Research Companion to Emotion in Organizations
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Research Companion to Emotion in Organizations

Edited by Neal M. Ashkanasy and Cary L. Cooper

This Companion brings together many leading scholars to address a wide range of topics in 38 chapters, across five levels of organizational analysis – including within-person, between-person (individual differences), relationships, groups, and the organization as a whole. Chapters tackle structure and measurement of emotion, antecedents and consequences of positive and negative emotions, including effects on work satisfaction and performance. The expression, recognition, and regulation of emotion and the propagation of mood and emotion in groups are also dealt with. The Companion explores contemporary issues including leadership, organizational climate and culture, as well as organizational change.
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Chapter 15: Learning to Face Emotional Intelligence: Training and Workplace Applications

Catherine S. Daus and Tiffani G. Cage


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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