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  • 2016

  • Bencherki, Nicolas; Snack, James P. (2016): Contributorship and Partial Inclusion. In: Management Communication Quarterly 30 (3), S. 279-304. DOI: 10.1177/0893318915624163

    DOI: https://doi.org/10.1177/0893318915624163 

    Abstract: Organizational communication theory and research tends to assume the practices of organizational 'members' are relevant to the study of organizational phenomena, without reflecting on how those members were identified in the first place. This issue is particularly relevant to perspectives that view communication as constitutive of organizations because they may take the very object they seek to explain—the organization—as the starting point when identifying pertinent informants. We provide a communicational perspective of organizational membership by starting from communicative events, instead of individuals. Ethnomethodology’s notions of accounts and sanctions are useful in recognizing the interactionally performed nature of membership. We extend ethnomethodology’s intuition by viewing membership—which we reframe as contributorship—as being achieved through the contribution of actions to the organization. (PsycINFO Database Record (c) 2016 APA, all rights res erved) zitiert von 6

    Keywords: Arbeits - und Organisationspsychologie, Communication, Ethnometodology, Industrial and Organizational Psychology, Kommunikation, Membership, Organizational Characteristics

  • 2008

  • Boyatzis, Richard E. (2008) : Emotional and social intelligence competencies In: Ashkanasy, Neal M.; Cooper, Cary L.; Ashkanasy, Neal M. (Ed); Cooper, Cary L. (Ed) (Hg.): Research companion to emotion in organizations: Northampton, MA, US: Edward Elgar Publishing, S. 226-244

    Abstract: Human talent has many components from values to traits to skills. These elements are conceptualized, defined, and measured in many ways. Often attributed to a statement by Edward Thorndike in the 1920s, efforts to explore deep capability have been linked to various forms of 'intelligence' beyond cognitive. In contrast to the cognitive realm, these alternatives are using the term 'intelligence' to connote a core or basic capability of the individual as it applies to various aspects of human comportment. Emotional and social intelligence competencies are a behavioral manifestation of two of these sets of abilities. Research published over the last 30 years or so shows us that outstanding leaders, managers, advanced professionals and people in key jobs, from sales to bank tellers, appear to require three clusters of behavioral habits as threshold abilities and three clusters of competencies as distinguishing outstanding performance. The threshold clusters of competencies include: expertise and experience is a threshold level of competency; knowledge (i.e., declarative, procedural, functional and metacognitive) is a threshold competency; and an assortment of basic cognitive competencies, such as memory and deductive reasoning are threshold competencies. This chapter is an exploration of the competency, or behavioral approach to emotional and social intelligence. Let us first start with how they are defined, determined and measured. Are competencies enough for outstanding performance? No, so let us look at the larger picture for the role of competencies. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

    Keywords: behavioral approach, cognitive competencies, competence, competencies, Emotional Intelligence, Emotionsforschung, Industrial and Organizational Psychology, Intelligence, Kognitionswissenschaften, Organizational behavior, Social intelligence, Soziale Intelligenz, Sozialpsychologie, Verhaltensforschung
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