|College||Dubai Women's College|
|Course Title||Emotional Intelligence for Business Effectiveness|
|I will usually respond to e-mails within 24 hours as long as they are sent during the week. For emails sent during the weekends, the earliest I will respond is by Sunday. If you need to see me outside of class hours, please create a meeting request through the Outlook calendar one day in advance.|
This course gives students the tools needed to be emotionally intelligent in the workplace. It is designed to help students understand the linkage between Emotional Intelligence (EI) and business success. To do this, students will be exposed to the core principles of Emotional Intelligence which will enable them to manage their own impulses, communicate with others effectively, manage change well and solve problems. Students will learn best practices in developing/leveraging EI abilities;being aware of self and others, understanding emotions, and emotional management.
On successful completion of this course, you will be able to:
|LO 1.||Describe the definition, history, and the measurement of Emotional Intelligence.|
|LO 2.||Evaluate the impact of Emotional Intelligence on the business environment.|
|LO 3.||Apply the six Emotional Intelligence skills to increase self-awareness and self-management of personal emotions.|
|LO 4.||Analyze the role of Emotional Intelligence in supporting an organization’s goals.|
|LO 5.||Apply Emotional Intelligence in a variety of business situations.|
|#||Course Learning Outcome||PLO|
|1.||Describe the definition, history, and the measurement of Emotional Intelligence.||1.1, 1.2|
|2.||Evaluate the impact of Emotional Intelligence on the business environment.||2.1|
|3.||Applythe six Emotional Intelligence skills to increase self-awareness and self-management of personal emotions.||3.1, 3.2, 3.3, 3.4, 3.5, 3.6|
|4.||Analyze the role of Emotional Intelligence in supporting an organization’s goals.||4.1, 4.2|
|5.||Apply Emotional Intelligence in a variety of business situations.||5.1, 5.2|
Program Goal 1 (Bachelor Degree): Apply functional knowledge and insights to recognize the difference between people’s IQ and their EQ
PLO 1.1 (BD): Demonstrate an ability to compare between IQ (Intellectual Quotient) and EQ (Emotional Quotient)
PLO 1.2 (BD): Examine how Emotional Intelligence is measured
Program Goal 2 (Bachelor Degree): Demonstrate the ability to evaluate the impact of Emotional Intelligence on the business environment
PLO 2.1 (BD): Demonstrate through analysis of various business situations, issues or problems the importance of Emotional Intelligence in the business world
Program Goal 3 (Bachelor Degree): Integrate theoretical concepts and practical studies of the 6 core components of Emotional Intelligenceand the 15 subscales
PLO 3.1(BD): Examine the Self Perception Realm and the subcomponents of Emotional Self-Awareness, Assertiveness, Independence, Self-Regard and Self-Actualization
PLO 3.2(BD): Examine the Self Expression Realm and the subcomponents of Emotional Expression, Self-Regard and Self Actualization
PLO 3.3(BD): Examine Interpersonal Relationships and the subcomponents of Empathy, Social Responsibility and Interpersonal Relationships
PLO 3.4(BDExamine Decision Making and the subcomponents of Problem Solving, Reality Testing and Impulse Control
PLO 3.5 (BD): Examine Stress Management and the subcomponents of Stress Tolerance, Flexibility and Optimism
PLO 3.6 (BD): Examine General Wellbeing and the subcomponent of Happiness
Program Goal 4 (Bachelor Degree): Within the framework of Emotional Intelligence examine the role that EI plays in supporting an organization’s goals and business success
PLO 4.1 (BD): Analyze the role of Emotional Intelligence in supporting an organization’s goals
PLO 4.2(BD): Demonstrate through analysis, the role of Emotional Intelligence in business success
Program Goal 5 (Bachelor Degree): Demonstrate the ability to evaluate Emotional Intelligence in a given business environment.
