SSEH1104

what are emotions?

relatively short-lived states involving a trigger/event and a subjective psychological and behavioural response

the outcomes for emotions are:

important for teamwork

anger at a colleague could:

break up a team

feeling anxious might:

result in someone avoiding a task

Mayer & Salovey (1997) outlined:

4 emotional abilities in their theory of emotional intelligence (PUUM model)

what are the 4 emotional abilities?

perceiving, using, understanding and managing emotion (PUUM)

perceiving emotion

ability to detect emotions in self and others

using emotion

ability to generate emotions in self and others

understanding emotion involves:

understanding causes & outcomes of emotions

managing emotion is defined as:

the ability to effectively regulate one's own and other's emotions

what are examples of internal cues of emotions?

heart rate and sweating

what are examples of other cues of emotions?

body language and communication

perceiving emotions can be used to:

- spot a member of your team who's getting angry

- sense anxiety in an opponent

- detect frustration between team members

generating the right kinds of emotions (e.g. enjoyment, excitement, comfort) could:

- help support group functioning

- improve decision-making processes

- stimulate creativity

- improve relationships within the team

examples of using emotions:

- increasing arousal to help focus

- stimulating anger to help drive effort

understanding emotions enables leaders to:

better express emotions and connect with others

understanding emotions in a team can lead to:

- increased team cohesion

- knowing what emotions "work" for each team member

- knowing how unwanted emotions (e.g. embarrassment_ might arise

methods to regulating emotion:

exercise, communication, reframing, modelling, alcohol, suppressing emotions (not useful)

leaders who can manage their own emotions are:

more popular with their team

managing others' emotions:

helps keeps teams happy and working well together

the ability to transmit happiness to others due to:

the contagion effect

overall emotional intelligence in sport:

decreases anxiety before competition and increases relaxation and team performance

increase in leader emotional intelligence in workplaces leads to:

increased performance against targets and increased effectiveness as rated by employees and managers

'Davies et al., 2010, J Ind Diffs' created:

the Brief Emotional Intelligence Scale (10 categories)

Mayer-Salovey-Caruso created:

the emotional intelligence test (objective/test-based approach)

ways to develop your emotional intelligence:

- track your own emotions

- tell people how you are feeling

- ask others how they are feeling

- look for emotional patterns among teammates and why/when it started

- remember how you felt the last time you performed well/badly

personality

a hypothetical construct that is agreed to have an affect on behavioural tendencies and is also unique to each individual

Allport definition of personality

"dynamic organisation of... systems that determines behaviour and thought"

Eysenck's definition of personality

"relatively stable, enduring organisation of character... that determines unique adjustments to the environment"

traits

consistent, stable attributes that lead people to behave in certain ways

personality is a combination of:

traits

OCEAN model of personality

openness to experience, conscientiousness, extraversion, agreeableness, neuroticism

characteristics of agreeableness

cooperative, trusting, considerate, empathetic, compassionate

characteristics of consciousntiousness

diligent, reliable, dutiful, organised

characteristics of openness to experience

creative, unconventional, open-minded, values variety/opinion, values experiences

characteristics of extraversion

sociable, talkative, warm, energetic

characteristics of neuroticism

prone to worry, anxiety, self-consciousness

extraversion is closely related to:

leader emergence (as well as openness and conscientiousness)

extraversion is also related to leader effectiveness, along with:

openness, conscientiousness and agreeableness

traits that are positive in nature

agreeableness, conscientiousness, openness and extraversion

traits that are negative in nature

neuroticism

positive traits are linked to:

reduced conflict, enhanced closeness, commitment, provision of support, perspective taking and accommodative behaviour

negative traits are linked to:

increased conflict, distress, anxiety, reduced satisfaction and greater likelihood of relationship termination

Clore and Byrne (1974)

"negative effects of dissimilarity... similarity breeds attraction, positive mood, reinforcement consensus"

Jackson et al (2011, Psych of Sp & Exercise)

dissimilarity on extraversion and openness between athletes and coaches leads to decreased commitment and relatedness between both parties

if there is a big dissimilarity between athletes and coaches:

they may not necessarily work together

as the average level of extraversion increases:

neuroticism decreases and social cohesion increases

more sociable and less anxious teams are more united in:

maintaining social relationships

as the average level of agreeableness and conscientiousness increases:

task cohesion increases

cooperative and hard-working traits bring:

greater unity around achieving team objectives

energy sappers

one insular or neurotic person that can disrupt social aspects of the team, and one lazy or uncooperative person can disrupt task aspects

as the minimum level of extraversion and emotional stability increases within a team, that team has:

higher social cohesion on average

as the minimum level of conscientiousness and agreeableness increases within a team, that team has:

higher task cohesion

in terms of personality traits, it is important for leaders to:

- recognise their own traits

- work out others' traits

- know how traits work well together (or don't) when forming relationships and teams

