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1 – 10 of over 23000James D. Hess and Arnold C. Bacigalupo
The leader of the knowledge‐based organization is faced with the continuing dilemma of delivering the highest quality and most technologically innovative products or services at…
Abstract
Purpose
The leader of the knowledge‐based organization is faced with the continuing dilemma of delivering the highest quality and most technologically innovative products or services at the lowest possible cost in a rapidly changing environment. This paper aims to start with the identification of the complexities of managing the knowledge‐based organization, using emotional intelligence to balance the interests of the individual and organization, and it may also be redefined as an organizational development process rather than an outcome.
Design/methodology/approach
In order to be effective the knowledge‐based leader must possess the characteristics most often associated with the description of emotional intelligence and must also be effective at injecting these same characteristics throughout the organization. Utilizing the premises of Stewart's intellectual economy and adapting the work of Buckingham and Coffman to the knowledge‐based organization, a series of questions is outlined to assist leaders, managers and workers in the improvement of emotional intelligence awareness and the utilization of emotional intelligence as an organizational development process.
Findings
Knowledge‐based organizations may benefit from the utilization of behaviors most often attributed to emotional intelligence, and emotional intelligence may be redefined as a process rather than an outcome for organizational development.
Originality/value
The knowledge working environment must utilize innovative processes to maintain the engagement and effectiveness of the workforce. Applying emotional intelligence as an organizational development process rather than an outcome, it becomes a strategy for the development of the individual and the organization concurrently rather than treating them as opposing interests.
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This chapter introduces a new theoretical framework for developing emotion-related abilities according to the emotional intelligence (EI) construct definition of Mayer, Salovey…
Abstract
This chapter introduces a new theoretical framework for developing emotion-related abilities according to the emotional intelligence (EI) construct definition of Mayer, Salovey, and Caruso (2006). The awareness, reflection, and management (ARM) model has been devised and demonstrates a triadic cycle of emotional ARM relating to affect, cognition, and behavior. The ARM model constitutes an approach to nurture emotion-related abilities (ability EI) and responds to criticism raised by Zeidner, Matthews, and Roberts (2009). The ARM Theory was corroborated by both learning theory and schools of counselling (SOC). The potential to develop emotion-related abilities in emotional awareness, reflection and reasoning, coping and management is discussed.
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This paper aims to review and re‐conceptualize group emotional intelligence (GEI). It seeks to analyze past understandings of GEI to arrive at the conclusion that the concept may…
Abstract
Purpose
This paper aims to review and re‐conceptualize group emotional intelligence (GEI). It seeks to analyze past understandings of GEI to arrive at the conclusion that the concept may be multifaceted. GEI has been a challenge to distinguish theoretically due to inadequate theoretical understanding and improper empirical analysis.
Design/methodology/approach
This paper provides a model of GEI and proposes a means of empirical evaluation of the concept. The objectives are achieved by a critical appraisal of the literature to demonstrate theoretical issues that demonstrate the multifaceted nature of the concept. Additionally, past methods of empirical evaluation of group emotional intelligence (GEI) are critically appraised and alternate means are proposed.
Findings
The complexity of the construct requires a more sophisticated evaluation of group emotional intelligence. The paper provides a theoretical model that may demonstrate how GEI is developed in the group. Proposed methodological means of analysis may provide researchers with tools to empirically evaluate the concept.
Research limitations/implications
The paper represents an initial query into the multi‐faceted nature of the construct of group emotional intelligence. It proposes a means of analysis of the construct but further research is needed to develop the model from an empirical standpoint and conduct research on the validity of the model.
Practical implications
The practical implications of the model suggest that organizations that wish to develop emotional intelligence in their groups utilize both aspects of the model, norms building and an outward contextual approach. The development of both aspects of the model strengthens group behavior but also avoids group think.
Originality/value
The value of this paper lies in its ability to provide a multi‐faceted model and definition of group emotional intelligence. Earlier perspectives of the concept either focused on an internal approach, or a contextual approach. By bringing both aspects together in a model and theorizing the benefits of utilizing both aspects of group emotional intelligence in organizational groups, the paper provides managers and group leaders with a new approach on developing the emotional intelligence in their groups.