PLO 5.1(BD): Critically evaluate individual, team or organisation performance within an Emotional Intelligence framework
PLO 5.2(BD): Analyse a situation and make recommendations for improvement based on the application of concepts, skills, knowledge and techniques acquired in various business areas. Summarize your findings.
|Week||Content Area / Assessment / Activity||Learning Outcome||Resources|
|1-2||Introduction to Emotional Intelligence
|3-5||Core Areas of Emotional Intelligence
Coursework: BBLearnTest (20%)
|5-6||Core Areas of Emotional Intelligence
3. Interpersonal Relationships
|7-8||Core Areas of Emotional Intelligence
4. Decision Making
|9-10||Core Areas of Emotional Intelligence
5. Stress Management
|11-12||Core Areas of Emotional Intelligence
6. General Mood
Coursework: Journal, Autobiography, etc.
|13-14||Relationship between Emotional Intelligence and Business Success
|14||Case Study (25 %)||LO 1-4|
|15||Emotional Intelligence in the Workplace
|16||Final Assessment: Mixed Task (30%)||All LOs|
The teaching and learning process should encourage faculty to use a variety of instructional methods appropriate for enhancing students’ learning experiences in this course; promote an interactive, investigative and collaborative learning experience, engage with industry to provide opportunities for experiential learning, engage with the application of techniques to analyse a logistics and supply chain situation, performance and issues, integrate technology in learning through the use of appropriate software and e-learning platforms, and encourage exploration of the textbook and other resources through robust signposting.
Teaching and Learning Strategies by Course Learning Outcome:
|LO 1.||A combination of lectures, discussions, exercises, case studies and reviews will be used. Active learning will focus on an historical aspect of development of EI and practical examples of basic body language comprehension and assessed through an online test. Appropriate skills will be developed through class exercises to provide a formative indication of learning.|
|LO 2.||A combination of lectures, discussions, exercises, case studies and reviews will be used. Active learning will focus on an historical aspect of development of EI and practical examples of basic body language comprehension and assessed through an online test. Appropriate skills will be developed through class exercises to provide a formative indication of learning.|
|LO 3.||A combination of lectures, discussions, exercises, case studies and reviews will be used. Active learning will focus on mini case reviews of how performance is analysed by applying the six components and 15 subcomponents of EI in real business situations, and assessed through an individual portfolio. Appropriate skills will be developed through class exercises to provide a formative indication of learning.A summative comprehensive assessment at the end of the course will assess comprehension of the core concepts.|
|LO 4.||A combination of lectures, discussions, exercises, case studies and reviews will be used. Active learning will focus on mini case reviews of how performance is enhanced by the application of EI skills in leadership and business in general. Students will learn how to manage their own emotions using the renowned method of conditioned response. Appropriate skills will be developed through class exercises to provide a formative indication of learning.A summative comprehensive assessment at the end of the course will assess comprehension of the core concepts.|
|LO 5.||A combination of discussions, exercises, case studies and reviews will be used. Active learning will focus on how to gather and apply emotional intelligence to a business environment, and assessed through the development of a blue print. Appropriate skills will be developed through class exercises to provide a formative indication of learning.A summative comprehensive assessment at the end of the course will assess comprehension of the core concepts.|
|Assessment Category||Assessment Method||%
|Description||Relevant CLOs and PLOs|
|Test||20%||BbLearn individual mixed task assessment||CLO1, CLO2, PLO1.1, PLO1.2, PLO2.1|
|Coursework||Reflection||25%||Individual Journal, Autobiography, etc.that reflects on examples of behavior, thoughts or emotions(within an EI framework) and relating to the core EI realms||CLO3, PLO3.2, PLO3.3, PLO3.4, PLO3.5|
|Coursework||Case Analysis||25%||Group analysis to define a problem within an EI framework, assess its impact(s) and recommend a solution||CLO3, CLO4, CLO5, PLO3.1, PLO3.2, PLO3.3, PLO3.4, PLO3.5, PLO4.1, PLO4.2, PLO5.1, PLO5.2|
|Final Assessment||Case Analysis||30%||Individual analysis of a given business scenario, performed under controlled and timed conditions||CLO2, CLO3, CLO4, CLO5, PLO4.1, PLO4.2, PLO5.1, PLO5.2|
Title: The EQ Edge: Emotional Intelligence and Your Success, 2nd Edition
Author(s): Steven J. Stein, Howard Book
Publisher: Wiley & Sons
Title: Make Your Workplace Great: The 7 Keys to an Emotionally Intelligent Organization
Author(s): Steven J. Stein,
Publisher: Wiley & Sons
Excerpts from other texts are available within the course shell, see fortnight reading assignments.
Emotional Intelligent Assessment
Students are required to engage in a formal EI evaluation using the EQ-i 2.0. The EQ-i is an EI ability test that is taken in one sitting online and will be completed during the first two weeks of the course.
Additional Educational Resources
Title: Emotional Intelligence at Work
Author(s): HendrieWeisinger, Ph.D.
