Emotional intelligence (EI) refers to the ability to perceive, control and evaluate emotions. Daniel Goleman suggests that EI is an important determi- nant to managerial success (2004, 1998). The purpose of this exercise is to help the students:  Understand what EI is;  Understand one’s own EI score;  How to identify instances of emotional intelligence in the workplace;  How to handle appropriate and inappropriate uses of EI in the workplace;  The benefits of knowing and using EI in the workplace;  How to improve one’s own understanding and use of EI. Time requirement: Our experience is that the exercise can take from 45 to 75 minutes depending on the debriefing period (or if the instructor wants to add a lecture component to the ex- ercise); Exercise structure: Students will be given a short descrip- tion of EI and its major components. Then, they will go to the website (http://www.queendom.com/tests/access_page/ index.htm?idRegTest=3037) and take a self-administered EI test. Following that, they will be given an EI scoring rubric and be asked to watch a series of 4 short video clips dramatizing various managerial emotional states. After each clip, the stu- dents will score or rate the EI components shown in the clip. Pre-prep (students): Instructor may want students to read articles about EI and/or visit Internet sites devoted to EI. Pre-prep (instructor): Instructor should prepare for EE by reading some articles on main components and benefits of EI. The PP slides accompany this exercise contain that information in brief. Special materials needed: 1. Four Video clips from the OFFICE (available on YouTube); 2. Scoring rubric for EI to be used in rating the video clips; 3. PP slides Debriefing suggestions: Debriefing can take several forms: one can debrief each clip separately or debrief all the video clips at once. We have used the following class discussion questions to guide the debriefing.  How can you improve your emotional intelligence?  What can you do to prevent a situation like the one in clip three?  What are the benefits of practicing emotional intelligence? Personal/family/etc.  Emotional intelligence is not necessary only in the work- place. What other areas of life would this be important? Do you have any personal experiences?  How can emotional intelligence affect job turnover, absen- teeism, job satisfaction and productivity? Response of students (if any): While we have not formerly measured the student’s pre/post knowledge of EI, we have no- ticed that most students are only causally aware of EI and ap- preciate knowing the importance EI can have in the workplace as well as its importance to managerial success. REFERENCES Gardner, Lisa; Stough, Con. “Examining the relationship be- tween leadership and emotional intelligence in senior level managers,” Leadership & Organization Develop- ment Journal 23.1/2 (2002): 68-78. EMOTIONAL INTELLIGENCE: A DEMONSTRATION Peter Markulis SUNY-Geneseo Markulis@Geneseo.edu Daniel Strang SUNY-Geneseo Strang@Geneseo.edu http://search.proquest.com/docview/226923866/2CBEA0C55AE74D7BPQ/1?accountid=11072 http://search.proquest.com/docview/226923866/2CBEA0C55AE74D7BPQ/1?accountid=11072 http://search.proquest.com/docview/226923866/2CBEA0C55AE74D7BPQ/1?accountid=11072 Page 185 - Developments in Business Simulation and Experiential Learning, volume 42, 2015 Goleman, Daniel (retrieved 08/29/2014) http:// www.sonoma.edu/users/s/swijtink/teaching/ philosophy_101/paper1/goleman.htm Goleman, Daniel, (2004) “What Makes A Leader?” Harvard Business Review, 82, pp92-91. Goleman, Daniel (2004) “Never Stop learning,” Harvard Busi- ness Review 82 pp. 28-30. Goleman, Daniel (1995) Emotional Intelligence, New York: Bantam Books. Joseph, D. L. & Newman, D. A. (2010) “Emotional intelli- gence: An Integrative Meta-Analysis and Cascading Model,: Journal of Applied Psychology, 95, pp. 54— 78. Markulis, Morgan & Strang, (2010). “A Review of Experiential Exercises in ABSEL’s Published Proceedings,” Devel- opments In Business Simulation & Experiential Learn- ing, 37, 53-60. Reprinted in The Bernie Keys Library, 14th edition. Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). “Emotional Intelligence; Theory, Findings and implications,” Psy- chological inquiry, 15, pp. 197—215. Salovey, P & Mayer, J.D. (1990) “Emotional Intelligence,” Im- agination, Cognition & Personality, 9(30 pp. 185f. Sy, Thomas, Tram, Susanna & O’Hara, Linda, (2006). “Relation of employee and manager emotional intelli- gence to job satisfaction and performance,” Journal of Vocational Behavior, Volume 68, Issue 3, June 2006, Pages 461–473. APPENDIX A: EE IDENTIFICATION WORKSHEET CHOICES: SELF AWARENESS, MOTIVATION, EMPATHY, SOCIAL SKILL, SELF REGULATION CLIP 1:_______________________low medium high CLIP 2: ______________________low medium high CLIP 3:_______________________low medium high CLIP 4:_______________________low medium high CLIP 5:_______________________low medium high http://www.sonoma.edu/users/s/swijtink/teaching/philosophy_101/paper1/goleman.htm http://www.sonoma.edu/users/s/swijtink/teaching/philosophy_101/paper1/goleman.htm http://www.sonoma.edu/users/s/swijtink/teaching/philosophy_101/paper1/goleman.htm