Topic 4

Emotions & Moods

1

Learning Objectives

Define emotion and discuss links to behaviour Differentiate emotions from moods Identify the sources of emotions and moods Contrast the experience, interpretation and expression of emotions across cultures Discuss the concept of emotional labour and apply it to workplace situations Contrast evidence for and against the existence of emotional intelligence Explain what emotional intelligence (EQ) is and how to develop EQ skills
2

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.
3

Reading for this week

Recommended reading:

Ekman, P. (1992a). An argument for basic emotions. Cognition & Emotion, 6(3/4), pp. 169200. 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.
4

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 5

What Are Emotions?

Affect Emotions

Moods

Historical view of emotions

Negative:

Positive:

Importance of emotions
To 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)
8

Importance of emotions

(Hein, http://www.eqi.org/emotions.htm)
9

The Triune Brain

Paul MacLeans Triune Brain Hypothesis

10

Emotional Hijacking
See Daniel Goleman, 1999

11

Emotional Memory

Why is fear stored indelibly?

If you forget what harmed you in the past, your ability to survive is compromised 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

12

Link between values & emotions

Emotions

are secondary occurrences What are values? Emotional hot buttons

13

Anger:

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 with family 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

Sorrow:

Anxiety/worry:

Joy:

Affection:

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

15

Types of Emotions
High Astonished

Fearful

Activation

Sad

High activation Negative emotions

Bored

High activation Positive emotions Low Low activation activation Positive Negative emotions emotions

Elated

Cheerful

Content

Tranquil Low Negative

Evaluation

Positive
16

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 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 showing positive emotions

Men

Culturally specific emotions

Do you think that certain emotions can only be recognised by a specific cultural group?

*See Additional Reading on Share drive/ T-drive!!

18

Higher Cognitive Emotions

Also universal like basic emotions, but they exhibit more cultural variation Take longer to build up and longer to die away Include:

19

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)
20

Emotions, Attitudes and Behaviour

Perceived Environment
Cognitive process Emotional process

Beliefs Attitude E.g. our organisation is merging and there is a risk that some staff will lose their jobs Feelings Behavioural Intentions
Emotional episodes

Behaviour
21

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

22

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)
23

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
24

Emotional Labour Challenges

Thought to lead to dysfunctional behaviour in employees (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

25

Phineas Gage

Bradberry, T. & Greaves, J. (2005). The Emotional Intelligence Quick Book. New York: Simon & Schuster 26

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 in oneself and others - McShane et. al., 2010, p. 130 27

Emotional Intelligence

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

Research findings: Characterise high performers as high EI scores, not high IQ scores

Model of Emotional Intelligence

Relationship Highest management
Social awareness
Managing other peoples emotions
Perceiving and understanding the meaning of others emotions Managing our own emotions Perceiving and understanding the meaning of your own emotions

Selfmanagement
Lowest Selfawareness

Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal Leadership: Realizing the power of emotional intelligence. Boston: Harvard Business School Press. 29

EQ Competencies
Self Other (personal competence) (social competence) Recognition of emotions

Self-awareness

Social awareness

Regulation of emotions

Selfmanagement

Relationship management

Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal Leadership: Realizing the power of emotional intelligence. Boston: Harvard Business School Press. 30

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 EQ tests 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

31

Homework
Read

and prepare the case study: Becoming a Facial Decoder on p. 136 of the textbook Read 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
32