- Business Case for Emotional Intelligence
- Do Emotional Intelligence Programs Work?
- Emotional Competence Framework
- Emotional Intelligence: What it is and Why it Matters
- Executives' Emotional Intelligence (mis) Perceptions
- Guidelines for Best Practice
- Guidelines for Securing Organizational Support For EI
- Johnson & Johnson Leadership Study
- Ontario Principals’ Council Leadership Study
- Technical Report on Developing Emotional Intelligence
- Emotional Intelligence Quotient (EQ-i)
- Emotional & Social Competence Inventory 360 (ESCI)
- Emotional & Social Competence Inventory-University (ESCI-U)
- Genos Emotional Intelligence Inventory (Genos EI)
- Group Emotional Competence Inventory (GEC)
- Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT)
- Profile of Emotional Competence (PEC)
- Schutte Self-Report Inventory (SSRI)
- Trait Emotional Intelligence Questionnaire (TEIQue)
- Wong's Emotional Intelligence Scale
- Work Group Emotional Intelligence Profile (WEIP)
- Model Programs
- Achievement Motivation Training
- Care Giver Support Program
- Competency-Based Selection
- Emotional Competence Training - Financial Advisors
- Executive Coaching
- Human Relations Training
- Interaction Management
- Interpersonal Conflict Management - Law Enforcement
- Interpersonal Effectiveness Training - Medical Students
- JOBS Program
- Self-Management Training to Increase Job Attendance
- Stress Management Training
- Weatherhead MBA Program
- Williams' Lifeskills Program
- Article Reprints
Scott Taylor, Ph.D.
Affiliation: Babson College
Scott Taylor is an Assistant Professor of organizational behavior at Babson College.
The primary focus of his research is leader assessment and development. He enjoys studying the various methods organizations use to assess and develop their leaders, evaluating the effectiveness of these methods, and developing new methods and technologies to improve leader assessment and development. As a result, his research has focused on competency development (especially emotional and social competence), leader self-awareness, management education, multi-source feedback assessment, executive coaching, and sustainable individual change.
Scott’s scholarly work has appeared in several outlets such as the Academy of Management Learning & Education journal, Human Relations, the Journal of Applied Behavioral Science, the Journal of Leadership Studies, the Journal of Management Development, the Journal of Management Education, and the Journal of Organizational Behavior. In addition, Scott has over twenty years of teaching experience in a variety of settings. He has been an instructor and facilitator of leadership development, human resource, and organizational behavior courses to executive, graduate, and undergraduate students.
Scott has over fifteen years of experience as an executive coach and organization and leadership development consultant. He has worked domestically and internationally with companies in a variety of industries. A few of his past clients include Alcoa, Boston Globe, The Cleveland Clinic Foundation, Coca-Cola, Fifth Third Bank, KeyCorp, MD Anderson Cancer Center, Pemex Gas y Petroquímica Básica, Roadway Express, Sabre Inc./Travelocity, Sherwin Williams, and the Smucker Company. The focus of this work has been on leader assessment and development, organization development, change management, executive coaching, and performance management.
Scott is an accredited consultant for the Emotional and Social Competence Inventory (ESCI) and a core member of the Consortium for Research on Emotional Intelligence in Organizations. In addition, Scott is a member of the Academy of Management, the American Psychological Association, the Society of Industrial and Organizational Psychology, and the Organizational Behavior Teaching Society. He has a B.A. in Spanish from Brigham Young University and received an MBA with concentrations in organizational behavior and human resource policy and a PhD in organizational behavior from Case Western Reserve University. Prior to joining Babson College, Scott was an assistant professor in the School of Management at Boston University and later an associate professor with tenure in the Anderson School of Management at the University of New Mexico.
Mahon, E.G., Taylor, S.N., & Boyatzis, R.E. (2014). Antecedents of organizational engagement: Exploring vision, mood and perceived organizational support with emotional intelligence as a moderator. Frontiers in Psychology, 5:1322. doi: 10.3389/fpsyg.2014.01322.
Sturm, R.E., Taylor, S.N., Atwater, L.E. & Braddy, P.W. (2014). Leader self-awareness: An examination and implications for women leaders. Journal of Organizational Behavior, 35, 657-677.
Taylor, S.N. (2014). Student self-assessment and multisource feedback assessment: Exploring benefits, limitations, and remedies. Journal of Management Education, 38(3), 360-384.
Reiche, B.S., Cardona, P., Lee, Y-T., Canela, M.A., Nieto, M.G., Akinnukawe, E.,…Wilkinson, H. (2014). Why do managers engage in trustworthy behavior? A multi-level cross-cultural study in 18 countries. Personnel Psychology, 67, 61-98.
Taylor, S.N, Wang, M., & Zhan, Y. (2012). Going beyond self-other rating agreement: Comparing two components of self-awareness using multisource feedback assessment. Journal of Leadership Studies 6(2), 6-31.
Taylor, S.N., & Boyatzis, R.E. (2012). Looking at stress and learning: Peer coaching with compassion as a possible remedy. Transformative Dialogues: Teaching and Learning Journal, 6(1), pp. 1-14.
Aliaga, A.V, & Taylor, S.N. (2012). The influence of emotional and social competencies on the performance of Peruvian refinery staff. Cross Cultural Management: An International Journal, 19(1), 19-29.
Taylor, S.N., & Bright, D.S. (2011). Exploring conditions for openness in multisource feedback assessment. Journal of Applied Behavioral Science, 47(4), 432-460.
Taylor, S.N, & Hood, J. (2011). It may not be what you think: Gender differences in predicting emotional and social competence. Human Relations, 64(5), 627-652.
Taylor, S.N. (2010). Redefining leader self-awareness by integrating the second component of self-awareness. Journal of Leadership Studies, 3(4), 57-68.
Taylor, S.N. (2006). Why the real self is fundamental to intentional change. Journal of Management Development, 25, 643-656.
Boyatzis, R.E., Stubbs, E., & Taylor, S.N. (2002). Learning cognitive and emotional intelligence competencies. Academy of Management Learning and Education, 1(2), 150-162.