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Journal articles on the topic 'Emotional intelligence in negotiations'

Author: Grafiati

Published: 24 April 2022

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1

Jonker, Catholijn M., Koen V. Hindriks, Pascal Wiggers, and Joost Broekens. "Negotiating Agents." AI Magazine 33, no. 3 (September 20, 2012): 79. http://dx.doi.org/10.1609/aimag.v33i3.2421.

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Negotiation is a complex emotional decision-making process aiming to reach an agreement to exchange goods or services. From an agent technological perspective creating negotiating agents that can support humans with their negotiations is an interesting challenge. Already more than a decade, negotiating agents can outperform human beings (in terms of deal optimality) if the negotiation space is well-understood. However, the inherent semantic problem and the emotional issues involved make that negotiation cannot be handled by artificial intelligence alone, and a human-machine collaborative system is required. This article presents research goals, challenges, and an approach to create the next generation of negotiation support agents.

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2

Ogilvie, John R., and Mary L. Carsky. "BUILDING EMOTIONAL INTELLIGENCE IN NEGOTIATIONS." International Journal of Conflict Management 13, no. 4 (April 2002): 381–400. http://dx.doi.org/10.1108/eb022883.

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Goldman, Barry, Dylan A. Cooper, and Cagatay Koc. "An exploration of whether engineers differ from non-engineers in their approach to negotiations." International Journal of Conflict Management 30, no. 4 (August 12, 2019): 420–40. http://dx.doi.org/10.1108/ijcma-02-2019-0034.

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Purpose In this investigation, the authors aim to ask whether engineers, as a profession, share distinct characteristics in their attitudes and behaviors relating to negotiations. Based on a review of the literature, the authors answer in the affirmative. Generally speaking, the existing studies on individual differences of engineers conclude that they are more conscientious, more goal-driven, more competitive and less people-oriented than non-engineers. The authors suggest that these differences have significant consequences on how engineers engage in negotiations. In particular, the authors propose that engineers’ approach to negotiation includes differences related to distributive versus integrative negotiation, emotional intelligence, perspective-taking and preferred persuasion techniques. Design/methodology/approach This paper involves an integrated literature review, combining research in management, psychology and engineering to investigate whether engineers approach negotiations differently from non-engineers. Findings The authors suggest that individual differences between engineers and non-engineers have significant consequences for how engineers engage in negotiations. In particular, the authors propose that engineers’ approach to negotiation includes differences related to distributive versus integrative negotiation, emotional intelligence, perspective-taking and preferred persuasion techniques. Research limitations/implications The authors offer 11 research propositions in areas relating to how engineers engage in distributive versus integrative negotiations, emotional intelligence, perspective-taking and their preferred persuasive techniques. Practical implications There are important implications for how engineers and their supervisors should be aware of these differences between how engineers and non-engineers view negotiations and how these differences may affect them and their employing organizations. There are also cultural implications, particularly for organizations for which engineers comprise a majority or a minority of the workforce composition. Social implications There are important implications for diversity in the engineering profession, especially as it relates to the hiring of women in engineering (as they now comprise a small minority of the profession). Originality/value To the best of the authors’ knowledge, this is the first study that investigates how engineers negotiate. Because engineering is a hugely important contributor to society, the results of this have important implications for the society.

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Prashant Singh, Prashant Singh. "Evaluating Effectiveness of Emotional Intelligence in Negotiations." International Journal of Communication and Media Studies 8, no. 4 (2018): 43–54. http://dx.doi.org/10.24247/ijcmsoct20185.

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5

Jaksic, Cyril, and Katja Schlegel. "Accuracy in Judging Others’ Personalities: The Role of Emotion Recognition, Emotion Understanding, and Trait Emotional Intelligence." Journal of Intelligence 8, no. 3 (September 18, 2020): 34. http://dx.doi.org/10.3390/jintelligence8030034.

