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The purpose of this paper is to describe a framework for conceptualizing the role of emotional and social skills in effective leadership and management and provides preliminary suggestions for research and for the development of leader emotional and social skills.

The paper generalizes a dyadic communications framework in order to describe the process of emotional and social exchanges between leaders and their followers.

The paper shows how emotional skills and complementary social skills are essential for effective leadership through a literature review and discussion of ongoing research and a research agenda.

Suggestions for the measurement and development of emotional and social skills for leaders and managers are offered.

The work provides a framework for emotional and social skills in order to illustrate their role in leadership and their relationship to emotional and social intelligences. It outlines a research agenda and advances thinking of the role of developable emotional and social skills for managers.

This paper briefly reviews the historical limitations of research on leadership in an effort to avoid these same pitfalls in the study of followers and followership. In particular, research on leadership has been overly leader-centric, and research on followership should avoid simply “reversing the lens” and focusing exclusively on followers. Specific issues addressed include discussion of the appropriate term to identify followers and the intertwined nature of leaders and followers in the co-production of leadership. Finally, suggestions are made for guiding future research on followership.

Muslimophobia, or prejudice toward Muslims, results in employment discrimination, social exclusion of Muslims, anti-Muslim hate crimes, and physical and verbal assaults, in the United States and globally. Moreover, anti-Muslim incidents are on the rise in many countries. In this chapter, we provide a review of Muslimophobia and its dynamics and consequences in the workplace. We also make suggestions for reducing prejudice toward Muslim employees, using social psychological perspectives, particularly intergroup contact theory, and research on prejudice reduction. It is also argued that leaders play an important role in the combating of Muslimophobia, including creating opportunities for personalized interactions with Muslim employees and disseminating more information about Muslims and Islam. This chapter concludes with practical implications and suggestions for future research directions. Although there is much work to be done in reducing Muslimophobia and discrimination against Muslims, social psychological research emanating from intergroup contact theory suggests that it is a viable path for researchers and practitioners to pursue.

Managerial interpersonal skills (MIPS) are widely considered important for management development, yet the nature of MIPS has eluded researchers. The purpose of this paper is to propose five MIPS core skills, giving attention to the role of context, the relationship of MIPS to traits, and implications for training design, assessment and evaluation.

The authors interweave a discussion forum of domain experts (Hillary Anger-Elfenbein, Timothy Baldwin, Paulo Lopes, Bronston T. Mayes, Ronald Riggio, Robert Rubin and David Whetten) with research commentary and implications for management development. The discussion focussed on: first, how do we define MIPS? Second, how important is context for defining, assessing or developing MIPS? Third, are MIPS traits, or skills that can be developed?

The authors propose MIPS include five core skills that sequentially build upon one another: managing-self, communicating, supporting, motivating and managing conflict. Although context may impact the importance of each skill across cultures, situations and jobs, the authors offer these skills as a useful starting point for MIPS assessment, training design and evaluation.

The proposed five core skill model for MIPS needs further research and psychometric validation.

By proposing MIPS include five specific trainable skills that are relevant across contexts, this paper advances MIPS research, assessment and development.

Emotional intelligence reflects the ability to read and understand others in social contexts, to detect the nuances of emotional reactions, and to utilize such knowledge to influence others through emotional regulation and control. As such, it represents a critically important competency for effective leadership and team performance in organizations today. In this paper, we develop a conceptual model that brings together theory and research on emotional intelligence, leadership, and team process and outcomes. Additionally, we formulate testable propositions, propose directions for future research, and discuss implications for practice.