emotions at workplace

8/8/2019 emotions at workplace

1/32

TERM PAPER

TOPIC : EMOTIONS AT WORKPLACE

SUBJECT: MANAGEMENT PLANNING AND ORGANIZATIONAL BEHAVIOUR

SUBMITTED ON: NOVEMBER,10,2010-11-10

SUBMITTED TO : MR. M.C JOSHI

SUBMITTED BY:

GURVINDER KAUR

REGD. NUMBER: 11003600

ROLL NUMBER: RR1010A013

1


2/32

INDEX

Serial No. Topic Page Number

1 Introduction 1

2 Operational

Definitions

1

3 Aim of study 4

4 Objectives of study 4

5. Methodology of

study

5

6. Tools of analysis 7

7. Review of literature 9

8. Findings 15

9. Conclusion 29

10. References 31

EMOTIONS AT WORKPLACE

2


3/32

OPERATIONAL DEFINITIONS

EMOTIONS : Emotions normally are associated with specific events or

occurrences and are intense enough to disrupt thought processes. (Brief,

Weiss, 2002). Moods on the other hand, are more generalized feelings or

states that are not typically identified with a particular stimulus and not

sufficiently intense to interrupt ongoing thought processes (Brief, Weiss,

2002). There can be many consequences for allowing negative emotions to

affect your general attitude or mood at work. Emotions and emotion

management are a prominent feature of organizational life. It is crucial to

create a publicly observable and desirable emotional display as a part of a jobrole.

WORKPLACE:

Webster defines workplacesimply as: a place (as a shop or factory) where

work is done.

We find Websters definition to be too narrow and somewhat incomplete. In an

economy increasingly dependent on knowledge workers, work is done any time,

and anywhere. A definition of the modern workplace needs to recognize this

reality.

Therefore we believe workplace should be defined as the environment (as

place, tools, social connections, physical well being) enabling work to be done.

This broader definition, will lead workplace development to include the

determination of:

where work will be done (such as in an office, at home, in a plane or

car, in an office, or at a conference, all of the above, etc.),

what processes (such as transaction processing, innovating,

communicating, learning, etc) will define the work to be done,

how technology will enable those processes to be carried out (such as

data access, groupware, mobileware, etc.)

3
http://en.wikipedia.org/wiki/Emotionhttp://en.wikipedia.org/wiki/Thought_processhttp://en.wikipedia.org/wiki/Mood_(psychology)http://en.wikipedia.org/wiki/Stimulus_(physiology)http://en.wikipedia.org/wiki/Attitude_(psychology)http://en.wikipedia.org/wiki/Emotionhttp://en.wikipedia.org/wiki/Thought_processhttp://en.wikipedia.org/wiki/Mood_(psychology)http://en.wikipedia.org/wiki/Stimulus_(physiology)http://en.wikipedia.org/wiki/Attitude_(psychology)


4/32

what physical environment will support the work (such as office design

and layout, furniture, equipment, temperature, light, etc.)

when and where people interact to exchange knowledge andinformation

An alternative definition of the workplace might be the environments enabling

knowledge workers to produce economic value. It is this broad definition that

is the focus of PdK Consulting methodology.

AIM OF THE STUDY

To identify, describe and produce an analysis of the interacting factors whichinfluence the learning choices of adult returners, and to develop associated

theory

OBJECTIVES OF STUDY

1. The nature, extent and effect of psychological influences on choices,including a desire to achieve personal goals or meet individual needs.

2. The nature, extent and effect of sociological influences on choices, includingbackground, personal and social expectations, previous educational experience

and social role.3. The nature and influence of individual perceptions of courses, institutions and

subject, and how these relate to self-perception and concept of self.4. The influence on choice of a number of variables such as age, gender,

ethnicity and social class.

5. The role and possible influence of significant others on choice, such as adviceand guidance workers, peers, relatives and employers.

6. The nature and extent of possible influences on choice of available provision,

institutional advertising and marketing.

7. The nature and extent of possible influences on choice of mode of study,

teaching methods and type of course.

8. How and to what extent influencing factors change as adults re-enter and

progress through their chosen route

4


5/32


6/32

the existing system of knowledge - theory - is arranged as a consistent logical

pattern and new findings of research are expected to fit in this existing

framework. Typical such patterns are descriptions of objects or phenomena,

explanations of processes, and predictions on the future behaviour of the

object of study. When you are after one of these, you should try to plan theprocess of analysis so that you get what you are looking for.

Methodology:- When selecting the method of analysis it is advisable to consider

whether you can base your work on a theoretical model that is already known.

Sometimes a model, even a preliminary one, could help your work decisively, on

the condition that you can handle it with a suitable method of analysis. Three

usual approaches (which are discussed in more detail on the page Models in the

Research Process) are:

Exploratory research

(=you have no model to start with),

Refining an earlier model or expanding it, and

Projects which include hypotheses and testing them.

If you choose an existing model as a starting point, its format will somewhat

restrict your freedom in selecting the method of analysis. For example, written

models are most easily handled with the methods of case study or comparison,

Logical Structures of Descriptive Analysis

Among the options that were enumerated above, the most salient clues for

selecting the method of analysis can be obtained by looking at the extentof

data and at the time perspective. Once you have decided on these, you can find

in the cells of the following table the most often used methods of analysis for

each approach. The third taxonomy that was mentioned above, concerning the

existence of earlier theory, is of minor importance and you can take it into

account later when fine-tuning the method.

Synchronicstudy (no time

perspective):

Diachronicstudy of

change or evolution:

Intensivestudy of a few

cases which are often

studied holistically, noting

all their characteristics:

Case Study / Comparative

Study / Finding the Typical.