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The ability to accurately judge others’ personality and the ability to accurately recognize others’ emotions are both part of the broader construct of interpersonal accuracy (IPA). However, little research has examined the association between these two IPA domains. Little is also known about the relationship between personality judgment accuracy and other socio-emotional skills and traits. In the present study, 121 participants judged eight traits (Big Five, intelligence, cooperativeness, and empathy) in each of 30 targets who were presented either in a photograph, a muted video, or a video with sound. The videos were 30 second excerpts from negotiations that the targets had engaged in. Participants also completed standard tests of emotion recognition ability, emotion understanding, and trait emotional intelligence. Results showed that personality judgment accuracy, when indexed as trait accuracy and distinctive profile accuracy, positively correlated with emotion recognition ability and was unrelated to emotion understanding and trait emotional intelligence. Female participants were more accurate in judging targets’ personality than men. These results provide support for IPA as a set of correlated domain-specific skills and encourage further research on personality judgment accuracy as a meaningful individual difference variable.

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Tsaoussi, Aspasia, and Andreas Feidakis. "Competitiveness, Gender and Ethics in Legal Negotiations: Some Empirical Evidence." International Negotiation 14, no. 3 (2009): 537–70. http://dx.doi.org/10.1163/138234009x12481782336302.

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AbstractThe role of gender in negotiation has been extensively explored and documented in a now rich body of literature. A main strand of empirical evidence suggests that women, largely due to their gender socialization, tend to be weaker negotiators relative to men and consequently, less effective in pursuing their economic, social or family interests in diverse bargaining settings. We present findings from a Greek setting that paint a different picture, in which gender does not have a strong impact on the negotiating process when the negotiating parties are members of a competitive profession. We selected three different groups (Greek attorneys-at-law, Greek business students and a control group comprised of young employees in public and private organizations) and distributed self-assessment questionnaires to test for negotiating style and gender-specific negotiation behavior. Our findings suggest that differences which may be attributed to gender are less pronounced for Greek legal practitioners. Stronger determinants of successful outcomes in negotiations are negotiators' individual characteristics (competitive negotiating style, persuasion, social and emotional intelligence) and the conformity of Greek lawyers of both sexes to the competitive group norms of their profession. Therefore, the shared norms and values of professional culture play a critical role in how lawyers negotiate. We discuss these findings in the context of a larger social setting, especially by reference to the changing hierarchies and shifts in power in a legal profession increasingly populated by women.

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Reilly, Peter. "Teaching Law Students How to Feel: Using Negotiations Training to Increase Emotional Intelligence." Negotiation Journal 21, no. 2 (April 2005): 301–14. http://dx.doi.org/10.1111/j.1571-9979.2005.00065.x.

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Sharma, Sudeep, William P. Bottom, and Hillary Anger Elfenbein. "Cognitive Intelligence, Emotional Intelligence, and Negotiation Outcomes: A Meta-analysis." Academy of Management Proceedings 2012, no. 1 (July 2012): 14792. http://dx.doi.org/10.5465/ambpp.2012.14792abstract.

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9

Kelly, Edward J., and Natalija Kaminskienė. "Importance of emotional intelligence in negotiation and mediation." International Comparative Jurisprudence 2, no. 1 (September 2016): 55–60. http://dx.doi.org/10.1016/j.icj.2016.07.001.

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Kovalchuk, Vasyl, Ivan Prylepa, Oleksandra Chubrei, Inna Marynchenko, Vitalii Opanasenko, and Yevhenii Marynchenko. "Development of Emotional Intelligence of Future Teachers of Professional Training." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 39–51. http://dx.doi.org/10.9756/int-jecse/v14i1.221006.

