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Book part
Publication date: 29 January 2024

Christophe Haag and Marion Wolff

Little is known about what emotionally un(intelligent) CEOs really say to their close collaborators within the boardroom. Would the rhetoric content differ between an emotionally…

Abstract

Purpose

Little is known about what emotionally un(intelligent) CEOs really say to their close collaborators within the boardroom. Would the rhetoric content differ between an emotionally intelligent and an emotionally unintelligent CEO, especially during a crisis? This chapter aims to answer this question.

Study Design/Methodology/Approach

40 CEOs of large corporations were asked to deliver a verbal address to their board members in reaction to a vignette describing a critical situation for the company. Participants were provided with the Schutte self-report emotional intelligence (EI) test. The verbal content of CEOs' closed-door discourses was analyzed using Cognitive-Discursive Analysis (CDA) and, subsequently, Geometric Data Analysis (GDA).

Findings

The results revealed that CEOs with low EI tend to evoke unpleasant emotions, talk about competition, and often blame some – or all – of the board members for their (poor) actions in comparison to CEOs with high or medium EI. In contrast, CEOs with high EI tend to use terms in relation to decision or realization and appear to be more cooperative than those with lower EI and were also ready to make decisions on behalf of team.

Originality/Value

Previous research has mainly focused on CEOs' public speeches. But the content of CEOs' speeches within the boardroom might noticeably differ from what they would say in a public address. The results of our exploratory study can serve CEOs as a basis toward improving their closed-door rhetoric during a crisis.

Research Limitations

It would be interesting to enlarge the size of our population in order to strengthen our statistical analyses as well as explore other cultural and linguistic environments and other channels through which emotions can be expressed (e.g., human face, gesture, vocal tone).

Details

Emotion in Organizations
Type: Book
ISBN: 978-1-83797-251-7

Keywords

Abstract

Details

The Emergence of the Fourth Industrial Revolution
Type: Book
ISBN: 978-1-78973-994-7

Abstract

Details

Continuous Change and Communication in Knowledge Management
Type: Book
ISBN: 978-1-80117-034-5

Book part
Publication date: 3 December 2018

Witold Kwasnicki

The author presents a comparative study of the three evolutionary economic schools, namely the Austrians, neo-Schumpeterians, and institutionalists. The comparison is based on an…

Abstract

The author presents a comparative study of the three evolutionary economic schools, namely the Austrians, neo-Schumpeterians, and institutionalists. The comparison is based on an analysis of nine basic features of the evolutionary process and evolutionary approach, including a dynamical view of economic phenomena (seen from a historical perspective), a focus on far-from-equilibrium analysis, a proper and realistic perception of time, and a population perspective (to what extent emergent properties are results of interaction among economic agents). The relevant features of the evolutionary process are the heterogeneity and behavior of economic agents, the search for novelty based on a concept of economic agents’ hereditary information, a selection process (based on the concept of rivalry), spontaneity of development, and the presence of decision-making procedures (how economic agents make decisions, and to what extent their subjective values play a role). The goal of the comparative analysis is to estimate the level of “evolutionary content” of the three schools. My subjective evaluation suggests that only the Austrian school can be called entirely evolutionary. Slightly less evolutionary are the neo-Schumpeterians, and the least evolutionary are the institutionalists.

Book part
Publication date: 29 January 2024

Neal M. Ashkanasy, Ashlea C. Troth and Ronald H. Humphrey

In this chapter, we outline the background to the present volume, including the history of the Emonet group and the origins of the book series. We argue that the volume subtitle…

Abstract

Purpose

In this chapter, we outline the background to the present volume, including the history of the Emonet group and the origins of the book series. We argue that the volume subtitle “A coat of many colors” reflects the diversity of approaches to studying emotion in organizational settings. We then provide a summary of the 11 contributor chapters in the volume, which illustrates the wide range of emotion-related topics covered in the volume.

Study Design/Methodology/Approach

This chapter provides an overview of the chapters in the volume, and gives a brief summary of each chapter, explaining how each fits into the overall theme of the volume and listing the key contribution of each chapter.

Findings

The introduction concludes with a summary of main findings of the chapters, and how they shape the future of the field, concluding that, since emotion-related topics nowadays are so integrated into the mainstream literature in organizational behavior and organization theory, maybe there is no longer a need to address emotions as a stand-alone topic.

Origin/Value

The chapters in this volume address a wide range of emotion-related topics in the fields of organizational behavior and organization theory and point to the future of research in this field.

Abstract

Details

Emotions and Organizational Governance
Type: Book
ISBN: 978-1-78560-998-5

Abstract

Details

Continuous Change and Communication in Knowledge Management
Type: Book
ISBN: 978-1-80117-034-5

Book part
Publication date: 4 November 2021

Gloria Sauti

Online teaching particularly through Open Distance and e-Learning (ODeL) has become a phenomenon in the twenty-first century. ODeL and blended approaches inevitably lead to…

Abstract

Online teaching particularly through Open Distance and e-Learning (ODeL) has become a phenomenon in the twenty-first century. ODeL and blended approaches inevitably lead to increasing dependence on electronic communication systems. The University of South Africa (Unisa), where the author teaches, enables students through its Learner Management System to interact with lecturers and e-tutors online. The responsibilities of e-tutors are of an educative and technical nature. Their roles include guiding and assisting students, encouraging active participation, responding to their queries and grading their assignments. In addition, e-tutors provide notifications and assign tasks or activities that students are expected to complete and submit. In several cases, these forms of assistance are absent, when there is a lack of follow-up within the response period which is 24 hours – missing notifications and lack of guidance – rendering these e-tutors ineffective. The chapter provides strategies that were analyzed and implemented to motivate effective tutoring and enhance student participation learning. The author draws on her analysis as a virtual ethnographer and long-term participant observer as an e-tutor and lecturer who supervised e-tutors and taught a large number of students – 2,500. The objective of the chapter is to encourage effective tutoring that can enhance students’ success.

Book part
Publication date: 1 August 2022

Angela D. Carter

In the wake of the COVID-19 pandemic, higher education instructors were forced to make necessary changes in the conversion from face to face instruction to the use of online and

Abstract

In the wake of the COVID-19 pandemic, higher education instructors were forced to make necessary changes in the conversion from face to face instruction to the use of online and virtual platforms. Even before this shift, scholars have long advocated the introduction of active and constructivist learning practices, and to move away from the traditional lecture as a means to disseminate information in the classroom. This chapter highlights ways in which active learning and constructivist-related activities such as motivational activities, critical-thinking activities, creative-thinking activities, and collaborative learning activities can be employed in the online classroom for successful teaching practice. Also detailed is a case study of the analysis, design, development, implementation, and evaluation of a Jigsaw activity used in a Master’s level human resource development (HRD) course. HRD as a field takes well to learner centered instruction, as it is an applied discipline that is deeply concerned with the aspirational development of adults in training, organization change, and careers. Lessons learned from the deployment of active learning and constructivist-related activities within the case are adaptable and applicable for online instructors both in and outside of the field of HRD who are interested in building such experiences for students in online programs.

Abstract

Details

Continuous Change and Communication in Knowledge Management
Type: Book
ISBN: 978-1-80117-034-5

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