Scott N. Taylor, Ph.D.

Affiliation: Babson College


Scott Taylor is the Arthur M. Blank Endowed Chair for Values-Based Leadership at The Blank School at Babson College. He is also a research fellow with the Coaching Research Lab at Case Western Reserve University, a member of the Consortium for Learning Innovation convened by McKinsey & Company, and a core member of the Consortium for Research on Emotional Intelligence in Organizations (CREIO).

The primary focus of his research is leader assessment and development. He studies the various approaches organizations use to assess and develop their leaders, evaluates the effectiveness of those approaches, and develops new approaches to improve leader assessment and development. As a result, his research has focused on competency development (especially emotional and social competence), leader self-awareness, 360-degree feedback assessment, executive coaching, gender, and sustainable individual change.

Scott has won a number of awards for both his research and his teaching. His scholarly work has appeared in several outlets such as Academy of Management Learning & EducationConsulting Psychology Journal: Practice and Research, Group & Organization ManagementHarvard Business Review, Human Relations, Industrial and Organizational Psychology: Perspectives on Science and PracticeJournal of Applied Behavioral Science, Journal of Management EducationJournal of Organizational Behavior, Organizational Dynamics, Personnel Psychology, and The Leadership Quarterly. In addition, Scott has over twenty years of teaching experience in a variety of settings. He is a highly rated instructor and facilitator who has taught leadership development, human resource, and organizational behavior courses to executive, graduate, and undergraduate students.

Scott has worked domestically and internationally with over fifty companies in a variety of industries. As part of the Babson Executive and Enterprise Education faculty, Scott has taught in custom programs for, among others, Assa Abloy, Biogen, Dell EMC, FLIR Systems, Grant Thornton, MCAA, MilliporeSigma, National Football League, Siemens, and Veolia. Independent of Babson, his past and present executive development work includes organizations such as Coca-Cola FEMSA, Fifth Third Bank, Office for Financial Research (of the United States Treasury), Pemex Gas y Petroqumica Bsica, Sandia National Laboratories, and the Smucker Company.

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. Scott has a B.A. in Spanish from Brigham Young University. He received an MBA with concentrations in organizational behavior and human resource policy and a PhD in organizational behavior from Case Western Reserve University.

Harvard Business Review Idea Watch, MSNBCBusiness WeekThe Wall Street Journal blog, Nature, the Society for Human Resource Managers, the Academy of ManagementThe Globe and Mail, and several other such outlets have featured Scott's research.

EI Related Publications

Van Oosten, E.B., McBride-Walker, M.S., & Taylor, S.N. (2019). Investing in what matters: The impact of emotional and social competency development and executive coaching on leader outcomes. Consulting Psychology Journal: Practice and Research, 71(4), 249-269.

Taylor, S.N. (2016). Don’t give up on the self too quickly. Industrial and Organizational Psychology: Perspectives on Science and Practice, 9(4),

Byrnes, R.T., & Taylor, S.N. (2015). Voluntary transition of the CEO: Owner CEOs' sense of self before, during and after transition. Frontiers in Psychology, 6, 1-16.

Boyatzis R.E., Rochford K., & Taylor, S.N. (2015). The role of the positive and negative emotional attractors in vision and shared vision: Toward effective leadership, relationships and engagement. Frontiers in Psychology, 6:670.

Amdurer, E, Boyatzis, R.E., Saatcioglu, A., Smith, M.L., & Taylor, S.N. (2014). Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success. Frontiers in Psychology, 5:1447.

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.

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, 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.

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.

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.







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