Emotional intelligence and organizational learning at trade shows
| Autor: | Monica Dee Guillory, Harriette Bettis-Outland |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Marketing
Value (ethics) business.industry media_common.quotation_subject Self Emotional intelligence 05 social sciences Context (language use) Appraisal theory Antecedent (grammar) Originality 0502 economics and business Organizational learning 050211 marketing Business and International Management business 050203 business & management media_common Cognitive psychology |
| Zdroj: | Journal of Business & Industrial Marketing. 33:126-133 |
| ISSN: | 0885-8624 |
| DOI: | 10.1108/jbim-03-2017-0066 |
| Popis: | Purpose This paper aims to illustrate the interface between emotional intelligence (EI), trust and organizational learning in the context of a trade show environment. Design/methodology/approach Theoretical underpinnings of this conceptual study include appraisal theory of emotions. Propositions are presented that suggest positive relationships between antecedent variables, EI and trust, contrasted with the dependent variable, organizational learning. Findings Organizational learning is generally considered to be a benign activity, created by the acquisition and dissemination of new information. The outcome of organizational learning is the development of new knowledge that ultimately results in a shared interpretation among members of the organization. This paper suggests that a lack of EI, defined as “the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in the self and others” (Mayer et al., 2000, p. 396), casts doubt on the motives of newly acquired information. Consequently, low levels of EI can inhibit the acceptance of new information, leading to a reduction of learning by the organization. Originality/value This paper extends the concept of organizational learning by incorporating EI and trust as antecedents of organizational learning. Previous research suggests a direct relationship between information acquisition, dissemination and organizational learning. This study implies that other factors can intervene after information is acquired, thereby affecting whether newly acquired information is fully incorporated into the organizational learning process. |
| Databáze: | OpenAIRE |
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