Showing posts with label emotional_intelligence. Show all posts
Showing posts with label emotional_intelligence. Show all posts

Thursday, 5 September 2019

Universal Emotions Are The Deep Engine Of Human Consciousness And The Basis Of Our Profound Affinity With Other Animals

an article by Stephen T Asma in Aeon posted by S. Abbas Raza in 3 Quarks Daily

Charles Darwin closed his On the Origin of Species (1870) with a provocative promise that ‘light will be thrown on the origin of man and his history’. In his later books The Descent of Man (1871) and The Expression of Emotions in Man and Animals (1872), Darwin shed some of that promised light, especially on the evolved emotional and cognitive capacities that humans shared with other mammals. In one scandalous passage, he demonstrated that four ‘defining’ characteristics of Homo sapiens – tool use, language, aesthetic sensitivity and religion ­– are all present, if rudimentary, in nonhuman animals. Even morality, he argued, arose through natural selection. Altruistic self-sacrifice might not give the individual a survival advantage, but, he wrote:
There can be no doubt that a tribe including many members who, from possessing in a high degree the spirit of patriotism, fidelity, obedience, courage, and sympathy, were always ready to aid one another, and to sacrifice themselves for the common good, would be victorious over most other tribes; and this would be natural selection.
Yet Darwin’s revolutionary understanding of the evolved nature of human emotions has been neglected since. When scientists turned again to the mind a century later, the computer was the model that both sparked the cognitive sciences revolution and served as its exclusive investigative tool. The computational model of the mind has been very powerful, but it has no way (and no need) to capture the biological ingredient of motivational feeling-states, and has been unconcerned with the evolved substrate to such processes.

More here.

Warning: Both “3 Quarks Daily” and “AEON” are enormous, but very interesting, rabbit holes.



  

Tuesday, 6 August 2019

Women’s experience of perceived uncertainty: insights from emotional intelligence

an article by Masood Ul Hassan and Arslan Ayub (Department of Commerce, Bahauddin Zakariya University, Multan, Pakistan) published in Gender in Management Volume 34 Number 5 (July 2019)

Abstract

Purpose
Few organizational change studies identified the aspects of change that are salient to individuals and gender in specific and that influence their work outcomes. This paper aims to assess the potential mediating effect of emotional intelligence and the moderating effect of gender in the relationship of perceived change-related uncertainty and work outcomes.

Design/methodology/approach
The study analyzes the measurement model and the structural model using SmartPLS (v 3.2.7) on a sample of 413 employees working in the telecom sector collected through a non-experimental face-to-face method.

Findings
The findings support that emotional intelligence mediates the negative relationship between perceived change-related uncertainty and work outcomes. Moreover, emotional intelligence and gender have a significant interaction effect on work outcomes.

Research limitations/implications
The study uses the ability-based model of emotional intelligence to assess its impact on the proposed theoretical framework.

Practical implications
The findings suggest that organizations should hire more females at the workplace as they are less in number although they are more emotionally intelligent. As well as, females should be given equal opportunities to reach the top managerial positions by breaking the glass ceiling.

Originality/value
The study adds insights into existing knowledge; for instance, the study reveals that emotional intelligence competency is a sine qua non to personal control that delivers exceptional results in the context of perceived change-related uncertainty. The study also investigates the interaction effect of gender with emotional intelligence to scaffold the emotional intelligence competency over gender differences.


Thursday, 25 April 2019

Emotion management and solidarity in the workplace: A call for a new research agenda

an article by Jordan McKenzie and Roger Patulny (University of Wollongong, Australia), Rebecca E Olson (University of Queensland, Australia), Alberto Bellocchi (Queensland University of Technology, Australia) and Kathy A Mills (Australian Catholic University, Australia) published in The Sociological Review Volume 67 Issue 3 (May 2019)

Abstract

Research focusing on the management of emotion features prominently in studies of employee attrition, gender inequality and workplace satisfaction, but rarely in research on worker solidarity.

Against a backdrop of increasing individualisation within late modern society, research about workplace management of emotion has become bifurcated along sociological or organisational psychology lines.

Within the sociology literature, management of emotion is theorised as a commercialised, relational and (often) alienating experience. Within organisational psychology literature and research, the emphasis is on harnessing individual traits and skills (e.g. emotional intelligence) to regulate emotions for increased productivity and employee retention.

In this article, the authors call for a new research agenda that prioritises the examination of solidarity between workers alongside the analysis of emotion management. This call is based in a critical reading of the sociological and organisational psychology scholarship addressing the management of emotions.

