Emotional intelligence and emotion work are two resea rch areas traditionally presented as distinct. This article reviews their definitions, examin es their intersections, and illustrates the advantage of"aiJproaching emotion research from an interdis cip linary framework. Conclusions address the.f(J/Iowing: (a) An employee's emotional int ell igence or cognitiv e ahilities cannot be assessed or developed without an understanding of the context or emotion work rules ; (b) 011 employee's e motional intelligence provides the .fi!Undational ability to perceive the display mil's within a given job context or situation; (c) emotion work cannot he performed well without possessing a foundation o( emotional intellig e nc e. Those res ponsible fin· employee deve lopment must h e lp the employee del'elop cognitive abilities and knowledge about conte.rtual emotional expression rules. Implications for human resource development address ways professionals call utilize this interdisciplinary perspectiv e in research and practice and the importance of" develoJJing both cogniti\•e abiliti es and contextual knowledge about emotions to help employ ees develop e motional int el li gence and perf!Jrm emotion \VOrk.
Changes in the job market are affecting how employees view their current positions and careers leading to more employees (so-called 'free agents') developing portfolio careers. To maintain their long-term employability, free agents need to continually enhance and expand their expertise, knowledge-base, reputation and networks, and it has been argued that this will influence how employees view and approach their workplace learning. This article reports the findings of qualitative research aimed at exploring the free agent concept, the implications for workplace learning and the implications for human resource development (HRD) functions in organizations. The research used a convenience sample of 11 organizations from three continents, with data collected from senior HRD executives through telephone and face-toface interviews and e-mails. The results highlighted how some employees are changing their attitudes towards workplace learning, particularly those considered 'high potential' or working in 'high tech' positions. The research also identified how organizations are increasingly viewing learning as a means of attracting and retaining high quality employees, with implications for HRD functions in terms of a greater emphasis on delivery methods for learning beyond traditional training and greater emphasis on career development activities.
As customer expectations grow and companies across industries face extreme marketplace pressures, unexpected or, rather, unintended battles for resources and inputs can arise. This intense competition over inputs of production and services is called factor market rivalry. While previous work has discussed factor market rivalry and some potential mitigation strategies from its ill effects, one may wonder why factor market rivalry induces such extreme competition among firms for similar resources. Obviously materials with constrained supplies contribute to factor market rivalry, but the current research suggests that factor market rivalry is further caused by factor market myopia (FMM). FMM stems from viewing the sources of resources too narrowly or becoming fixated on a singular input when substitutes may exist. Developing the concept of FMM and contextualizing the idea in generalizable theory are the primary contributions of the current research.
Purpose -This paper aims to examine the potential of applying the concept of the Learning Organization to the understanding of, and potentially the assessment of, an organization's supply chain collaboration capability. Collaborative supply chain management (SCM) literature was transposed against that of the literature of the Learning Organization to investigate overlapping themes to explore benefits of applying the framework of the Learning Organization to SCM. Design/methodology/approach -The author conducted an in-depth review of the collaborative SCM and Learning Organization literature. This allowed for a comparative analysis of the literature and identification of the extent of common themes. Themes were identified, future research questions were posed and implications were delineated. Findings -Findings indicate multiple themes in common between collaborative SCM and the Learning Organization. This serves as support for the suggestion to approach SCM with the framework of the Learning Organization to encourage those principles to drive behavior. This will be critical for gaining a competitive advantage in the supply chain. Research limitations/implications -This study is limited to conceptual analysis only. Findings suggest that empirical research should be conducted to investigate and quantify advantages of this approach/perspective. Practical implications -Implications are that SCM should include the practices of the Learning Organization to ensure that the supply chain is oriented toward learning and continuous growth. Originality/value -It indicates the value of the Learning Organization perspective in SCM and introduces the term "learning chain" to exemplify the approach.
The purpose of this article is to review the content of existing social— emotional learning programs in the American K-12 curriculum and the relationship between the school-based programs and the needs of the American workplace. Social and emotional learning (SEL) programs were examined for their content and compared to research on critical emotional intelligence skills for the workplace. Emotional intelligence literature was reviewed, as was the SEL literature. The two literatures were compared to identify gaps so that practitioners of human resource development have a basis on which to consider important areas for training programs in emotional intelligence.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.