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The problem of the development of emotional intelligence of future specialists in vocational education is investigated. It is established that emotional intelligence is the subject of scientific knowledge of modern domestic and foreign research. Based on the analysis of scientific and pedagogical works of scientists and the real practice of emotional intelligence, it is established that the modern labor market needs workers with a set of technical, soft, and social skills that can change according to the requirements associated with work. It has been proven that investing in skills development is critical in a country's economic growth and competitiveness. Among the necessary skills of a modern specialist, we have identified: comprehensive problem solving, critical thinking, mobility, creativity, leadership, time management, coordination with others, emotional intelligence, judgment and decision making, guidance service, negotiation, cognitive flexibility. At the theoretical level, the psychological features of the formation of emotional intelligence of future professionals in the specialization 015.36 - Vocational education are substantiated, the technology of light industry products and 015.37 - Vocational education. Agricultural production, processing of farm products, and food technology have scientifically identified ways to form emotional intelligence (involving future teachers of vocational training in various activities: game, project, cooperative, research; establishing parity in the system of interaction "student - student," "teacher - group of students," "student - group of students "; introduction of active teaching methods ("openwork saw," "pyramid," "brainstorming," etc.). The article substantiates the need and possibilities of forming the emotional intelligence of the future specialist during the student period.

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Anjum, Mehmood, Syed Muhammad Zia, and Waheed Ahmed Khan. "Cultural Comparison of Trait Emotional Intelligence among the Provinces of Pakistan (Sindh, Punjab, Khyber Pakhtunkhwa and Balochistan)." Journal of Intercultural Management 7, no. 3 (September 1, 2015): 15–37. http://dx.doi.org/10.1515/joim-2015-0019.

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Abstract The important feature of effective manager is to understand emotions in an effective method. This study looks into cultural variations in trait Emotional Intelligence among the business managers from the provinces of Pakistan i.e. Sindh, Punjab, Khyber Pakhtunkhwa and Balochistan. Comparing rotated component matrixes of these four provinces revealed the four traits emotional intelligence factors, Well-being, Self-control, Emotionality, and Sociability of these provinces. Short-form of Trait emotional intelligence Questionnaire developed by Petrides [2009] has employed to measure the 404 business managers from four provinces in present article. The results revealed evident the cultural differences in trait emotional intelligence scores with the business managers of Sindh scoring consistently higher than other three provinces and the business managers from Balochistan province scores are at lowest. These cross cultural differences may have ramification for global EI trait, well-being, self-control, emotionality and sociability in business manager’s performance, negotiation, conflict management, decision making and organizational development.

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Mueller, Jennifer S., and Jared R. Curhan. "Emotional intelligence and counterpart mood induction in a negotiation." International Journal of Conflict Management 17, no. 2 (May 2006): 110–28. http://dx.doi.org/10.1108/10444060610736602.

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Mackinnon, Lachlan, Liz Bacon, Gabriella Cortellessa, and Amedeo Cesta. "Using Emotional Intelligence in Training Crisis Managers." International Journal of Distance Education Technologies 11, no. 2 (April 2013): 66–95. http://dx.doi.org/10.4018/jdet.2013040104.

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Multi-agency crisis management represents one of the most complex of real-world situations, requiring rapid negotiation and decision-making under extreme pressure. However, the training offered to strategic planners, called Gold Commanders, does not place them under any such pressure. It takes the form of paper-based, table-top exercises, or expensive, real-world, limited-scope simulations. The Pandora project has developed a rich multimedia training environment for Gold Commanders, based on a crisis scenario, timeline-based, event network, with which the trainees and their trainer interact dynamically. Pandora uses the emotional intelligence of the trainees, through a behavioural modelling component, to support group dynamic and decision-making. It applies systemic emotional intelligence, based on inferred user state and rule-based affective inputs, to impact the stress levels of the trainees. Pandora can impose variable stress on trainees, to impact their decision-making, and model their behaviour and performance under stress, potentially resulting in more effective and realisable strategies.

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Smithey Fulmer, Ingrid, and Bruce Barry. "THE SMART NEGOTIATOR: COGNITIVE ABILITY AND EMOTIONAL INTELLIGENCE IN NEGOTIATION." International Journal of Conflict Management 15, no. 3 (March 2004): 245–72. http://dx.doi.org/10.1108/eb022914.

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Der Foo, Maw, Hillary Anger Elfenbein, Hwee Hoon Tan, and Voon Chuan Aik. "EMOTIONAL INTELLIGENCE AND NEGOTIATION: THE TENSION BETWEEN CREATING AND CLAIMING VALUE." International Journal of Conflict Management 15, no. 4 (April 2004): 411–29. http://dx.doi.org/10.1108/eb022920.

