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This study aims to investigate the concept of “practical wisdom” which may be defined as the ability to effectively manage one’s rational knowledge and to read and respond appropriately to the interplay of other people's emotions and one's own and their values. The aims of this study also are (1) to investigate the relationship between the spiritual, emotional and rational capacities which underpin practical wisdom and (2) to analyse the relationship between the practical wisdom co-created in and between individuals through these three capacities.

This study adopts a case study methodology by considering the experience provided by a group of hikers who organized a trip to cross the island of Gran Canarias and its natural parks.

This study proposes that the presence of spiritual, emotional or rational capacities can boost individual self-awareness, self-control and empathy, which can help workers in general and knowledge workers, in particular, more effectively tackle difficult situations, remain calm and collectively develop and enact appropriate responses to these situations. Therefore, results show that the concept of practical wisdom allows for the identification of both the nature of the capacities that contribute to the effective handling of difficult situations and them and the balance that needs to be developed between them.

For knowledge workers, the study provides a framework and an explanatory framework to help them understand how rational, spiritual and emotional capacities both interact and are operationalized to tackle difficult problems. Furthermore, it enables them to identify situations where success to consider such interactions, leads to develop and implement appropriate responses to such situations.

A proper balance of emotional, rational and spiritual capacities may enable people to have a more holistic vision of difficult situations, allowing the finding of appropriate solutions to complex problems (i.e. practical wisdom). This study contributes to strengthening knowledge workers' perception and understanding of the links between the knowledge stocks and knowledge flows that relate to a practical perspective of wisdom.

Emotionally intelligent leadership (EIL) theory combines relevant models, theories, and research in the areas of emotional intelligence (EI) and leadership. With an intentional focus on context, self and others, emotionally intelligent leaders facilitate the attainment of desired outcomes. The 21 capacities described by the theory equip individuals with the knowledge, skills, abilities, and other characteristics to achieve desired results. The purpose of this article is to propose an integrative, process-oriented EIL theory to provide a framework for conceptualizing and integrating future research and practice. The authors review and organize research and theory in emotional intelligence and leadership within the context of higher education, introduce the EIL model, and provide suggestions for future research. The article concludes with practical implications for leadership development in the context of higher education.

Social and emotional learning (SEL) is critical for students' social and academic success. Students' SEL is often contingent on their teachers' social and emotional competencies and capacities (SECC; Jennings & Greenberg, 2009; Chapter 5) and teacher preparation to facilitate SEL in classrooms (Schonert-Reichl, Kitil, & Hanson-Peterson, 2017). Concerningly, teacher training to facilitate SEL is frequently predicated on a color-evasive perspective that ignores the ways structural racism impacts the schooling experiences of racially minoritized students and associated academic and SEL outcomes (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019). In order to support SEL for students from racially minoritized communities, we assert that teachers' social and emotional competencies and capacities must incorporate a culturally responsive pedagogical approach that explicitly acknowledges and addresses issues of race and justice (Jagers et al., 2019; Ladson-Billings, 2014; Ladson-Billings & Tate, 1995). In this chapter we (1) provide an overview of culturally relevant pedagogy in relation to teacher social and emotional competencies and capacities; (2) outline existing models that support a culturally relevant approach to teacher social and emotional competencies and capacities; and (3) discuss future directions for education research, practice, and policy.

Incivility is widespread in the workplace and has been shown to have significant affective and behavioral consequences. However, the authors still have a limited understanding as to whether, how and when discrete incivility events impact team performance. Adopting a resource depletion perspective and focusing on the cognitive implications of such events, the authors introduce a multi-level model linking the adverse effects of such events on team members’ working memory – the “workbench” of the cognitive system where most planning, analyses, and management of goals occur – to team effectiveness. The model which the authors develop proposes that that uncivil interpersonal behavior in general, and rudeness – a central manifestation of incivility – in particular, may place a significant drain on individuals’ working memory capacity, affecting team effectiveness via its effects on individual performance and coordination-related team emergent states and action-phase processes. In the context of this model, the authors offer an overarching framework for making sense of disparate findings regarding how, why and when incivility affects performance outcomes at multiple levels. More specifically, the authors use this framework to: (a) suggest how individual-level cognitive impairment and weakened coordinative team processes may mediate these incivility-based effects, and (b) explain how event, context, and individual difference factors moderators may attenuate or exacerbate these cognition-mediated effects.

Purpose – We build a theoretical lens that draws on an emerging theory of positive work relationships to examine whether constructive emotional expressions in work relationships influence changes in individuals' affective commitment to their organization.

Design/methodology/approach – Using longitudinal data collected from full-time employees, we employed a latent-difference-score (LDS) approach to examine whether changes in emotional carrying capacity could account for changes in organizational commitment.

Findings – The findings support this hypothesis and suggest a new perspective on the ways in which a change in relationship capacity may create changes in people's commitment to an organization.

Research limitations – The main limitation concerns the use of self-report, albeit time-lagged, data.

Practical implications – Developing higher levels of employee affective commitment is a key challenge for many organizations. Our study can help managers in recognizing the importance of building a relational space in which employees are able to express emotions frequently and openly, as well as engaging with other employees in listening to their emotional experiences and responding in a constructive manner.

