EMOTIONAL INTELLIGENCE: THEORETICAL AND CULTURAL PERSPECTIVES -- EMOTIONAL INTELLIGENCE: THEORETICAL AND CULTURAL PERSPECTIVES -- CONTENTS -- FOREWORD -- INTRODUCTION -- EMOTIONAL INTELLIGENCE AND CULTURE -- ORGANIZATION OF THE BOOK AND CHAPTER SUMMARIES -- REFERENCES -- EMOTIONS AND THE ABILITY MODEL OF EMOTIONAL INTELLIGENCE -- BACKGROUND -- Two Examples of the Meaning of Emotion -- PURPOSE OF THIS CHAPTER -- EMOTIONS -- The Basic Emotions Approach -- Principles of Emotions -- Culturalist View of Emotion -- Emotional Intelligence -- Ability Model of Emotional Intelligence -- Measuring Emotional Intelligence -- CULTURE AND EI -- THE IMPORTANCE OF EMOTIONAL INTELLIGENCE -- CONCLUSIONS -- REFERENCES -- A COMPREHENSIVE FRAMEWORK FOR EMOTIONAL INTELLIGENCE -- INTRODUCTION -- MODELS OF EMOTIONAL INTELLIGENCE -- DEFINING A TAXONOMY FOR EMOTIONAL INTELLIGENCE -- SUMMARY -- Testing the Hypothesised Five-Factor Taxonomy for Emotional Intelligence -- An Interpretation of the Results -- CONCLUSION -- Cultural Implications -- REFERENCES -- THE CASCADING IMPACT OF CULTURE: GROUP EMOTIONAL COMPETENCE (GEC) AS A CULTURAL RESOURCE -- INTRODUCTION -- THE INTERPLAY BETWEEN CULTURE AND GROUP EMOTION -- Culture Operates at Multiple Levels of Society -- A Group's Culture Influences The Cognitive, Emotional and Behavioral Processes Of its Members -- The Emotional Process -- How Culture Influences the Emotional Process -- Group Norms as the Foundation for Group Culture -- Emotionally Competent Group Norms -- Individual Level Norms -- Group Level Norms -- Cross-Boundary Level Norms -- GEC Norms Influence Team Performance -- The Individual's Role in Fostering Group Emotional Competence (GEC) and Team Performance: Team Leader EI -- STUDIES FROM FORTUNE 1000 FIRMS AND US MILITARY TEAMS -- Fortune 1000 Firms -- US Military Teams.

Concluding Thoughts: Building High-Functioning Workplace Cultures Through Developing Group Emotional Competence (Gec) -- REFERENCES -- EMOTIONAL INTELLIGENCE OF MANAGERS IN INDIA: CREATING AN UNDERSTANDING -- EMOTIONS VS RATIONALITY AT WORK -- The Impact of Cultural Traditions -- EMOTIONAL SKILLS OF MANAGERS: CONCEPTUALIZATION AND RELEVANCE OF CULTURE -- SOCIAL MEANING OF EMOTIONS AT WORK IN DEALING WITH DIVERSITY ISSUES LIKE GENDER AND MINORITY -- MARKETING POWERS OF EMOTIONS -- MOTIVATIONAL POWER OF EMOTIONS FOR THE MANAGERS -- REFERENCES -- TOWARD AN APPLIED SCIENCE OF EMOTIONAL INTELLIGENCE IN THE GLOBAL WORKPLACE: KEY ISSUES AND CHALLENGES -- INTRODUCTION -- DIFFERENT MODELS OF EMOTIONAL INTELLIGENCE -- The "Culture" of Emotion Research in the Workplace -- An Alternative Approach to Emotional Intelligence Research -- CONCLUSION -- REFERENCES -- ASSESSING EMOTIONAL INTELLIGENCE COMPETENCIES IN TWO GLOBAL CONTEXT -- THE SAMPLE AND TEST -- The Measurement Instrument -- Design and Strategy of Analysis -- Stages in the Evaluation of Measurement Equivalence -- On the Diagnostic Indexes of SEM -- RESULTS -- Analysis Per Cluster -- Mean Comparisons -- Self Versus Others' Scores -- Emotional Competencies and Gender -- Emotional Competencies and Age -- INTERPRETATION AND CONCLUSIONS -- REFERENCES -- APPENDIX 1. DEFINITIONS OF THE EI COMPETENCIES INCLUDED IN THE ECI-U IN COMMON FOR THE ESADE AND WSOM VERSIONS -- EMOTIONAL INTELLIGENCE- A UNIVERSAL OR A CULTURE-SPECIFIC CONSTRUCT? -- INTRODUCTION -- PSYCHOMETRIC PERSPECTIVE: FACTORIAL VALIDITY -- ABILITY-BASED MEASURE -- SELF REPORT MEASURES -- FACTOR STRUCTURE OF EMOTIONAL INTELLIGENCE IN INDIA -- BIOLOGICAL PERSPECTIVE -- CULTURAL PERSPECTIVE AND THE DEVELOPMENT OF SELF -- UNIVERSALITY OF EMOTIONS ACROSS CULTURES -- SPECIFICITY OF EMOTIONS ACROSS CULTURES -- EMOTIONAL INTELLIGENCE IN INDIA -- SUMMARY.