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Adibsereshki, Narges, Nikta Hatamizadeh, Firoozeh Sajedi, and Anoshirvan Kazemnejad. "The Effectiveness of a Resilience Intervention Program on Emotional Intelligence of Adolescent Students with Hearing Loss." Children 6, no. 3 (March 21, 2019): 48. http://dx.doi.org/10.3390/children6030048.

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Adolescents with hearing loss have been shown to have some emotional difficulties. This study investigated the effectiveness of a resilience training program on the emotional intelligence of mainstreamed adolescent students with hearing loss. In this experimental study, a pre-test, post-test, follow up and control group design was implemented. After receiving informed consents, 122 students with hearing loss in mainstreaming settings were randomly assigned to intervention and control groups (61 students in interventional group and 61 in control). The interventional group received training in groups of 3 to 5, for 6 weeks (two times per week for 75 min). The intervention focused on feelings, thinking (positive, negative) and outcomes of negative thinking, coping strategies, strengths and weakness, problem solving, communication skills, social skills, negotiation, despising and ridiculing, intra- and interpersonal skills. The Connor-Davidson resilience scale (CD-RISC) and the Schutte Emotional Intelligence Scale were used to measure the resilience and the emotional intelligence (EI) of participants respectively just before intervention, as well as at the 6- and 14-week marks. The Friedman Test was used to compare changes in emotional intelligence between interventional and control groups. The intervention increased the resilience scores by 20 points. Although the EI of both groups were similar at the beginning of the research, there was a significant difference between the control and interventional groups in emotional intelligence and its aspects after intervention, at the 6-week and 14-week measurements (p < 0.001). The effect size was 1.5 for the EI total score. The 6-week resilience training program was very effective at improving emotional intelligence and could be readily used to help students with hearing loss improve their emotional abilities.

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Kim, Kihwan, Nicole L. Cundiff, and Suk Bong Choi. "Emotional Intelligence and Negotiation Outcomes: Mediating Effects of Rapport, Negotiation Strategy, and Judgment Accuracy." Group Decision and Negotiation 24, no. 3 (August 1, 2014): 477–93. http://dx.doi.org/10.1007/s10726-014-9399-1.

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Schlegel, Katja, Marc Mehu, Jacobien M. van Peer, and Klaus R. Scherer. "Sense and sensibility: The role of cognitive and emotional intelligence in negotiation." Journal of Research in Personality 74 (June 2018): 6–15. http://dx.doi.org/10.1016/j.jrp.2017.12.003.

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Pulido-Martos, Manuel, Esther Lopez-Zafra, and Jose M. Augusto-Landa. "Perceived emotional intelligence and its relationship with perceptions of effectiveness in negotiation." Journal of Applied Social Psychology 43, no. 2 (January 25, 2013): 408–17. http://dx.doi.org/10.1111/j.1559-1816.2013.01010.x.

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Chen, Meng, Shogo Okada, and Katsumi Nitta. "Evaluation of Haptic Interaction in Intercultural Online Negotiation." Journal of Advanced Computational Intelligence and Intelligent Informatics 17, no. 6 (November 20, 2013): 779–90. http://dx.doi.org/10.20965/jaciii.2013.p0779.

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In this study, we bring haptic technology into an online negotiation system to improve the method of conveying nonverbal information. Our goal is to verify the effectiveness of haptic interaction in communication between Japanese and Chinese participants. We conducted online negotiation experiments with and without haptic interaction. We classified Chinese participants according to their Japanese levels, and analyzed characteristics of their haptic interaction. Results of the questionnaire we administered implied that in negotiations with haptic interaction, the expression of emotion and the sense of presence were improved compared to those without haptic interaction. Results of Japanese – Chinese pairs showed haptic interaction to be of higher importance to Chinese than the Japanese pairs. For participants who lacked linguistic ability, haptic interaction still showed usefulness in experiments. We concluded from these results that haptic interaction during intercultural online negotiation was effective for intercultural users.