Through the example of teaching work, the authors provide a critique of scholarship on workplace strategies that promote highly individualised understandings of managing emotions through resilience training and other simplified techniques. They argue that workplaces should recognise the dangers of uncritically adopting individualised strategies for managing emotions, and propose a research agenda that seeks to understand how emotion management can affect worker solidarity.


Wednesday, 13 February 2019

Do These 5 Things to Increase Your Emotional Intelligence

a post by Jonice Webb (Childhood Emotional Neglect) for World of Psychology



What’s been shown by research to be more important for job success than IQ?

What’s a major factor in life satisfaction?

What contributes to lasting marriages and happy children?

What can leap tall buildings in a single bound? (Well, maybe not that.)

It’s Emotional Intelligence! Also known as EQ.

Emotional Intelligence has been defined as the capacity to be aware of, control, and express one’s emotions, and to handle interpersonal relationships and conflicts with empathy and skill.

Research tells us that people with high EQ enjoy many advantages and benefits in life. But some people have a lot more of it than others.

Many people feel rather mystified by the concept of EQ. It’s natural to wonder how people get EQ. Are we born with our EQ already set? And why do some people have high EQ and some people don’t? And, probably the most important question of all: Can we increase our EQ?

Are We Born With EQ?

The answer is, “Maybe somewhat.” Few things are purely genetic, and EQ is no exception. Sure, some babies are undoubtedly born with a more natural tendency toward emotional awareness and capability for abstract thought, both of which would make it easier to learn about and understand emotions.

But in the nature/nurture question, I have clearly seen that nurture is enormously important.

The Role of Parenting in EQ

Childhood is a training ground for emotional intelligence. When your parents see what you feel and respond to your feelings by helping you name and manage them, you learn what different emotions feel like, and how to put them into words. You learn how to identify what you’re feeling, and why you may be feeling it. You learn how to understand why you do what you do and deduce the reasons for others’ actions as well.

Emotionally aware and skilled parents do all of the above, naturally. So they tend to raise high EQ kids. But, unfortunately, the opposite is also true. When your parents are not emotionally aware or skilled, you do not get what you need to learn the EQ skills.

When your emotions are not noticed, validated or addressed enough in childhood (I call this Childhood Emotional Neglect or CEN), your emotions automatically become blocked off in adulthood. So throughout the most formative decades of your life, you are missing the opportunity to learn how emotions work.

You are left with a lack of crucial knowledge. Which emotion is which? What do you do with your feelings when you have them? How are your emotions affecting your decisions? How do other people’s emotions affect their behavior?

The effects of this lack of knowledge on every single area of the emotionally neglected person’s adult life are far more severe than most people realize.

Lacking a solid EQ makes it hard to handle situations when you are having feelings or when the other person is. So you are more likely to ignore issues, sweep problems under the rug, hurt other people’s feelings, or make decisions that you will later regret.

So, although less clearly visible, the effects of low EQ are so significant that I have often compared them to those of having a physical disability, such as a missing limb.

The Bright Side

Fortunately, for all of us, that is not the end of the story. There is some very good news here. EQ is nothing other than a set of skills. And you, no matter how much Emotional Neglect you were raised with, no matter what genes you were born with, can learn them.

Continue reading


Tuesday, 13 March 2018

Emotional Intelligence Needs a Rewrite

an article by Lisa Feldman Barrett published in Nautilus [via Arts & Letters Daily]

You’ve probably met people who are experts at mastering their emotions and understanding the emotions of others. When all hell breaks loose, somehow these individuals remain calm. They know what to say and do when their boss is moody or their lover is upset. It’s no wonder that emotional intelligence was heralded as the next big thing in business success, potentially more important than IQ, when Daniel Goleman’s bestselling book, Emotional Intelligence, arrived in 1995. After all, whom would you rather work with – someone who can identify and respond to your feelings, or someone who has no clue? Whom would you rather date?

The traditional foundation of emotional intelligence rests on two common-sense assumptions. The first is that it’s possible to detect the emotions of other people accurately. That is, the human face and body are said to broadcast happiness, sadness, anger, fear, and other emotions, and if you observe closely enough, you can read these emotions like words on a page. The second assumption is that emotions are automatically triggered by events in the world, and you can learn to control them through rationality. This idea is one of the most cherished beliefs in Western civilization. For example, in many legal systems, there’s a distinction between a crime of passion, where your emotions allegedly hijacked your good sense, and a premeditated crime that involved rational planning. In economics, nearly every popular model of investor behavior separates emotion and cognition.

