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Ashkanasy, N. M., Hartel, C. E. J., & Zerbe, W. J. (2000). Emotions in the Workplace: Research, Theory, and Practice. Westport, CT: Quorum Books.
Provides a variety of perspectives on how people in organizational settings cope with emotions. Part I reviews the conceptual framework surrounding workplace emotions, and Part II explores the role of emotions as a structuring force in organizations. Part III looks at ways that emotions can help researchers make sense of organizational dynamics, and Part IV assesses consequences for individuals under pressure to display a certain kind of feeling. Part V examines emerging research agendas.
Ashkanasy, N. M., Zerbe, W. J., & Hartel, C. E. J. (Eds.). (2002). Managing Emotions in the Workplace. M. E. Sharpe. This book advances the understanding of the causes and effects of emotions at work and extends existing theories to consider implications for the management of emotions. The international cast of contributors examine the practical issues raised when organizations are studied as places where emotions are aroused, suppressed, used, and avoided. The book also joins the debate on how organizations and individuals ought to manage emotions in the workplace. It is designed for use in any course in which the role of emotions in the workplace is a central concern. Scholars and consultants will also find the book to be an essential resource on this emerging field.
Bar-On, R., Maree, J. G., Elias, M. J. (2007). Educating People to be Emotionally Intelligent.
Some of the best known researchers, professors and practitioners worldwide team up in this work to recognize and reflect the rapidly growing global interest in scientifically-based applications of emotional intelligence in education, to show readers the diverse applications of EI, and to guide them in applying what is known about this topic. The breadth of coverage, array of experts, international scope and clear, practical tone of this book will appeal to parents, educators, psychologists, counselors, trainers, and corporate coaches, mental health and human resource practitioners and healthcare providers.
Bar-On, R. & Parker, J. D. A. (Eds.). (2000). The Handbook of Emotional Intelligence: Theory, Development, Assessment, and Application at Home, School and in the Workplace. San Francisco: Jossey-Bass/Wiley.
Sweeping in scope and building on eighty years of scientific work, the Handbook of Emotional Intelligence presents information on the most important conceptual models, reviews and evaluates the most valid and reliable methods for assessing emotional intelligence, and offers specific guidelines for applying this important concept in a variety of settings. Reuven Bar-On, the person who coined the term "EQ" and developed the first test of emotional intelligence (the EQ-i), assembled together with James D.A. Parker a brilliant group of researchers, academics and practitioners for this basic and eminently useful publication.
Emotional intelligence has emerged as an area of intense interest in both scientific and lay circles. Yet while much attention has been given to the measurement of "EQ," little has been written about the psychological underpinnings of emotional intelligence. This book fills an important gap in the literature, linking the ideas embodied in the emotional intelligence concept to ongoing research and theoretical work in the field of affect science. Chapters by foremost investigators illuminate the basic processes by which people perceive and appraise emotion, use emotion to facilitate thought, understand and communicate emotion concepts, and manage their own and others' emotions.
Boyatzis, R. E. & McKee, A. (2005). Resonant Leadership: Renewing Yourself and Connecting with Others Through Mindfulness, Hope, and Compassion. Boston: Harvard Business School Press.
The best seller Primal Leadership introduced us to "resonant" leaders--individuals who manage their own and others' emotions in ways that drive success. Leaders everywhere recognized the validity of resonant leadership, but struggled with how to achieve and sustain resonance amid the relentless demands of work and life. Now, Richard Boyatzis and Annie McKee provide an indispensable guide to overcoming the vicious cycle of stress, sacrifice, and dissonance that afflicts many leaders. Drawing from extensive multidisciplinary research and real-life stories, Resonant Leadership offers a field-tested framework for creating the resonance that fuels great leadership. Rather than constantly sacrificing themselves to workplace demands, leaders can manage the cycle using specific techniques to combat stress, avoid burnout, and renew themselves physically, mentally, and emotionally. The book reveals that the path to resonance is through mindfulness, hope, and compassion and shows how intentionally employing these qualities creates effective and enduring leadership. Great leaders are resonant leaders. Resonant Leadership offers the inspiration--and tools--to spark and sustain resonance in ourselves and in those we lead.
Boyatzis, R. E., Cowen S. S., & Kolb, D. A. (1995). Innovation in Professional Education. San Francisco: Jossey Bass Publishers.