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Kim, Kihwan, Nicole L. Cundiff, and Suk Bong Choi. "Erratum to: Emotional Intelligence and Negotiation Outcomes: Mediating Effects of Rapport, Negotiation Strategy, and Judgment Accuracy." Group Decision and Negotiation 24, no. 3 (February 22, 2015): 495. http://dx.doi.org/10.1007/s10726-015-9435-9.

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Sharma, Sudeep, William P. Bottom, and Hillary Anger Elfenbein. "On the role of personality, cognitive ability, and emotional intelligence in predicting negotiation outcomes." Organizational Psychology Review 3, no. 4 (October 18, 2013): 293–336. http://dx.doi.org/10.1177/2041386613505857.

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Luu, Tuan Trong, and Chris Rowley. "From value-based human resource practices to i-deals: software companies in Vietnam." Personnel Review 44, no. 1 (February 2, 2015): 39–68. http://dx.doi.org/10.1108/pr-08-2013-0151.

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Purpose – Idiosyncratic deals (i-deals) are employees’ proactive individualized negotiations with their employer for higher job autonomy corresponding to their competencies and values. The path to i-deals in the organization can commence with value-based human resource (HR) practices. The purpose of this paper is to investigate this path from value-based HR practices to i-deals through the mediating roles of corporate social responsibility (CSR), emotional intelligence (EI) and upward influence behaviors. Design/methodology/approach – The hypothesized model was verified through the structural equation modeling-based analysis of cross-sectional data from 362 respondents from Vietnam-based software companies. Findings – Research findings found value-based HR practices as the starting point of the path to i-deals, in which consecutive crucial milestones are ethical CSR, EI and organizationally beneficial upward influence behaviors. Originality/value – I-deals literature, through this empirical inquiry, is further extended by discovering the socialized driving forces, such as CSR and EI, behind individualized i-deals.

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Simkova, Nikola, and Zdenek Smutny. "Comparison of Unassisted and Smart Assisted Negotiation in B2B Relationships from the Perspective of Generation Y." Information 10, no. 8 (August 20, 2019): 263. http://dx.doi.org/10.3390/info10080263.

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The current trend in the European Union (EU) is to support the development of online dispute resolution (ODR) that saves financial and human resources. Therefore, research articles mainly deal with the design of new ODR solutions, without researching the social aspects of using different kinds of ODR solutions. For this reason, the main aim of the article is an empirical evaluation of two kinds of ODR solutions in business-to-business (B2B) relationships from the perspective of a selected social category. The article focuses on: (1) comparing unassisted and smart assisted negotiation while using the artificial intelligence approach; (2) the satisfaction and attitudes of Generation Y members from the Czech and Slovak Republic towards different ways of negotiating. The conclusions of this study can help researchers to design or improve existing ODR solutions, and companies to choose the most suitable managers from Generation Y for B2B negotiation. The results show that Generation Y members prefer computer-mediated communication as compared to face to face negotiation; the participants were more satisfied with the negotiation process when using smart assisted negotiation. Through a computer-mediated negotiation, even sellers with lower emotional stability can maintain an advantageous position. Similarly, buyers with lower agreeableness or higher extraversion can negotiate more favorable terms and offset their loss.

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Munro, M., A. Munro, K. Lemmer, and M. Pretorius. "Theatre strategies to develop emotional intelligence skills in business communication: An exploratory study." Southern African Business Review 19, no. 2 (February 26, 2019): 1–26. http://dx.doi.org/10.25159/1998-8125/5838.

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Management in a client-centred industry faces complex interaction within the company structures as well as with several client-related communications. Such interactions span a broad range of skills that extend beyond industry knowledge and require communication abilities such as persuasion, negotiation and presentation, among others. It is argued that one of the core competencies for effective communication is to be found in emotional intelligence (EQ). Enhanced EQ, therefore, evidences enhanced communication skills. This article reports on an exploratory study regarding the development of EQ (leading to enhanced communication skills) within the hospitality industry. As theatre is a form of heightened communication, theatre strategies and transactional analysis (as embedded in the theatre strategies) were used as a means to develop communication skills among managers. Emotional intelligence was used as the basis for measuring the potential efficacy of the skills. Based on the comparison of pre- and post-intervention EQ assessments (as an indirect measure of enhanced communication skills), the study concluded that it is highly possible that the use of theatre strategies in training to develop business communication among managers has the potential to contribute significantly to better EQ.

