Asst. Professor: Dr. Pam Lutgen-Sandvik
Fall 2005, Department of Communication and Journalism
Email: through WebCT course site at http://webct.unm.edu
Office Hours: Monday 5:30 – 6:30; Thursday 12:30 – 1:30
Office Location: C&J 237; Phone: 277-1598
This graduate
organizational communication course explores the different ways emotion is
socially and discursively constructed through communication and interaction,
and how emotion issues—including emotional performances, emotional control,
emotional abuse/bullying, compassion, stress and burnout—are manifest in
everyday organizational life. Emotion has traditionally been cast off as
inappropriate for organizational study, but the expression and management of
feeling is prevalent and unavoidable in organizations, and it is through
communication that emotion issues are played out. On the macro level, emotion
norms are perpetuated and naturalized through employee talk and organizational
rhetoric. Furthermore, employees engage in emotional activity through talk,
whether that activity be emotional abuse, emotion labor or performances of
social support, compassion and empathy. And, of course, employees cope with
stress and burnout through interaction, story telling, joking and advice
giving.
Topics will
include theoretical considerations as well as case-study analyses. Through
class discussions, readings and assignments, students will learn the value of
understanding how emotion issues—both organizational rules about them and
employees’ ways of dealing with them—are central to the study of organizational
communication.
This class is a
graduate seminar, and as such, students will spend significant time reading and
analyzing advanced texts, generating discussion based upon these texts, and
bringing in their own ideas from outside, original, research. As an instructor
I will spend little time lecturing, but will rather act as moderator of
discussion and a sounding board for student reflections and research.
Course Readings (Books
available at UNM Bookstore)
Hochschild, A. R.
(1983). The managed heart:
Commercialization of human feeling. Berkeley, CA: University of California
Press.
Fineman, S.
(1996). Emotion in organizations, (2nd
ed.). Thousand Oaks, CA: Sage.
Newton, T. (1995).
‘Managing’ stress: Emotion and power at
work. Thousand Oaks, CA: Sage.
Supplemental
Readings (posted on WebCT course site). Found through login at
webct.unm.edu. Important: You must have a
UNM net ID to access this site and send/receive communication to class members
and instructor.
Class Assignments/Requirements
(Total 500 Points)
**All written assignments will be submitted via the WebCT course site
“Assignment” link.
1. Semester Research Project & Presentation. Any of the following may be conducted
individually or with a partner. Students are encouraged, but not
required, to work with a partner on the project. Co-authors will receive the same grade—so
students are advised to choose partners with care.
Part One: All
Students. RATIONALE FOR STUDYING EMOTIONS (100 Points). All students will craft a
formal, written rationale for why it is important to study emotions in
organizational communication. This rationale will build to, and be incorporated
into, the second half of the final project choices below. The course readings
are central to this part of the final project. Students should review different
authors’ rationales and arguments for why the study of emotions in
organizational communication is important and even vital. With which do you
agree? Focus on these areas and craft your central argument. Rationale papers
should be approximately five (5) pages in length.
Part Two: FINAL ASSIGNMENT SMORGASBORD! (200 Points). If there is a type of
project that you would like to complete that varies from one of these, please
feel free to approach me with the idea. All final projects are 20-to-25-pages
in length, which includes the rationale. The rationale may also serve as the
literature review, depending on how it is crafted. (Please use APA style.)
OPTION 1
Student may write
a 20-to-25-page paper on an issue related to emotion and communication in
organizations. Students are encouraged to make use of the readings we do in
this class as they devise their semester project. Possibilities for this paper
comprehensive literature reviews (e.g., check out examples in Communication
Yearbook) or theory-based papers that link theory and practice.
OPTION 2
Original research
analyzing emotions in a particular organization. This project asks students to
conduct research within an organization and write a 20-to-25-page paper
including literature review, methods, findings, and discussion/conclusion. Possibilities include studies that are
qualitative or quantitative in nature, advanced case analyses, or other
approaches that fit research questions. Some of the questions that students may
explore include: What are the emotion rules? How are they evidenced in how
people work together? What is the impact of emotion management on workers,
workgroups, and organizations? How do employees use specific emotions at work
(humor, sarcasm, emotion labor, etc.)? Students will be expected to link their
projects to the course literature. What literature in the course explains your
research focus? What is left unexplained and needs further research?
OPTION 3
Develop an
in-depth organizational training on emotion and why understanding and valuing
emotion is important. Create practical suggestions on how organizations might
become more “emotion-rich” or “emotion-smart.” The final project should be a
20-to-25 page “training manual” of sorts.
