week4_emotions and moods
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Topic 4Emotions &
Moods1
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Learning Objectives Define emotion and discuss links to behaviour
Differentiate emotions from moods
Identify the sources of emotions and moods
Contrast the experience, interpretation andexpression of emotions across cultures
Discuss the concept ofemotional labourandapply it to workplace situations
Contrast evidence for and against theexistence ofemotional intelligence
Explain what emotional intelligence (EQ) isand how to develop EQ skills
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Reading for this week
Textbook: Chapter 5
Essential reading:
Hayes, S. & Kleiner, B.H. (2001). The managed
heart: the commercialisation of human feeling and
its dangers. Management Research News, 24(3/4),
pp. 81-85. Barsade, S.G. & Gibson, D.E. (2007). Why does
affect matter in organizations?Academy of
Management Perspectives, February, pp. 36-59.
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Reading for this week
Recommended reading:
Ekman, P. (1992a). An argument for basic
emotions. Cognition & Emotion, 6(3/4), pp. 169-
200.
Ekman, P. (1992b). Are there basic emotions?
Psychological Review, 99(3), pp. 550-553.
Ekman, P. (1999). Chapter 3: Basic Emotions. In T.
Dalgleish & M. Power (Eds.). Handbook of
Cognition and Emotion. Sussex, UK: John Wiley &
Sons, Ltd.
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Emotions defined
Intense feelings directed at someone/
something
- Robbins et.al., 2011, p. 115 -
Physiological and psychological effects
experienced towards an object person or
event that create a state of readiness
- McShane et.al., 2010, p. 122 -
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Affect
What Are Emotions?
Emotions
Moods
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Historical view of emotions
Negative:
Positive:
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Importance of emotionsTo the layman, emotions may not seem very important, but
emotions are probably the most important thing there is to
understanding human behaviour. Emotions appear to serve
some of the most essential functions in human psychology.First, the emotions are critical to our sheer survival. Second,
the emotions function as the primary source of all human
motivation. Third, emotions serve to evaluate our world and
are the basis for all decision-making. And fourth, emotions
provide the core underpinning for human learning and
memory
(Fordyce, http://gethappy.net/v108.htm)
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Importance of emotions
(Hein, http://www.eqi.org/emotions.htm)
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The Triune BrainPaul MacLeans Triune Brain Hypothesis
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Emotional HijackingSee Daniel Goleman, 1999
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Emotional Memory
Why is fear stored indelibly?
If you forget what harmed you in the
past, your ability to survive iscompromised
Evolution places a high value on not
having to re-learn about danger
Le Doux,
http://www.cns.nyu.edu/home/ledoux/slide_show
/Slide_show_remember_ferar.htm
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Link between values & emotions
Emotions are secondary occurrences
What are values?
Emotional hot buttons
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Anger:
Sorrow:
Anxiety/worry:
Joy:
Affection:
A value has been violated, e.g. a belief or damage to
valuable possession
A value has been lost, i.e. loss of something valuable
especially loved, one, your pet, an inherited piece of
jewelry
The expected loss of, or danger to something you value,
e.g. your child leaving for a youth camp, or daughter out
on a first date, or your child not doing well in exam
Fulfilling something you value, e.g. graduation, or
experiencing something you value, e.g. meeting withfamily or friends you have not seen for a year
Togetherness, e.g. when two people who love/like each
other meet; or when a pet and its master are together
(DPJ Smith, 2006) 14
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Basic Emotions Universal and innate
They are of rapid onset and last only a few seconds
at a time
Include:
*First researcher to present results on basic emotions Paul Ekman
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Types of Emotions
Activation
Evaluation
Astonished
Tranquil
CheerfulSad
Fearful Elated
ContentBored
LowactivationPositive
emotions
LowactivationNegativeemotions
HighactivationPositive
emotions
HighactivationNegative
emotions
PositiveNegativeLow
High
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Gender & Emotions Women
Can show greater emotional expression
Experience emotions more intensely
Display emotions more frequently
Are more comfortable in expressing emotions
Are better at reading others emotions
Men Believe that displaying emotions is inconsistent with
the male image Are innately less able to read and to identify with
others emotions
Have less need to seek social approval by showingpositive emotions
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Culturally specific emotions
Do you think that certain emotionscan only be recognised by a
specific cultural group?
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*See Additional Reading on Share drive/ T-drive!!