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Maree, Jacobus G., and Maria M. Meijer. "Emotional Intelligence and the Identity Negotiation of a Racial Minority Group in a Majority School Context." Journal of Psychology in Africa 20, no. 1 (January 2010): 69–78. http://dx.doi.org/10.1080/14330237.2010.10820344.

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Kong, Dejun Tony, William P. Bottom, and Lee J. Konczak. "Negotiators’ emotion perception and value-claiming under different incentives." International Journal of Conflict Management 27, no. 2 (April 11, 2016): 146–71. http://dx.doi.org/10.1108/ijcma-08-2015-0056.

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Purpose The purpose of this paper is to examine how negotiators’ self-evaluated emotion perception is related to value claiming under two incentive schemes. Adopting an ability-motivation interaction perspective, the authors hypothesize that the relationship will be stronger in the contingent (upon value-claiming performance) versus fixed (non-contingent upon value-claiming performance) pay condition. Design/methodology/approach Multi-level analysis of data (120 participants, 60 dyads) from a laboratory study provided evidence supporting the hypothesis proposed in this paper. Findings Emotional perception was indeed more strongly related to value claiming in the contingent pay condition than in the fixed pay condition. Negotiators’ emotion perception also had a direct, positive linkage with relationship satisfaction, regardless of the incentive scheme. Research limitations/implications The limitations of the current paper include self-report measures of emotion perception, a US student sample and a focus on value claiming as the instrumental outcome. The authors urge future research to address these limitations in replicating and extending the current findings. Originality/value The present paper is the first to explicitly test the moderating role of incentive schemes on the linkage between negotiators’ emotion perception and performance. The findings not only show the context-dependent predictive value of negotiators’ emotion perception but also shed light on both negotiation and emotional intelligence (EI) research.

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Rodríguez Rodríguez, Raquel. "EFICACIA NEGOCIADORA, FORMACIÓN ACADÉMICA Y EL BIENESTAR SUBJETIVO." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 6, no. 1 (January 12, 2017): 191. http://dx.doi.org/10.17060/ijodaep.2014.n1.v6.733.

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Abstract.The purpose of this study is to evaluate the possible relationship between the negotiating effectiveness, academic and Subjective Well-Being, in negotiation has been studied the relationship of experience with varying degrees of success, although the basic training course has is not relevant for explanation. Furthermore happiness is one of the goals of the most important life for humans and is supposed to be related to the degree of bargaining effectiveness by its relationship with Excite Intelligence, since people with Emotional high intelligence tend to have high bargaining power. The sample consists of 117 university students, men and women between 18 and 47. The instruments used were a questionnaire on negotiation (CEN-II) and BIS-HERNÁN Questionnaire. Otenidos The results of correlation analyzes do not indicate a relationship between Subjective Well-Being and Effectiveness Negotiator, but a higher Negotiator Effectiveness psychology students compared to students from the Faculties of Law and Science, was not related to the amount of year college career in negotiating varying effectiveness.Keywords: subjective well-being, negotiating effectively, education.Resumen.El objeto del presente trabajo consiste en evaluar la posible relación entre la eficacia negociadora, la formación académica y el Bienestar Subjetivo; En negociación se ha estudiado la relación de la experiencia con la mayor o menor eficacia, aunque la formación de base se ha supuesto que no es relevante para su explicación. Por otro lado la felicidad es uno de los objetivos de la vida más importantes por los seres humanos y se supone que se relaciona con la mayor o menor eficacia negociadora, por su relación con la Inteligencia Emocional, puesto que personas con alta Inteligencia Emocional tienden a tener alta capacidad de negociación. La muestra está compuesta de 117 estudiantes universitarios, hombres y mujeres entre los 18 y 47 años. Los instrumentos utilizados fueron un cuestionario sobre negociación (CEN-II) y el Cuestionario BIS-HERNÁN. Los resultados obtenidos de los análisis de correlación no indican una relación entre el Bienestar Subjetivo y la Eficacia Negociadora, pero sí una más alta Eficacia Negociadora de estudiantes de Psicología en comparación a estudiantes de las Facultades de Derecho y Ciencias, no siendo relevante la cantidad de años de estudio de la carrera en la mayor o menor eficacia negociadora.Palabras Clave: bienestar subjetivo, eficacia negociadora, formación académica.