Based on the experience of the restructuring of the MBA program at Case Western Reserve University, the book describes the transformation of a program from one where student learning was incidental to teaching and research into one where learning is preeminent. This book draws from ten years of curriculum change efforts to trace the entire process of program redesign, from initial discussion to implementation and evaluation. Examines strategic planning within the professional school and describes in detail the Managerial Assessment Course--a key element of the new program and a driving force for self-directed learning. The book provides specific designs, methods, and procedures for conducting outcome assessment studies, including five types particularly relevant to professional schools: alumni studies, employer studies, faculty studies, student-change studies, and professional competency studies.
Boyatzis, R. E. (1982). The Competent Manager: A Model for Effective Performance: New York, John Wiley & Sons.
Offers an empirical, "total'' system approach that determines which characteristics of managers enable them to be effective in various management jobs. Presents a large-scale, intensive study (2,000 managers holding 41 different jobs in 12 organizations) that provides a context for identifying the special characteristics, as well as assessing and developing managerial talent. Develops a logical, integrated model of managerial competence that explains the relationship of these characteristics to each other, to the functions of the management job, and to the key aspects of the internal organizational environment. Also introduces a model of individual competence.
Caruso, D. R. & Salovey, P. (2004). The Emotionally Intelligent Manager: How to Develop and Use the Four Key Emotional Skills of Leadership. Jossey-Bass. We have long been taught that emotions should be felt and expressed in carefully controlled ways, and then only in certain environments and at certain times. This is especially true when at work, particularly when managing others. It is considered terribly unprofessional to express emotion while on the job, and many of us believe that our biggest mistakes and regrets are due to our reactions at those times when our emotions get the better of us. David R. Caruso and Peter Salovey believe that this view of emotion is not correct. The emotion centers of the brain, they argue, are not relegated to a secondary place in our thinking and reasoning, but instead are an integral part of what it means to think, reason, and to be intelligent. In The Emotionally Intelligent Manager, they show that emotion is not just important, but absolutely necessary for us to make good decisions, take action to solve problems, cope with change, and succeed. The authors detail a practical four-part hierarchy of emotional skills: identifying emotions, using emotions to facilitate thinking, understanding emotions, and managing emotions—and show how we can measure, learn, and develop each skill and employ them in an integrated way to solve our most difficult work-related problems.
How does emotional intelligence as a competency go beyond the individual to become something a group or entire organization can build and utilize collectively? Written primarily by members of the Consortium for Research on Emotional Intelligence in Organizations (CREIO), founded by recognized EI experts Daniel Goleman and Cary Cherniss, this groundbreaking compendium examines the conceptual and strategic issues involved in defining, measuring and promoting EI in organizations. The book's contributing authors share 15 models that have been field-tested and empirically validated in existing organizations. They also detail 22 guidelines for promoting EI and outline a variety of measurement strategies for assessing emotional and social competence in organizations.
In this second edition, leaders in the field present the most up-to-date research on the assessment and use of the emotional intelligence construct. Importantly, this edition expands on the previous by providing greater coverage of emotional intelligence interventions. As with the first edition, this second edition is both scientifically rigorous, yet highly readable and accessible to a non-specialist audience. It will therefore be of value to researchers and practitioners in many disciplines beyond social psychology, including areas of basic research, cognition and emotion, organizational selection, organizational training, education, clinical psychology, and development psychology.
The notion of Emotional Intelligence (EI) - the ability to perceive, understand, and manage emotions - has become enormously popular, generating numerous books, articles, TV talk shows, and web sites. Despite the extensive interest, this is the first book to provide a serious, comprehensive review of the field and the ways in which EI is important to everyday life. Written in an engaging and accessible style, the book sets out clearly what Emotional Intelligence is (and what it is not), as well as describing the basic skills and knowledge that are needed to achieve high EI. It goes on to discuss the important applications of EI to everyday life, addressing such key questions as: How can emotional intelligence be used to improve health, financial decisions, friendships marriages, and career success? How can training programs in emotional intelligence be implemented in schools and in the work force?
Cherniss, C. & Adler, M. (2000). Promoting Emotional Intelligence in Organizations: Making Training in Emotional Intelligence Effective. Alexandria, VA: American Society for Training and Development.
The work of the Consortium now can be found in a new book. Using case-based examples of model programs in emotional intelligence training, the book provides a hands-on and easily accessible methodology for designing training programs in a wide variety of business and organizational settings. The guidelines presented in the book can help human resource development professionals, managers, and consultants to develop their own effective methods for helping people to become more emotionally intelligent and, therefore, more effective.
Druskat, V. U., Sala, F., & Mount, G. J. (Eds.). (2005). Linking Emotional Intelligence and Performance at Work. San Francisco: Jossey-Bass.
