Emotional Intelligence - Can It Be Taught in Distance Learning Mba Programs?

Emotional Intelligence: Can it be taught in

Distance Learning MBA Programs?

Today, managers need more than just top notch technical and intellectual skills. Leaders in healthcare, business and technology are learning that successful managers need high Emotional Quotient (EQ) or Emotional Intelligence (EI) to work effectively. This paper will define EQ and EI and then explore why these skills improve workplace functioning. This paper will also explore whether distance learning programs can effectively teach EI to managers.

Emotional intelligence is the ability to accurately perceive emotions in self and others, to identify different emotional responses, and to use emotional information to make intelligent decisions. (McCarthy, 2000) A leading expert on EI finds that “people good at managing relationships tend also to be self-aware, self-regulating and empathetic.” (Goleman, 1999, 8) EI is especially important “at the highest levels of the company, where differences in technical skills are of negligible importance. In other words, the higher the rank of the person considered to be a star performer, the more emotional intelligence capabilities showed up as the reason for his or her effectiveness.” (Goleman, 1986, p. 94)

Emotional intelligence is a crucial component of a successful business career and for effective group performance (Goleman, 1986). The core competencies required for emotional intelligence are “the perception of emotions (in self and others), the understanding of these emotions, and the management of emotions.” (Feldman, 2001, 4) Success in the modern workplace requires teamwork and collaboration. Emotional Intelligence training is essential since most modern companies rely on teams of employees working together, rather than on the action of individual managers working in isolation (Ganzel, 2001).

A wonderful example of EI training improving the modern workplace involves teaching professional technicians to interact with clients. In this case, Grace Major, a service manager for a broadcasting company, started her own company to teach EI to highly skilled technicians. Before the technical support personnel learned EI skills, clients were frustrated by either salespeople with excellent EI skills, who didn’t understand the product, or by technicians who had product knowledge but low EI skills. In her training program, Major used a step-by-step approach to teach conversation skills to sophisticated technical employees, so they could communicate with the multimillion dollar broadcasting clients. Major commented, “Their greatest self-need is, how do I manage this conversation? They don’t instinctively know how to understand what the other person needs, how to give information.” (Ganzel, 2001, 14)

While psychologists believe IQ remains stable and unchanged throughout life, research indicates that EI can be improved through education. Tucker, Sojka, Barone and McCarthy (2000) have created a model for teaching EI to business students. This model recognizes that since emotional learning is processed differently than cognitive learning, a different training approach is necessary. The process for developing EI in classrooms consists of four phases: preparation, training, transfer and maintenance, and evaluation.

Business schools have incorporated EI training through assessment tools and classroom exercises. For example, EQ is a required component of the MBA degree with an emphasis in health care offered at Case Western University. (Grossman, 2000) Some graduate programs believe that EQ can only be learned by doing. These management programs offer weekly lunches and golf outings to teach students mastery of EI skills.

Several accredited universities are delivering MBA programs either all or in part by distance learning. Distance learning programs provide an alternative to traditional instruction for students. Grossman believes:

A current trend in education-virtual classrooms-may thwart attempts to teach students about emotional intelligence. The degrees that many universities are offering online may offer education to many students who weren’t able to receive one, but they don’t prepare students to be leaders. Leaders cannot lead in isolation, and an educational delivery system that features, in fact celebrates, solitary learning is missing the mark (2000, 48).

Grossman’s argument relies on the premise that any MBA program that claims to prepare students for success in today’s marketplace must include “meaningful opportunities for spontaneous, live activities that bring students, teachers, and practitioners together regularly.”

(Grossman, 2000, 50) Grossman’s opinion is supported by other traditional masters degree program directors. These educators agree that face-to-face interaction is