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Neal M. Ashkanasy, Ashlea C. Troth, Sandra A. Lawrence and Peter J. Jordan
Scholars and practitioners in the OB literature nowadays appreciate that emotions and emotional regulation constitute an inseparable part of work life, but the HRM literature has…
Abstract
Scholars and practitioners in the OB literature nowadays appreciate that emotions and emotional regulation constitute an inseparable part of work life, but the HRM literature has lagged in addressing the emotional dimensions of life at work. In this chapter therefore, beginning with a multi-level perspective taken from the OB literature, we introduce the roles played by emotions and emotional regulation in the workplace and discuss their implications for HRM. We do so by considering five levels of analysis: (1) within-person temporal variations, (2) between persons (individual differences), (3) interpersonal processes; (4) groups and teams, and (5) the organization as a whole. We focus especially on processes of emotional regulation in both self and others, including discussion of emotional labor and emotional intelligence. In the opening sections of the chapter, we discuss the nature of emotions and emotional regulation from an OB perspective by introducing the five-level model, and explaining in particular how emotions and emotional regulation play a role at each of the levels. We then apply these ideas to four major domains of concern to HR managers: (1) recruitment, selection, and socialization; (2) performance management; (3) training and development; and (4) compensation and benefits. In concluding, we stress the interconnectedness of emotions and emotional regulation across the five levels of the model, arguing that emotions and emotional regulation at each level can influence effects at other levels, ultimately culminating in the organization’s affective climate.
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Michael J. Gundlach, Mark J. Martinko and Scott C. Douglas
Self‐efficacy has been described as a malleable quality based on individual perceptions of ability in given situations and has repetitively been linked to performance gains and…
Abstract
Self‐efficacy has been described as a malleable quality based on individual perceptions of ability in given situations and has repetitively been linked to performance gains and other positive organizational outcomes. Less research has addressed the processes that shape individual efficacy levels. This article explores the role of emotional intelligence and causal reasoning patterns in the development of self‐efficacy beliefs. A research model is forwarded along with associated propositions. Lastly, the implications, limitations, and future research directions of this research are discussed.
Nicole L.P. Stedman and Anthony C. Andenoro
Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Elder (1997) contends that it is critical thinking which leads us to a…
Abstract
Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Elder (1997) contends that it is critical thinking which leads us to a rational and reasonable emotional life. The link between thinking and emotions is essential in leadership education. With this in mind, the researchers sought to examine the relationship between the skill sets of emotional intelligence (Developing Your Emotional Intelligence) and the dispositions of critical thinking (EMI). The researchers identified positive relationships ranging in magnitude from low to substantial. The overall skills associated with emotional intelligence showed positive moderate relationships with cognitive maturity, engagement, and innovativeness. In considering EMI critical thinking disposition scores and emotional intelligence, the relationship was substantially positive. The conclusions and recommendations encourage educators to take advantage of this relationship by providing students with experiences which elicit their emotional intelligence. In so doing there is opportunity to strengthen their disposition toward critical thinking.
Susan P. Gantt and Yvonne M. Agazarian
This article introduces a systems‐centered model for emotional intelligence (EI). This makes it possible to consider not only the emotional intelligence of individuals, but the…
Abstract
This article introduces a systems‐centered model for emotional intelligence (EI). This makes it possible to consider not only the emotional intelligence of individuals, but the emotional intelligence of work groups and organizations themselves. Agazarian's theory of living humans systems (TLHS) (and its constructs) applies to all levels of living human systems. Using these constructs, we operationally define emotional intelligence from a systems‐centered framework (Agazarian & Peters, 1981, 1997). From the systems‐centered perspective, individuals contribute energy that is necessary for organizational emotional intelligence. Yet equally important, emotional intelligence in organizations is a dynamic output of the function and structure and energy of the organizational system itself, rather than a property of individuals. This conceptualization extends the focus in the field of emotional intelligence from individuals with a selection and personnel development emphasis and instead to building work groups and organizations that function with greater emotional intelligence. Introducing a systems‐centered perspective on emotional intelligence enables emotional intelligence to be viewed at all system levels in the organization, including individuals, work teams and the organization itself.