Continue reading

Very delayed in getting to you as I had it tagged for including in a “10 for today” but decided that it deserved a post in its own right.



Thursday, 23 November 2017

The role of emotional dissonance and emotional intelligence on job-stress, burnout and well-being among nurses

an article by Bilal Afsar and Mariam Masood (Hazara University, Mansehra, Pakistan) and Sadia Cheema (National College of Business Administration and Economics, Lahore, Pakistan) published in International Journal of Information Systems and Change Management Volume 9 Number 2 (2017)

Abstract

Although emotional dissonance has been broadly investigated in the literature, the relationship of emotional dissonance and emotional intelligence with job-stress, burnout and well-being in nursing profession requires further exploration.

This study examines the extent to which emotional dissonance and emotional intelligence are associated with job-stress, burnout and well-being among nurses working in public sector hospitals of Pakistan.

The moderating role of emotional intelligence is evaluated as a key factor in the rescue of healthcare workers from job-stress and burnout thus increasing job retention.

Data were collected from 379 nurses working in public sector hospitals of Pakistan through a cross-sectional quantitative research design. The results show that both emotional dissonance and emotional intelligence have significant effects on nurses' perceived job-stress, burnout and well-being.

The moderating effect of emotional intelligence is also confirmed.

These findings provide additional evidence for the important effects that emotional dissonance and emotional intelligence can have on nurses' job-stress, burnout and well-being. The potential benefits of emotional intelligence in the nurses' emotional work have been explored.


Tuesday, 3 October 2017

Why mindfulness at work matters – the ‘reboot’ for emotional intelligence development

an article by Margaret Chapman-Clarke (EI Coaching and Consulting, York, UK) published Development and Learning in Organizations: An International Journal Volume 31 Issue 2 (2017)

Abstract

Purpose
The paper aims to inspire practitioners to look critically at how and in what ways mindfulness can enhance emotional intelligence interventions. The paper also aims to provide practical and evidence-based guidance on what and how to design, implement and evaluate mindfulness-based emotional intelligence (EI) programs.

Design/methodology/approach
This paper adopts a critical, practitioner-perspective on mindfulness as it transitions into the workplace. The author draws on her own work in the field of EI practice and research and the experiences of peers who have implemented mindfulness-based interventions to offer insights on how to navigate the “mindfulness phenomenon” to enhance EI interventions.

Findings
A series of practical steps on how to implement organizational mindfulness-based interventions (O-MBIs), distilled from case studies, entitled “top ten tips from the field”.

Research limitations/implications
The author argues that whilst organizational scholars debate as to whether mindfulness is a topic worthy of interest, practitioners are already engaged and generating practitioner-led research.

Practical implications
Mindfulness is rapidly capturing development and learning practitioner attention, yet there is little empirical work that is initiated by practitioners and shared with practitioners. This paper goes some way to helping peers navigate what has been described as the “mindfulness phenomenon”.


Social implications
Many commentators have noted that we operate in a volatile, uncertain, complex and ambiguous (VUCA) world. We are trapped in a “prison of busyness”, and the author argues that the popularity of mindfulness, not only in the workplace but more broadly in society, is indicative of the need to equip people to cope and a desire to create more compassionate and mindful organizations.

Originality/value
The paper summarizes themes captured in what has been described as a seminal book in the practitioner literature on mindfulness in the workplace. It is designed to provoke readers into looking critically at their existing EI programs and examine how and in what ways, a holistic, embodied practice (mindfulness) can hone the skills of attention, focus and presence. With the intention of facilitating kinder and more compassionate individuals and organizations, potentially leading to more mindful and ethical societies.


Saturday, 10 September 2016

Developing meaningfulness at work through emotional intelligence training

an article by Kathryn Thory (University of Strathclyde Business School, Glasgow, UK) published in International Journal of Training and Development Volume 20 Issue 1 (March 2016)

Abstract

To date, there remains a significant gap in the human resource development (HRD) literature in understanding how training and development contributes to meaningful work. In addition, little is known about how individuals proactively make their work more meaningful.

This article shows how emotional intelligence (EI) training promotes learning about sources of meaningful work and documents managers’ experiences of independently applying to the workplace what they have learnt about meaningfulness from their EI training.

Data is collected from participant observations and interviews with trainers and managers attending three externally provided, ‘popular’ EI training courses. Interpreting the data through Lips-Wiersma and Morris's model of meaningful work enables a clear articulation of managers’ capacity to shape their work environments to create four, interconnected sources of meaningfulness: inner development, expressing one's full potential, unity with others and serving others.