Analyzing

Development

or evolution of people,

social structures,

6
http://www2.uiah.fi/projekti/metodi/150.htm#selityshttp://www2.uiah.fi/projekti/metodi/150.htm#kausalhttp://www2.uiah.fi/projekti/metodi/190.htmhttp://www2.uiah.fi/projekti/metodi/15b.htmhttp://www2.uiah.fi/projekti/metodi/177.htmhttp://www2.uiah.fi/projekti/metodi/177.htmhttp://www2.uiah.fi/projekti/metodi/177.htm#explorhttp://www2.uiah.fi/projekti/metodi/177.htm#tasmenthttp://www2.uiah.fi/projekti/metodi/177.htm#tasmenthttp://www2.uiah.fi/projekti/metodi/177.htm#hypohttp://www2.uiah.fi/projekti/metodi/15b.htm#holisthttp://www2.uiah.fi/projekti/metodi/171.htmhttp://www2.uiah.fi/projekti/metodi/172.htmhttp://www2.uiah.fi/projekti/metodi/171.htmhttp://www2.uiah.fi/projekti/metodi/172.htmhttp://www2.uiah.fi/projekti/metodi/172.htmhttp://www2.uiah.fi/projekti/metodi/176.htmhttp://www2.uiah.fi/projekti/metodi/174.htmhttp://www2.uiah.fi/projekti/metodi/174.htmhttp://www2.uiah.fi/projekti/metodi/150.htm#selityshttp://www2.uiah.fi/projekti/metodi/150.htm#kausalhttp://www2.uiah.fi/projekti/metodi/190.htmhttp://www2.uiah.fi/projekti/metodi/15b.htmhttp://www2.uiah.fi/projekti/metodi/177.htmhttp://www2.uiah.fi/projekti/metodi/177.htmhttp://www2.uiah.fi/projekti/metodi/177.htm#explorhttp://www2.uiah.fi/projekti/metodi/177.htm#tasmenthttp://www2.uiah.fi/projekti/metodi/177.htm#hypohttp://www2.uiah.fi/projekti/metodi/15b.htm#holisthttp://www2.uiah.fi/projekti/metodi/171.htmhttp://www2.uiah.fi/projekti/metodi/172.htmhttp://www2.uiah.fi/projekti/metodi/171.htmhttp://www2.uiah.fi/projekti/metodi/172.htmhttp://www2.uiah.fi/projekti/metodi/172.htmhttp://www2.uiah.fi/projekti/metodi/176.htmhttp://www2.uiah.fi/projekti/metodi/174.htmhttp://www2.uiah.fi/projekti/metodi/174.htm


7/32

products or fashions.

Extensivestudy of a large

number of cases, of which

usually only a fewpropertiesare registered

and studied:

Classification / Quantitative

Analysis / Qualitative study

of a selected property of thecases / Morphological study

of the shapes of products.

Study of Time

Series /

Morphological studyof the evolution of

shapes.

Remember, too, that once the analysis is finished, and before reporting itsresults, you should assess their validity

Tools for Analysis

The goal of analysis is to arrange the collected material so that the answer tothe initial problem of the project reveals itself. The problem dictates what

kinds of information has to be analyzed, and on the type of information dependswhich tools can be used to handle it.

If you are doing descriptive research you can usually choose the problem to bestudied, and select also the types of information you want to collect and

analyze. If you want to stay out of difficulties you can select all the types ofyour material from only one row of the table below. The situation is different in

normative research, i.e. when studying practical problems, you cannot omit"awkward" aspects if they are essential in the problem.

When a scientist today starts selecting tools for analysis in a new researchproject, almost inevitably the computercomes first in mind. Indeed, modern

computers are powerful tools for analysis, but you have to remember that theyhave severe restrictions, too. What the machine demands, above all, is that the

material it receives be suitable for electronic manipulations For almost any typeof information there are specific computer programs which can store and

manipulate exactly that genre of information, but usually no othertypes of

material. What is specially disappointing to a researcher, is that programs quite

often refuse to analyze relations between different typesof information, or

they accept just some sorts of relationships for analysis, others not.

Usual classes of information that you will deal with in the research and

development of products include:

7
http://www2.uiah.fi/projekti/metodi/173.htmhttp://www2.uiah.fi/projekti/metodi/180.htmhttp://www2.uiah.fi/projekti/metodi/180.htmhttp://www2.uiah.fi/projekti/metodi/174.htm#aikasarjhttp://www2.uiah.fi/projekti/metodi/174.htm#aikasarjhttp://www2.uiah.fi/projekti/metodi/195.htmhttp://www2.uiah.fi/projekti/metodi/188.htmhttp://www2.uiah.fi/projekti/metodi/178.htmhttp://www2.uiah.fi/projekti/metodi/173.htmhttp://www2.uiah.fi/projekti/metodi/180.htmhttp://www2.uiah.fi/projekti/metodi/180.htmhttp://www2.uiah.fi/projekti/metodi/174.htm#aikasarjhttp://www2.uiah.fi/projekti/metodi/174.htm#aikasarjhttp://www2.uiah.fi/projekti/metodi/195.htmhttp://www2.uiah.fi/projekti/metodi/188.htmhttp://www2.uiah.fi/projekti/metodi/178.htm


8/32

"Language" or mode ofinformation

Computer programs suitable

for analyzing information inthis languageof

presentation

Method of analyzing

relations between factsgiven in different

languagesof presentation

1. Measurements,in other words,

quantitative study

Spreadsheet programs likeExcel.

Statistics programs.

The researcher must first

"operationalize" all the

factors, making them

measurable.

2. Classifications

(presented often as codes

or tabulations)

Spreadsheet or data-base

programs.

Classification can handle

all types of data, but their

relationships only

superficially.

3. Verbal (written or

spoken) information,

in other words,

qualitative study.

Word processing programs.

These have scanty tools foranalysis, but you can mark

with codesrecurring itemsin the text and then

classify these like on line 2,above.

Word processing doesseldom help doinganalysis,

but it is excellent for

reportingits results as

text with illustrations.

4. Tacit knowledge and

skill of the artisan or

of the user of a product.

Other mental patterns

like attitudes and

preferences.

Choice of computer program depends on the language

which you use when making explicit the tacit

information. Usually it will be one of the first three

above.

5. Shapes e.g. the visualforms of products.

There are many computer

programs for storing andmanipulating images, but

their abilities in analysis

are poor.

Make the analysis manuallyand report it as text with

illustrations.

6. Patterns of action, e.g.

the various ways a aproduct is used.

You can use a computer

program for storing andmanipulating video strips,

but it cannot do analysis.

See also Developing an

Make the analysis manually

and report it as text withillustrations.

8
http://www2.uiah.fi/projekti/metodi/173.htmhttp://www2.uiah.fi/projekti/metodi/148.htm#sanatonhttp://www2.uiah.fi/projekti/metodi/161.htmhttp://www2.uiah.fi/projekti/metodi/120.htmhttp://www2.uiah.fi/projekti/metodi/173.htmhttp://www2.uiah.fi/projekti/metodi/148.htm#sanatonhttp://www2.uiah.fi/projekti/metodi/161.htmhttp://www2.uiah.fi/projekti/metodi/120.htm


9/32

Activity

As the table above already indicates, it quite often happens that you will find no

computer program that could handle all the types of data that you want toanalyze. In such a situation you should consider if you can "operationalize" or

transform the inconvenient class of your material into one of those formatsthat your program of analysis can handle. This operation, which you normally

have to do manually, means for example

REVIEW LITERATURE

1. This article draws upon 134 in-depth interviews with activists andjournalists in an effort to reconcile the extensive activism taking place in

the shadows of presidential campaigns with its near invisibility in thenews. In his classic work, Todd Gitlin (1980) demonstrated that activists

become newsworthy only by submitting to the "implicit rules of newsmaking" (p. 3). This research supports his finding, but demonstrates that

unbeknownst to activists, coverage of political outsiders is governed by a

set of rules quite different from (and often diametrically opposed to)

those employed in routine news-gathering. Taking cues from news

creation practices that go on daily between journalists, parajournalists,and subjects, activist groups work assiduously to prepare members to fit

the needs of political reporters.