Originality/value – This study contributes to an emergent body of literature that adopts a positive psychology lens to the study of employee experiences at work, by investigating the capacity to express emotions in general and its influence on people's affective commitment to the organization.

The objective of this paper is to measure the level of organizational wisdom of firms and verify its influence on the value they produce.

This study seeks to establish linkage between organizational wisdom and value creation with the development of a new model based on the contributions of North's wisdom matrix and the Jordan and Jones model. The proposed model, using primary data from the Portuguese textile sector, is tested through recourse to a structural equation model.

The results point to the conclusion that companies with high organizational wisdom do manage to improve their efficiency and effectiveness but this proves insufficient for actually increasing the level of value created when taking into account the industry's prevailing environment.

Firms may apply this model to ascertain their level of organizational wisdom. This model may also be deployed to determine this organizational wisdom level for a set of companies (a company cluster) or even a sector.

The main contribution of this paper stems from the explanatory value of the proposed model as it enables the measurement of a firm's organizational wisdom and its influence on the final value produced.

Although the role of emotions in buyer–seller exchanges is important, it remains understudied, especially in the business-to-business selling context. This paper aims to provide insights into the role of the salespeople’s ability to appraise emotions (EA ability) and its effects on job-related outcomes in a transaction-oriented environment.

Multi-source data were gathered from 152 salespeople working for a financial service firm. Customer service and sales performance ratings were reported by supervisors. Hypotheses were tested through structural equation modeling using AMOS.

The study finds contrasting effects of EA ability on sales performance in the firm’s transaction-oriented environment. On the one hand, EA ability motivates better salesperson customer service, which then increases their sales performance. On the other hand, EA ability enhances emotional exhaustion, which detracts from sales performance.

Sales managers should consider the ability of new hires to appraise emotions when determining their fit with the job and the organization. Training programs that develop salesperson emotional abilities should be comprehensive as it may be detrimental to be high in EA ability without the skills to regulate or use emotions.

The study is one of the first to consider the effects of emotional abilities in the context of a transaction-oriented environment. By focusing specifically on EA ability, the study provides greater understanding of the influences of the individual components of emotional intelligence, rather than salesperson’s overall capacity for emotional intelligence.

In this chapter, the co-authors contend that the social-emotional dimensions of teaching, learning, diversity, and inclusion are vital to the development of mindful global citizens. Through drawing on both shared and individual experiences within their university context, and tapping into research literature across the fields of education and social neuroscience, they attempt to present a case in support of this claim. The co-authors assert that in order for mindful global citizenship to be cultivated in authentic, optimal ways in university classrooms and co-curricular spaces, teaching and learning must be anchored in relational trust, social-emotional learning/development, and well-being.

This paper aims to discuss a survey, carried out by the authors, of 256 employees employed in public and private manufacturing organizations in north India, to determine if emotional maturity factors have positive association with self-disclosure in the Indian context. Specifically, capitalization and social exchange theories support as major theoretical framework to examine the proposed relationship.

The sample data used were collected through a cross-sectional survey-based research design and a convenience sampling method. Totally, 290 questionnaires were distributed during office hours, administered with a paper and pencil survey. However, in the final analysis, only 256 responses were considered for analysis using multiple hierarchical regression analysis.

Results reveal that all dimensions of emotional maturity positively associated with self-disclosure. This study fully supports the applicability of capitalization and social exchange theories while explaining the proposed relationships in Indian context.

The present study used a cross-sectional survey-based research design; future studies may use longitudinal research design.

The study shows how to develop collective work culture and supportive work climate through emotional maturity and self-disclosure. Thus, employees become accustomed to multicultural team and cultural diversity issues at the workplace. The study also recommended that the organized employees social gathering will create positive feeling, and that such feelings of belonging to a group among employees will give reasons for self-disclosure and finally, in turn, to employee effectiveness.

More predominantly, the proposed association has not been examined before and the findings serve as a potential policy guideline for the self-disclosure literature through the perspective of capitalization and social exchange theories in understudied non-US cultures such as India.

The aim of this paper is to present a model of the moderating role of emotional self-leadership on the cognitive conflict–affective conflict relationship and their effect on work team decision quality.

This paper draws upon extant theoretical and empirical research on the conflict, leadership and emotions literature works to argue for the role of emotional self-leadership as a boundary condition of the intra-team conflict–work team decision quality relationship.

Key to understanding why cognitive conflict sometimes leads to improved decision quality and sometimes it does not is the role of emotional self-leadership. Through emotional self-leadership, team members can actively anticipate, guide and focus their emotional responses to cognitive conflict and reduce their experience of affective conflict, improving team decision quality.

Identifying and explaining the moderating role of emotional self-leadership represents important progress for reframing emotion regulation and emotional intelligence into a new theoretical lens that may yield more meaningful insights into self-managed teams’ research. If empirically supported, this moderating effect would help explain the contradictory results obtained in prior empirical studies.

Practitioners can diminish or avoid the negative effect of the type of conflict that lowers work team decision quality and preserve the positive effect of the type of conflict that improves work team decision quality by identifying and implementing ways to improve a work team’s level of collective emotional self-leadership.

This paper extends the emotions, leadership and conflict literature works into the current research on self-directed work teams’ effectiveness by bringing attention to the moderating role of emotional self-leadership and calls for empirical research on this subject.