Ana Paula Rodrigues, Filipa Eira Jorge, Carlos André Pires and Patrícia António
The purpose of this paper is to analyse the role of spirituality and emotional intelligence in understanding creativity, attitudes towards entrepreneurship, perceived behavioural…
Abstract
Purpose
The purpose of this paper is to analyse the role of spirituality and emotional intelligence in understanding creativity, attitudes towards entrepreneurship, perceived behavioural control (PBC) and entrepreneurial intention of students of a Portuguese higher education institution. A conceptual model is proposed representing direct and indirect relationships among these constructs.
Design/methodology/approach
A quantitative approach was adopted in the form of a survey questionnaire applied to a sample of 345 university students. To test the hypothesised relationships between the constructs, the authors used the path analysis technique.
Findings
Results show that personal attitudes towards entrepreneurship and PBC have a positive effect on entrepreneurial intention, and mediate the effect of emotional intelligence on entrepreneurial intention. Emotional intelligence has a direct positive effect on creativity. The results reveal no or a tenuous influence of spirituality in the various concepts studied.
Practical implications
It is expected that the model can serve as a support for facilitating and promoting entrepreneurship in higher education environments. It could be of valuable use to furthering our understanding of the role of individual/psychological characteristics, motivational and attitudinal factors in fostering entrepreneurial intention of university students.
Originality/value
Some studies suggest that psychological factors play an essential role in developing alternative models to the entrepreneurial process. However, the studies that directly explore how individual differences in emotional intelligence, spirituality and creativity relate to entrepreneurial intention are relatively few.
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Kit Brooks and Fredrick Muyia Nafukho
This article aims to offer a theoretical framework that attempts to show the integration among human resource development (HRD), social capital (SC), emotional intelligence (EI…
Abstract
Purpose
This article aims to offer a theoretical framework that attempts to show the integration among human resource development (HRD), social capital (SC), emotional intelligence (EI) and organizational productivity.
Design/methodology/approach
The literature search included the following: a computerized search of accessible and available material using the key words “human resource development”, “emotional intelligence”, “social capital”, “human capital”, “organizational productivity”, “productivity”, and “organizational performance”.
Findings
The literature review provides evidence that it is logical to assume that the relationship among HRD, social capital, emotional and organization productivity is highly integrated. This finding influenced the authors to conceptualize an integrated model that illustrates the interconnectivity of HRD, social capital, emotional intelligence and organizational productivity with internal and external environmental factors.
Research limitations/implications
The integrated model conceptualizing the dynamic relationship among HRD, social capital, emotional intelligence and organization productivity is based primarily on the review of the literature.
Originality/value
The integrated model developed by the authors provides a framework that HRD scholars and practitioners may use to develop innovative instruments to measure the relationship among HRD, EI and SC and their subsequent impact on organization performance.
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Development of competencies needed to be effective managers and leaders requires research and theory that can drive future scholarship and application. This introductory essay to…
Abstract
Purpose
Development of competencies needed to be effective managers and leaders requires research and theory that can drive future scholarship and application. This introductory essay to this special issue of JMD seeks to focus on competencies in organizations in Europe and a broader conceptualization of emotional intelligence.
Design/methodology/approach
Competencies are defined and an overview is provided for the papers that will follow with original research on competencies, their link to performance in various occupations, and their development.
Findings
Emotional, social and cognitive intelligence competencies predict effectiveness in professional, management and leadership roles in many sectors of society. It addition, these competencies can be developed in adults.
Research limitations/implications
As an introductory essay, the paper lays the foundation for the following papers in this issue.
Practical implications
Competencies needed in order to be effective can be developed.
Originality/value
Despite widespread application, there are few published studies of the empirical link between competencies and performance. There are even fewer published studies showing that they can be developed. The special issue will add to both literatures. There is widespread confusion as to the definition of emotional intelligence; the paper offers some clarification.
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