Current Developments in Organizational Communication (C&J 542)

Emotions in Organizational Communication



Asst. Professor: Dr. Pam Lutgen-Sandvik        

Fall 2005, Department of Communication and Journalism

Email: through WebCT course site at

Office Hours: Monday  5:30 – 6:30; Thursday  12:30 – 1:30

Office Location: C&J 237; Phone: 277-1598


Course Description


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 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.)




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.




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?




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.



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)



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 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


(class #)

Topic / Readings

8/22 (1)

Introductions; Course Overview; Emotion Discussion



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


No Class: labor day



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.



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.



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.



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.



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.



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.



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.



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.



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.



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.



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.



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.



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.



Final Project Presentations

Final Papers due today via WebCT “Assignment” link by 11:59 p.m.