In this edited volume, leading edge researchers discuss the link between EI and workplace performance. Contributors from many areas such as social science, management (including organizational practitioners), and psychologists have come together to develop a better understanding of how EI can influence work performance, and whether research supports it. A unique feature of this book is that it integrates the work of social scientists and organizational practitioners. Their mutual interests in EI provide a unique opportunity for basic and applied research and practices to learn from one another in order to continually refine and advance knowledge on EI. The primary audience for this book is researchers, teachers, and students of psychology, management, and organizational behavior. Due to its clear practical applications to the workplace, it will also be of interest to organizational consultants and human resource practitioners.
Goleman, D. (2006). Emotional Intelligence: Why It Can Matter More Than IQ (10th Anniversary Edition). Bantam Publications: New York. Dr. Goleman's report from the frontiers of psychology and neuroscience offers startling new insight into our "two minds"-the rational and the emotional-and how they together shape our destiny. Through vivid examples, Goleman delineates the five crucial skills of emotional intelligence, and shows how they determine our success in relationships, work, and even our physical well-being. What emerges is an entirely new way to talk about being smart. The best news is that "emotional literacy" is not fixed early in life. Every parent, every teacher, every business leader, and everyone interested in a more civil society, has a stake in this compelling vision of human possibility.
Goleman, D. (1995). Emotional Intelligence: Why it can matter more than IQ. New York: Bantam.
Everyone knows that high IQ is no guarantee of success, happiness, or virtue, but until the discoveries of modern brain researchers, theorists could only guess why. Daniel Goleman's fascinating report from the frontiers of psychology and neuroscience offers us startling new insight into our "two minds" -- the rational and the emotional -- and how they together shape our destiny. Beginning deep in the brain, Emotional Intelligence shows us the exact mechanism of an "emotional hijack," when passion overcomes reason. Through vivid examples, Goleman then delineates the crucial skills of emotional intelligence, and shows how they determine our success in relationships and work, and even our physical well-being.
Goleman, D. (1998). Working With Emotional Intelligence. New York: Bantam.
Drawing on his unparalleled access to business leaders around the world, as well as on studies conducted in more than 500 organizations, Goleman reveals the skills that distinguish the star performers in every field. From entry-level jobs to top executive positions, the single most important factor is not IQ, advanced degrees, or technical expertise. It is emotional intelligence. Self-awareness, self-confidence, and self-control; commitment and integrity; the ability to communicate and influence, to initiate and accept change. Goleman demonstrates that these competencies are at a premium in today's job market. The higher up the leadership ladders you go, the more vital all aspects of emotional intelligence become, often determining who is hired and who is fired, who is passed over and who promoted.
Goleman, D. (2006). Social Intelligence: The New Science of Human Relationships. New York: Bantam.
Daniel Goleman has written a groundbreaking synthesis of the latest findings in biology and brain science, revealing that we are “wired to connect” and the surprisingly deep impact of our relationships on every aspect of our lives. He explores an emerging new science with startling implications for our interpersonal world. Its most fundamental discovery: we are designed for sociability, constantly engaged in a “neural ballet” that connects us brain to brain with those around us. And Goleman delivers his most heartening news with powerful conviction: we humans have a built-in bias toward empathy, cooperation, and altruism– provided we develop the social intelligence to nurture these capacities in ourselves and others.
Drawing from decades of analysis within world-class organizations, the authors show that resonant leaders - whether CEOs or managers, coaches or politicians - excel not just through skill and smarts, but by connecting with others using EI competencies like empathy and self-awareness. And they employ up to six leadership styles - from visionary to coaching to pacesetting - fluidly interchanging them as the situation demands.
The new annual series, Research on Emotion in Organizations, presents empirical and conceptual articles at the forefront of research in this intriguing new area. Ignored for much of the previous century, the study of emotion and its antecedents and consequences in organizations is currently generating a torrent of new research. Topics include the effects on organizational behavior of mood and affective events, emotional labor and its effects, emotional intelligence, emotion and leadership, and the causes and effects of anger in the workplace. Chapters, source in part from the biannual International Conferences on Emotion and Worklife, represent a cross-section of cutting-edge scholarship in the field, and feature contributions from established leading scholars as well as the 'rising stars' in the field. As such, the series will play a leading role in driving an exciting new field of research for the foreseeable future.
The Handbook of Emotions comprehensively examines all aspects of emotion and its role in human behavior. This thoroughly revised and expanded third edition now brings readers fully up to date on major theories, findings, methods, and applications. The field's foremost researchers explore how emotion intersects with biology, developmental processes, social behavior, personality, cognition, and physical and mental health. Also presented are state-of-the-science perspectives on specific emotions, such as fear, anger, shame, disgust, positive emotions, and sadness. New topics include emotion regulation, neuroimaging approaches, emotions in psychotherapy, the social functions of emotion, emotional complexity, emotion across the lifespan, transdiagnostic emotional disturbances in psychopathology, and much more.