2. There is substantial evidence showing that it is not uncommon forworkers to face, for example, unfriendly relationships, poor

organizational climate, and aggressive bosses in their work settings.

While self-help readings, relaxation exercises, yoga, mentalization

therapies and psychological counselling help to address workers'

reactions, this paper focuses on prayer and its effects, through a

phenomenological study. The results indicate that the sample members

usually pray every day and/or many times during the day. The majority of

them seek for some form of celestial support, like to express gratitude

to some deity, and believe that there is no right place or time to pray.

The findings show that the average time that is spent on praying varies.Further, prayer is also seen as a form of communication with a divine9
http://www2.uiah.fi/projekti/metodi/120.htmhttp://www2.uiah.fi/projekti/metodi/154.htm#analysishttp://www2.uiah.fi/projekti/metodi/120.htmhttp://www2.uiah.fi/projekti/metodi/154.htm#analysis


10/32

power and it is also regarded as beneficial to deal with tasks, colleagues'

relationships, negative emotions and spiritual vibrations at work settings,

among other things.

3. Psychologists Robert D. Enright and Catherine T. Coyle have outlined

forgiveness as taking place in four phases: the victim's uncover of a

wrong, including acknowledgment of anger; consideration of forgiveness

and a subsequent decision to forgive; work to re-vision the wrongdoer,

including the giving of a moral gift to him or her; and deepening

understanding of suffering, human solidarity, and life purpose.2 In

discussing these stages, Enright and Coyle note that their "model is not

meant to be interpreted as a rigid step-like sequence," but in "TheTrace," Petal moves through all these stages, almost as a textbook case.3

Enright and Coyle's research informs the work of philosopher Kathryn

Norlock, who outlines a similar process in Forgiveness from a Feminist

Perspective (2009).

`

4. . The Beatles, Bob Dylan, Buddy Holly and Elvis Presley are selected andfieldwork is carried out in Hibbing, Liverpool, Lubbock, Memphis and

Tupelo. A normative approach is chosen using existing work on music-based tourism as a backdrop. Key informant interviews are the main

sources of primary data with a snowball technique used to gain access.Content and theme analysis is used. Music-based tourism is emotion

driven with ideas of pilgrimage, nostalgia and heritage centring on sites ofproduction of music; birth and death of individual artists; and places

which shaped their early history. The demographic base of this market

segment is widening to include both baby-boomers and younger visitors

for whom these music icons have become part of pop culture. It is

important to recognise the sensitivities of these visitors and authenticity

is a key factor. This study is of interest to managers involved in

promoting tourism and the marketing of place.

5. Using a longitudinal comparison group design and a sample of 300 youths

(56 percent maltreated), the relationship among maltreatment and

10


11/32

internalizing and externalizing behaviour was explored. Structural

equation modelling revealed a mediating effect in which initial

internalizing symptoms had a longitudinal residual effect on externalizing

behaviour among maltreated youths. Practice and policy strategies should

include early identification, comprehensive assessment, and treatmentfor child maltreatment that include emotional, psychological, and

behavioural issues. A comprehensive social work response may serve to

reduce the risk of adverse behavioural outcomes among youths that place

them at risk of juvenile delinquency and juvenile justice involvement .

6. After describing these environments we then present our research that

explores how emotion evolves during the learning process and how toleverage emotion feedback to provide adaptive e-Learning system. The

motivation driving this work is our desire to improve the performance of

the educational experience by developing learning systems that recognize

and respond appropriately to emotions exhibited by learners. Finally we

report on the results about the emotion recognition from physiologicalsignals which achieved a best-case accuracy rate of 86.5% for four types

of learning emotion. To the best of our knowledge, this is the first reporton emotion detection by data collected from close-to-real-world learning

sessions. We also report some finding about emotion evolution duringlearning, which are still not enough to validate Kort's learning spiral

model.

7. The article firstly describes the economic and structural changes whichare taking place and which have an effect on organisational models. It

then goes on to describe the transition in the management of personnelfrom human resources towards personal development which includes a

strong element of the management of emotions. Secondly, the articleoutlines the negative side of emotions, such as work-related stress and

emotional demands, which now form part of the workload. This is in direct

contrast to the everything is possible discourse which currently

predominates in the area of personal development in many organisations.

Thirdly, the article goes on to present the training and coaching services

available in order to generate the skills necessary to manage workers'

emotional needs. Finally, the article tackles the limits and challenges

which arise in while working with people's emotions in organisations.

11


12/32

8.

The engineer's look at how the mind works omits a central piece of thepuzzle. It ignores the dynamic of motivations and the social context in

which mindreading and met cognition evolved and developed in the firstplace. Mindreading and met cognition derive from a primacy of affective

mindreading and meta-affectivity (e.g., secondary emotions such as shameor pride), both co-emerging in early development.

9. Passion work is emotional labour designed to elicit a strong response from

subjects through an impression of extreme states such as pain, agony, or

suffering. Based on an ethnographic investigation of professional

wrestling participants, this study analyzes the backstage emotion

teamwork that takes place within the self and with other performers.

The study traces how performers do this physical labour and the socialconsequences of such work. The findings demonstrate that a) social

rewards are intrinsic to performances of passion work, b) jointlyproduced passion work allows for the sort of breadth that is difficult to

achieve in solo emotional

10..Ruminative coping has been characterized within the bereavement fieldas persistent, repetitive and passive focus on negative emotions and

symptoms.Furthermore, it has been contrasted with denial andsuppression processes--which, too, have been understood to be

maladaptive and associated with major complications followingbereavement. Here evidence is reviewed and the case made that

rumination is not an opposite form of coping from suppression or denial,but that it is a similar phenomenon to these, and different from the

types of confrontation that take place in so-called "grief work".Implications with respect to intervention for complicated grief are

discussed.

11.This paper introduces two technical indicators for chart analysis of

financial markets. One is called Gravity Indicator (GI) which gives buy

12


13/32

and sell signals.The GI along with the stop loss channel can help in

becoming a successful trader. One indicator approach cuts down the level

of confusion and fear, and saves time in technical analysis. This paper

discusses when to buy and when to sell; where to place stop loss; how to

manage money for maximum return; and how to manage emotions of fearand greed. This presents two case studies, one for an oscillating market

and the other for a trending market.

12.Living in Cape Dorset, Baffin Island, Pootoogook is described as a

chronicler. Pootoogook, herself, comments that her work is based on

"emotional" or "difficult" incidents that she has seen and she wants to

"show that [in her art]." Each drawing, she adds, "depends on how she is

feeling" and "if there has been a good or bad time." Her artwork is a safevenue for her emotions, her interior spaces, to be expressed. Realized

with coloured pencil on paper, her stark images reveal Inuit life as itadapts to accommodate southern culture within a still relatively closed

society.

