Developing Leaders: Teaching about Emotional Intelligence and Training in Emotional Skills

Ashkanasy, Neal M.; Dasborough, Marie T.; Ascough, Kaylene W.

doi:10.4135/9780857021038.n9

Cited by 10 publications

(14 citation statements)

References 76 publications

(121 reference statements)

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“…Our findings suggest that managers could reduce exhaustion by actively seeking to encourage deep acting by team members. Previous studies have demonstrated that training can help individuals be more aware of their emotions and employ different emotional labor strategies (Ashkanasy, Dasborough, & Ascough, ; Totterdell & Parkinson, ). Therefore, seminars and training that discuss the personal and professional benefits of deep acting and provide strategies for genuinely changing one's feelings during difficult situations provide promising methods to increase individual deep acting.…”

Section: Discussionmentioning

confidence: 99%

Good acting requires a good cast: A meso-level model of deep acting in work teams

Becker

Cropanzano

2014

J. Organiz. Behav.

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Summary This study proposes and tests a meso‐level model of deep acting in work teams that draws on emotional contagion theory to explain how shared means of complying with display rules can arise in work teams. We argue that the presence of influential deep actors can lead to greater convergence (lower dispersion) on individual deep acting in the team. That is, team members behave more similarly. When a team has greater convergence, deep acting by individual members should be related to lower emotional exhaustion and higher job satisfaction and in‐role performance. In a sample of mature work teams, these hypotheses received general support. Our findings suggested that team‐level deep acting effects can foster benefits for team members (lower emotional exhaustion and higher satisfaction) and organizations (higher job performance). Copyright © 2014 John Wiley & Sons, Ltd.

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Section: Discussionmentioning

confidence: 99%

Good acting requires a good cast: A meso-level model of deep acting in work teams

Becker

Cropanzano

2014

J. Organiz. Behav.

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“…Previous studies have indicated that training interventions provide means to enhance emotional competence at work. In line with this, writings on emotional intelligence have argued that emotional abilities can be taught and developed (Pool & Qualter, 2012), that training can improve individuals' wellbeing and work performance (Schutte et al, 2013;Clarke, 2010a), and that education can improve individuals' emotional information processing and emotional literacy (Ashkanasy et al, 2009). Related writings have indicated that training in emotional skills may promote pro-social responses (Kemeny et al, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Luthans et al (2008) found that positive capital in the workplace can be developed via a training intervention. Furthermore, emotional skills may be beneficial for leaders, especially within team contexts (Ashkanasy et al, 2009). A study by Clarke (2010b) showed the powerful role of team-based learning with regard to emotional intelligence in the workplace.…”

Section: Literature Reviewmentioning

confidence: 99%

Emotional competence at work

Ikävalko

Hökkä

Paloniemi

et al. 2020

JOCM

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PurposeThe study investigated emotional competence at work and elaborated emotional competence in relation to sociocultural aspects of emotions at work.Design/methodology/approachEmotional competence at work was explored via interviews, surveys and observations. The study was conducted over one year, during which an emotion-training intervention was conducted within a medium-sized company, operating in the healthcare sector.FindingsThe study shed light on emotional competence at work, identifying three domains: individual emotional competence, emotional competence within interactions and emotional competence embedded in workplace practices.Research limitations/implicationsThis study was conducted in one organization.Practical implicationsOrganizational developers are recommended to implement activities such as training interventions in order to build emotional competence; this applies not only at the individual level but also to achieve interaction among members of the organization within collective workplace practices.Originality/valuePrevious studies on emotional competence have been limited to the individual level. The sociocultural approach to emotional competence adopted in this study recognizes – in addition to the individual and interactional level of emotional competence – emotional competence at work as related to practices at work.

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“…Debates continue about definitional issues (e.g., whether EI is a set of specific abilities or a broader mix of motivational and dispositional characteristics), appropriate measurement instruments (which depend on the definition and whether subjects self‐assess), and matters of mutability (that is, the extent to which EI can be taught). In educational settings (i.e., classroom research and teaching), Ashkanasy et al () assert that only the ability‐based approach of Salovey and Mayer should be used, except for comparison purposes. They also ascribe to its associated abilities test, the MSCEIT (Mayer, Salovey, Caruso Emotional Intelligence Test) (Mayer et al, ).…”

Section: Locating Emotion In the Classroommentioning

confidence: 99%

Emotion in the Classroom: An Update

Bowen

2014

To Improve the Academy

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Fourteen years ago, POD member Edward Vela drew attention to the role of emotion in learning. In particular he emphasized the need for faculty to express positive emotions in the classroom. Since then researchers continue to measure the effectiveness of positive emotion in student learning but the field of emotion in the classroom has expanded since Vela's essay. The purpose of this article is to not only update Vela's citations on emotion and learning but to provide a broader perspective on the topic and assist faculty developers. Ashkanasy's five‐level model frames the discussion.

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Developing Leaders: Teaching about Emotional Intelligence and Training in Emotional Skills

Abstract: By the close of the twentieth century, the volume of literature addressing emotion in organizational settings stepped up even further, including special issues of journals (e.g.

Cited by 10 publications

References 76 publications

Good acting requires a good cast: A meso-level model of deep acting in work teams

Good acting requires a good cast: A meso-level model of deep acting in work teams

Emotional competence at work

Emotion in the Classroom: An Update

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