Annotated Bibliography
Rebecca Gulliford, M.A., Ph.D. student,
Jim Meindl, Carmichael Professor of Organizational and Human Services
School of Management
University at Buffalo
Rick Johnson, Director
Special Projects and Human Services
January 1, 2003 to June 30, 2003
OTSS
Acknowledgement:
Funding for this annotated bibliography was provided by the New York State office of
Children and Family Services, Award: OTSS, through the Center for Development of
Human Services, Research Foundation of SUNY, Buffalo State College.
© 2003 CDHS/Research Foundation of SUNY/BSC

Abstract
The purpose of this annotated bibliography is to provide organizations corporate philosophies like mission, vision and values which are becoming more and more important to the overall moral, and performances of an organization. This research project utilized literature which explains the psychology behind the hierarchy within companies, and how it can be applied to your everyday work activities in leadership roles, supervision, and relationships between employees.
Emotional Intelligence (EI) is the capacity for understanding our own feelings and the feelings of others, for motivating ourselves, and for managing our emotions effectively in our relationships with other persons. Emotional Intelligence is sometimes referred to as
“people smarts.” It is not generally included in the type of intelligence evaluation included in the traditional concept of IQ, which mainly focuses conceptual abilities, but it is a very important personal attribute. Emotional Intelligence is essential in effective leadership and has a direct impact on work performance.
© 2003 CDHS/Research Foundation of SUNY/BSC

Antonakis, J., Avolio, B., Sivasubramaniam, N. (2003). Context and leadership: an examination of the nine-factor full-range leadership theory using the
Multifactor Leadership Questionnaire. The Leadership Quarterly, 14, 261–295.
This study examined the validity of the measurement model and factor structure of Bass and Avolio’s Multifactor Leadership Questionnaire (MLQ) (Form 5X). It was hypothesized that evaluations of leadership—and hence the psychometric properties of leadership instruments—may be affected by the context in which leadership is observed and evaluated. Using largely homogenous business samples consisting of 2279 pooled male and 1089 pooled female raters who evaluated same-gender leaders, support was found for the nine-factor leadership model proposed by Bass and Avolio. Mean differences were found between the male and female samples on four leadership factors.
Then the authors used factor-level data of 18 independently gathered samples (N = 6525 raters), to test the nine-factor model and found it was stable (i.e., fully invariant) within homogenous contexts. The contextual factors comprised environmental risk, leader– follower gender, and leader hierarchical level.
Avolio, B.J., Bass, B.M., & Jung, D.I. (1999). Re-examining the components of transformational and transactional leadership using the Multifactor Leadership
Questionnaire.
Journal of Occupational and Organizational Psychology, 72, 441–462.
A total of 3786 respondents in 14 independent samples, ranging in size from 45 to
549 in US and foreign firms and agencies, completed the latest version of the Multifactor
Leadership Questionnaire (MLQ Form 5X), each describing their respective leader.
Based on prior literature, nine models representing different factor structures were compared to determine the best fit for the MLQ survey. The models were tested in an original set of nine samples, and then in a second replication set comprised of .five samples. Results indicated the factor structure for the MLQ survey was best represented by six lower order factors and three correlated higher-order factors.
Bar-On, R., Brown, J.M., Kirkcaldy, B.D., & Thome, E.P. (2000). Emotional expression and implications for occupational stress; an application of the Emotional
Quotient Inventory (EQ-i). Personality and Individual Differences, 28, 1107-1118.
The concept of emotional intelligence was examined in relation to the latitude permitted for emotional expressiveness and adaptation to occupational culture in three groups of helping professionals: police officers, child care workers, and educators in mental health care. A total of 167 individuals were administered the Emotional Quotient
Inventory (EQ-i). While there were some overall gender differences, there was no gender by occupation interactions. Results indicate that on most of the primary measures of emotional intelligence, police officers score statistically significantly higher than either of the care worker practitioner groups.
Bono, J.E. & Ilies, R. (2002). Exploring the role of Positive emotions in
Responses to transformational leaders. Unpublished manuscript.
© 2003 CDHS/Research Foundation of SUNY/BSC