Blackboard Vista and Safe Assign
You need to keep a close eye on Blackboard. Your instructor will regularly upload the discussion topics/information material on various issues related to your course. You must complete the discussions/assignments/projects before the allocated date/time. All written assessments must be submitted by the assigned deadline using Safe Assign.
To avoid, plagiarism it is important for you to apply the Modern Language Association (MLA) standard of in-text referencing for any written work. If you need to know more about this referencing technique, please refer to:
Application of Big6
Students are required to apply Big6 information literacy concepts in completing their projects. For more information, refer to the Big6 template on your Black Board Vista Course Site or visit http://www.nmasse.com/courses/ref/big6/big6.htm
All acts of dishonesty in any work constitute academic misconduct. Any violation of academic ethics will be unacceptable in this class. Students must always submit work that represents his or her original ideas and words. If any of the ideas or statements are not the student's original ones, all relevant sources must be cited. Ideas and statements that require citation are not only all hardcopy or electronic publications, copyrighted or not, but also all verbal and visual communication when the source of the cited information/content is clearly identifiable. In this course academic dishonesty may result in rejecting the student's work and giving no credit for that assignment, or giving a failing grade for the entire course.
To avoid plagiarism, students are required to submit all their assignments to Safe Assign on BB Vista before final submission. Please remember that HCT has ZERO tolerance policy towards cheating. If you have any questions related to Safe Assign, please consult with your instructor for clarification.
All assessments must be submitted on the deadline at the set time in the appropriate format. Late submissions will have 5% deducted for each calendar day that they are late. After 5 days, the assignment will not be accepted and the student will receive zero for that assessment. It is the student's responsibility to solve any technical issues before the due date.
If a student is ill and misses a deadline, a medical note must be provided within 3 days. The student will be given a maximum extension equal to the number of days of documented illness based on teacher discretion. (for example, if a student is sick for 3 days, she will have a maximum of 3 days extra to submit her assignment). For group assessments, each situation will be considered on its own merits and the teacher will use their discretion.
If a student misses an exam or a presentation, she will receive zero. If a medical note is provided within 3 days of the exam date, an alternative assessment will arranged between the student and the teacher.
Participation is vital. Participation does not mean just being physically present in class. The lesson can only be dynamic and interesting if each student is there and takes an active part in class activities. When you are absent, it is your responsibility to find out about the work assigned at the class you missed by contacting your classmates. It is polite to let your teacher know why you have missed a class but you will still be marked absent.
Arriving to class within five minutes after class has begun is being late. Arriving after 5 minutes is considered absent for that period. This is also true if you are late returning from a break. You are also considered absent if you leave class and not return shortly after having been marked present.
For course grades that have a mark for Attendance, please see below on how the marks will be distributed:
|Absence with 0%-0.9%|
|Absence from 1.0% - 2.9%|
|Absence from 3.0%-3.9%|
|Absence from 4.0%-4.9%|
|Absences over 5.0% -9.9%|
|Absences 10% and over|
All of your written work will use the following guidelines. It is your responsibility as a student to read and understand what is required for each grade level. In addition, the MLA Style must be used for referencing.
|A/A-||A grade of "A" means that the work is judged to be of exceptionally high quality, going well beyond what is needed to be acceptable. It is an excellent work with NO errors. "A-" level work shows originality, depth of thought, factual accuracy, and good logic, shows that student has met the entire requirement of the project in an excellent manner.|
|B/B+||A grade of "B+" means that the work is judged to be of high quality, going well beyond what is needed to be minimally acceptable. "B" level work shows some of the same good qualities as "A-" level work, but not as consistently. (Maybe lacks originality, and is less deep and student has missed out on SOME important issues or work contains SOME errors)|
|C/C+||A grade of "C+" means that the work is acceptable--that is, it meets the basic standard of college level work in terms of relevance, factual accuracy, and logic. "C" work is at the minimum acceptable level.|
|D||A grade of "D" means that the work does NOT meet the standards for acceptable college level work, but it does exhibit some positive qualities that indicate that it deserves some credit for having been done.|
|F||A grade of "F" means that the work is so weak that it does NOT earn college level credit or the work was not completed at all.|
Every student is required to read and understand the following sections of the Student Handbook
|2.||Attendance policy||5.||Breaches of academic honesty|
|3.||Cheating||6.||Late submission of assessment items|
It is your responsibility to understand & follow these policies - stating that you did not know about them is NOT an acceptable excuse!
If you are unsure about any of these policies, please see Student Services