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Higher Cognitive Emotions
Also universal like basic emotions, but they exhibitmore cultural variation
Take longer to build up and longer to die away
Include:
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Emotions, feelings, moods
Emotions = the perception of a certain state of the
body along with the perception of a certain mode of
thinking and of thoughts with certain themes
Feelings follow emotions (Damasio) Feeling =conscious experience of an emotion
(Le Doux)
Moods =are different from emotions, they typically
last much longer than basic emotions, working in the
background by raising or lowering our susceptibility
to emotional stimuli (Evans)
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Behaviour
Emotions, Attitudes and Behaviour
Perceived Environment
Attitude Feelings
Beliefs
Behavioural
Intentions
Cognitiveprocess
Emotionalprocess
Emotionalepisodes
E.g. our
organisation ismerging and
there is a risk
that some staff
will lose their
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How emotions influence attitude &behaviour
Emotions are automatic and unconscious most
of the time
Like perception, we form emotions about
incoming sensory information unconsciously
Emotions shape our longer-term feelings
towards aspects of our jobs, colleagues,
managers etc If we experience a positive emotion we are
likely to have a positive attitude
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Emotional Labour Effort, planning and control needed to express
organisationally desired emotions during
interpersonal transactions (Referred to as display
rules) People expect us to behave in a certain way as
appropriate to our jobs
Originally linked to service industry jobs:
Flight attendants Debt collectors
Funeral parlour attendants (e.g. Hochschilds work;
Goffmans front/backstage)
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Emotional Labour Emotional labour likely in:
Face-to-face or voice-to-voice contact jobs
Roles that require workers to produce an
emotional state in others Enables employers a degree of control over staff
(Hayes and Kleiner, 2001)
Higher when job requires:
Frequent and long duration display of emotions Displaying a variety of emotions
Displaying more intense emotions
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Emotional Labour Challenges
Thought to lead to dysfunctional behaviour inemployees (low job satisfaction)
Difficult to display expected emotions
accurately, and to hide true emotions Hard to determine whether emotions are
managed or if people are acting naturally
Linked mainly to service jobs more work in
different areas needed Emotional dissonance
Conflict between true and required emotions
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Phineas Gage
Bradberry, T. & Greaves, J. (2005). The Emotional Intelligence Quick
Book. New York: Simon & Schuster 26
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Emotional Intelligence Defined
Ability to detect and manage emotional cues
and information
- Robbins et.al., 2011, p. 123 -
Ability to perceive and express emotion,
assimilate emotion in thought, understand and
reason with emotion, and regulate emotion inoneself and others
- McShane et. al., 2010, p. 130 -
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Self-awareness = Know how you feel
Self-management = Manage your emotions &impulses
Self-motivation = Can motivate yourself & persist
Empathy = Sense & understand what others feel
Social Skills = Can handle the emotions of others
Emotional Intelligence
Research findings: Characterise high performers ashigh EI scores, not high IQ scores
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Socialawareness
Self-management
Perceiving and understanding themeaning of others emotions
Managing our own emotions
Self-awareness
Perceiving and understanding themeaning of your own emotions
Relationshipmanagement
Managing other peoples emotions
Lowest
Highest
Model of Emotional Intelligence
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Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal Leadership: Realizing the power of
emotional intelligence. Boston: Harvard Business School Press.
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EQ Competencies
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Self-awareness
Social
awareness
Self-management
Relationshipmanagement
Self(personal competence)
Other(social competence)
Recognition
of emotions
Regulationof emotions
Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal Leadership: Realizing the power of
emotional intelligence. Boston: Harvard Business School Press.
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Homework Write a reflection on the link between emotions
and values. Can emotions make you aware of your
values?
Visit the following websites and complete the EQtests to discover your level of emotional
intelligence:
http://discoveryhealth.queendom.com/eiq_abridg
ed_access.html http://psychology.about.com/library/quiz/bl_eq_
quiz.htm
http://www.ihhp.com/quiz.php
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http://discoveryhealth.queendom.com/eiq_abridged_access.htmlhttp://discoveryhealth.queendom.com/eiq_abridged_access.htmlhttp://psychology.about.com/library/quiz/bl_eq_quiz.htmhttp://psychology.about.com/library/quiz/bl_eq_quiz.htmhttp://www.ihhp.com/quiz.phphttp://www.ihhp.com/quiz.phphttp://psychology.about.com/library/quiz/bl_eq_quiz.htmhttp://psychology.about.com/library/quiz/bl_eq_quiz.htmhttp://discoveryhealth.queendom.com/eiq_abridged_access.htmlhttp://discoveryhealth.queendom.com/eiq_abridged_access.html -
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HomeworkRead and prepare the case study:
Becoming a Facial Decoderon p.
136 of the textbookRead and prepare the case study:
Fran Hayden joins Dairy Engineering
on Blackboard/share drive (T-drive)Bring these case studies along to the
tutorial for discussion
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