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This chapter deals with the issue of distance between leaders and followers. I claim that distance from a leader is not only a reflection of time and space (i.e., objective distance) but also connected to followers’ emotions toward the leader manifested in their construal of their leaders. I report the findings of initial investigations that demonstrate how the patterns of construal of leaders as close or distant can be explained by construal level theory as well as through psychological theories of emotions. Finally, I discuss implications to theories of leadership and followership.

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.

Healthy and adaptive strategies for regulating emotions and coping with the demands of their jobs can help school-level leaders mitigate the factors and forces heightening the emotional aspects of their work, stave off the negative effects of work intensification and achieve wellness. As with most individuals in most professions, school-level leaders use several different strategies to manage their emotions and cope with the stresses associated with their work. Some of these coping strategies are associated with positive outcomes including situation selection and exercising autonomy over their workday, talking to colleagues, reappraisal, humour, controlled breathing, exercise and engaging in hobbies outside of work. However, even the most experienced and effective school-level leaders demonstrate a proclivity for engaging in coping strategies associated with maladaptive and negative outcomes. These maladaptive strategies include worrying about events over which they have little or no control, masking one's emotions using expressive suppression, using thought suppression to deal with symptoms of emotional exhaustion, distraction, manipulating the emotions of others as well as use of illegal or prescription drugs, alcohol and other forms of self-medication. This chapter concludes with a discussion of how there can be some overlap between these strategies in practice and how they are classified.

The purpose of this research is to examine the relationships among team leader emotional intelligence competencies, team level emotional intelligence, and team performance.

It is argued here that the team leader's emotional intelligence (EI) will influence the development of group level emotional intelligence (GEI), which was measured by a team's emotionally competent group norms (ECGN). Second, it is hypothesized that the presence of ECGNs will positively influence group effectiveness. Data were collected from 422 respondents representing 81 teams in a military organization.

Results show that team leader emotional intelligence is significantly related to the presence of emotionally competent group norms on the teams they lead, and that emotionally competent group norms are related to team performance.

Limitations of this research include a narrow sample with the teams not being highly interdependent.

This research provides implications for practice in three primary areas: development and sustainment of emotionally intelligent managers and leaders; development and sustainment of emotionally intelligent work groups; and establishment of organizational leaders at all levels to foster and support emotional competence throughout the organization.

This research contributes to the field by offering support for the effects the team leaders' emotional intelligence has on the teams they lead as well as by showing how team level emotional intelligence affects team performance. This study adds to the body of literature in what is considered a relatively new area of study. The four key contributions of this research are: this research shows that the leader's behaviors are important at the team level; this research further validates Wolff and Druskat's (forthcoming) ECGN theory by lending support for the ECGNs as well as offering alternative clustering ideas for the norms; ECGNs were shown to be related to performance; and lastly this research extends the knowledge base about emotions in groups.

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.

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).

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.

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.

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).

The purpose of this paper is to help clarify the actions of effective emergent leaders in self-managing work teams (SMWTs). Multiple methods were used to test hypotheses that leader's behaviors consistent with the development of emotionally competent team norms (interpersonal understanding, caring behavior, creating an optimistic environment, and proactive problem solving) would be more strongly linked to team trust, open communication, personal task engagement, and team effectiveness than traditional task-focused leader's behaviors (directive statements, using questions). Most hypotheses were supported. Directive leader's behaviors were for the most part negatively associated with team trust, open communication, and personal task engagement. It is argued that in SMWTs that have a history and a future together, emergent leaders who engage in behaviors that build emotional competence in the team are more likely to create team effectiveness than emergent leaders focused on directing team members.

The different perspectives of diversity have until recently ignored emotional diversity primarily because emotions were discounted as “irrational.” To highlight the need for a broader integrative view of emotions in the workplace, the question addressed in the study was whether inclusive leadership helped emotionally reactive employees improve their performance and whether these employees displayed potential leadership qualities for future roles.

The study was qualitative. This cross-sectional study applied qualitative methods to gather the required information. Sixteen business heads across different sectors in India were purposively chosen for in-depth interviews with respondents. The interviews were semi-structured. The approach of theoretical sampling was adopted. From the initial set of questions, the next set of questions was evolved and the itineration was continued until saturation was achieved.

The results showed that mentoring and empowerment helped emotionally reactive employees improve their performance. On the question of their potential leadership role, the results were mixed.

The follower (protégé) perception, if also taken, can validate whether the person-centered style helped in the performance improvement of the followers. The responses of the leaders were based on their memory and no reports were checked from their office records to corroborate the same.

Researchers have argued that worker behavior and productivity are directly affected by employee affect and emotional states. The study contributes significantly to creating emotionally inclusive workplaces.

The study is focused on the role of diversity of emotions in the workplace impacting productivity. Emotions are vital and affect the workplace significantly. The study focused on what organizations could do to handle emotionally reactive employees at work. The study showed that inclusive leadership through mentoring and empowerment helped in assimilating difficult employees into the mainstream work.

Several factors and forces in school-level leaders' work can heighten emotions and incite emotionally charged situations. Challenges that heighten school-level leaders' emotions are related to systemic factors, people factors and personal factors. The extent to which each of these different factors influence the emotional experiences of school-level leaders, and whether that influence ends up being positive, negative or neutral, is contextual in nature. The systemic factors include encountering barriers when advocating for students, managing an intensified and expanding workload, working within disorienting policy contexts, and receiving a lack of support from their employer. Changes in school-level leaders' work and workload due to the COVID-19 pandemic that heightened emotions and emotional labour are also considered when discussing the systemic factors. People factors evident in the literature include workplace conflict, gendered power relations and crises and tragedies in the school community. The emotional labour inherent in school-level leadership comes to the forefront when considering the impact of these people factors on emotions at work because school-level leaders are tasked with making decisions that can have an immense impact on peoples' lives. Personal factors discussed in this chapter surround a school-level leader's individual emotional intelligence abilities and media attention directed towards them.

To explore how leadership behavior in Thailand relates to humanistic leadership through indigenous and cross-cultural lenses.

Analogically based and semi-structured interviews were used. The primary focus was on factors associated with expatriate success in leading Thais in a Thai context. As such, the main sample included 24 expatriates. Two local Thai leaders were also interviewed. Qualitative interviews were analyzed inductively using NVivo.

Five interrelated themes emerged from the data: guiding, bridging, emotionally supporting, socializing and indirectly communicating. These themes relate to Asian holistic thinking, Thai culture and humanistic management. Evidence for humanistic leadership was found, albeit in culture-specific ways.

Researchers may benefit from studying local, indigenous leadership practices and determining if and how they fit etic concepts such as humanistic leadership. Limitations of this study include a small sample from only one country.

To be successful, leaders should engage in humanistic leadership practices that fit the Thai context. Human resource departments may wish to focus their talent recruitment, selection and development on these behaviors.

This paper adds to the nascent literature on humanistic leadership by providing an indigenous as well as cross-cultural lens to understanding humanistic leadership in the context of Thailand.