13.In this article we review literature on emotion management andcompassion in the workplace. We then describe a qualitative study which

examined the service encounter occurring when bereaved Irish consumerscontacted their local newspaper to place In Memoriam notices on the

anniversary of a close family member's death. We suggest that thesenewspaper employees engaged in philanthropic emotion management when

dealing with bereaved customers, and we locate this within the broadercontext of compassion as interpersonal work and as organizational

accomplishment.

14.Thus the capacities of empathy, social responsibility and social relations

may predict better performance in the specific characters of IA.

Moreover, the correlation between EI and adjustment dimensions showedsignificantly higher correlations; while cultural adjustment is not

correlated with any EI dimensions, interaction fit correlates with all the

EI dimensions except for stress management; adjustment at the workplace was only correlated with intrapersonal emotional component. The

correlation between adjustment variables and success variables shows

that cultural adjustment is positively correlated with satisfaction among

global managers. Adjustment at work correlates negatively with the wish

to terminate the assignment.

13


14/32

15.This exemplar case study demonstrates that, under some circumstances,

staff may be encouraged by a hostile workplace to use their feelings in

order to survive. This case study was undertaken as part of a larger

phenomenological study of emotions in organisational life. This particularcase was chosen as it depicts the story of emotions being used as

strategic tools of defence against a vindictive, aggressive and hostilework place. The increase in abusive organisations has been noted in the

literature: this was one person's protective response to it.

16.The occupational experience of workers in service-oriented jobs can have

profound effects on their health and well being, such as burnout, inauthenticity, and job dissatisfaction. The growing service economy and

resultant proliferation of service-oriented jobs in current times and in

the future must be acknowledged and investigated. The move from aneconomy driven by manufacturing industries to one dominated by service

industries has taken place and currently prevails in the United States. In

recognizing this shift in the "work" experience of the American work

force, the changing nature of work related hazards must also beconsidered. Although worker attributes can influence the emotional

experience on the job, emotional labour is also likely to threaten the wellbeing of workers through significantly high demands to express

organizationally desired emotions and low control over what emotions canbe felt and displayed.

17."I feel a real sense of pride in my department," remarked an employee

with delight as she talked about her workplace. "This is the most excitingplace I've ever worked. I love it," she said. "It continuously spurs you on

to be more involved." Another employee asserted, "We enjoy working witheach other. We enjoy being with each other outside of work. Our

friendships often come from the people that we work with." Contended a

third, "There's always something new to learn. I never feel bored. Lots of

challenges.

18.This paper sums up more than 20 years of research and reflection on

jealousy. A chronological account of this work is followed by a thematic

summary of the findings and some discussion of the relationship betweensociology and psychology. Sociological analysis shows that jealousy and

14


15/32

other emotions are shaped by social situations, social processes, and

social forces.

19.Caring leadership is far more difficult than the old tough-guy approach inwhich businesspeople are to keep their emotions out of the workplace and

in which managers are to be drill sergeants with their employees, saving

the soft stuff for their spouse, kids and friends. Three elements are

vital to create a place where people can do good work and share in the

common good: 1. honesty, 2. trust and 3. Special treatment or managing

people one at a time. It is the leader's abiding challenge to make people's

strengths effective and their weaknesses irrelevant.

20. Emotion and rationality are considered by many practitioners to be

mutually exclusive concepts as encapsulated in the generally held belief

that there is no place for emotions in today's rational, task-oriented work

environments. Very often, employees are expected to conform to these

expectations about emotional display even when they conflict with inner

feeling. When this conflict results in individuals suppressing genuine

emotion or expressing fake emotions, the work or effort involved in doing

so is termed emotional labour.

Emotions in the Workplace

Emotions are physiological, behavioral and psychological episodesexperienced toward an object, person event that create a state of

readiness.

Emotions are experiences, representing changes in the physiological,

behavioral and psychological state.

15


16/32


17/32

Positive emotions at work such as high achievement and excitement have

desirable effect independent of a person's relationships with others, including

greater task activity, persistence and enhanced cognitive function. (Stew,

Sutton, Polled, 1994) Strong positive emotions of emotionally intelligent people

[include] optimism, positive mood, self-efficacy, and emotional resilience topersevere under adverse circumstances. (Abraham, 1999). Optimism rests on

the premise that failure is not inherent in the individual; it may be attributed to

circumstances that may be changed with a refocusing of effort. (Abraham,

1999) Those who express positive emotions in the workplace are better

equipped to influence their coworkers favorably. They are also more likable,

and a halo effect may occur when warm or satisfied employees are ratedfavorably on other desirable attributes. (Staw, Sutton, Pelled, 1994) It is likely

that these people will inspire cooperation in others to carry out a task. It is said

that, employees experience fewer positive emotions when interacting withtheir supervisors as compared with interactions with coworkers and customers.(Bono, Jackson, Foldes, Vinson, Muros, 2007) Specific workers such as service

providers are expected to react to aggressive behaviors directed toward themwith nonaggressive and even courteous behavioralso to engage in what has been

termed emotional labour by demonstrating polite and pleasant mannersregardless of the customers behavior. (Ben-Zur, Yagil, 2005)

Negative Emotions

Negative emotions at work can be formed by work overload, lack of rewards,and social relations which appear to be the most stressful work-related factors

(Oginska-Bulik, 2005). Cynicism is a negative affective reaction to theorganization. Cynics feel contempt, distress, shame, and even disgust when they

reflect upon their organizations (Abraham, 1999). Negative emotions are causeby a range of workplace issues, including aggression, verbal abuse, sexual

harassment, computer flaming, blogging, assertiveness training, grapevines, andnon verbal behavior (Muir, 2006). Stress is the problem of each person feeling

