Michael J. Fekula

Bio: Michael J. Fekula is an academic researcher from University of South Carolina Aiken. The author has contributed to research in topics: Emotional intelligence & Experiential learning. The author has an hindex of 5, co-authored 10 publications receiving 61 citations.

Simulation Sensemaking: The BusinessWeek Approach to Effective Debriefing

Abstract: A significant issue in the conduct of simulations is the creation of an effective debriefing experience. This suggests that the experience gained in the debriefing process is as critical as the simulation itself. Just as simulations attempt to reflect the real world, so too should debriefing experiences. In this exercise, students are asked to avoid the traditional outcome of translating their simulation experience into an end-of-semester tome. Instead, they are encouraged to produce a product that better reflects the contemporary, active business world. As opposed to a format appropriate for explaining their experience to a professor, the students use a form designed to appeal to shareholders and other stakeholders. In particular, students are asked to recount and explain their simulation experience in the form of a product that has the look and feel of a BusinessWeek magazine article. This paper explains that process.

Designing and Solving Crossword Puzzles: Examining Efficacy in a Classroom Exercise

Abstract: Using games in the classroom is an effective pedagogy. This paper examines both the creation and solution of crossword puzzles by students. Designing and solving puz-zles requires several useful skills including the exercise of vocabulary, reasoning, and spelling. Although the use of crosswords in the classroom is not new, we propose an alternative view of the process by having students both design and solve puzzles. We evaluate this approach with case studies accompanied by results revealing the suitabil-ity of the exercise for undergraduate students. These find-ings show that students perceive themselves to be better equipped to handle concepts as a result of this crossword puzzle exercise.

Assessing Emotional Intelligence: The EQ Matrix Exercise

Abstract: More than a decade ago, the concept of emotional intelligence became popularized among the business community. The theory suggests that emotion plays a significant role in management and leadership. Recent neuroscience findings support this claim with evidence of linkages between the emotion and reasoning centers of the brain. The Emotional Quotient Matrix poses a systematic means to both assess EQ and identify actions to improve it. This paper presents three possible exercises to employ the matrix in scenario, group, and self assessments. Participants use the matrix to score emotional strengths and weaknesses along an EQ scale to determine an EQ score. Controllable traits are targets for improvement, while surrogates are proposed for personality traits that are considered unchangeable.

Beyond Emotional Intelligence: The EQ Matrix as a Leadership Imperative

Abstract: Many studies related to leadership strongly indicate that emotion plays a significant role in leadership. This article presents the Emotional Quotient Matrix, which is based upon the tenets of emotional intelligence. The dimensions of the matrix are emotional strengths versus weaknesses and controllable versus uncontrollable traits. Leaders must maximize or hone strong emotional traits, while avoiding or improving upon emotional weaknesses. Controllable traits must be targets for improvement. The EQ Matrix poses a systematic means to both assess EQ and take action to improve it. Introduction Goleman's (1995) landmark book on emotional intelligence has not only legitimized the terminology, but also the idea that emotion plays a significant role in leadership. His work extended the definition of what it takes to be successful in organizations. People began to understand that IQ is only one contributor to success and that a much larger factor is an amalgamation of competencies that describes an individual's ability to regulate and use emotions to improve human interactions (Sternberg, 1985a, 1985b, 1998, 1996; Pinker 1997). While emotional intelligence is the capacity for recognizing and managing the feelings of ourselves and others (Goleman, 1995; Mayer & Salovey, 1995), there remain various leadership competencies that must be accounted for in the emotional make-up of effective leaders. This article presents the Emotional Quotient (EQ) portion of a larger conceptual scheme known as the Leadership Quotient (LQ: see Service & Arnott, 2006 and Service and Lockamy, 2008). LQ suggests that leaders must know how to act, as well as when to act based on characteristics of self, others (followers) and situations (environments) within which they lead. Understanding one's emotions and developing the wisdom to apply that knowledge is critical to the appropriate application of emotional intelligence. The goal of the EQ Matrix is to show the measures and methods of a balanced application of those dimensions important to emotional intelligence. Understanding one's EQ in the context of this matrix is imperative to leadership success. Although EQ and IQ are different, both psychology (Forgas, 1995; H. Gardner, 1975, 1993; Mayer & Salovey, 1997) and neuroscience (Damasio, 1994) have established the existence of relationships between emotion and reasoning. It is likely that emotion and feelings are enmeshed in the networks of reason (Damasio). More recent empirical work (Bechara, H. Damasio, Tranel, A. R. Damasio, 1997, 2005; Maia & McClelland, 2004) indicates that adequate knowledge and cognition will not ensure effective decision making when unaccompanied by emotional signals. In short, knowledge alone is not enough. The existence of emotional markers in the brain is thought to be a critical factor that leads to effective decision-making during the reasoning process (Bechara, 2004; Bechara et al., 2005). It is further believed that the frontal lobes of the brain are not only the seat of emotion, but they also interconnect emotion, social conduct and decision-making (Marziali, 2006). These neuroscience findings have significant implications for the important role of EQ in leadership. Simply put, people who cannot adequately draw upon their emotions or emotional memories are subject to inappropriate social conduct and ineffective decision making. Although the relevant empirical work in leadership is scant to date (Yukl, 2006), the forgoing arguments offer support to suggest that EQ is a significant determinant of effective leadership. EQ Exemplified All Around Us Dr. Henry Lewis Gates, Jr. is the Professor of African American Studies at Harvard and the author of many interesting works including the TV favorite Finding Oprah's Roots. Through the use of words, Dr. Gates recently exhibited his outstanding EQ. Among the many great things Dr. Gates has said or written, the following are some selected items that show his wide ranging emotionally stable thought processes: My great inspirations were people who happened not to be black, that is, happened not to look like me but people with whom I shared a certain sensibility. …