The authors conducted two studies (a field study and a laboratory study) to examine the role of positive emotions and leadership effectiveness. The field study showed that transformational leaders express more positive affectivity in communication compared to less transformed leaders. The laboratory study showed that there is a significant association between leader positive affect and follower task performance, but this association is not due to transference of positive emotion.
Boyatzis, R.E., Goleman, D., & Rhee, K. (1999). Clustering competence in emotional intelligence: Insights from the emotional competence inventory (ECI). In
R. Bar-On & J. Parker (Eds.), The Handbook of Emotional Intelligence. (pp. 363-
388). San Francisco, CA: Jossey-Bass.
This article examined the Emotional Intelligence Inventory (ECI) developed by
Boyatzis, Goleman, Rhee, 1999. The ECI is a multi-rater survey that provides data from the self, the manager, direct report, and peer ratings on a series of behavioral indicators of emotional intelligence, based on emotional competencies originally identified by
Goleman (1998). The ECI consists of 110 items within 20 competencies, organized into four clusters Self-Awareness, Social-Awareness, Self-Management, and Social Skills.
The self-awareness cluster consists of three competencies, emotional awareness; accurate self-assessment; and self-confidence. The self-management cluster consists of six competencies, self-control; trustworthiness; conscientiousness; adaptability; achievement orientation; and initiative. The social awareness cluster consists of three competencies, empathy; organizational awareness; and service orientation. The social skill cluster consists of seven competencies, developing others; leadership influence; communication; change catalyst; conflict management; building bonds; and teamwork and collaborations.
Caruso D.R., Mayer, J.D., & Salovey, P. (2002). Relation of an Ability
Measure of Emotional Intelligence to Personality. Journal of Personality Assessment,
79(2), 306–320.
This study examined an ability test of emotional intelligence and its relationship to personality test variables to determine the extent to which these constructs overlap. A sample of 183 men and women took the Multifactor Emotional Intelligence Scale
(Mayer, Caruso, & Salovey, 1999), an ability measure of emotional intelligence as well as measures of career interests, personality, and social behavior. Emotional intelligence was measured reliably and was relatively independent of traditionally defined personality traits, supporting the discriminate validity of the emotional intelligence construct.
In this study, emotional intelligence was separable from several, standard personality traits. The data strongly suggest that the MEIS is not measuring constructs that are assessed by standard personality tests, such as the 16 PF. Although other models of emotional intelligence, and their corresponding measures, appear to be based on a general personality approach, the ability approach places emotional intelligence in an ability or intelligence framework.
Collins, J.C. & Porras, J. I. (1996). Building your company’s vision.
Harvard Business Review, Reprint # 96501.
© 2003 CDHS/Research Foundation of SUNY/BSC

This article says that companies that enjoy enduring success have core values and a core purpose that remain fixed while their business strategies and practices endlessly adapt to a changing world. According to the authors a well thought of vision consists of two major components: core ideology and envisioned future . Core ideology defines what we stand for and why we exist. It is unchanging and complements the envisioned future.
In order for an organization to have an effective vision they need to represent the core ideology of the organization, which in turn consists of two distinct parts: core values, a system of guiding principles and tenets; and core purpose, the organization’s most fundamental reason for existence. The envisioned future is defined as what we aspire to become, to achieve, to create and something that will require significant change and progress. It consists of two parts: a 10-to-30-year audacious goal plus vivid descriptions of what it will be like to achieve the goal. The authors have found in their research that visionary companies often use bold missions or what they call BHAGs (shorthand for
Big, Hairy, Audacious, Goals) as a powerful way to stimulate progress. In addition to vision-level BHAGs, an envisioned future needs what the authors call a vivid description which is a vibrant, engaging, and specific description of what it will be like to achieve the
BHAG.
Cavallo, K. & Brienza, D. (2000). Emotional competence and leadership excellence at Johnson and Johnson: The emotional intelligence and leadership study. A technical report issued by the consortium for research on Emotional intelligence in organizations. Available on-line at http://www.eiconsortium.org/research/jj_ei_study.htm
.
This article explores a study that was conducted on three hundred and fifty-eight
Managers across the Johnson & Johnson Consumer & Personal Care Group (JJC&PC
Group) globally to assess if there are specific leadership competencies that distinguish high performers from average performers. Participants were randomly selected, then coded for performance rating, potential code, gender, functional group and regional area.
More than fourteen hundred employees took part in a one hundred and eighty three question multi-rater survey that measured a variety of competencies associated with leadership performance including those commonly referred to as Emotional Intelligence.
Results showed that the highest performing managers have significantly more "emotional competence" than other managers.
Davies, M., Stankov, L. & Roberts, R. (1998). Emotional Intelligence: In
Search of an Elusive Construct.
Journal of Personality and Social Psychology, 75 (4),
989-1015.
This article explored the view that emotional intelligence should be included within the traditional cognitive abilities framework (total N = 530) by investigating the relations among measures of emotional intelligence, traditional human cognitive abilities, and personality. The studies suggest that the status of the emotional intelligence construct is limited by measurement properties of its tests. Measures based on consensual scoring exhibited low reliability. Self-report measures had salient loadings on well-established personality factors, indicating a lack of divergent validity. These data provide controvertible evidence for the existence of a separate Emotion Perception factor that represents the ability to monitor another individual's emotions. This factor is narrower
© 2003 CDHS/Research Foundation of SUNY/BSC

