Research Interests: emotional intelligence, emotions in organizations, micro-organizational behavior, organizational culture, team dynamics senior management teams
PhD, University of California, Berkeley, Haas School of Business, 1994; BA, University of California, Los Angeles, 1986
Research and consulting involve the influence of emotions and emotional intelligence on work behavior, organizational culture and organizational culture change, team behavior, executives and their management teams. Dr. Barsade has been engaged as a speaker or consultant to numerous large corporations across myriad industries such as Cisco, Coca Cola, Coldwell Banker, Comcast, Deloitte, Del Monte, Estee Lauder, Google, Hertz, Hitachi, IBM, KPMG, Lincoln Financial, Magna PowerTrain, Merrill Lynch, the NBA, the NFL, Office Depot, Penske, State Farm Insurance, Sunoco, US Trust, and Wyndham Worldwide; health care and biopharma organizations such as GlaxoSmithKline, Novartis and Penn Medicine; public and not for profit corporations such as the OECD, World Economic Forum and the United Nations; as well as to small entrepreneurial organizations. The focus of her research expertise, speaking and consulting practice is emotional intelligence, organizational culture, leadership, organizational change and teamwork.
Wharton: 2003-present. Previous appointment: Yale University
Paper Chair, OB Division, Academy of Management, 2017-2018, Symposia Chair, OB Division, Academy of Management, 2016-2017; Program Editorial Board, Administrative Science Quarterly, 1999-2014; Editorial Board, Organizational Behavior & Human Decision Processes, July 2007-2010; Editorial Board, Organization Science, January 2008-present; Editorial Board, Academy of Management Review, 2002-2008; Judge, Academy of Management Outstanding Publication in Organizational Behavior Award, 2013 & 2014; Judge, Academy of Management Newman Award, 2009; Panelist, OB Junior Faculty Workshop, 2007, 2011, 2012.
Board Chair, CT Children’s Museum, 1999-2006; Board Member, CT Children’s Museum, 1999-2014; Board of Advisors, University of Pennsylvania, Student Federal Credit Union, 2010-2011; Board Member, Adath Israel Pre-school, 2006-2009.
Sigal Barsade and Andrew P. Knight (2015), Group Affect, Annual Review of Organizational Psychology and Organizational Behavior, 2, pp. 21-46.
Abstract: Over two decades of research has indicated that group affect is an important factor that shapes group processes and outcomes. We review and synthesize research on group affect, encompassing trait affect, moods, and emotions at a collective level in purposive teams. We begin by defining group affect and examining four major types of collective affective constructs: (a) convergence in group affect; (b) affective diversity, that is, divergence in group affect; (c) emotional culture; and (d) group affect as a dynamic process that changes over time. We describe the nomological network of group affect, examining both its group-level antecedents and group-level consequences. Antecedents include group leadership, group member attributes, and interactions between and relationships among group members. Consequences of group affect include attitudes about the group and group-level cooperation and conflict, creativity, decision making, and performance. We close by discussing current research knowns, research needs, and what lies on the conceptual and methodological frontiers of this domain.
Hillary Elfenbein, Sigal Barsade, Noah Eisenkraft (2015), The Social Perception of Emotional Abilities: Expanding What We Know About Observer Ratings of Emotional Intelligence, Emotion, 15, pp. 17-34.
Abstract: We examine the social perception of emotional intelligence (EI) through the use of observer ratings. Individuals frequently judge others’ emotional abilities in real-world settings, yet we know little about the properties of such ratings. This article examines the social perception of EI and expands the evidence to evaluate its reliability and cross-judge agreement, as well as its convergent, divergent, and predictive validity. Three studies use real-world colleagues as observers and data from 2,521 participants. Results indicate significant consensus across observers about targets’ EI, moderate but significant self– observer agreement, and modest but relatively consistent discriminant validity across the components of EI. Observer ratings significantly predicted interdependent task performance, even after controlling for numerous factors. Notably, predictive validity was greater for observer-rated than for self-rated or ability-tested EI. We discuss the minimal associations of observer ratings with ability-tested EI, study limitations, future directions, and practical implications.