REFERENCES -- APPENDIX -- RESEARCH ON EMOTIONAL INTELLIGENCE: THE INDIAN EXPERIENCE -- CULTURE - BEHAVIOR INTERFACE -- THE INDIAN WORLDVIEW -- CONCEPTUALIZATION OF EI -- Prevalent Models: Ability vs. Mixed -- Intelligence in the Indian Cultural Context -- INDIAN VIEW ON EMOTION -- AN INDIGENOUS MODEL OF EI -- CURRENT RESEARCH ON EI: AN OVERVIEW -- Organizational Context -- Educational Context -- Assessment of EI -- Correlates of EI -- Nurturance of EI -- CONCLUDING COMMENTS -- REFERENCES -- EMOTIONAL INTELLIGENCE IN EDUCATION: APPLICATIONS & IMPLICATIONS -- CONSTRUCT OF EMOTIONAL INTELLIGENCE -- Emotional Intelligence as a Scientific Construct -- MODELS OF EMOTIONAL INTELLIGENCE -- CORRELATES OF EMOTIONAL INTELLIGENCE -- CULTURE AND EMOTIONAL INTELLIGENCE -- NURTURING EMOTIONAL INTELLIGENCE -- ROLE OF EMOTIONAL INTELLIGENCE IN LEARNING -- Role of Emotional Intelligence in Schools -- CONCLUSION -- REFERENCES -- CROSS-CULTURAL COMPETENCIES IN A MAJOR MULTINATIONAL INDUSTRIAL FIRM -- INTRODUCTION -- OVERVIEW OF METHOD USED IN THE CURRENT STUDY -- DEFINING COMMONLY USED TERMS IN COMPETENCY RESEARCH -- DERIVING EMPIRICALLY VALID COMPETENCY MODELS FOR APPLIED USE -- Step 1: Define Performance Criterion -- Step 2: Identify criterion sample and economic value added by superior (+1 SD) performance and prepare business case -- Step 3: Identify social and emotional competencies which predict economic value added and develop competency model -- Develop Competency Model(s) -- Step 4: Validation of competency models -- Applications -- Cultural Similarities and Differences -- CONCLUSIONS AND RECOMMENDATIONS -- REFERENCES -- CREATING AN EMOTIONALLY INTELLIGENT CLASSROOM CULTURE -- CREATING AN EMOTIONALLY INTELLIGENT CLASSROOM CULTURE -- EMOTIONAL INTELLIGENCE THEORY -- EMOTIONAL INTELLIGENCE AND THE TEACHING PROCESS -- IMPACT OF EI ON STUDENT ACADEMIC PERFORMANCE.

TEACHING EI SKILLS TO TEACHERS AND STUDENTS -- CULTURAL CONSIDERATION OF EI PROGRAMS -- EMOTIONALLY INTELLIGENT CLASSROOM "CULTURE"-CLASSROOM MANAGEMENT -- Develop a Class Charter -- Defined Routines and Procedures -- Teacher Modeling of EI Skills -- CONCLUSION -- REFERENCES -- ABOUT THE AUTHORS -- INDEX.