than that postulated within current models of emotional intelligence. The authors conclude that an Emotion Perception factor having some construct validity may be possible to identify in the future.
Goleman, D. (1995). Emotional intelligence. Why it can matter more than
IQ. Bantam Doubleday Dell Publishing Group.
This book explains Daniel Goleman's reports about our brain, the rational and the emotional, and how they together shape our destiny. Beginning deep in the brain,
Emotional Intelligence shows us the exact mechanism of an "emotional hijack," when passion overcomes reason. Through vivid examples, Goleman defines the crucial skills of emotional intelligence, and shows how they determine our success in relationships and work, and even our physical well-being. What emerges is a crucial new way to talk about being smart.. The book concludes with a compelling vision of what true emotional intelligence means for us both as individuals and as a society.
Judge, T., & Bono, J. (2000). Five-Factor Model of Personality and
Transformational Leadership. Journal of Applied Psychology, 85 (5), 751-765.
This study linked traits from the 5-factor model of personality (the Big 5) to transformational leadership behavior. Neuroticism, Extraversion, Openness to
Experience, and Agreeableness were hypothesized to predict transformational leadership.
Results based on 14 samples of leaders from over 200 organizations revealed that
Extraversion and Agreeableness positively predicted transformational leadership;
Openness to Experience was positively correlated with transformational leadership, but its effect disappeared once the influence of the other traits was controlled. Neuroticism and Conscientiousness were unrelated to transformational leadership. Results further indicated that specific facets of the Big 5 traits predicted transformational leadership less well than the general constructs. Finally, transformational leadership behavior predicted a number of outcomes reflecting leader effectiveness, controlling for the effect of transactional leadership.
Kabanoff, B. & Holt, J. (1996). Changes in the Espoused Values of
Australian Organizations 1986-1990. Journal of Organizational Behavior,17 (3),
201-219.
This article looks the frequency with which 85 Australian organizations use nine values (authority, leadership, teamwork, commitment, rewards, normative, participation, performance and affiliation) in 1986-1988 and 1989-1990 through a content analysis of annual report, internal magazines, and mission statements. The authors studied value changes both by comparing the frequency of references to single causes in the two periods and the frequency with which four, distinctly different value structures (Elite,
Leadership, Meritocratic, and Collegial) that occurred among organizations in each period. Results reveled that only one significant difference in the increase in commitment references over time was found. The comparisons were based on groups of organizations with different value structures which indicated both a prevalence of
© 2003 CDHS/Research Foundation of SUNY/BSC

