2. Biological background
Emotions can be very overwhelming.
Before children have the vocabulary to express feelings, emotions
feel larger than life.
Often, stimuli associated with negative emotions are viewed by
children as “scary” or even “bad.”
3. There are plenty of instances during which adults fall into a similar
predicament, but in such instances adults tend to repress or avoid
processing emotions.
For example, the extremely intense emotions can be brought on by
traumatic experiences during childhood.
The memory is stored at the developmental level during the experience.
New experiences somewhat related trigger the extreme emotions.
The antidote is to retrieve traumatic memories and translate them with
adult vocabulary, making memories less cumbersome to recall. Adults tend
to repress or avoid processing emotions.
.
7. Natural Selection in Early Hominids
Some possible examples of emotions that were selected for in
early hominids. These emotions, it is suggested, have been
selected to deal with the types of problems indicated.
8. Adaptations Shared by All Animals:
Plutchik
Lists the eight basic emotions in Robert Plutchik theory.
left are result of natural selection, right are the emotions associated .
First emotion in each row (e.g., fear, anger, joy) -basic emotion,
Second is the same emotion except at a greater intensity (that is, terror, rage, ecstasy)
9. Definition
A psychological construction consisting of several aspects of components:
the component of cognitive appraisal or evaluation of stimuli and situations;
the physiological component of activation or arousal;
the component of motor expression;
the motivational component, including behavior intentions or behavioral
readiness; and
the component of subjective feeling state.
10. Early Theories in Organisation
Emotions were first referred to in organisations when early group
dynamics theorists introduced the concept of human relations in the
workplace
Example : Mayo in his study on the morale of workers and its impact
on performance, and Lewin, who worked on social change.
“One has to trigger an emotional upheaval that will play the role of
a catharsis, in breaking prejudices and unfreezing habits” (Anzieu and
Martin, 1994)
11. Arlie Hochschild (1979; 1983)
“Emotional work” (which is the effort put into ensuring that our
private feelings are in tune with socially accepted norms)
“Emotional labour” (the commercial exploitation of this principle
12. There is a forced apprenticeship of distinguishing between emotions
one feels, and emotions one learns to express.
A lot of decisions, although one pretends they are scientifically
balanced (e.g. we look at balance sheets,complex financial
reports, marketing reports, etc.), are due to a final “emotional” hint
from
the decision-maker.
Emotions are products of socialisation and manipulation.
13. Fear, loyalty and greedy
organizations(Flam H)
“Fear and anxiety have been underworked inorganisational theorising;
obscured, perhaps, by the positive thinking and feeling expected for man‟s
work transactions. The fear of loss of
face, prestige, position, favour, fortune or job focuses the corporate
actor‟s mind and sharpens his or her political vision and skills. Such
anxieties are readily transformed into a socially acceptable work enthusiasm
or drive, which ambitious organisational members soon learn to display
(1994, p. 4).
Fear means hiding away, occupying yourself with your professional work. The
fear of separateness, fear of being identified, fear stemming from
hesitation, from a lack of decision, fear of one‟s own self, of self-defining
oneself. Fear of
being crossed, of being defined (1994, p. 66)”
14. Concept of emotional climate
The generating conditions (or determinants) of an organization-specific
emotional climate are the shared dispositions of its members to evaluate
events in a similar fashion and, in consequence, to react in a common way.
Members of an organization, because of a shared social environment (e.g.
structure of the organization, type of leadership, nature of the
networks, and physical working conditions) and common experiences, develop
similar values, motivations (goals and needs), and beliefs and attitudes.
Shared dispositions are essential components of what is generally called
organizational culture or organizational climate
15. Classical Conditioning
Classical conditioning, which is based on the pairing of an unconditional
stimulus that is intrinsically agreeable (such as good food) or painful
(such as an electrical shock) with a conditioned stimulus.
Can have a lasting impact on an individual's behavior
Emotion generated by an unconditioned event transferred to the
conditioned event or situation
Strong behavioral component of emotion—avoidance or approach— is
thereby activated
16. Can companies be compared to salivating
dogs(Pavlov's famous experiments )
Aanswer is yes.
. Assume that a company profits several times, by chance, from windfall gains in periods
after particular economic policy constellations, such as countercyclical government
spending.
The company will most likely learn the contingency and upon the next instance of the
conditioned stimulus may 'salivate', may prepare to 'digest' the expected increase in
activity and gain.
Such reactions are based on affect (hope in the case of positive conditioning,fear in the
case of negative conditioning)rather than 'cold' cognitive analysis.
17. Reinforcement Learning
If an organism is rewarded or punished(e.g. receiving unconditioned stimuli such as food
that is intrinsically pleasurable or disagreeable, respectively) immediately after having
exhibited a particular type of behavior, the frequency of that type of behavior will
increase(with rewards) or decrease (with punishments).
Examples abound: praise, bonuses, and incentives for good work, and various types of
sanctions for unwanted behavior. Numerous
Examples exist of reward systems tbat fail to reinforce tbe desired bebavior.
Company policy for instance, may discourage behaviors that are informally rewarded by
the system and may fail to reward desired behaviors at all (Kerr 1975).
For example, it is currently fashionable to talk about the need for teamwork, but
employees„ investments in team-building are rarely formally rewarded.
