Incorporating Emotional Intelligence into the Preparation and ...

eview tumultuous events. The group will hopefully be able to resolve any differences and leave thegroup experience with fond memories and gratitude to the institution for the experiences gained.The Course Travel PeriodThe travel period is the prime time to put EI skills into practice. Trip leaders play an important rolein creating the proper climate for EI to be discussed and implemented. From a pedagogical perspectivethe manner in which the leaders handle decision-making, communication, and their personal emotionalresponses serves as a powerful model for their students’ learning (Kouzes & Posner, 1993). Trip leadersshould expect that students will look to them for emotional as well as practical guidance when the goinggets tough. It is also the case that the leaders emotional mood will be transmitted to and mirrored by thestudent travelers (Drusak & Wolff, 2001).We recommend that leaders schedule routine discussion times for EI issues. Pick a time when thegroup is relatively fresh, together, and relaxed -- perhaps during breakfast before the pressures of the dayhave begun. Establish what discussion topics/issues are “fair game” and which are “off base”. Try to keeppersonal feedback lighthearted. Make sure to practice EI at crisis moments. When the bus breaks down,tempers flare, the unexpected and unpleasant happens, remind participants that the EI tools are availableto be exercised.One exercise that we have personally found to be very valuable during travel is theEnergy/Openness/Focus Activity of Cooper & Sawaf (1996). This exercise recommends that teammeetings begin by asking each person to identify his/her level of energy, openness, and focus on a scaleof 1 to 10. One would mean you have no energy, openness, or focus and 10 would mean you are burstingwith empathy, openness, and focus. This exercise raises the awareness and empathy of team participantsfor their fellows. It also builds self-awareness of a group member’s own emotional state. Additionalspecific suggestions that we provide to students on laminated cards to carry during travel are identifiedand discussed in Table 2.Table 2:Ten Suggestions for Increasing and Practicing Emotional Intelligence during International Travel1. Conduct energy, openness, and enthusiasm assessments. Ask yourself and others at regularand crucial times to assess and share levels of these qualities (from Cooper & Sawaf, 1996).2. Hold angry reactions until tomorrow. Sometimes it’s best to keep feelings to ourselves – atleast in the short term. Understand how the pressures of travel can heighten emotions; rememberthat these are most likely time limited relationships. Think through how reactions to anger shouldbe expressed – or not expressed – for yourself and others.3. Dedicate specified times in the itinerary for group discussion on process. There is somuch to do. Build in specific times when the group will assess how things are going and stick toit. Give group members the opportunity to make suggestions, air concerns. Improvements – initinerary and mood – may follow.4. Specify personal goals for the course before traveling. Part of the pre-trip EI preparationshould be for each traveler to specify their personal goals for the trip – to themselves and toothers. This gives everyone good information about fellow travelers and a more accurate base onwhich to assess people’s choices and attitudes during the trip.5. Consider the trip's pacing. There’s so much to do and so little time! But remember to restand build in some ‘alone time’ on a regular basis to allow self-awareness to surface.Emotional Intelligence Competency Building for International Travel Course Participants 9