OPTION 4
Grant Proposal. This option is writing a 20-to-25-page grant proposal on an issue related to emotions and communication in organizations (students are encouraged to make use of the readings in this class as they devise this project). Depending on the granting agency chosen, the requirements of the proposal will differ. Generally, however, the proposal will include:
1. Problem statement
2. Conceptual framework/literature review
3. Research methods
4. Potential outcomes
5. Budget
6. (any other specific protocol called for in the application)
ALL OPTIONS:
During the final
exam period, you’ll be asked to give a 10-to-15-minute oral presentation of
your final paper/project. Use this as an opportunity to practice a
conference-quality presentation, complete with visual aids if appropriate.
2. Discussion-Leading.
(50 points) Each student will
lead discussion for the assigned readings for one day. Discussion-leading
will provide an opportunity to practice concept-integration skills and
presentation abilities. Dates for discussion-leading will be chosen within the
first two weeks of class. Please touch base with me to discuss the readings to
cover and the time range of your discussion-leading. See WebCT site for more information about discussion leading.
Discussion leaders should provide a typed outline that delineates main
points of the readings and present / integrate the main concepts from readings
in an interactive, lively manner. Furthermore, prepare 3-5 discussion questions
for students to think about and respond to verbally in class. All students are
encouraged to respond to these questions both on-line via the discussion board
and in class. Discussion leaders
will be graded upon thoughtfulness and timeliness of discussion questions;
thoroughness, readability and format of summary outline; liveliness and
organization of presentation / discussion-leading; and command of topic. Outlines
are due to Pam by Sunday evening before class. Discussion questions should be
posted on Discussion Board no later than Friday before class.
3. Nine (9) Research Reports [changed from 10 in original syllabus].
(100 points; 11.11 points each) One of the key goals in the course is to expose
students to as much of the literature about emotions in organizations as
possible. To do this, we will “divide and conquer,” so to speak. To cover much
more territory than we could if everyone were required to read all cited pieces
in the syllabus, each student will read and summarize ten (10) “report”
readings listed in the syllabus (in less than 2 single-spaced pages on one
sheet of paper). This will provide everyone with an extensive abstract database
of important articles. The report options are on the syllabus according to
weekly topics. Students will choose which article they want to report. These
1-2 page, single-spaced reports should include:
1. Your name and date synopsis is turned in
2. The full citation of the article (APA style)
3. A summary of the article (this can be in full
sentence outline form or prose)
4. At the end of the synopsis, take a position
on the piece, noting one or two strengths, weaknesses/limitations, or what it
suggests for future research.
Students will
discuss the reports in five-minute informal presentations. Reports will be
graded based on a succinct yet meaningful summary, clarity of position,
appropriate use of theoretical concepts, and quality of presentation/writing. See WebCT for a report example.
4. Participation (Attendance/Discussion) (50 Points). Students should complete assigned readings before class and participate in
seminar discussions in an enthusiastic, informed manner. To do so, it might be
helpful to make notes as you read about questions and issues to pursue in the
seminar discussion. To participate, students can offer (among other things):
1. a simple factual question
2. a point which reveals a methodological
assumption
3. a critique of a research piece
4. a strong point which merits our admiration
5. a clarification that will help everyone to
understand a class concept better
6. an application to your research project or to
some other personal experience
I will evaluate
the participation part of the grade by making weekly notations regarding the
quality and quantity of evidenced preparedness and participation. Students
should strive to (1) clearly evidence their close reading and thinking about
the week’s materials, and (2) be physically and intellectually present for the
entire course period (avoiding late arrivals and early departures).
Absences: If there is an extenuating emergency or illness that interferes with
your attendance or ability to keep up with work, please let me know. If you
must miss a class (for any reason), you can make up the participation points by
writing an additional article report of an unassigned reading and respond to
the discussion questions on the WebCT course site. Your makeup report and
discussion responses will be due your next time in class.
Grading: Letter grades are figured as to the following guidelines.
|
Outstanding – goes beyond
expectations |
Good – above average |
Satisfactory – meets minimum requirements |
Unsatisfactory – does not meet many requirements |
Failing -- Does not meet requirements or academic dishonesty |
|
A+ 97.6-100% |
B+ 87.6-89.5% |
C+ 77.6-79.5% |
|
|
|
A 92.6-97.5% |
B 82.6-87.5% |
C 72.6-77.5% |
D 60-72.9% |
E 0-59.9% |
|
A- 89.6-92.5% |
B- 79.6-82.5% |
C- 69.6-72.5 |
|
|
Assignments and Due Dates: Assignments are due at the beginning of class. A late written assignment will be penalized up to 10% for each day it is late up to 50%. Due to time constraints, discussion-leading and reports will only receive credit when completed on the day scheduled. All assignments must be completed in order to pass the course. No assignments will be accepted after December 12th when the final paper is due. Incompletes will only be given to students who: (1) have finished more than half the coursework, (2) experience serious illness or personal emergency, and (3) negotiate the incomplete before December 12th. Let me know, in advance, if you will have problems completing an assignment on time.