it. [Negative emotions] can be caused by poor leadership, lack of guidance, lack

of support and backup. Employees lack of confidence in their abilities to deal

with work demands

Emotions, Attitudes and Behavior

17
http://en.wikipedia.org/wiki/Pleasurehttp://en.wikipedia.org/wiki/Interpersonal_relationshiphttp://en.wikipedia.org/wiki/Cognitive_functionhttp://en.wikipedia.org/wiki/Emotional_intelligencehttp://en.wikipedia.org/wiki/Optimismhttp://en.wikipedia.org/wiki/Self-efficacyhttp://en.wikipedia.org/wiki/Emotional_resiliencehttp://en.wikipedia.org/wiki/Halo_effecthttp://en.wikipedia.org/wiki/Cooperationhttp://en.wikipedia.org/wiki/Supervisorhttp://en.wikipedia.org/wiki/Interactionhttp://en.wikipedia.org/wiki/Customerhttp://en.wikipedia.org/wiki/Service_providerhttp://en.wikipedia.org/wiki/Service_providerhttp://en.wikipedia.org/wiki/Aggressionhttp://en.wikipedia.org/wiki/Emotional_laborhttp://en.wikipedia.org/wiki/Social_relationhttp://en.wikipedia.org/wiki/Contempthttp://en.wikipedia.org/wiki/Shamehttp://en.wikipedia.org/wiki/Disgusthttp://en.wikipedia.org/wiki/Verbal_abusehttp://en.wikipedia.org/wiki/Sexual_harassmenthttp://en.wikipedia.org/wiki/Sexual_harassmenthttp://en.wikipedia.org/wiki/Flaming_(Internet)http://en.wikipedia.org/wiki/Blogginghttp://en.wikipedia.org/wiki/Assertivenesshttp://en.wikipedia.org/wiki/Leadershiphttp://en.wikipedia.org/wiki/Pleasurehttp://en.wikipedia.org/wiki/Interpersonal_relationshiphttp://en.wikipedia.org/wiki/Cognitive_functionhttp://en.wikipedia.org/wiki/Emotional_intelligencehttp://en.wikipedia.org/wiki/Optimismhttp://en.wikipedia.org/wiki/Self-efficacyhttp://en.wikipedia.org/wiki/Emotional_resiliencehttp://en.wikipedia.org/wiki/Halo_effecthttp://en.wikipedia.org/wiki/Cooperationhttp://en.wikipedia.org/wiki/Supervisorhttp://en.wikipedia.org/wiki/Interactionhttp://en.wikipedia.org/wiki/Customerhttp://en.wikipedia.org/wiki/Service_providerhttp://en.wikipedia.org/wiki/Service_providerhttp://en.wikipedia.org/wiki/Aggressionhttp://en.wikipedia.org/wiki/Emotional_laborhttp://en.wikipedia.org/wiki/Social_relationhttp://en.wikipedia.org/wiki/Contempthttp://en.wikipedia.org/wiki/Shamehttp://en.wikipedia.org/wiki/Disgusthttp://en.wikipedia.org/wiki/Verbal_abusehttp://en.wikipedia.org/wiki/Sexual_harassmenthttp://en.wikipedia.org/wiki/Sexual_harassmenthttp://en.wikipedia.org/wiki/Flaming_(Internet)http://en.wikipedia.org/wiki/Blogginghttp://en.wikipedia.org/wiki/Assertivenesshttp://en.wikipedia.org/wiki/Leadership


18/32

Attitudes represent the cluster of beliefs, assessed feelings, and

behavioral intentions toward a person, object, or event.

Attitudes are judgments and emotions are experiences.

Model of Emotions, Attitudes and Behavior

Beliefs are established perceptions about the attitude objectwhat youbelieve to be true.

Feelings represent your positive or negative evaluations of the attitude

object.

Behavioral Intentions represent motivations to engage in a particular

behavior with respect to the attitude object.

Cognitive Dissonance

Occurs when we perceive an inconsistency between our beliefs.

When this inconsistency violates our self-concept, it generates emotions

that motivate us to change one or more of these elements.Managing Emotions at Work

Emotional Labor, the effort, planning, and control needed to express

organizationally desired emotions during interpersonal transactions.

Emotional Dissonance the ability to monitor our own and others

feelings and emotions, to discriminate between them and to use theinformation to guide our thinking and actions.

Emotional Intelligence

Includes a set of abilities to perceive and express emotion, assimilate

emotion in thought, understand and reason with emotion, and regulate

emotion in oneself and others.

4 dimensions of Emotional Intelligence

Self-Awareness refers to having deep understanding of ones ownemotions as well as strengths, weaknesses, values and motives.

Self-Management represents how well we control or redirect our internal

States , impulses, and resources. Social Awareness mainly about empathyhaving understanding andsensitivity to feelings, thought, and situation of others.

Relationship Management refers to managing other peoples emotions.How to improve Emotional Intelligence

18


19/32

Personal Coaching

Plenty of Practice

Frequent Feedback

Commentary

By: Herschel Rivera

Emotions at the workplace are an essential factor that a manager must

consider in dealing with his/her team or organization. They must learn how to

consider the emotions of their subordinates because their emotions affect

their performance at work and affect the performance of the organization

itself. It is also an important factor so that the person can interact properly tothe group he/she belongs to so that the group can be harmonious and successful

when it comes to work.Emotional Intelligence is an excellent aspect because it shows the concern

for the person himself or the organization because it gives them the chance tovoice out their emotions and inform everyone whether things are terrible or

fine. It also includes emotional dissonance and emotional labor. The managersare one of the important factors in workplace emotions since they have the

ability to control and guide employees with their emotions.

ORGANIZATIONAL COMMITMENT

- Defined as the desire on the part of an employee to remain a member of an

organization.

AFFECTIVE COMMITMENT

- A desire to remain a member of an organization due to an emotional

attachment to, and involvement with, the organization.

CONTINUANCE COMMITMENT

- A desire to remain a member of an organization because of awareness ofthe costs associated with leaving it.

IMPORTANCE Loyal employees are less likely to quit their jobs and be absent from work.

19


20/32

Employees also have higher work motivation and organization citizenship, as

well

as somewhat higher job performance.

It improves customer satisfaction.

CONSEQUENCES Employees with very high loyalty tend to have high conformity, which results

in

Lower creativity.

Dedicated employees who violated laws to defend the organization.

WAYS TO BUILD ORGANIZATIONAL LOYALTY:

JUSTICE AND SUPPORT- Affective commitment is higher in organizations that fulfill their obligations

to employees and abide by humanitarian values, such as fairness, courtesy,

forgiveness, and moral integrity.SHARED VALUES- refers to a persons personification with the organization, and that

identification is highest when employees believe their values are congruent withthe organizations dominant values.

TRUST- refers to positive expectations one person has towards another person in

situations involving risk.

ORGANIZATIONAL COMPREHENSION

- refers to the persons identification with the company, so it makes sense thatthis attitude is strengthened when employees understand the company.

EMPLOYEES INVOLVEMENT

- it increases affective commitment by strengthening the employees social

identity with the organization.

Commentary

By: Cario, Andrea P.

The report which our group delivered will be very informative especially

to us who are in Financial Management Dept. since well be encountering a lot ofstress which will be one of the factors caused by our emotions. Not only until we

graduate that well need this particular topic we have reported but also even asstudents, we may be exposed to different kind of environments. We need to

understand how our emotions are influencedMy report was about OrganizationalCommitment. It is about the employees attachment whether emotional or

calculative in a particular organization. This topic is very important becauseafter we graduate, well go to the point wherein we will need to look for jobs

suitable for us. Being an employee is not easy rather it is very challenging

especially to a person who will be experiencing it for the first time. Everyone

20


21/32

wants to have a high salary. It is part of our nature to want things which we

think will make our life stable. It is good if you can find a job with a high paying

salary and on the other hand, youre enjoying your stay in that organization. It is

very limited to find such jobs in our country since we all know that Philippines is

faced by an economic crisis. Due to this, we may be stuck in a corporation with alow pay salary and a very unpleasant environment. by our attitudes and behavior.

