- مبلغ: ۸۶,۰۰۰ تومان
- مبلغ: ۹۱,۰۰۰ تومان
Purpose: This paper illustrates the interface between emotional intelligence, 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, emotional intelligence 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 emotional intelligence, 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 emotional intelligence 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 emotional intelligence 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 or not newly acquired information is fully incorporated into the organizational learning process.
This model addresses the impact of emotional intelligence and trust on organizational learning in the context of trade shows. The concept of emotional intelligence (EI) is a precursor to organizational learning. Emotional intelligence is pivotal to the organizational learning process because high levels of EI are needed to build successful long-term relationships both within an organizational team and with other trade show participants. In our definition of emotional intelligence, there are four abilities, which regulate our level of emotional intelligence: (1) perceiving emotion; (2) using emotion to facilitate thought; (3) understanding emotion; and (4) managing emotion (Christie, et. al., 2015; Mayer and Salovey, 1997). Trade show participants that recognize and understand both their emotions, as well as the emotions of others will have a better opportunity to make lasting connections with other participants. This includes the ability to process, understand and control our emotions in varying trade show situations, including those that illicit higher levels of emotional response. These high emotional situations can vary from excitement over increased sales to confrontation with competitors. Participants who manage their emotional experiences can use their connections with others to create opportunities for organizational learning. Managers should encourage activities and opportunities that will enhance individual emotional intelligence skills that can be utilized in the trade show environment.