Academic Integrity: Each student is expected to maintain the highest standards of honesty and integrity in academic and professional matters. The University reserves the right to take disciplinary action, up to and including dismissal, against any student who is found guilty of academic dishonesty or otherwise fails to meet these standards. In this graduate course, you are expected to know APA style for citing outside sources. Plagiarism is one of the most serious ethical missteps a scholar can make, so it is imperative to give credit where credit is due. See for UNM academic honesty policy and statement at http://handbook.unm.edu/D100.html. Students who have questions concerning scholastic regulations and procedures at the University should refer to the "General Academic Regulations" section of the University Catalog.
Papers for other classes: While it is appropriate that several graduate school papers overlap in conceptual focus, your research project should be original work devised for this class. If you plan on using material prepared for a different course in your assignments, please consult with me regarding appropriateness.
Weekly Schedule—Subject to change via an
announcement in class or discussion board Core and Report Readings Posted on WebCT
unless in one of the three required books. Report Options/Discussion Leading in Red
indicates unassigned as of 8/30/2005 11:32 AM |
|
Date
(class #) |
Topic / Readings |
|
8/22
(1) |
Introductions; Course Overview; Emotion Discussion |
|
8/29 (2) |
Emotions In Organizations Overview Core (All
students read) Ashkanasy, N.M., Hartel,
C.E.J., & Zerbe W.J. (2000). Introduction: Emotions in the workplace:
Research, theory, and practice (pp. 3-12) In Emotions in the workplace. Westport, CT: Quorum Books. Fineman, S. (1993). An
emotion agenda. In S. Fineman (Ed.), Emotion
in organizations, pp. 216-224. London: Sage. Fineman, S. (1996).
Emotion and organizing. In S. R. Clegg, C. Hardy and W. R. Nord (Eds.), Handbook of Organization Studies, pp.
543-564. London: Sage. Fineman. S. (2000). Emotional arenas revisited. In
S. Fineman (Ed.) Emotions in
Organizations, (pp. 1-24). London: Sage. Planalp, S. (1998).
Communicating emotion in everyday life: Cues channels and processes. In P.A.
Andersen and L. K. Guerrero (Eds.), Handbook
of communication and emotion: Research, theory, applications, and contexts
(pp 29-48). San Diego: Academic Press. Waldron, V. (Fineman text # 4). Relational
experiences and emotion at work. Reports: None the first week of class |
|
9/5 |
No Class: labor day |
|
9/12 (3) |
Models Of Emotion, Communication, and Research Core (All
students read) Fiebig, G. V., & Kramer, M.
W. (1998). A framework for the study of emotions in organizational contexts. Management
Communication Quarterly, 11(4), 536-572. Hochschild appendixes A
& B ( Hochschild text). Models of Emotion & Naming Feeling Sturdy, A. (2003). Knowing
the unknowable? A discussion of methodological and theoretical issues in
emotion research and organizational studies. Organization, 10, 81-105. Weiss, H. M., &
Cropanzano, R. (1996). Affective events theory: A theoretical discussion of
the structure, causes and consequences of affective experiences at work. Research in Organizational Behavior, 18,
1-74. Report
Options 1.
Basch, J. & Fisher, C.D. (2000). Affective events-emotion matrix: A
classification of work events and associated emotions (pp. 36-48). In N.M.
Ashkanasy, C.E.J. Hartel, & W.J. Zerbe (Eds.), Emotions in the workplace. Westport, CT: Quorum Books. 2.
Harré, R. (1986). An outline of the social constructionist viewpoint.
In R. Harré (Ed.) The social
construction of emotions (pp. 2-14). New York: Basil Blackwell. 3.
Larsen, R.J, Diener, E. & Lucas, R.E. (2002). Emotions: Models,
measures and individual differences. In R.G. Lord, R.J. Klimoski, & R.
Kanfer (Eds.) Emotions in the workplace
(pp. 64-106). San Francisco:
Jossey-Bass. 4.
Lord, R.G. & Kanfer, R. (2002). Emotions and organizational
behavior. In R.G. Lord, R.J. Klimoski, & R. Kanfer (Eds.) Emotions in the workplace (pp. 5-19). San Francisco: Jossey-Bass. 5.
Oatley, K. (1993). Social construction in emotions. In M. Lewis &
J. M. Haviland (Eds.), Handbook of
Emotions (pp. 341 – 352). New York: Guilford. 6.
Parkinson, B. (1996). Emotions are social. British Journal of Psychology, 87, 663-684. 7.
Planalp, Sally. (1998). Current issues arising at the confluence of
communication and emotion. Australian Journal of Communication, 25, 65-79. 8.