The findings also reveal structural and agential constraints when individuals attempt to create meaningful work. Practically, the study demonstrates the importance of training to enhance work of value and significance and offers recommendations for practitioners.

Full text (HTML)


Tuesday, 4 August 2015

Emotional management in the workplace: Age and experience as key influences

an article (no author listed) published in Development and Learning in Organizations: An International Journal Volume 29 Issue 4 (2015)

Abstract

Purpose
This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

Design/methodology/approach
This briefing is prepared by an independent writer who adds their own impartial comments and places the papers in context.

Findings
Statistics show that populations are aging in many countries around the world. Growth in the number of older employees in the workplace is one major consequence of this demographic shift. As such individuals have become important assets to their firm, leaders should strive to ascertain how to maximize the value they provide. How age is conceptualized determines its impact on attitudes and behaviors regarding work. Such as, involvement and satisfaction with the job and commitment toward the firm can vary depending on the way in which the employee’s age is articulated. Past research has identified subjective age and social age among the different conceptualizations. But, chronological age and age reflected by work experience are often most relevant in workplace contexts.

Practical implications
The paper provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

Originality/value
The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.


Thursday, 4 June 2015

Prospective associations between loneliness and emotional intelligence

an article by A. Wols and R.H.J. Scholte (Radboud University Nijmegen, The Netherlands) and P. Qualter (University of Central Lancashire, Preston, UK) published in Journal of Adolescence Volume 39 (February 2015)

Abstract

Loneliness has been linked cross-sectionally to emotional skill deficits (e.g., Zysberg, 2012), but missing from the literature is a longitudinal examination of these relationships.

The present study fills that gap by examining the prospective relationships between loneliness and emotional functioning in young adolescents in England.

One hundred and ninety-six adolescents aged 11–13 years (90 females) took part in the study and completed the youth version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT-YV) and the peer-related subscale of the Loneliness and Aloneness Scale for Children and Adolescents (LACA) at two time points, which were 10 months apart. Prospective associations were obtained for male and female adolescents separately using cross-lagged statistical techniques.

Our results showed prospective links between understanding and managing emotions and loneliness for both females and males. Perceiving and using emotions were prospectively linked to loneliness in males only.

Possible explanations and directions for future research are discussed.


Tuesday, 30 September 2014

Emotional intelligence as a predictor of employees' career adaptability

an article by Melinde Coetzee and Nisha Harry (Department of Industrial and Organisational Psychology, University of South Africa) published in Journal of Vocational Behavior Volume 84 Issue 1 (February 2014)

Abstract

Emotional intelligence and career adaptability are crucial psychosocial meta-capacities for successful adaptation in various spheres of life, including the realm of careers. However, little is known about the relationship between emotional intelligence and Savickas's (2005) notion of career adaptability.

The current research examines the relation of emotional intelligence to career adaptability.

A cross-sectional survey was conducted with a sample of 409 early career black call centre agents (Mean age = 32) employed in three of the largest outsourced financial call centres in Africa. Canonical correlation analysis and structural equation modelling confirmed the predictive validity of emotional intelligence in relation to career adaptability. The results showed that managing one’s own emotions contributes the most in explaining overall emotional intelligence and the variance in overall career adaptability with its four domains of career concern, career control, career confidence and career curiosity.

The results of the study highlight the importance of developing individuals’ emotional intelligence in order to strengthen their career adaptability. The research contributed new and valuable insights that may inform career development interventions for call centre agents.


Wednesday, 10 July 2013

Students’ Perspectives on University Experiences; The Role of Protective Factors in Students’ Lives

an article by Malek Jdaitawi, Ahmad Nawafleh, Ismaeel Nabrawi, Feras Talafha and Amani Mohd (University of Dammam, Saudi Arabia) and Maya-Panorama (University of Utara Malaysia, Kedah, Malaysia) published in International Education Studies Volume 6 Number 7 (2013)

Abstract

This study examined the relationship between protective factors and students’ university experiences among 289 first year university students.

The study made use of exploratory and confirmatory factor analyses to reveal initial support for the research variables.

In addition, path analysis was utilised to investigate the relationship among the variables. The moderating effects of the variables were tested simultaneously, through multi-group analysis of Structural Equation Modeling.

The final part of the study discussed the empirical findings and their implications.