Any Given Sunday: Intervention In Pursuit Of Simulation Team Parity

Abstract: This paper examines the problem of disparity in performance among teams, which negatively impacts the competitive dynamics of business strategy simulation games. A typology of teams is used to illustrate the disparity gap and interventions are proposed. The analysis of results from a very small sample suggests the very tentative conclusion that academic major is related to simulation performance. Additional data from the Fall 2005 Term will double the current sample size and yield results in time for the 2006 ABSEL Conference. Since this is a perpetual study that was only recently initiated, the authors seek to attain valuable feedback from the ABSEL community to improve this effort and achieve the goal of team parity.

Assessing the effects of different multimedia materials on emotions and learning performance for visual and verbal style learners

Abstract: Multimedia materials are now increasingly used in curricula. However, individual preferences for multimedia materials based on visual and verbal cognitive styles may affect learners' emotions and performance. Therefore, in-depth studies that investigate how different multimedia materials affect learning performance and the emotions of learners with visual and verbal cognitive styles are needed. Additionally, many education scholars have argued that emotions directly affect learning performance. Therefore, a further study that confirms the relationships between learners' emotions and performance for learners with visual and verbal cognitive styles will provide useful knowledge in terms of designing an emotion-based adaptive multimedia learning system for supporting personalized learning. To investigate these issues, the study applies the Style of Processing (SOP) scale to identify verbalizers and visualizers. Moreover, the emotion assessment instrument emWave, which was developed by HeartMath, is applied to assess variations in emotional states for verbalizers and visualizers during learning processes. Three different multimedia materials, static text and image-based multimedia material, video-based multimedia material, and animated interactive multimedia material, were presented to verbalizers and visualizers to investigate how different multimedia materials affect individual learning performance and emotion, and to identify relationships between learning performance and emotion. Experimental results show that video-based multimedia material generates the best learning performance and most positive emotion for verbalizers. Moreover, dynamic multimedia materials containing video and animation are more appropriate for visualizers than static multimedia materials containing text and image. Finally, a partial correlation exists between negative emotion and learning performance; that is, negative emotion and pretest scores considered together and negative emotion alone can predict learning performance of visualizers who use video-based multimedia material for learning.

Graduate Students' Perceptions of Online Learning.

Abstract: Online education has definitely moved into higher education with new programs being added continuously. How can institutions ensure that they are offering quality programs? A vital source of information should come from the students who participated in this study. The purpose of this study was to gain insights into graduate students' perceptions regarding online learning. Two-hundred forty-nine (249) graduate students were surveyed to identify positive components that led to their satisfaction and perceived challenges that inhibited it. Findings from the study indicated that interaction, between students and with the instructor has a major impact on their satisfaction. Other challenges identified were sufficient learner support that linked to campus resources, and the need for varying instructional design and delivery to facilitate students' desire to learn. In contrast, students were highly satisfied with the clarity and organization of instruction using sufficient resources. The instructor's role was identified as being vitally important to students' satisfaction.

Student Satisfaction of Online Courses for Educational Leadership

Abstract: This survey research was completed at a regional university to determine students’ satisfaction of online courses in a principal and superintendent certification program in one educational leadership department. This study explored the students’ satisfaction of course components: instruction, communication, assessment, leadership, teamwork, professionalism, and respect/diversity. The findings on the first cohort survey with a hybrid format of course delivery, the 2005 baseline, showed a positive satisfaction with overall means between 3.79 and 4.48 on a five point Likert-scale with a 5 meaning strong agreement with satisfaction. The lowest area of satisfaction was the category of cohort teamwork (M = 3.79) and the highest area of satisfaction was the category of assessment (M = 4.48). The most recent group of students (2009) with a totally online delivery format completed the survey and showed an overall positive satisfaction with overall means between 3.77 and 4.30 on a five point Likert-scale with a 5 meaning strong agreement with satisfaction. The lowest area of satisfaction was the category of teamwork (M = 3.77) and the highest are of satisfaction was the category of instruction (M = 4.30).