Here are several things to know when dealing with emotions in the workplace:

1. Emotions are inner messages. The next

time you experience an emotion, just notice.Identify what emotion it is that you are

experiencing. Pause before you respond.This is the way to gain control over your

emotions rather than allowing them tocontrol you.

2.Acknowledge the emotion you are

experiencing.

3.Separate the emotion from logic. If you

are upset, and you cannot think clearly,take a time-out. If you can think clearly,

then handle the situation at hand and

process the emotion later.

4.Don't try to problem-solve, rationalize, or

communicate with someone else's

emotions.If the other person becomes

emotional, acknowledge the emotion."You

seem upset. Do you want to talk about it?"

The emotion is a distraction and requiresattention.

5.You don't have to tolerate other people's

bad behavior. You need to teach peoplehow

you want to be treated. This is best done inthe form of direct requests. "Please lower

your voice." Or "It's not acceptable tospeak to me in that way." This is known as

having personal boundaries and it's a way ofletting peopleknow what you are willing to

21


22/32

tolerate in your presence. If you don't tell

them, they will continue to treat you in

whatever way they like.

People often experience emotions in times of conflict, both internal conflicts aswell as conflicts with others. Understanding the sources of conflict can be

helpful in transcending it.

1. Conflict occurs when people take things

personally, when they are attached to the

outcome being the way they want it to be

and no other, or when they make

assumptions about the knowledge you have

in your head and what they have in theirs.2.Seek to understand what the other

person is trying to say. Ask questions.

When you are genuinely interested in what

they have to communicate, they will feel

that you are interested in them. If yourepeat back what they have shared to be

certain you understand what they aresaying, they will feel heard.

3.People are limited by their use oflanguage and their ability to express

themselves clearly. They don't always speakwith purpose or intention; they just want to

get their feelings or thoughts off theirchest. After listening and reflecting back

what's been shared, ask them if they need

something from you. They may not. Being

heard may be enough.

4.You can only control you so make surethat you do not take it personally when

someone else becomes emotional. It is not

about you; it's about them.

5.And do not be attached to the outcome.

In other words, listen to them, do what you

can to express yourself and then let it go.

The steps I've outlined here are not easy. They sound simple but they take

practice and discipline. Mary is a client who was frustrated by her boss's

22


23/32

demeaning and intimidating behavior. Through our work she is able to see how,

while she cannot change him, she does control how she responds to him. His

continued treatment of her in this way sends the message that she is not being

clear enough with him about how she expects to be treated. Her feelings of

frustration are about her, not him, and bring her attention to what sheis doing(or not doing) to allow him to continue his inappropriate behavior.

Mary might be thinking, "He should know better." And maybe he should but the

fact is he doesn't. Or maybe he does know better but he doesn't practice

it.This is how he acts. She needs to respond to reality rather than indulging her

emotions or wishing he would be different.

You can become more comfortable at handling emotions as you learn a process

of self-mastery that allows you to experience your emotions and honor whatthey are trying to teach you. When you can be calm in the midst of chaos, this is

the goal of a self-management process. The more you practice, the more

comfortable you become with not only your own emotions, but with other's

emotions as well.

1. people are not encouraged to think about emotions, but recognizing and

understanding your emotions and those of others can benefit your work

environment.

Jealousy

2. Jealousy is a common emotion in the workplace, particularly in competitive

environments. A person may feel jealous because someone received the

promotion she was not granted. Or someone may feel that another person is

receiving preferential treatment.

Frustration

3. Frustration at work can happen for a variety of reasons. People may befrustrated with their colleagues' performance, a lack of progress in their

career or even their own inability to perform thejob.

Apathy

4. Apathy occurs when an employee simply does not care about her job or

feels her job is inconsequential. This will obviously have a negative effect on

the employee's performance because she will lack the motivation to do the

job.

23
http://www.ehow.com/careers/http://www.ehow.com/careers/http://www.ehow.com/careers/http://www.ehow.com/careers/


24/32

Pride

5. Pride is a common emotion in a supportive workplace. People can feel pride

in their own personal accomplishments, a work team's achievements or the

organization's achievements as a whole. Pride can help motivate people andincrease job performance and satisfaction.

Anxiety

6. Anxiety is likely to happen in a job where there is little predictability and

an employee feels that his actions will not affect outcomes. Anxiety is a

common emotion in workplaces undergoing layoffs or when a company's

future is uncertain.

Boredom

7. Boredom is a common emotion in routine or uninteresting jobs. When an

employee is not stimulated or challenged, she is likely to feel bored and have

difficulty concentrating on the tasks that need to be performed.

Happiness

8. Happiness is a common emotion in workplaces where employees feel valued

and believe their work is worthwhile. Happiness increases productivity andcooperation. Happiness in the workplace is likely to be transferred to the

employee's home life and back.

Satisfaction

9. Satisfaction is a common emotion in workplaces that are well-organizedand employees are able to understand and achieve their goals. Feeling that

24


25/32

there is a purpose or meaning to a job also brings about satisfaction.

HOW YOU WILL BENEFIT:

Understand the connection between emotions and stress in the workplace

Improve your skills at managing emotions in the workplace and maximizingwork relationships

25


26/32

Become more effective at managing emotions in the workplace through

assertiveness communication skills

Create less stress in the workplace by fostering work environments

where emotional honesty and emotional energy are accepted

Learn how to balance the physical, mental and emotional aspects of life Control your emotions when faced with stress in the workplace and

achieve positive interaction in teams and work groups

WHAT ALL IS COVERED:

Understanding Stress in the Workplace

Identify common causes of stress in the workplace from personalexperiences

Categorize common symptoms

Discern the difference between positive stress and negative stress in theworkplace

Determine your levels of personal and work-related stress

Recognize the ways you may be contributing unintentionally to your own

levels of stress in the workplace

Identify aspects of your personal and professional lifestyles in relation

to your management of emotional well-being

A Closer Look at Feelings and Emotional Well-Being

Define personal mastery and its impact on your work life

Differentiate between the two groups of emotions to better understand

how you are feeling and why

Identify different feelings in the past, present and future

Evaluate your emotional debt and discover ways to pay it off

Analyze situations so that your emotions do not sabotage the results youwant

Recognize thoughts, feelings and behaviors associated with stressful

situations

Analyze behavior patterns associated with stressful events

Communicating or Controlling? Balance or Ballistics?