Andersen, P. A. &
Guerrero, L. K. (1998). Principles of communication and emotion in social
interaction. In P.A. Andersen and L. K. Guerrero (Eds.), Handbook of communication and emotion: Research, theory,
applications, and contexts (pp. 49–99). San Diego: Academic Press.
(particularly focus on pp.82-89.) 9.
Fox, S. & Spector,
P.E. (2002). Emotions in the workplace. The neglected side of organizational
life introduction. Human Resource
Management Review, 12, 167-171. |
|
9/19 (4) |
Emotionality, Rationality & Caring Core (All students read) Ashforth, B. E. & Humphrey, H. (1995). Emotion
in the workplace: A reappraisal. Human
Relations, 48, 97-125. England, P. & Folbre, N. (1999). The cost of
caring. The Annals of The American
Academy of Political and Social Science, 561, 39-51. Fredrickson, B.L. (2003). Positive emotions and
upward spirals. In K.S. Cameron, J.E. Dutton, & R.E. Quinn (Eds.), Positive organizational scholarship. San
Francisco: Berrett-Koehler. Mumby, D. K. and Putnam, L. L. (1992). The
politics of emotion: A feminist reading of bounded rationality. Academy of Management Review, 17,
465-486. Report
Options 1.
Frost et al (Fineman text #2). Narratives of compassion in
organizations. 2.
Frost, P. J. (1999). Why compassion counts! Journal of Management Inquiry, 8, 127-133. 3.
Kahn, W.A. (1993). Caring for the caregivers: Patterns of
organizational caregiving. Administrative
Science Quarterly, 38(4), 539-63. 4.
Martin et al (Fineman text #7). Bounded emotionality at the Body Shop. 5.
Meyerson (Fineman text #9). If emotions were honoured: A cultural
analysis. 6.
Saavedra, R. & Van Dyne, L. (1999). Social exchange and emotional
investment in work groups. Motivation
and Emotion, 23, 105-123. 7. Sandelands, L.E., & Boudens, C.J. (Fineman text
#3). Feeling at work. 8.
Steinberg, R.J. & Figart, D.M. (1999). Emotional demands at work: A
job content analysis. Annals of the
American Academy of Political and Social Science, 561, 177-191. 9.
Conway, M., DiFazio, R., & Mayman, S. (1999). Judging others’
emotion as a function of the others’ status. Social Psychology Quarterly, 62, 291-305. |
|
9/26 (5) |
Emotion
Labor – The Seminal Work Core (All students read) Hochschild, A. R. (1983). The managed heart: Commercialization of human feelings (pp.
3-200). Berkeley: University of California Press. Report Options 1.
Ashforth, B.E. &
Tomiuk, M.A. (Fineman text # 10). Emotional labour and authenticity: Views
from service agents. 2.
Ashforth, B. E. & Kreiner, G. E. (2002). Normalizing emotion in
organizations: Making the extraordinary seem ordinary. Human Resource Management Review, 12, 215-235. 3.
Ashforth, B. E., & Humphrey, R. H. (1993). Emotional labor in
service roles: The influence of identity. Academy
of Management Review, 18, 88-115. 4.
Lively, K. J. (2000). Reciprocal emotion management. Work and
Occupations, 27, 32-63. 5.
Martin, S. E. (1999). Police
force or police service? Gender and
emotional labor. Annals of The American Academy of Political and Social Science, 561, 111-126. 6. Rafaeli, A., & Sutton,
R.I. (1987). Expression of emotion as part of the work role. Academy of Management Review, 12,
23-37. 7.
Wouters, C. (1989). The sociology of emotions and flight attendants:
Hochschild’s Managed Heart. Theory,
Culture & Society, 6, 95-123. 8.
Yanay, N. & Shahar, G. 1998. Professional feelings as emotional
labor. Journal of Contemporary
Ethnography, 27, 346-373. |
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10/3 (6) |
Extending
Emotion Labor Core (All students read) Miller, K. I. (2002). The experience of emotion in
the workplace: Professing in the midst of tragedy. Management Communication Quarterly, 15, 571-600. Shuler, S. & Sypher, B. D. (2000). Seeking
emotional labor: When managing the heart enhances the work experience. Management Communication Quarterly, 14,
50-89. Steinberg, R.J. & Figart, D.M. (1999). Emotion
labor since The Managed Heart. Annals of the American Academy of
Political and Social Science, 561, 177-191. Tracy,
S. J. (2000). Becoming a character for commerce: Emotion labor, self
subordination and discursive construction of identity in a total institution. Management Communication Quarterly, 14,
90-128. Report Options 1. Bellas, M.L. (1999). Emotional labor in academia:
The case of professors. Annals of The American Academy of Political
and Social Science, 561,96-110. 2. Cahill, S.E. (1999).
