2. A case for Emotional Intelligence? 
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 people’s 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 didn’t change my style, I might be fired.” John couldn’t believe that he was being knocked for his interpersonal style when he was delivering such amazing results! 
Because the company valued John’s 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 I’m 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 wasn’t 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. “They’ve even asked me to help in sales and marketing because of my ‘people skills.’ The joke used to be, ‘Don’t 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 they’re really glad I’m coaching. They say that other coaches just yell at them and tell them what to do. That’s how I was before. It feels great to have all the boys telling my son that I’m a great coach. That’s 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 wasn’t 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.”

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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 convincing account 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 8 academic-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 not copy 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 not work 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
We’ll assume that you’ve 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 it’s 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 don’t. You’ve got to start off with an assessment plan. By designing this you’ll 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.
Don’t know how to start?	
If you’ve got some notes but you don’t 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 you’ve been asked and ideas you’ve 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! You’ve accidentally created your assessment structure. Now just check it, tweak it a bit to make it more coherent, and you’re 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. We’ll be looking for a  clear, coherent and consistent analysis, supported by evidence. So don’t just say what you think about corporate psychopathy or emotional intelligence.  Back it up with evidence.
Don’t just repeat what some books (or your lecture notes) say – we want your analysis. However, you should also show your awareness of other people’s analyses!

Don’t 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 there’s 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.

Don’t 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.
Don’t cheat
Plagiarism – using other people’s 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.
Don’t waffle
Don’t 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 don’t add anything to what you’re saying will mean that your tutor will conclude that (a) you don’t 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
It’s quite simple. When you quote or paraphrase something, you cite the author’s 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 itemyou’ve 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 pp121–138
Hare.R (1994) This Charming Psychopath Psychology Today January 1994