Use your mirror listening skills to understand how others are feeling

Identify feelings and the reasons why people feel the way they do Recognize when to be assertive in interacting with others

26


27/32

Construct assertive messages using the XYZ technique

RitualsManaging Emotions in the Workplace

Identify rituals that presently exist in your life Classify rituals according to purpose

Personal Action PlansPutting It All Together

Create a personal action plan to implement your learning back at work

Extended Description

Learning Objectives

Understand the Statistics on Job-Related Stress

Consider How Perception Has a Direct Impact on Your Emotions, and

Understand How to Modify Your Perceptions

Analyze How Hurt, Loss, Anxiety, Anger, Guilt and Depression Trigger

Emotional Arousal and Reactions

Identify the Six Myths about Stress

Examine the Difference between Stress in Type I and Type II Business

Situations

Make the Connection between Emotions and Workplace Stress

Practice Hands-on Techniques to Keep from Being "Emotionally Hijacked"

at Work

Describe Key Characteristics of Emotional Health, Including How Feelings

Work, How to Pay Off Emotional Debt, How to Recognize Where Your

Defense Mechanisms Can Distort Your Perception, How Defence

Mechanisms Work, and How to Create Emotional Peace of Mind

Create Work Environments Where Emotional Honesty and Emotional

Energy Are Accepted

Use Emotional Feedback and Practical Intuition as a Tool to Be More

Perceptive about Your Own Feelings and Those of Other Employees

Combine Both "Head Level" and "Heart Level" Information to Make

Better Quality Decisions

Identify and Practice Assertive Communication Skills to Effectively

Express Your Emotions and Use Assertive Messages

Create Rituals to Remind Yourself How to Lower Stress and Better

Manage Your Emotions by Balancing the Mental, Physical, Emotional andSpiritual Aspects of Life27


28/32

Create a Personal Action Plan That Includes Support from the Seminar

Group after the Course Is Over

Understanding More about Stress

Identify Common Causes of Stress from Personal Experiences

Interpret the Psychological and Physiological Effects of Stress

Categorize Stressors and Common Symptoms, and Distinguish Acute

Stress from Episodic Stress

Discern the Difference between Positive Stress and Negative Stress

Determine Your Levels of Personal and Work-Related Stress

Recognize the Ways You May Be Unintentionally Contributing to Your Own

Stress Levels through Perceptions of Excessive Demands

Identify Aspects of Your Personal and Professional Lifestyles in Relationto Your Management of Emotional Well-Being

Synthesize Your Personal Profile by Creating a Graphic Representation of

the Interconnectedness of the Causes, Effects, and Personal

Characteristics of Stress

A Closer Look at Feelings and Emotional Well-Being

Define Personal Mastery and Its Impact on Your Work Life

Differentiate between the Two Groups of Emotions to Better UnderstandHow You Are Feeling and Why

Assess What You Are Feeling and Why You Are Feeling That Way

Differentiate among Feelings in the Past, Present and Future

Evaluate Your Emotional Debt and Discover Ways to Pay It Off

Analyze Situations So That Your Emotions Do Not Sabotage the Results

You Want

Identify Thoughts, Feelings, and Behaviors Associated with Stressful

Situations

Analyze Behavior Patterns Associated with Stressful Events Assess the Discrepancies between the Magnitude of a Stressful Event

and the Ramifications and/or Implications of the Results of the Event,

Based on the Management of Your Emotions

Communicating or Controlling? Balance or Ballistics

Use Your Mirror Listening Skills to Understand How Others Are Feeling

Identify Feelings and the Reasons Why People Feel the Way They Do

Recognize When to Be Assertive in Interacting with Others

Construct Assertive Messages Using the XYZ Technique

28


29/32


30/32

It's easy to see why there is so much emphasis on conflict in the workplace.

People disagree and tempers fly. And if you are not skilled at managing your own

emotions, it's even harder to handle it when others are emotional in your

presence.

REFERENCES

Reporting Conventions: Journalists, Activists, and the Thorny Struggle

for Political Visibility .Sarah Sobieraj. Social Problems. Berkeley: Nov

2010. Vol. 57, Iss. 4; pg. 505, 24 pgs

The effects of prayer on organizational life: A phenomenological

study.Anselmo Ferreira Vasconcelos.Journal of Management andOrganization. Lyndfield: Jul 2010. Vol. 16, Iss. 3; pg. 369, 13 pgs

Feminist Forgiveness in Robert Morgan's "The Trace".Martha Green

Eads. Southern Quarterly. Hattiesburg: Spring 2010. Vol. 47, Iss. 3; pg.

151, 12 pgs

Before they were famous: music-based tourism and a musician's

hometown roots.David Leaver, Ruth A Schmidt.Journal of Place

Management and Development. Bingley: 2009. Vol. 2, Iss. 3; pg. 220

Maltreated Children's Thoughts and Emotions as Behavioral

Predictors: Evidence for Social Work Action.Tina Maschi, Keith

Morgen, Schnavia Smith Hatcher,Nancy Scotto Rosato, Nancy M

Violette.Social Work. New York: Apr 2009.

Vol. 54, Iss. 2; pg. 135, 9 pgs

Affective e-Learning in residential and pervasive computing

environments.Liping Shen, Victor Callaghan, Ruimin Shen. Information

Systems Frontiers. Boston: Sep 2008. Vol. 10, Iss. 4; pg. 461, 12 pgs

El abordaje de las emociones en las organizaciones: luces y

sombras/The approach to managing emotions in organisations: Highs

30
http://proquest.umi.com/pqdweb?RQT=318&pmid=28335&TS=1289316787&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=28335&pcid=54971481&SrchMode=3http://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=28335&pcid=54971481&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=66514&TS=1289317094&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=66514&TS=1289317094&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=66514&pcid=54159221&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=53847&TS=1289317180&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=53847&pcid=53545421&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=86705&TS=1289317260&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=86705&TS=1289317260&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=86705&pcid=49844891&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=27868&TS=1289317435&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=27868&TS=1289317435&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=27868&pcid=42418281&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=53342&TS=1289317629&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=53342&TS=1289317629&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=53342&pcid=39702681&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=28335&TS=1289316787&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=28335&pcid=54971481&SrchMode=3http://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=28335&pcid=54971481&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=66514&TS=1289317094&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=66514&TS=1289317094&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=66514&pcid=54159221&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=53847&TS=1289317180&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=53847&pcid=53545421&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=86705&TS=1289317260&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=86705&TS=1289317260&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=86705&pcid=49844891&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=27868&TS=1289317435&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=27868&pcid=42418281&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=53342&TS=1289317629&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=53342&TS=1289317629&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=53342&pcid=39702681&SrchMode=3


31/32

and Lows.Idoia Gorroo Arregui. Cuadernos de Relaciones Laborales.

Madrid: 2008. Vol. 26, Iss. 2; pg. 139, 19 pgs

Social-affective origins of mindreading and metacognition.