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Kim, Kihwan, Nicole L. A. Cundiff, and Suk Bong Choi. "The Influence of Emotional Intelligence on Negotiation Outcomes and the Mediating Effect of Rapport: A Structural Equation Modeling Approach." Negotiation Journal 30, no. 1 (January 2014): 49–68. http://dx.doi.org/10.1111/nejo.12045.

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Rao, Bramhani, and Sambashiva Rao Kunja. "Relationship between leader’s empathic disposition and authorization of idiosyncratic deals." Journal of Indian Business Research 11, no. 4 (November 18, 2018): 370–87. http://dx.doi.org/10.1108/jibr-09-2018-0253.

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Purpose The purpose of this paper is to investigate the relationship between two sub-dimensions of a leader’s empathy (perspective-taking and empathic-concern) and successful authorization of idiosyncratic deals (developmental, location flexibility and schedule flexibility i-deals). Design/methodology/approach Structural equation modeling was conducted on the cross-sectional data collected from 307 managers working in software development and support companies located in major cities in India. Findings While empathic-concern is positively related to successful authorization of both developmental and flexibility i-deals, perspective-taking related positively to authorization of developmental i-deals and showed no significant relationship with flexibility i-deals. Research limitations/implications The study reiterates the importance of empathy in modern workplaces and encourages managers to be conscious of their intelligence, as well as emotions, while participating in negotiations at the workplace. Originality/value The paper relates i-deals to sub-dimensions of empathy which is a previously unexplored antecedent to i-deals.

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Marshall, Holly, Lina Mehta, and Donna Plecha. "Relationship Building as a Strategy for Managing Referring Clinicians." Journal of Breast Imaging 4, no. 1 (January 1, 2022): 56–60. http://dx.doi.org/10.1093/jbi/wbab091.

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Abstract The strength of a radiology practice depends on the strong relationships radiologists develop with referring clinicians. Solid relationships with referring clinicians can contribute to a satisfying work environment, and ultimately excellent patient care. There are several different ways that a radiologist can help improve relationships with clinicians. As a start, this includes a radiologist strengthening one’s emotional intelligence. Also, identifying the personality traits of others is key to successful interactions. Conflicts in the workplace are inevitable, and effective negotiation is helpful in building relationships with clinicians. Interacting with the referring clinicians is also key to a successful relationship. This includes all in-person communication, participating in tumor boards, community outreach events, and social functions outside of work. This article presents several tips to improve and manage relationships with referring clinicians.

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Kambur, Emine. "Emotional Intelligence or Artificial Intelligence?: Emotional Artificial Intelligence." Florya Chronicles of Political Economy 7, no. 2 (2015): 147–68. http://dx.doi.org/10.17932/iau.fcpe.2015.010/fcpe_v07i2004.

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Wakeman, Chris. "Emotional Intelligence." Research in Education 75, no. 1 (May 2006): 71–93. http://dx.doi.org/10.7227/rie.75.6.

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Henry, Diane. "Emotional Intelligence." AJN, American Journal of Nursing 117, no. 10 (October 2017): 13. http://dx.doi.org/10.1097/01.naj.0000525856.75439.4a.

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Stokes, Stewart L. "Emotional Intelligence." Information Systems Management 21, no. 2 (March 2004): 91–96. http://dx.doi.org/10.1201/1078/44118.21.2.20040301/80427.13.