Emotional capital and professional socialization: The case of mortuary
students (and me). Social Psychology
Quarterly, 62, 101-116. 3. Lively, K.J. (2004). Client contact and emotional
labor. Work and Occupations, 29, 198-225.
4.
Morris, J. A., & Feldman, D. C. (1996). The dimensions,
antecedents, and consequences of emotional labor. Academy of Management Review, 21, 986-1010. 5. Steinberg, R.J. (1999).
Emotional labor in job evaluation: Redesigning compensation practices. Annals of The American Academy of
Political and Social Science, 561,
143-157. 6.
Stenross, B. & Kleinman, S. (1989). The highs and lows of emotional
labor: Detectives’ encounters with criminals and victims. Journal of Contemporary Ethnography, 17,
435 -452. 7.
Tracy, S. J. & Tracy, K. (1998). Emotion labor at 911: A case study
and theoretical critique. Journal of
Applied Communication Research, 26, 390-411. 8. Wharton, A. S. (1999). The
psychosocial consequences of emotional labor. Annals of the American Academy of Political and Social Science, 561,
158-176. 9. Kruml, S.M. & Geddes, D. (2000). Exploring the
dimensions of emotional labor: The heart of Hochschild’s work. Management Communication Quarterly, 14, 8-49.
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10/10 (7) |
Humor
In The Workplace Core (All students read) Duncan,
W. J., Smeltzer, L. R., & Leap, T. L. (1990). Humor and work:
Applications of joking behavior to management. Journal of Management, 16,
255-278. (in organization communication binder) Francis, L. E. (1994). Laughter, the best
mediation: Humor as emotion management in interaction. Symbolic Interaction, 17, 147-163. Holmes,
J. & Marra, M. (2002). Over the edge? Subversive humor between colleagues
and friends. Humor, 15, 65-87. Martin, D.
(2004). Humor in middle management: Women negotiating the paradoxes of
organizational life. Journal of Applied Communication Research, 32,
147-170. Pogrebin, M. R. & Poole, E. D. (1988). Humor
in the briefing room: A study of the strategic uses of humor among police. Journal of Contemporary Ethnography, 17,
183-210. No
Reports this week. Rationale
papers due today via WebCT “Assignment” link by 11:59 p.m. |
|
10/17 (8) |
Stress
& Burnout Core (All students read) Newton, T. (1995). ‘Managing’ stress: Emotion and power at work. Thousand Oaks, CA:
Sage. Report Options 1.
Copp, M. (1998). When emotion work is doomed to fail: Ideological and
structural constraints on emotion management. Symbolic Interaction, 21, 299-328. 2.
Gaines, J. & Jermier, J. M. (1983). Emotional exhaustion in a high
stress organization. Academy of
Management Journal, 26, 567-586. 3.
Kruml, S.M. & Geddes, D. (2000). Catching fire without burning out:
Is there an ideal way to perform emotion labor? In N.M. Ashkanasy, C.E.J.
Hartel, & W.J. Zerbe (Eds.), Emotions
in the workplace (pp. 177-188). Westport, CT: Quorum Books. 4.
Meyerson, D. E. (1998). Feeling stressed and burnout out: A feminist
reading and re-visioning of stress-based emotions within medicine and
organizational science. Organizational
Science, 8, 103-118. 5.
Miller, K. I., Stiff, J. B. & Ellis, B. H. (1988). Communication
and empathy as precursors to burnout among human service workers. Communication Monographs, 55, 250 -
265. 6.
Pugliesi, K. (1999). The consequences of emotional labor: Effects on
work stress, job satisfaction, and well-being. Motivation and Emotion, 23, 125-154. 7.
Ray, E. B., & Miller, K. I. (1991). The influence of communication
structure and social support on job stress and burnout. Management Communication Quarterly, 4, 506-527. |
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10/24 (9) |
Incivility,
Bullying, and Abuse Core (All students read) Gayle,
B. M. & Preiss, R. W. (1998). Assessing emotionality in organizational
conflicts. Management Communication Quarterly, 12(2), 280 - 302. Harlos,
K.P. & Pinder, C.C. (Fineman text # 14). Emotion and injustice in the
workplace. Leymann,
H. (1990). Mobbing and psychological terror at workplaces. Violence and
Victims, 5, 119-126 Lutgen-Sandvik, P. (2003). The communicative cycle
of employee emotional abuse: Generation and regeneration of workplace
mistreatment. Management Communication
Quarterly, 16, 471-501. Namie, G. (2003). Workplace bullying: Escalated
incivility. Ivy Business Journal,
Nov/Dec, 1-7. Report Options 1.
Crawford, N. (1999). Conundrums and confusion in organizations: The etymology
of the word “bully.” International
Journal of Manpower, 20, 86-93. 2.
