The impact of emotion on organizational learning
By Russ Vince. 2002
91 citations recorded by the source corpus.
Subfields: Organizational Behavior and Human Resource Management
View Paper: https://www.semanticscholar.org/paper/6543a3d9866c2778a26853ac4e662cc3ea26ad03
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Organizational Behavior and Human Resource Management
- Ali Yakhlef
- Tahir Saleem
- L. Weinberger
- Jennifer Walinga
- Maurizio Catino
- Gerardo Patriotta
- Russ Vince
- Gregory W. Stevens
Citations in the corpus
- Emotional Intelligence, Leadership Style, and Perceived Leadership Effectiveness (2009, background): “Dialogue continues in HRD through studies on the impact of emotion on organizational learning (Vince, 2002), the evaluation of the roles of gender and emotion management as evidence of a community of practice (Tomaszewski & Callahan, 2003), and emotion saturation as a theory of emotion in…”
- The Impact of Caution and Blame on Organizational Learning (2004, background): “Previous studies (Fineman and Sturdy, 1999; Vince 2001, 2002a) have begun to provide insights about the interplay between emotion and politics, and the impact this has on organizing and learning.”
- Toward a Theory of Change Readiness (2008, background): “Negative information can result in ineffective coping responses such as withdrawal, denial, defensiveness, or blame (Mossholder, Settoon, Armenakis, & Harris, 2000; Vince, 2002).”
- Learning from Errors: Cognition, Emotions and Safety Culture in the Italian Air Force (2013, background): “…been devoted to the interplay between emotion and learning in organizational settings, although there is a growing interest in engaging with this problem, as suggested by recent literature (Antonacopoulou & Gabriel, 2001; Fineman, 1997; Scherer & Tran, 2001; Simpson & Marshall, 2010; Vince, 2002).”
- The corporeality of practice-based learning (2010, background): “Third, there is a relative gap in our understanding of the role of emotion in the process of learning, as the works of Fineman (1997), Vince (2002), Gabriel and Griffiths (2002) remind us.”