Download - Week4_emotions and Moods

8/3/2019 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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