Einarsen, S. (1999). The nature and causes of bullying at work. International Journal of Manpower, 20, 16-27.
3. Einarsen, S., Hoel, H., Zapf, D., & Cooper, C.
L. (2003). Bullying and emotional abuse in the workplace: International
perspectives in research and practice. London: Taylor & Francis. (any
chapter from this text) 4. Keashly, L. (1998). Emotional abuse in the
workplace: Conceptual and empirical issues. Journal of Emotional Abuse, 1(1),
85 - 117. 5.
Keashly, L. (2001). Interpersonal and systemic aspects of emotional
abuse at work: The target's
perspective. Violence and Victims, 16,
233 - 268. 6.
Sypher, B. D. (2004). Reclaiming civil discourse in the workplace. Southern Communication Journal, 69,
257-269. 7. Tracy, S. J., Lutgen-Sandvik, P., & Alberts, J.
K. (2004, November 12-14). Narratives of pain: The stories of workplace
bullying November, 2004. Paper presented at the National Communication
Association, Chicago. 8. Zapf, D. (2002). Emotional work and psychological
well-being: A review of the literature and some conceptual considerations. Human Resource Management, 12, 237-268.
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10/31 (10) |
Sex
and Romantic Feelings Core (All students read) Dillard, J. P., Hale, J. L. and Segrin, C. (1994).
Close relationships in task environments: Perceptions of relational types,
illicitness, and power. Management
Communication Quarterly, 7,
227-255 Gutek, B.A. (1985). Sex and the workplace: The Issues. Sex and the workplace (pp. 1-21). San Francisco: Jossey-Bass. Mainiero,
L. A. (1989). Love in the workplace. Office romance: Love, power, and sex in
the workplace (3-29). New York.
Rawson Associates. Pierce, C.A., Byrne, D. & Aguinis, H. (1996).
Attraction in organizations: A model of workplace romance. Journal of Organizational Beahvior,17,
5-32. Report Options 1. Dillard, J.P. (1987) Close
relationships at work: Perceptions of the motives and performance of
relational percipients. Journal of
Social and Personal Relationships 4, 179-193. 2.
Dillard, J.P., Witteman, H. (1985), Romantic relationships at work:
Organizational and personal influences. Human
Communication Research, 12, 99-116. 3.
Gutek,
B.A. (1985). How differing environments influence sexuality. Sex and the workplace (112-128). San Francisco: Jossey-Bass. 4.
Gutek,
B.A. (1985).The workplace: A setting for sexual behavior. Sex and the workplace (22-41). San Francisco: Jossey-Bass. 5.
Mainiero, L. A. (1989). The realities and risks. Office romance: Love, power, and sex in
the workplace (75-101). New York.
Rawson Associates. 6.
Mainiero, L. A. (1989).The positive side of office
romance. Office romance: Love, power,
and sex in the workplace (49-74). New
York. Rawson Associates. 7.
Pierce,
C. A. & Aguinis, H. (2000). A
Framework for Investigating the Link Between Workplace Romance and Sexual
Harassment. Group & Organization Management, 26, 206-229. 8. Pierce, C.A., Aguinis, H., & Adams, S.K.R.
(2000). Effects of a dissolved workplace romance and rater characteristics on
responses to a sexual harassment accusation. Academy of Management Journal, 43, 869-880. 9. Powell, G. N. (2001). Workplace romances between
senior-level executives and lower-level employees: An issue of work
disruption and gender. Human relations,
54, 1519-1544. 10. Powell, G. N.,& Foley, S. (1998). Something to
talk about: Romantic relationships in organizational settings. Journal of
Management, 24, 421-448. |
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11/7 (11) |
Emotional
Socialization, Regulation, and Management Core (All students read) Conrad, C. & Witte, K. (1994). Is emotional
expression repression oppression? Myths of organizational affective
regulation. In S. A. Deetz (Ed.), Communication
Yearbook, 17 (pp. 417-428). Thousand Oaks, CA: Sage. *This is a response
to Waldron, so read Waldron first. Morgan, J. & Krone, K. (2001). Bending the rules
of “professional” display: Emotional improvisation in caregiver performances.
Journal of Applied Communication
Research, 29, 317-340 Scott, C. & Myers, K. K. (2005). The
socialization of emotion: Learning emotion management at the fire station. Journal of Applied Communication Research,
33, 67-92. Waldron, V. R. (1994). Once more, with feeling:
Reconsidering the role of emotion in work. In S. A. Deetz (Ed.), Communication Yearbook, 17 (pp.
388-416). Thousand Oaks, CA: Sage Publications. Report Options 1.
Fineman, S. & Sturdy, A. (1999). The emotions of control: A
qualitative study of environmental regulation. Human Relations, 52, 631-663. 2.