Lewis, M. & Haviland-Jones, J. M. (Eds.). (2000). Handbook of Emotions. Guilford Publications, Inc.
Reflecting the full range of work being done across disciplines, this authoritative volume is a basic resource for what is currently known about emotion. The volume contains 44 chapters organized into five sections: interdisciplinary foundations, biological and neurophysiological approaches to emotion, basic psychological processes in emotion, social processes related to emotion, and select emotions. Chapters address the models and research emanating from clinical and social psychology, development, biology, neurophysiology, behavior genetics, sociology, history, anthropology, and philosophy.
Matthews, G., Zeidner, M. & Roberts, R. D. (2007). Science of Emotional Intelligence: Knowns and Unknowns. Oxford University Press.Bringing together leading international experts from a variety of sub-disciplines, this volume aims to integrate recent research on emotional intelligence. The contributors address a set of focused questions concerning theory, measures, and applications: How does emotional intelligence relate to personality? What is the optimal approach to testing emotional intelligence? How can emotional intelligence be trained? In the final section of the book, the volume editors distill and synthesize the main points made by these experts and set forth an agenda for building a science of emotional intelligence in the future.
Matthews, G., Zeidner, M., & Roberts, R. D. (2003). Emotional Intelligence Science and Myth. The MIT Press.
This book offers a comprehensive critical review of EI. It examines current thinking on the nature, components, determinants, and consequences of EI, and evaluates the state of the art in EI theory, research, assessment, and applications. It highlights the extent to which empirical evidence supports EI as a valid construct and debunks some of the more extravagant claims that appear in the popular media. Finally, it examines the potential use of EI to guide practical interventions in various clinical, occupational, and educational settings.
McKee, A., Boyatzis, R. E., & Johnston, F. (2008). Becoming a resonant leader: Develop your emotional intelligence, renew your relationships, sustain your effectiveness. Harvard Business School Press. Reflecting on twenty years of longitudinal research and practical wisdom with executives and leaders around the world, this book is organized around a core of experience-tested exercises. These tools are designed to help articulate strengths and values, craft a plan for intentional change, and create resonance with others. This book is ideal for individuals seeking personal and professional development and for consultants, coaches, teachers, and faculty to use with their clients or students.
Salovey, P., Brackett, M. A., & Mayer, J.D. (Eds.). (2004). Emotional Intelligence: Key Readings on the Mayer and Salovey Model. Natl Professional Resources Inc.
This book of readings, collected and edited by the co-founders of Emotional Intelligence, Dr. Peter Salovey and Dr. John Mayer, introduces the theory, measurement, and applications of the EI ability model. Salovey and Mayer carefully selected their most up-to-date book chapters and peer-reviewed articles to present the transition from origination, development, and present state of Emotional Intelligence.
Salovey, P. & Sluyter, D. (Eds.). (1997). Emotional Development and Emotional Intelligence. New York: BasicBooks.
An authoritative study that describes the scientific basis for our knowledge about emotion as it relates specifically to children. Key topics include historical perspectives on emotional intelligence, neurological bases for emotional development, the development of social skills and childhood socialization of emotion, and more. Ideal for professionals in child psychology and education.
Schulze, R. & Roberts, R. D. (Eds.). (2005). Emotional Intelligence: An International Handbook. Hogrefe & Huber Pub.
The concept of Emotional Intelligence (EI) – the ability to perceive, express, understand, and regulate emotions – is still the subject of scientific debate despite its intuitive appeal and widespread popular interest in areas such as human resources, education, and organizational psychology. This book brings together leading experts from around the world to present their perspectives on the current status of EI. It covers theories of EI and assessment approaches in depth, as well as theoretical concepts and research findings on the antecedents and consequences of EI in occupational, educational, and clinical settings. The contributions provide an overview of the empirical evidence that supports (as well as contradicts) many common assumptions about EI and its relation to other forms of intelligence. The book thus reflects the diverse approaches to finding solutions for the still unresolved conceptual and empirical problems, and offers a critical appraisal of the current status of EI.
Spencer, L. M. and Spencer S. M. (1993). Competence at Work: Models for Superior Performance. New York: John Wiley & Sons, Inc.
Provides analysis of 650 jobs, based on 20 years of research using the McClelland/McBer job competence assessment (JCA) methodology. Includes generic job models for entrepreneurs, technical professionals, salespeople, service workers and corporate managers. Defines JCA and describes in detail how to conduct JCA studies. Suggests future directions and uses for competency research.