Melissa Valentine, Sigal Barsade, Amy Edmondson, Amit Gal, Robert Rhodes (2014), Informal Peer Interaction and Practice Type as Predictors of Physician Performance on Maintenance of Certification Examinations, JAMA Surgeon, 149, pp. 597-603.
Andrew Hafenbrack, Zoe Kinias, Sigal Barsade (2014), Debiasing the Mind Through Meditation: Mindfulness and the Sunk-Cost Bias, Psychological Science, 25, pp. 369-376.
Sigal Barsade and Olivia A. O'Neill (2014), What’s Love got to do with it?: The Influence of a Culture of Companionate Love in the Long-term Care Setting, Administrative Science Quarterly, 59, pp. 551-598.
Abstract: Companionate love is a basic human emotion that has been largely neglected within the domain of organizational behavior. In this longitudinal study, we build a theory of a culture of companionate love, examining the culture’s influence on outcomes for employees and the clients they serve in a long-term care setting. Using outside observer, employee and family member measures, we find that a culture of companionate love positively relates to employee satisfaction and teamwork and negatively relates to employee absenteeism and emotional exhaustion. Employee trait positive affect moderates the influence of the culture of companionate love, amplifying its positive influence for employees higher in trait PA. We also find a positive association between a culture of companionate love and client outcomes, specifically, better patient mood, quality of life, satisfaction, and fewer trips to the emergency room. The study finds some association between a culture of love and family satisfaction with the long-term care facility. Exploratory analyses indicated a relationship between a culture of companionate love artifacts and employee outcomes. We discuss the implications of a culture of companionate love for both emotions and organizational culture theory. We also consider the relevance of a culture of companionate love in other industries and explore its managerial implications for the healthcare industry and beyond.
Sigal Barsade and A.P. Knight (2013), Affect in groups: Traversing levels of analysis and exploring new conceptualizations, Academy of Management Best Paper Proceedings.
Hakan Ozcelik and Sigal Barsade (2011), Work Loneliness and Employee Performance, Academy of Management Best Paper Proceedings.
Abstract: We studied employee loneliness, a prevalent workplace emotion that has received little attention within the organizational behavior field. Results supported our hypothesized model where greater loneliness led to poorer task, team role and relational performance as mediated by lowered affective commitment and to a lesser extent increased surface acting.
Allan Filipowicz, Sigal Barsade, Shimul Melwani (2011), Emotional Transitions in Social Interactions: Beyond Steady State Emotion, Journal of Personality and Social Psychology, 101(3): 541-556.
Shimul Melwani and Sigal Barsade (2011), Held in Contempt: The Psychological Interpersonal and Performance Outcomes of Contempt in a Work Setting, Journal of Personality and Social Psychology, 101(3): 503-520.
This course examines the art and science of negotiation, with additional emphasis on conflict resolution. Students will engage in a number of simulated negotiations ranging from simple one-issue transactions to multi-party joint ventures. Through these exercises and associated readings, students explore the basic theoretical models of bargaining and have an opportunity to test and improve their negotiation skills.
This course examines the art and science of negotiation, with additional emphasis on conflict resolution. Students will engage in a number of simulated negotiations ranging from simple one-issue transactions to multi-party joint ventures. Through these exercises and associated readings, students explore the basic theoretical models of bargaining and have an opportunity to test and improve their negotiation skills. Cross-listed with MGMT 691/OPIM 691. Format: Lecture, class discussion, simulation/role play, and video demonstrations. Materials: Textbook and course pack.