Haas, J. (1978). Learning real feelings: A study of high steel
ironworkers’ reactions to fear and danger. In J. Hass & W. Saffin (Eds.),
Shaping identity in Canadian society
(pp. 227-244). Scarborough, Ontario: Prentice Hall. 3.
Hafferty, F. W. (1988). Cadaver stories and the emotional socialization
of medical students. Journal of Health
and Social Behavior, 29, 344-356. 4.
Kanfer, R. & Kantrowitz, T.M. (2002). Emotion regulation: Command
and control of emotion in work life. In R.G. Lord, R.J. Klimoski, & R.
Kanfer (Eds.) Emotions in the workplace
(pp. 433-472). San Francisco:
Jossey-Bass. 5.
Katz, P. (1990). Emotional metaphors, socialization, and roles of drill
sergeants. Ethos, 18, 457-480. 6.
Lord, R.G., & Harvey, J.L. (2002). An information processing
framework for emotional regulation. In R.G. Lord, R.J. Klimoski, & R.
Kanfer (Eds.) Emotions in the workplace
(pp. 115-146). San Francisco:
Jossey-Bass. 7.
Smith, A. C. III, & Kleinman, S. (1989). Managing emotions in
medical school: Students’ contacts with the living and the dead. Social Psychology Quarterly, 52,
56-69. 8.
Sutton, R. I. (1991). Maintaining norms about expressed emotions: The
case of bill collectors. Administrative
Science Quarterly, 36, 245-268. 9.
Thoits, P. A. (1996). Managing the emotions of others. Symbolic Interaction, 19, 85-109. 10.
George, J.M. (2002). Affect regulation in groups and teams. In R.G.
Lord, R.J. Klimoski, & R. Kanfer (Eds.) Emotions in the workplace (pp. 183-217). San Francisco: Jossey-Bass. |
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Negative,
Powerful, & Ambivalent Emotions Core (All students read) Flam, H. (1993). Fear, loyalty and greedy
organizations. In S. Fineman (Ed.), Emotion
in organizations, pp. 543-58-75. London: Sage. Goodall, H. L., Jr., (1995). Work-Hate: Narratives
about mismanaged transitions in times of organizational transformation and
change. In R. K. Whillock & D. Slayden (Eds.), Hate Speech (pp. 80-121). Thousand Oaks, CA: Sage. Poulson, C.F., II. (2000). Shame and work. In N.M.
Ashkanasy, C.E.J. Hartel, & W.J. Zerbe (Eds.), Emotions in the workplace (pp. 250-271). Westport, CT: Quorum
Books. Pratt,
M.G., & Doucet, L. (Fineman text # 11). Ambivalent feelings in organizational
relationships. Report Options 1. Barsade, S. G. (2002). The ripple effect: Emotional
contagion and its influence on group behavior. Administrative Science Quarterly, 47, 644-675. 2.
Frost, P. J. (2004). Handling toxic emotions: New challenges for
leaders and their organizations. Organizational
Dynamics, 33, 111-127. 3.
Martin, D. D. (2000). Organizational approaches to shame: Avowal,
management and contestation. The
Sociological Quarterly, 41, 125-150. 4.
Ostell, A. (1996). Managing dysfunctional emotions in organizations. Journal of Management Studies, 33,
525-557. 5. Sloan, M.M. (2004). The
effects of occupational characteristics and the experience and expression of
anger in the workplace. Work and
Occupations, 31, 38-72. 6. Tiedens, L.Z. (2000).
Powerful emotions: The vicious cycle of social status positions and emotions.
In N.M. Ashkanasy, C.E.J. Hartel, & W.J. Zerbe (Eds.), Emotions in the workplace (pp. 71-81).
Westport, CT: Quorum Books. 7. Vince, R. & Broussine,
M. (1996). Paradox, defense, and attachment: Accessing and working with
emotions and relations underlying organizational change. Organizational Studies, 17,
1-21. 8.
Quebbeman, A.J.
& Rozell, E. J. (2002). Emotional intelligence and dispositional affectivity as moderators of
workplace aggression: The impact on behavior choice. Human Resource Management Review, 12, 125-143. |
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Emotion and Culture Core
(All students read) Earley,
C.P. & Francis, C.A. (2002). International perspectives on emotion and
work. In R.G. Lord, R.J. Klimoski, & R. Kanfer (Eds.) Emotions in the workplace (pp.
370-401). San Francisco:
Jossey-Bass. Heelas, P. (1996). Emotion talk across cultures.
In R. Harré & W. G. Parrott (Eds.), The
emotions: Social, cultural and biological dimensions (pp. 171-199).