- know which traits help leaders

- spot danger signs

stages of team development

forming, storming, norming, performing, adjourning

team characteristics in the forming stage

- need to feel included

- pressure to conform; uncertain about the rules

- dependent on leader

- anxious about purpose and goals

leader strategies in the forming stage

- develop a sense of belonging

- encourage role differentiation and commitment

- be more directive than facilitative; clarify rules and expectations

- establish performance measures and feedback mechanisms

- set short-term, achievable goals

team characteristics in the storming stage

- challenge authority and competence of leader

- asset individual will versus team

- engage in conflicts

- defensive about feedback

- test limits

- resist discussions

leader strategies in the storming stage

- give non-defensive, fair firm guidance

- acknowledge individual differences

- encourage interdependence

- use conflict resolution skills

- use positive, corrective feedback

- maintain balance between positive disagreements and harmony

- encourage team members to recognise and develop team processes

team characteristics in the norming stage

- group norms emerge

- focus on goals and results

- welcome feedback

- share, trust, develop harmony

leader strategies in the norming stage

- encourage team cohesion

- repair any damage from storming phase

- focus on feedback, set more challenging goals

- do not hold back for fear of reverting to previous storming/conflict stage

team characteristics in the performing stage

- team functions in terms of common tasks

- possibly engage in 'group think' and exclude non-team contributors

- possibly become de-motivated

leader strategies in the performing stage

- acknowledge individual contributions

- challenge 'group think'

- encourage creative problem-solving

- maintain focus

- set and achieve more challenging goals

team characteristics in the transforming phase

- complete tasks, disband team

- experience feelings of separation, sadness and loss (or relief, happiness)

leader strategies in the transforming phase

- encourage individual growth and transfer of skills to other situations

- acknowledge and discuss emotional issues

- phase out team meetings rather than ending abruptly

to make the most of individual strengths, leaders should:

ask where individuals can make the greatest contribution in a team

to minimize individual weaknesses, leaders should:

ask what individuals what tasks they prefer to avoid doing

factors of strength-based teamwork

- team and goal alignment

- team activities that will deliver success

- aligning strengths to team activities

"no-takers" activities

activities that need to be done but are disliked by many

"no-takers" activities can be dealt with through:

- rotation of activity between team members

- 'sandwiching' the activity between tasks that team members prefer

long term success in teams can be achieved by:

re-evaluating periodically

"many people see motivation in terms of...

...intensity or volume (quantity)"

an important predictor of behaviour:

'quality' or type of motivation

"motivation due to enjoyment is a better predictor of...

...exercise adherence as opposed to motivation due to guilt"

self-determination theory

a theory of motivation that is concerned with the beneficial effects of intrinsic motivation and the harmful effects of extrinsic motivation

three forms of motivation:

- intrinsic motivation

- amotivation

- extrinsic motivation

intrinsic motivation

engaging in a behaviour for inherent pleasure or satisfaction

amotivation

absence of motivation

extrinsic motivation

engaging in behaviour for reasons other than inherent pleasure or satisfaction

highest self-determination to lowest self-determination:

- intrinsic motivation

- integrated regulation

- identified regulation

- introjected regulation

- external regulation

- amotivation

forms of extrinsic motivation

- integrated regulation

- identified regulation

- introjected regulation

- external regulation

external regulation

undertaking an activity due to an external reward or punishment being imposed

Skinner, 1953

studied operant conditioning, where mice made the connection between a behaviour (pressing a lever) and a consequence (being dispensed food)

introjected regulation

behaviour performed to avoid guilt or anxiety, also to boost ego

identified regulation

conscious valuing of behavioural goal, such that the action is accepted as personally important, but the activity may not be pleasant itself

integrated regulation

the process of engaging in a behavior in order to confirm one's sense of self

forms of autonomous motivation

- intrinsic motivation

- integrated regulation

- identified regulation

forms of controlled motivation

- introjected regulation

- external regulation

"according to SDT there are 3 psychological needs that create...

...more positive form of motivation when satisfied"

psychological needs (SDT)

- autonomy

- competence

- relatedness

SDT

self-determination theory

autonomy

having choice and feeling of volition over our actions

competence

feeling capable in what we do

relatedness

feeling connected to and understood/accepted by others

autonomy support

- providing people with choice about what/how they do tasks

- give people rationale

- check for understanding when providing instructions

- invite questions when explaining

- when receiving feedback, check if you have understood

- check that people want your input before jumping in

competence support

- provide clear and positive feedback to team members

- reward outcome, effort and progress

- cater for different learning preference (visual, kinetic, auditory)

- help team members plan for challenges/barriers, and ways to overcome them

relatedness support

- make time for team members and listen to their opinions

- ask people how they are, not just how the job/task is going

- be enthusiastic and look out for team members who may face problems

- encourage people to work together and support each other

need thwarting

hindering the satisfaction of psychological needs and creating negative motivation

thwarting autonomy

removing choice and pushing people into decisions

thwarting competence

providing negative feedback, being overly critical and not giving people opportunities