On tbe contrary, rewards are generally distributed according to individual performance
18. Imitation Learning
Learner observes and then imitates a model, learning both the nature of the
required behavior and the appropriate contingencies purely by tbe cognitive
activity of information acquisition.
conferral of significance in imitation learning seems to be brought about by
tbe attention value, prestige, and perceived success of the model.
'Prestige suggestion' is a household word in advertising, with companies
marketing many brand names by using the names and photos, if not live
Tvspot appearances, of famous actors or sports stars.
Association between the well-known, and often liked, image of tbe star and
tbe product confers significance upon the latter tbat it might never gain on
its own.
20. Different Types of Emotion in
Organizational Learning
Various emotions into five major classes:
approach emotions,
achievement emotions,
deterrence emotions,
withdrawal emotions,
antagonistic emotions.
21. Approach emotions
affective states like interest, hope, joyful anticipation, or other states
fuel the investment of energy into new activities of exploration and
development,
focusing the attention on areas of major significance to the learner
providing the necessary drive to overcome obstacles.
Obviously, such motivational- emotional contexts provide optimal conditions for
the acquisition of new skills and competencies.
Although approach emotions are generally among the most functional states
for organizational learning, there can be drawbacks when they are too
intense or unrealistic
22. Achievement emotions
generally positive emotions, such as satisfaction, happiness, and pride.
celebration of success based either on one's achievement or on unexpected
luck and reinforce the contingencies in which the emotion producing
experience is rooted.
these emotions have very agreeable consequences for both individuals and
organizations and serve the highly positive function of reinforcing positive
contingencies,
Do present dangers, in particular stagnation.
Capitalize on past investments
emotional climate marked by achievement emotions in an organization is likely
to shift the balance to the exploration of old certainties
23. Deterrence emotion
Denote anxiety, fear, distress, pessimism,
All other varieties of affective states that all keep the learner from engaging
in particular activities or seeking out places or markets.
Excessive worry and anxiety can be a formidable block to acquiring new
skills, competencies, or opportunities.
an emotional climate dominated by deterrence emotionsguarantees the maintenance
of the status-quo, for it will not encourage innovation or creativity.
Positives: prevent the learner from repeating mistakes, from enterin into overly
risky strategies or behaviors, and from disregarding potential threats.
Judiciously blending deterrence emotions with approach emotions could provide the
proper balance for cautious advancement into new learning environments.
24. withdrawal emotions
including sadness, resignation, shame, and guilt, generally provides a
negative context for learning activities.
individual or organization characterized by these emotions tends to focus on
the inside rather than the outside and lacks the necessary energy to
pursue a learning process vigorously or to invest in new venture.
In an organizational context, one could conceive of a period of resignation and
of focus on intraorganizational matters as a phase of restructuring and
regeneration requiring all the organization's energies to be directedinward.
25. Antagonistic emotions
„Such as anger, irritation, hate, and aggression.
Hindrances to achieving one's goals and interests universally trigger
antagonistic emotions.
Emotions obviously have positive consequences, such as enabling one to get
what one wants.
May also divert focus from what is pertinent, may limit attentiveness, and
may have other similarly deleterious effects on essential ingredients of
learning
Set up new aims and goals such as revenge, which may be quite alien to a
productive learning process
26. WHAT MAKES WOMEN CRY
Professor of organizational psychology and health at Lancaster University
Cary Cooper explains.
To Be Read By Audience :D
27. What makes women cry.
Women actually perform better in confrontational situations because they
don't become aggressive. "They have better social skills to deal with it.
It's when the confrontational situation is very demeaning and aggressive they
have trouble.
when someone has cried in the office, that person has to look at what the
reasons were and address that. "You have to ask yourself why you've
become tearful, what underpins it .
Crying can have a positive outcome, he said. "You are showing your emotions
and letting someone know you have a problem and therefore it has to be
resolved. It forces you to think through what's causing it.
28. What to do when it all gets too much
If you feel you're about to cry, leave the office, go to the toilet or leave
the building. Remove yourself from the situation, don't just sit there trying
to hold back the tears.
If you do cry, deal with it. Go and wash your face, calm down. If you feel
you have been wrong in crying, go to the person when you are calm and
apologise, and explain the circumstances, for example "I've had a really bad
morning, my husband's ill at home".
If you have an Issue with an individual, confront the problem but not on the
day it happens as you won't be in the right mood. You need time to think
through the problem and decide what to do.
29. Reference
1. http://www.psychologyfitness.com/emotions-not-that-complex-just-biology/
2. http://www.iep.utm.edu/emotion/
3. Flam, H. (1994), “Fear, loyalty and greedy organizations”, in Fineman, S. (Ed.), Emotion in
Organizations, Sage, London.
4. Kerr, S. (1975). 'On the Folly of Rewarding A, while Hoping for B'. Academy of
Management journal,18: 49-58.
5. Effects of Emotion on theProcess of Organizational Learning Klaus R. Scherer and Veronique
Tran
6. Frijda, N. H. (1986). The Emotions. Cambridge: Cambridge University Press.
Mesquita, B., Sonnemans, J., and Van Goozen, S. (1991). 'The Duration of Affective
Phenomenaor
7. Anzieu, D. and Martin, J.-Y. (1994), La Dynamique des Groupes Restreints, Presses
Universitaires de France, Paris
8. Hochschild, A.R. (1979), “The sociology of feelings and emotions: selected possibilities”,