organizations with Elite values at time one, and that initial Elite organizations showed most the evidence of value change.
Levin, I. M. (2000). Vision revisited. The Journal of Applied Behavioral
Science, 36(1), 91-107.
This article talks about the confusion that still exists regarding what vision is and how it is most effectively expressed. It seems that vision is often confused with the similar constructs of organization mission, philosophy, values, strategy, and goals. This article examines the key differences among these frequently confused constructs and the inherent weaknesses of traditional vision statements to provide the sense of meaning and motivation for organization members. This article also presents a different concept of organization vision in which vision is as a descriptive story of the desired future in action.
Lopes, P., Salovey, P., Straus, R. (2003). Emotional intelligence, personality, and the perceived quality of social relationships. Personality and Individual
Differences, 34, in press.
This study explored links between emotional intelligence, measured as a set of abilities, and personality traits, as well as the contribution of both to the perceived quality of one’s interpersonal relationships. In a sample of 103 college students, the authors found that both emotional intelligence and personality traits were associated with concurrent self reports of satisfaction with social relationships. Individuals scoring highly on the managing emotions subscale of the Mayer, Salovey, and Caruso Emotional
Intelligence Test (MSCEIT), were more likely to report positive relations with others, as well as perceived parental support, and less likely to report negative interactions with close friends. These associations remained statistically significant even after controlling for significant Big Five personality traits and verbal intelligence. Global satisfaction with one’s relationships was associated with extraversion, neuroticism (negatively), and the ability to manage one’s emotions, as assessed by the MSCEIT.
Results also showed that there is a general pattern of low correlations between scores on an emotional intelligence test, on the one hand, and personality traits and verbal intelligence, on the other. Emotional intelligence showed significant (though modest) correlations with several indicators of quality of social interaction. The author conclude that since both the MSCEIT and the Big Five concurrently predicted self-reported satisfaction with relationships in life suggests that future research needs to take into account both emotional skills and personality dispositions in order to understand social and emotional adaptation.
Mayer, J.D., & Salovey, P. (1993). The Intelligence of Emotional Intelligence.
Intelligence, 17, 433-442.
This article defines Emotional intelligence as a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions (Salovey & Mayer,
1990). This article discusses whether intelligence is an appropriate metaphor for the construct, and the abilities and mechanisms that may underlie emotional intelligence.
© 2003 CDHS/Research Foundation of SUNY/BSC

The authors concluded that different types of people will be more or less emotionally intelligent. So, emotionally intelligent individuals may be more aware of their own feelings and those of others. They may be more open to positive and negative aspects of internal experience, better able to label them, and when appropriate, communicate them. Such awareness will often lead to the effective regulation of affect within themselves and others, and so contribute to well being.
Mossholder, K. W., Settoon, R.P., Armenakis, A.A., & Harris, S.G. (2000).
Emotion during organizational transformations: An interactive model of survivor reactions. Group and Organization Management, 25,220-243.
The authors conducted a study to determine how the expressed emotion of toplevel managers in an organization undergoing a major transformation effort was associated with their assessments of change activities and job attitudes. The results indicated that there was an interaction between the 2 dimensions of emotions
(pleasantness and arousal) explained significant variance in attitudes dealing directly with the manager’s jobs.
Neufeld, G.A., Simeoni, P.A., & Taylor, M.A. (2001). High-Performance research organization. Research Technology Management, 44, 42-52.
This article asks the question how you can tell if an organization is well managed.
The study presented identifies ten attributes that embody what senior managers of 8 leading research organizations consider to be important, observable and measurable.
These attributes are organized into three different categories people, research management and organizational performance. The attributes for people are:
1.
Management knows what research and other talent it needs to accomplish the mission, and recruits, develops and retains the right mix of people
2.
Employees are passionate about their work, have confidence in management, and are proud of their organization
3.
The current and anticipated needs of dependent constituencies drive the organization and its research programs.
4.
Employees and dependent constituencies share management’s vision, values and goals.
5.
The portfolio of programs represents the right research, at the right time and at the right investment
The attributes for research management are:
6.
Research projects embody excellent science, involve the right people, and are on track and within budget.
7.
Research projects leverage external resources
8.
Organizational knowledge is systematically captured and turned into needed work tools.
The attributes for organizational performance are:
9.
The organization is widely known and respected
10.
The organization meets the needs of its dependent constituencies.
© 2003 CDHS/Research Foundation of SUNY/BSC

