Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies

Harris, Victor W.; Anderson, Jonathan; Visconti, Brian

doi:10.1007/s11031-021-09922-1

Cited by 23 publications

(18 citation statements)

References 152 publications

(271 reference statements)

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“…And while there is a growing body of EI literature emerging from a number of domains, it would seem that there are not many empirically derived coherent theoretical frameworks of the understanding of EI and its role and potentialities in customer service. This despite repeated calls for customer relationship marketing scholars to embrace this as a central topic (Harris et al, 2022;Lehner, 2020;Goswami and Mahanta, 2021). Inescapably, EI is evolving in organizations to become a critical factor of successful interaction, and IJOA 31,7 ultimately, for the delivery of true customer service and value.…”

Section: Discussionmentioning

confidence: 99%

The requisite role of emotional intelligence in customer service in the retail banking sector

Khoury

Thrassou

Papasolomou

et al. 2022

IJOA

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Purpose This study aims to descriptively identify and refine the role of emotional intelligence (EI) in the retail banking employee–customer contact context, and prescriptively use this knowledge to develop a framework for improving true customer service without excess organizational cost, in Lebanon. Design/methodology/approach The research adopts the classical interpretive/constructivist ontology and the interpretivism/constructivism epistemology, and it rests on a tripod of methodological foundations. The first leg is the theoretical work that sets the extant scientific ground for the empirical work to develop. The second incorporates the main (qualitative) empirical tools, i.e. 40 interviews with customers and HR managers (NVivo-analyzed), plus a critical incident technique study. The third includes the supportive tools of secondary data and an expert panel composed of industry and scholarly specialists. Findings EI was empirically shown to modulate the levels of customer satisfaction and to hold a critical role in the company–customer interface, albeit one that is currently and unjustly both undervalued and ineffectively controlled. The findings identify the key factors and exhibited behavioral attributes of EI within the customer service process, and they integrate all into a comprehensive framework of both scholarly and executive worth. Originality/value This study provides distinct theoretical elucidations and conceptualization that have identified and interrelated the relevant works on the subject; empirically refines the variables involved in the EI context of retail banking customer service; and culminates in the form of the proposed framework that incorporates and interrelates the findings into an empirical-data-based composition of both scholarly and executive orientation and worth.

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Section: Discussionmentioning

confidence: 99%

The requisite role of emotional intelligence in customer service in the retail banking sector

Khoury

Thrassou

Papasolomou

et al. 2022

IJOA

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“…Four aspects are crucial when conceptualizing learning agility. First, in the context of leadership as a process of social influence (Chemers, 2001), learning agility refers to one's aptitude to recognize and apply learnings regarding personal and relational aspects of social situations (Harris et al, 2022). In these situations, individuals emotionally and socially learn through human interaction.…”

Section: Proposed Definitionmentioning

confidence: 99%

Development and validation of the leadership learning agility scale

2022

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IntroductionLearning agility is key in the selection and development of future leaders. However, prior research has failed to clearly conceptualize learning agility and to empirically clarify its dimensions.MethodWe developed the Leadership Learning Agility Scale (LLAS) by using a combination of both deductive and inductive approaches and established scale development and validation procedures. We administered the LLAS among three independent samples of workers and leaders (N = 907; N = 196; N = 219).ResultsOur results indicate that our 18-item LLAS measures the willingness to learn from social experiences, and the drive to apply those lessons in new and challenging leadership roles, and comprises a Developing Leadership, Seeking Feedback, and Developing Systematically dimension. Furthermore, the LLAS showed adequate internal consistency. Leadership learning agility was positively related to achievement motivation, extraversion, and conscientiousness but unrelated to openness to experience.DiscussionWe provided a new scale to measure leadership learning agility that can be applied in both research and practitioner settings.

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“…Likewise, commitment and social ties tend to predict more adaptive coping over time (Alonso-Tapia et al, 2020;Park et al, 2020). Advances in studies about emotion regulation have favored a greater focus on educational processes, either from the interaction of the learner as in the interaction of the teacher with the student, promoting research development in areas of social and emotional learning as an objective of the teaching-learning process (Alonso-Tapia et al, 2020;Harris et al, 2022;Myyry et al, 2020;Soto et al, 2021).…”

Section: Emotions With or Without Regulation?mentioning

confidence: 99%

Socio-Emotional Skills: Toward a Metacognition and Emotional Regulation use in Higher Education Internship Process

Barrera¹

2022

Lim

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The teaching-learning process generated within the framework of Higher Education system remain as a constant of analysis and tension. The economic and sociocultural configuration of the 21st century has evoked it a recurring idea about to have professionals who are increasingly prepared to adapt to changes and generate effective social interactions. If we look at the graduation profiles of the undergraduate programs, it is possible to quickly identify many socio-emotional skills that would be developed as part of a teaching-learning process during their undergraduate career. However, it is complex to access those aspects related to methodologies, teaching methods, tests, projects, and feedback strategies that would support this expected development. Due to this situation, the focus of this article is to generate an initial proposal to deepen the context of apprenticeship during an internship process and the possibilities of this being an instance that bring direct benefits to the socio-emotional development of undergraduate students, by emphasizing the role of the teacher who supervises this formative milestone as an actor who plays a role as a mediator using metacognition and emotional regulation. The reflection on this dimension of Higher Education hopes to initiate a discussion about the opportunities for the improvement´s internship process, and Higher Education teaching-learning process that focus on the mediation style for the development of key skills throughout life.

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Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies

Cited by 23 publications

References 152 publications

The requisite role of emotional intelligence in customer service in the retail banking sector

The requisite role of emotional intelligence in customer service in the retail banking sector

Development and validation of the leadership learning agility scale

Socio-Emotional Skills: Toward a Metacognition and Emotional Regulation use in Higher Education Internship Process

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