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McMullen, B. "Emotional intelligence." BMJ 326, no. 7381 (January 18, 2003): 19S—19. http://dx.doi.org/10.1136/bmj.326.7381.s19.

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Troth, William A. "Emotional Intelligence." TCA Journal 24, no. 1 (March 1996): 48–49. http://dx.doi.org/10.1080/15564223.1996.12034475.

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Canales, Roberto, and Tracy Cleveland. "Emotional Intelligence." Journal of Physician Assistant Education 26, no. 4 (December 2015): 200–203. http://dx.doi.org/10.1097/jpa.0000000000000045.

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Amendolair, Darlene. "Emotional intelligence." Nurse Leader 1, no. 6 (November 2003): 25–27. http://dx.doi.org/10.1016/j.mnl.2003.09.009.

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Stichler, Jaynelle F. "Emotional Intelligence." AWHONN Lifelines 10, no. 5 (October 2006): 422–25. http://dx.doi.org/10.1111/j.1552-6356.2006.00083.x.

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Sy, Thomas, and Stéphane Côté. "Emotional intelligence." Journal of Management Development 23, no. 5 (June 2004): 437–55. http://dx.doi.org/10.1108/02621710410537056.

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Mangubat, Maria Dolores B. "Emotional intelligence." Nursing 47, no. 7 (July 2017): 51–53. http://dx.doi.org/10.1097/01.nurse.0000520507.29299.bb.

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Freudenthaler, H. Harald, Aljoscha C. Neubauer, and Ursula Haller. "Emotional Intelligence." Journal of Individual Differences 29, no. 2 (January 2008): 105–15. http://dx.doi.org/10.1027/1614-0001.29.2.105.

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Abstract:

Based on our previous research on intrapersonal and interpersonal emotional management abilities (EMA; Freudenthaler & Neubauer, 2005 , 2007 ), the present study examined the effects of instruction (TP: typical performance vs. MP: maximum performance) on EMA scores, using a within-subjects design (n = 151). In addition, the relations of TP-EMA and MP-EMA to sex, cognitive intelligence, and personality traits, as well as indicators of well-being, were tested. Results showed not only lower means but also higher reliabilities in the TP condition than in the MP condition. While women outperformed men in interpersonal EMA in both instruction conditions, men scored higher than women on intrapersonal TP-EMA. As expected, only MP-EMA were significantly correlated with cognitive intelligence. In contrast, TP-EMA showed more overlap with personality and were also substantially related to life satisfaction and depression. Most of the correlations between TP-EMA and predicted outcome measures remained significant when sex, personality (Big Five), and cognitive intelligence were controlled for. In sum, the findings provide further evidence of the importance to distinguish between typical and maximum performance in research on emotional intelligence measures and their application.

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Freshman, Brenda, and Louis Rubino. "Emotional Intelligence." Health Care Manager 20, no. 4 (June 2002): 1–9. http://dx.doi.org/10.1097/00126450-200206000-00002.

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Brewer, Jane, and Catherine Cadman. "Emotional Intelligence." Nurse Educator 25, no. 6 (November 2000): 264–66. http://dx.doi.org/10.1097/00006223-200011000-00006.

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McDonald, Avril. "Emotional intelligence." Early Years Educator 18, no. 4 (August 2, 2016): 29–31. http://dx.doi.org/10.12968/eyed.2016.18.4.29.

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McMullen, Brian. "Emotional intelligence." BMJ 326, Suppl S2 (February 1, 2003): 030218. http://dx.doi.org/10.1136/sbmj.030218.

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Gould, Debby. "Emotional intelligence." British Journal of Midwifery 11, no. 4 (April 2003): 203. http://dx.doi.org/10.12968/bjom.2003.11.4.11206.

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Gewertz, Bruce L. "Emotional Intelligence." Archives of Surgery 141, no. 8 (August 1, 2006): 812. http://dx.doi.org/10.1001/archsurg.141.8.812.

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Strickland, Donna. "Emotional Intelligence." JONA: The Journal of Nursing Administration 30, no. 3 (March 2000): 112–17. http://dx.doi.org/10.1097/00005110-200003000-00002.

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