Instructor Resource
Scandura, Essentials of Organizational Behavior, 3e
SAGE Publishing, 2022
Lecture Notes
Chapter 3: Emotions and Moods
Learning Objectives
3.1: Illustrate, with an example, the differences between emotions and moods.
3.2: Explain how positive and negative state affect relates to customer service.
Chapter Summary
Chapter summary here.
Annotated Chapter Outline
I. Does Lack of Sleep Make You Grumpy?
A. Sleep-deprived individuals are more irritable, angry, and hostile.
B. Biochemical changes in the brain increase negative mood and reduce ability to
regulate anger.
C. In the workplace, sleep loss results in lower self-control and higher workplace
deviance (such as dragging out work to get overtime pay).
II. Emotions and Moods at Work
A. OB underwent an “affective revolution” in the mid-80s through the 90s. Managers
began to consider the feelings of followers and coworkers.
Instructor Resource
Scandura, Essentials of Organizational Behavior, 3e
SAGE Publishing, 2022
ii. Trait affect: Stable individual differences
iii. Emotions: Triggered by specific events, emotions are brief—typically
seconds to minutes in duration—but intense enough to disrupt a person’s
thinking.
a. For example, feeling pride in an accomplishment
b. May be triggered by another person or situation
iv. Moods: General feeling states unrelated to a specific event, not intense
enough to interrupt regular thought patterns or work
v. Moods and emotions are separate but interrelated concepts.
C. Affective Events Theory
i. Affective events theory: A framework that integrates personality,
emotions, and moods, and considers the impact of the work environment
and events that may trigger emotional reactions (positive and negative
affect)
a. Satisfaction is not emotion. Emotions influence job performance and
turnover independent of job satisfaction—negative emotions can
reduce the ability to attend to detailed work even if a person is
satisfied with their work in general.
b. Events cause emotions. Both job-related and unrelated events can
instigate emotional states at work and therefore have work
consequences.
III. Moods
A. Positive state affect (PA): The extent to which a person feels enthusiastic, active,
and alert
Instructor Resource
Scandura, Essentials of Organizational Behavior, 3e
SAGE Publishing, 2022
i. High PA: high energy, full concentration, pleasurable engagement
ii. Positively related to performance quality and income
B. Negative state affect: A general dimension of subjective distress and unpleasant
engagement that subsumes a variety of aversive mood states (anger, contempt,
disgust, fear, or nervousness)
i. Negatively related to productivity
C. Affective Climate
i. Affective climate: The shared affective experience of a work group or
team
a. Positive affective climates include participation, warmth, social
rewards, and cooperation.
ii. Feeling that team members are friends results in more effective teamwork,
while feelings of compassion and pride within teams result in more ethical
behavior.
iii. Emotions may build over time into positive cycles of emotions.
D. The Broaden and Build Model of Emotions
i. Broaden-and-build model: The idea that emotions serve to both broaden
employee experiences and allow them to build better functioning in
organizations
ii. Gratitude: As a trait, a generalized tendency to recognize and respond
with grateful emotion to the roles of other people’s benevolence in the
positive experiences and outcomes that one obtains. May also be a state
related to being in a particular work situation.
a. Helps to broaden and build spirals of positive emotion and
behaviors at work
Instructor Resource
Scandura, Essentials of Organizational Behavior, 3e
SAGE Publishing, 2022
IV. Emotional Labor
A. Emotional labor: The management of feeling to create a publicly observable
facial and bodily display, or the effort required to effectively manage emotions to
be successful on the job
i. Some jobs require more emotional labor than others (service workers such
as nurses, waitresses, or salespeople perform more emotional labor than a
technical worker such as a mechanic).
B. Emotional dissonance: The result of differences between organizationally
expected emotions and an employee’s inner or “real” emotions
C. Acting at Work
i. Deep acting: When a desired emotional expression is achieved by
changing one’s underlying felt emotion
D. Emotional Division of Labor
i. Emotional division of labor: Any explicit or implicit division of roles in
which individuals vary in their requirement to use emotional abilities
a. Different roles in an organization provide differing levels of
emotional labor. (In a car dealership, managers and salespeople
take on more emotional labor than service technicians).
ii. Team leaders should engage in positive deep acting and encourage key
team members to do the same.
V. Emotional Intelligence
A. Emotional intelligence (EI): Aptitude for emotional regulation and reading the
emotions or moods of coworkers or customers
i. Divided into four aspects:
a. Ability to perceive emotions in self and others
Instructor Resource
Scandura, Essentials of Organizational Behavior, 3e
SAGE Publishing, 2022
b. Ability to use emotion to facilitate cognitive activities like thinking
and problem solving
c. Ability to understand emotional information
d. Ability to manage emotion in self and others
ii. Positively related to job performance, especially in roles with high
emotional labor requirements
iii. In employees with lower intelligence, EI is a stronger predictor of
performance and organizational citizenship behavior (OCB).
iv. EI is associated with team cohesiveness, meeting recruitment quotas,
subordinate job satisfaction/performance, employee creativity, and conflict
resolution.
B. Can Emotional Intelligence Be Learned?
i. Key components: emotional literacy (ability to label emotions) and
emotional regulation (ability to manage emotions)
ii. Training interventions from fields ranging from OB to sports management
suggest that it is possible to increase EI with training programs, and this
training can lead to other positive outcomes.
C. Limitations of Emotional Intelligence
i. Some argue that EI is a trait or ability similar to IQ.
D. How Emotional Intelligence Is Used in Organizations
i. FedEx Express’s managerial training in EI used three steps:
a. Know Yourself: Increase self-awareness of emotions and reactions
b. Choose Yourself: Shift from unconscious reaction to intentional
response
c. Give Yourself: Align the moment-to-moment decisions with a larger
sense of purpose
ii. Conclusions about EI:
Instructor Resource
Scandura, Essentials of Organizational Behavior, 3e
SAGE Publishing, 2022
a. It is distinct from, but positively related to, other intelligences such
as IQ.
b. It is an individual difference, with variations in aptitude across a
population.
E. Regulating Emotions
i. Emotion regulation: The processes by which individuals influence which
emotions they have, when the have them, and how they experience and
express these emotions
VI. Emotional Contagion
A. Emotional contagion: The negative mood of one employee spreading to others in
the group
i. Positive moods are also contagious.
ii. Questions that assess the degree of emotional contagion:
a. To what extent are people on the same side of the table?
b. What events and environmental conditions do they tend to face
together?
iii. Leaders strongly influence the emergence and spread of emotional
contagions from individuals to teams and from teams to the entire
organization.
iv. Sharing of positive emotions between team members increases
engagement, pride, and joy.
Instructor Resource
Scandura, Essentials of Organizational Behavior, 3e
SAGE Publishing, 2022
VII. Leadership Implications: Mindful Coaching
A. People tend to deny emotional pain, which often comes from a place of fear. One
way of increasing organizational trust so employees feel free to discuss their
emotions is mindfulness and meditation support.
B. Mindfulness: A state of open attention on what is happening in the present
without thinking about the past or worrying about the future
i. Mindfulness meditation programs resulted in 28% reduced employee stress
levels, 20% improvement in sleep quality, and 19% reduction in physical
pain. Employees enrolled in the program gained an average of 62 min of
productivity a week (estimated to be worth $3,000 per employee annually).
C. Steps for mindful leadership coaching:
i. Based on your preparation, start with an empty mind. Do not judge what
should have been done in the past or what should be done in the future.