London: Sage. Karabanow,
J. The organizational culture of a street kid agency: Understanding employee
reactions to the pressure to feel. In
N.M. Ashkanasy, C.E.J. Hartel, & W.J. Zerbe (Eds.), Emotions in the workplace (pp. 165-176). Westport, CT: Quorum
Books. Report Options 1.
Herkenhoff, L. (2004). Culturally tuned emotional intelligence: An
effective change management tool? Strategic
Change, 13, 73-81. 2.
Krone & Morgan (Fineman text #5). Emotion metaphors in management:
The Chinese experience. 3. Meares, M. M., Oetzel, A. T., Derkacs, D., &
Ginossar, T. (2004). Employee mistreatment and muted voices in the culturally
diverse workforce. Journal of Applied
Communication Research, 32, 4-27. 4.
Runjun, Q. Zigang, Z. (2005). Work group emotions in Chinese culture
settings. Singapore Management Review,
27, 69-86. 5. Wasserman et al (Fineman
text #8). Aesthetic symbols as emotional cues. |
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Gender
and Emotion Core (All students read) Davis, M. A., LaRosa, P.A., & Poshee, D. P.
(1992). Emotion work in supervisor-subordinate relations: Gender differences
in the perception of angry displays. Sex
Roles, 26, 513-531. Hall, E. J. (1993). Smiling, deferring and
flirting: Doing gender by giving “good service.” Work and Occupations, 204, 452-471. Mirchandani, K. (2003). Challenging racial
silences in studies of emotion work: Contributions from anti-racist feminist
theory. Organization Studies,
721-742. Boyle, M.V. (2002). “Sailing twixt Scylla and
Charybdis”: Negotiating multiple organizational masculinities. Women in Management Review, 17, 131-141.
Report Options 1.
Buzzanell,
P. M., & Turner, L. H. (2003). Emotion work revealed by job loss
discourse: Backgrounding-foregrounding of feelings, construction of normalcy,
and (re)instituting of traditional male masculinities. Journal Applied Communication
Research, 31, 27-57. 2.
Erickson,
R.J., & Ritter, C. (2001). Emotion labor, inauthenticity, and burnout:
Does gender matter? Social Psychology
Quarterly, 64, 146-163. 3.
Leidner, R. (1991). Selling hamburgers and selling insurance: Gender,
work, and identity in interactive service jobs. Gender & Society, 5, 154-177. 4.
Lutz, C. A. (1996). Engendered emotion: Gender, power and the rhetoric
of emotional control in American discourse. In R. Harré & W. G. Parrott
(Eds.), The emotions: Social, cultural
and biological dimensions (pp. 151170). London: Sage. 5.
Ollilainen, M. (2000). Gendering emotions, gendering teams:
Construction of emotions in self-managing teamwork. In N.M. Ashkanasy, C.E.J.
Hartel, & W.J. Zerbe (Eds.), Emotions
in the workplace (pp. 82-96). Westport, CT: Quorum Books. 6.
Timmers, M., Fischer, A. H. & Manstead, As. S. R. (1998). Gender
differences in motives for regulating emotions. Personality & Social Psychology Bulletin, 24, 974. |
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Emotional
Intelligence and Commodification of Emotion Core (All students read) Becker, T. (2003). Is emotional intelligence a
viable concept? Academy of Management
Review, 28, 192-195. Fineman, S. (Fineman text #6). Commodifying the
emotionally intelligent. George, J. M. (2000). Emotion and leadership: The
role of emotional intelligence. Human Relations, 53, 1027-1055. Huy Insead, Q. N. (1999). Emotional capability,
emotional intelligence, and radical change. Academy of Management Review, 24, 325-345. Jordan, P. L., Ashkanasy, N. M., Hartel, C. E. J.
(2003). The case for emotional intelligence in organizational research. Academy of Management Review, 28,
195-197. Report Options 1.
Goleman, D. (1995). Managing with heart. In Emotional intelligence (pp. 148-163). New York: Bantam Books. 2.
Goleman, D. (1998). Working with
emotional intelligence. New York: Bantam Books. Choose various chapters from book. 3.
Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence.
Boston: Harvard Business School Publishing. Choose various chapters from
book. 4.
Scherer, K. R., & Tran, V. (2001). Effects of emotion on the
process of organizational learning.
In M. Dierkes, A. B. Antal, J. Child, and I. Nonaka (Eds.), Handbook of organizational learning and
knowledge (pp. 369-392). Oxford: Oxford University Press. 5.
Jordan, P.L., Ashkanasy, N.M., Hartel, C.E.J., & Hooper, G.S.
(2002). Workgroup emotional intelligence: Scale development and relationship
to team process effectiveness and goal focus. Human Resource Management Review, 12, 195-214. |
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Final
Project Presentations Final
Papers due today via WebCT
“Assignment” link by 11:59 p.m. |