Full text (PDF 8pp)


Friday, 1 March 2013

Career Indecision Versus Indecisiveness: Associations With Personality Traits and Emotional Intelligence

Annamaria Di Fabio and Letizia Palazzeschi (University of Florence, Italy), Lisa Asulin-Peretz (Hebrew University of Jerusalem, Israel) AND Itamar Gati (Hebrew University, Israel) published in Journal of Career Assessment Volume 21 Number 1 (February 2013)

Abstract

The goal of the present study was to investigate the distinctions between career indecision and indecisiveness.

The different patterns of the associations between career indecision and indecisiveness, on one hand, and personality traits, career decision-making self-efficacy, perceived social support, and emotional intelligence, on the other, were studied in a sample of 361 university students.

The results showed that career indecision, as measured by the Career Decision-making Difficulties Questionnaire, is most highly associated with emotional intelligence, whereas career indecisiveness, as measured by the Indecisiveness scale, is most highly associated with personality traits, and in particular with emotional stability.

This pattern of results was obtained for both women and men; however, the prediction was stronger for indecision (R 2 = .76 and .55, for women and men, respectively) than indecisiveness (R 2 = .35 and .28, for women than for men, respectively).

Possible explanations of these differences are discussed.


Monday, 10 September 2012

The role of personality traits, core self-evaluation, and emotional intelligence in career decision-making difficulties

an article by Annamaria Di Fabio and Letizia Palazzeschi (Department of Psychology, University of Florence, Italy) and Reuven Bar-On (Department of Psychiatry and Behavioral Sciences, University of Texas Medical Branch) published in Journal of Employment Counseling Volume 49 Issue 3 (September 2012)

Abstract

This study examines the role of personality traits, core self-evaluation, and emotional intelligence (EI) in career decision-making difficulties.

Italian university students (N= 232) responded to questions on the Big Five Questionnaire, Core Self-Evaluation Scale, Bar-On Emotional Quotient Inventory, and Career Decision-Making Difficulties Questionnaire.

It was found that EI adds significant incremental variance compared with personality traits and core self-evaluation in predicting career decision-making difficulties. The results draw attention to the unique role of EI in career decision-making difficulties, offering new research opportunities and intervention possibilities.


Wednesday, 26 October 2011

The emotional labour process: An essay on the economy of feelings

an article by Steve Vincent (University of Leeds) published in Human Relations Volume 64 Number 10 (October 2011)

Abstract

This article evaluates conceptual resources for exploring the economy of feelings. It reviews existing contributions, discovering tensions surrounding the material status of emotional displays and normative commitments at work, as well as significant gaps within the conceptual resources used to classify the emotions we experience and evoke while working. In an effort to develop more robust categories for this broad area, labour process theory is combined with other conceptual tools to reframe and refresh debates. Specifically, the concept emotional misbehaviour is posited as a useful addition to the debate concerning the material status of emotion at work and various novel conceptual resources are explored from a labour process perspective. In particular, emotional intelligence, techno-normative control, symbolic violence and cultural capital are introduced to the debate and considered for their potential usefulness in filling the conceptual gaps identified.


Sunday, 28 December 2008

Emotional intelligence: theory and description: A competency model for interpersonal effectiveness

an article James Thomas Kunnanatt in Career Development International Volume 13 Issue 7 (2008)

Abstract

Purpose
Despite the crucial role that emotional intelligence (EI) could play in improving individuals’ performance and career prospects in organisations, employees, executives and career professionals across the world are still in search of practical frameworks for understanding the concept. This is because EI research outputs from academics still remain mostly as correlations, co-variations and associations between EI and other variables. This paper seeks to provide a practical framework that could help executives, employees and career advisors understand what EI competencies people need to acquire and how these could be developed through EI training.

Design/methodology/approach
The approach is to develop a competency-based model of EI based on inputs from academic research and feedback from EI training specialists. An attempt is made to incorporate the role of brain theory in EI. Exploration is also made into the progressive stages and dynamics involved in typical EI training programs.

Findings
The paper brings out current research insights and highlights the strategic significance of EI as an augmenter of job performance and career advancement. The competency-based model provides comprehensive understanding of the psychological configuration, inner mechanisms, and organization and operation of EI in human beings.

Originality/value
While the model holds many of the classic components of EI intact, a new sub-competence called social influence is introduced, with cautions about the difficulty in acquiring this sub-competence solely through EI training. Going beyond the popular literature, the paper explains the role of brain theory in EI – a dimension often ignored in EI discussions. Finally, the paper provides an abbreviated coverage of the progressive stages and the dynamics involved in typical EI training programs.