Philippe Rochat. Behavioral and Brain Sciences. Cambridge: Apr 2009. Vol. 32,Iss. 2; pg. 160, 62 pgs

Passion Work: The Joint Production of Emotional Labor in Professional

Wrestling.R Tyson Smith. Social Psychology Quarterly. Washington: Jun

2008. Vol. 71, Iss. 2; pg. 157, 20 pgs

Ruminative coping as avoidance; A reinterpretation of its function in

adjustment to bereavement.Margaret Stroebe, Paul A Boelen, Marcel

van den Hout, Wolfgang Stroebe, et al. European Archives of Psychiatryand Clinical Neuroscience. New York: Dec 2007. Vol. 257, Iss. 8; pg. 462,11 pgs

Introducing New Technical Indicators for Financial

Markets.Rajeshwar Prasad Srivastava.The Business Review, Cambridge.Hollywood: Summer 2007. Vol. 7, Iss. 2; pg. 29, 7 pgs

Interior spaces, northern places: Nunavut artist Annie Pootoogook's

artwork is observational and narrative.J Lynn Fraser. Canadian MedicalAssociation. Journal. Ottawa: Oct 24, 2006. Vol. 175, Iss. 9; pg. 1100, 1

pgs

Emotional intelligence as predictor of cultural adjustment for success

in global assignments.Racheli Shmueli Gabel, Shimon L Dolan, Jean Luc

Cerdin.Career Development International. Bradford: 2005. Vol. 10, Iss.

5; pg. 375, 22 pgs

Emotions as Strategic Game in a Hostile Workplace: An Exemplar

Case.Jasmin Perrone, Margaret H. Vickers.Employee Responsibilitiesand Rights Journal. New York: Sep 2004. Vol. 16, Iss. 3; pg. 167

Emotional Labor: Relevant Theory for Occupational Health Practice in

Post-Industrial America.Arnold B de Castro, Jacqueline Agnew, Sheila T

Fitzgerald. AAOHN Journal. Thorofare: Mar 2004. Vol. 52, Iss. 3; pg.109, 7 pgs

31
http://proquest.umi.com/pqdweb?RQT=318&pmid=112218&TS=1289317748&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=112218&pcid=50318481&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=17437&TS=1289318102&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=17437&pcid=42635941&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=28293&TS=1289318183&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=28293&TS=1289318183&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=28293&pcid=39979391&SrchMode=3http://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=28293&pcid=39979391&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=66946&TS=1289318358&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=66946&TS=1289318358&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=66946&TS=1289318358&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=66946&pcid=38367721&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=72796&TS=1289318504&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=72796&pcid=36146481&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=33824&TS=1289318629&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=33824&TS=1289318629&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=33824&pcid=33994951&SrchMode=3http://proquest.umi.com/pqdweb?index=19&did=896031711&CSP=568769&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=590&VName=PQD&TS=1289319358&clientId=129893http://proquest.umi.com/pqdweb?RQT=318&pmid=46156&TS=1289319358&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=46156&pcid=16219091&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=53301&TS=1289319841&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=53301&TS=1289319841&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=53301&pcid=13311861&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=39312&TS=1289319994&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=39312&TS=1289319994&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=39312&pcid=11968111&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=112218&TS=1289317748&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=112218&pcid=50318481&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=17437&TS=1289318102&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=17437&pcid=42635941&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=28293&TS=1289318183&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=28293&pcid=39979391&SrchMode=3http://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=28293&pcid=39979391&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=66946&TS=1289318358&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=66946&TS=1289318358&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=66946&pcid=38367721&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=72796&TS=1289318504&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=72796&pcid=36146481&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=33824&TS=1289318629&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=33824&TS=1289318629&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=33824&pcid=33994951&SrchMode=3http://proquest.umi.com/pqdweb?index=19&did=896031711&CSP=568769&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=590&VName=PQD&TS=1289319358&clientId=129893http://proquest.umi.com/pqdweb?RQT=318&pmid=46156&TS=1289319358&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=46156&pcid=16219091&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=53301&TS=1289319841&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=53301&TS=1289319841&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=53301&pcid=13311861&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=39312&TS=1289319994&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=39312&pcid=11968111&SrchMode=3


32/32

Stories About an Inspiring Leader "Rapture," and the Symbolics of

Employee Fulfillment; NARRATTVE EXPRESSIONS OF EMOTIONS

AND MEANINGS CONCLUSIONS REFERENCES.PETER TOMMERUP.The American Behavioral Scientist (1986-1994). Thousand Oaks:

Jan/Feb 1990. Vol. 33, Iss. 3; pg. 374, 12 pgs

A sociology of jealousy. Clanton, Gordon.The International Journal ofSociology and Social Policy. Patrington: 1996. Vol. 16, Iss. 9/10; pg. 171,

19 pgs

Love and profit: Finding the balance in life and work.Autry, James.Quality Progress. Milwaukee: Jan 1996. Vol. 29, Iss. 1; pg. 47, 3 pgs

Emotional labour in organizations.Mann, Sandi.Leadership &

Organization Development Journal. Bradford: 1997. Vol. 18, Iss. 1; pg. 4

Robert Pennington & Stephen Haslam: Understanding Emotions in the

Workplace

Sonoma: List of Emotions
http://proquest.umi.com/pqdweb?RQT=318&pmid=66156&TS=1289320250&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=66156&pcid=14051041&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=14260&TS=1289320359&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=14260&TS=1289320359&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=14260&pcid=3810241&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=23729&TS=1289320466&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=23729&pcid=507326&SrchMode=3http://proquest.umi.com/pqdweb?index=34&did=117542825&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&CSD=339299&RQT=590&VName=PQD&TS=1289320564&clientId=129893http://proquest.umi.com/pqdweb?index=34&did=117542825&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&CSD=339299&RQT=590&VName=PQD&TS=1289320564&clientId=129893http://proquest.umi.com/pqdweb?RQT=318&pmid=14733&TS=1289320564&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=14733&TS=1289320564&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=14733&pcid=1664376&SrchMode=3http://www.resource-i.com/Articles/UnderstandingEmotion.htmhttp://www.resource-i.com/Articles/UnderstandingEmotion.htmhttp://www.sonoma.edu/users/s/swijtink/teaching/philosophy_101/paper1/listemotions.htmhttp://proquest.umi.com/pqdweb?RQT=318&pmid=66156&TS=1289320250&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=66156&pcid=14051041&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=14260&TS=1289320359&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=14260&TS=1289320359&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=14260&pcid=3810241&SrchMode=3http://proquest.umi.com/pqdweb?RQT=318&pmid=23729&TS=1289320466&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=23729&pcid=507326&SrchMode=3http://proquest.umi.com/pqdweb?index=34&did=117542825&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&CSD=339299&RQT=590&VName=PQD&TS=1289320564&clientId=129893http://proquest.umi.com/pqdweb?RQT=318&pmid=14733&TS=1289320564&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=318&pmid=14733&TS=1289320564&clientId=129893&VInst=PROD&VName=PQD&VType=PQDhttp://proquest.umi.com/pqdweb?RQT=572&VType=PQD&VName=PQD&VInst=PROD&pmid=14733&pcid=1664376&SrchMode=3http://www.resource-i.com/Articles/UnderstandingEmotion.htmhttp://www.resource-i.com/Articles/UnderstandingEmotion.htmhttp://www.sonoma.edu/users/s/swijtink/teaching/philosophy_101/paper1/listemotions.htm

emotions at workplace

Documents