Edited by Neal M. Ashkanasy and Cary L. Cooper
Chapter 15: Learning to Face Emotional Intelligence: Training and Workplace Applications
Catherine S. Daus and Tiﬀani G. Cage Introduction Emotions research in organizations has increased in the last 20 years. Arguably, this is partly due to the transition from an industrial manufacturing economy to a post-industrial service economy (LeBreton et al., 2004). Now, an organization’s ability to deliver quality service is a competitive advantage (Gronroos, 2006). Emotional intelligence, one of the ‘key players’ in emotion research, has reached a critical point in its emergence as a legitimate scientiﬁc and practical construct in the realm of organizational science. While the debate still appears to be alive and well regarding even the actual valid existence of the construct1 for the most part, the discussions and science have moved beyond attempts to distinguish it as a legitimate construct to measurement and practical application concerns. The increased attention on service has generated interest in emotional intelligence or skills training to improve service delivery, which positively aﬀects organizational performance. As noted elsewhere (Ashkanasy & Daus, 2005; Daus & Ashkanasy, 2005; Landy, 2005), unfortunately, practice has preceded science regarding the training of emotional intelligence, a concern of academic critics and proponents alike, of the construct (Ashkanasy & Daus, 2005; Daus & Ashkanasy, 2005; Landy, 2005; Locke, 2005). The fact that many consultants are ‘selling’ emotional intelligence training without the empirical support is alarming. In this chapter, we shall review the empirical literature on what exactly has been done regarding emotional intelligence training, and then provide needs assessment guidelines for the development and implementation of a scientiﬁcally valid,...
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