Over the past two decades an escalating interest in the construct of emotional intelligence (EI) hasmade its way into the popular press, professional press, and peer reviewed journals. Not surprisingly, an interest in EI is also gaining ground in academic settings (Parker, Duffy, Wood, Bond & Hogan, 2002;Parker, Hogan, Eastabrook, Oke & Wood, 2006;Parker, Saklofske, Wood & Eastabrook, 2005). Several major longitudinal studies have laid a sound theoretical foundation supporting the development of EI competencies as a component of the MBA curriculum (Boyatzis, Stubbs & Taylor, 2002;Boyatzis & Saatcioglu, 2008). This paper will describe why and how one Bar-On Emotional Quotient Inventory (Bar-On, 1997), to identify significant changes between the beginning and the end of the program in the aggregate measures of emotional intelligence competencies.
MBA program took theory to practice and piloted the integration of content designed to develop competencies related to emotional intelligence into its curriculum. It will also review the results of an applied multi-year study that measured the results of the curriculum pilot. The study was conducted using one of the most widely used instruments for measuring emotional intelligence, the
<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Key macro-trends are combining to create a new work context for the practice of engineering. Telecommuting and virtual teams create myriad possibilities and challenges related to managing work and workers. Social network technology tools allow for unprecedented global, 24/7 collaboration. Globalization has created hyper-diverse organizations, magnifying the possibility for both generative creativity and destructive conflict. A growing body of research makes it clear that effectiveness in the changing world of work requires thinking differently and working differently. There is an emerging consensus that socio-cultural competence is an essential addition to the technical competence that has traditionally been identified as critical for engineers. Related to this, the value added to the work of engineering by the development of emotional intelligence (EI) competencies is gaining attention in the professional and the educational engineering literature. This paper describes a program for integrating emotional intelligence content into the curriculum in order to better prepare graduates to add value to their organizations and experience personal success working in the new normal. It also discusses the findings from a multi-year research study that measured the results of the program. </span></p></div></div></div>
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