This course includes not only conflict resolution but techniques which help manage and even encourage the valuable aspects of conflict. The central issues of this course deal with understanding the behavior of individuals, groups, and organizations in conflict management situations. The purpose of this course is to understand the theory and processes of negotiations as it is practiced ina variety of settings. The course is designed to be relevant to the broad specturm of problems that are faced by the manager and professional including management of multinationals, ethical issues, and alternative dispute resolutions. Cross listed w/ LGST 206 & OPIM 291.
Management 610 is the first core course in the MBA Program and it cannot be waived. The first week of the fall term (in August) is dedicated to this formative and foundational experience. This course focuses on developing students' knowledge and skill set for teamwork and leadership. It is meant to be an intense immersion experience that draws strongly on the pedagogy of the Wharton Teamwork and Leadership Simulation, a team-based, highly interactive simulation that was custom-designed specifically to allow students to experience the core concepts they learn in this class. The three goals of this course are for students to learn: 1. Leadership behaviors: how to enact the skills that contribute to a team's effective performance. 2. Team dynamics: how to be an effective team member, as well as how to best design work teams; 3. Organizational awareness: understanding organizational culture. Format: A custom-designed Wharton-only simulation is paired with course sessions to deliver a unique learning experience. Classes will include experiental learning combined with debriefings, lectures, readings, class discussion and personal and group performance feedback. This course reflects the realities that informal leadership occurs in teams on an ongoing basis, that being a good team player is a part of leadership, and that many of one's early experiences with leadership will occur while working on teams. Because of the team-based nature of this course, and time intensive nature of this experience, attendance is mandatory for ALL five sessions of this class. NOTE: Credit-bearing, core coursework begins with the MGMT610: Foundations of Teamwork and Leadership course.
This course examines the art and science of negotiation. This course develops managerial skills by combining lectures with practice, using exercises where students negotiate with each other. Over the course of the semester, students will engage in a number of simulated negotiations ranging from simple one issue transactions to multi-party joint ventures. Through these exercises and associated readings, students explore the basic theoretical models of bargaining and have an opportunity to test and improve their negotiation skills. Cross-listed with LGST 806/OPIM 691.
The purpose of this course is to examine and understand theory and empirical research in the field of micro-organizational behavior. We will study a blend of classic and contemporary literature and examine theoretical propositions of individual and group behavior in organizations as well as discussing and critically evaluating empirical studies based on these theories. Sample topics include the What is Micro-OB?, ther person versus situation debate, motivation, job design, group dynamics, leadership and organizational culture and socialization. Mgmt. 951 is a companion class to Mgmt. 961, and you can take it in either order.
This is a one quarter class where we examine and understand basics in emotions theory and its application in organizational behavior. To do so, we will cover a blend of basic psychological theories and organizational behavior literature so that we can appreciate the prevailing theories and findings in various areas of emotions and organizations, and gain a deep understanding of the psychological basis necessary to fully understand organizational behavior research. Specifically, we will examine how affect (consisting of emotions, moods, and affective traits) influences perceptions, cognitions and behavior within organizations. We will critically examine the existing knowledge of emotions in organizational life and identify possible future venues of research. We will begin by examining the nature of emotions in general and then focus on the organizational context, examining specific types of emotions and content areas that have been investigated within organizational behavior research.
The purpose of this quarter course is to continue to explore key concepts and research programs in the field of micro-organizational behavior that we began to study in MGMT 951. To do so, we will cover a blend of classic and contemporary literature so that we can appreciate the prevailing theories and findings in various areas of micro-organizational behavior. In addition, for each topic we will then try to go beyond the existing literature. We will work to increase our understanding by re-framing the research variables, altering the perspective, bringing in new theory, and comparing levels of analysis. Building on the topics we examined in MGMT 951, we will explore further organizational behavior topics including identity, fit, extra role behaviors, job design, creativity, status, power and influence.
The effectiveness of unconscious bias education hinges on a number of factors, including how it is presented, where and when it takes place, and whether an organization’s culture is conducive to having honest discussions.Knowledge @ Wharton - 2018/05/11