Palmer, B., Donaldson, C., & Stough, C. (2002). Emotional intelligence and life satisfaction. Personality and Individual Differences, 33, 1091–1100.
This study examined the relationship between emotional intelligence and life satisfaction. Emotional intelligence was assessed in 107 participants using a modified version of the Trait Meta-Mood Scale. Only the Clarity sub-scale of the TMMS (which indexes perceived ability to understand and discriminate between moods and emotions), and the Difficulty Identifying Feelings sub-scale of the TAS-20 were found to significantly correlate with life satisfaction. Subsequent analyses revealed that only the
Clarity sub-scale accounted for further variance in life satisfaction not accounted for by positive and negative affect. The authors conclude that this finding provides further evidence that components of the EI construct account for variance in this important human value not accounted for by personality.
Sala, Fabio (2002). It's Lonely at the Top: Executives' Emotional Intelligence
Self (Mis) Perception. A technical report issued by the Consortium for Research on
Emotional Intelligence in Organizations. Available on-line at http://www.eiconsortium.org/research/executive_emotional_intelligence360.htm
.
This study examined the multi-rater or 360-degree survey instrument that is designed to measure emotional intelligence in the workplace (the emotional competence inventory). This measure is thought to be useful to individuals because they (1) provide feedback on a person’s relative strengths and weaknesses compared to others in the same organization or within a similar role in general, and (2) they provide feedback on the gap or discrepancy between a person’s self-perceptions and how they are perceived or rated by others. The results of this study demonstrate that higher-level employees are more likely to have an inflated view of their emotional intelligence competencies and less congruence with the perceptions of others who work with them often and know them well than lower-level employees.
Sala, F. (2002). Do Programs Designed to Increase Emotional Intelligence at
Work-Work? A technical report issued by the Consortium for Research on
Emotional Intelligence in Organizations. Available on-line at http://www.eiconsortium.org/research/do_ei_programs_work.htm.
The recent and widespread interest in the importance of emotional intelligence (EI) at work has led to the development of programs that are designed to (1) educate people about the relevance of emotional intelligence in the workplace, (2) assess their relative strengths and weaknesses, and (3) provide a framework to develop and enhance their ability to interact with others with greater emotional intelligence. This research attempted to provide some evidence for the effectiveness of an emotional intelligence training program, specifically, whether participants' scores on a measure of EI improve after exposure to a program designed to increase emotional intelligence at work. Results showed preliminary evidence of the effectiveness of an emotional intelligence training program. For one sample, participants showed significant improvement on time 2 ratings
© 2003 CDHS/Research Foundation of SUNY/BSC

on 8 out of 20 EI competencies. For the second sample, scores were significantly higher at time 2 on 19 of 20 competencies .
Spencer, L. (2001). The Economic Value of Emotional Intelligence
Competencies and EIC-Based HR Programs. In C. Cherniss and D. Goleman (Eds).
The Emotionally Intelligent Workplace. CA: Jossey-Bass.
This chapter provides professional, ethical and legal reasons for establishing the reliability and validity of any Emotional Intelligence Competency (ECI) measure or human resource practices based on emotional intelligence. Also included are metaanalytic findings for the effect size changes and EIC-based selection, training and performance management can provide, as well as protocols for developing business cases for emotional intelligence research and applications. For example, value analysis, expected value added, sensitivity analysis, cost, benefit and return on investment calculation. This chapter also provides data collection instruments and spreadsheet templates for all analyses discussed.
Urquhart, J. (2002). Creating meaningful corporate philosophy. Journal of
Property Management, 67, 68-70.
This article explains that most corporate philosophies don’t fit their employees, and are often too vague to have anyone following them appropriately. The best sorts of philosophies are ones that are implemented after employees have a sense of their responsibilities then they can get the bigger picture of the corporation.
http://www.eiconsortium.org/ o This site is the Consortium for Research on Emotional Intelligence in
Organizations and the goal of the site is to promote high quality research on the application of emotional intelligence in organizations. http://trochim.human.cornell.edu/gallery/young/emotion.htm
o This page is an on-line bibliography in the area of emotions and emotional intelligence, describing current research findings and notes of interest. The main areas covered are: emotional intelligence, emotions, and methods for researching emotions. http://www.6seconds.org/ o Six Seconds Emotional Intelligence Network is a nonprofit organization dedicated to improving relationships by teaching EQ in schools, organizations, and communities around the globe.
© 2003 CDHS/Research Foundation of SUNY/BSC