As organizations shift to depend more on team-based structures, the pressure to develop high-performing teams is more critical than ever. In the modern work environment, teams are expected to embrace change, navigate complexity, and collaborate well under pressure all while delivering exceptional results and forming productive relationships. While it is crucial to have talented, bright people within a team, there is a dynamic that is even more essential to overall team effectiveness. This dynamic is "Team Emotional Intelligence" (Team EQ). While most people are familiar with emotional intelligence (EQ) when it comes to individuals, the power of how EQ relates to the entire team has not been well-understood until now. Insights from the latest research on team emotional intelligence and TalentSmartEQ's research trends from working with over 200 teams (with 2000+ team members) combine to bring EQ know-how to the team level. Team Emotional Intelligence 2.0 delivers practical strategies and showcases how an emotionally intelligent team is far more than the sum of its parts. This book focuses on the four key skill areas of Team EQ: Team Emotion Awareness, Team Emotion Management, Internal Team Relationships, and External Team Relationships, and it delivers 53 strategies and a step-by-step process for increasing team EQ skills so team leaders and anyone who's a member of a team can achieve peak performance and reach their goals. Dr. Greaves, Evan Watkins, and their contributing team of experts begin with a life and death story of team failure that illustrates how emotions can drive team decisions and lead to disaster. They share a proven approach to helping teams understand Team EQ skills, build these skills into strengths, and use them to sustain positive momentum and achieve peak performance. Strategies for remote and hybrid teams working virtually offer targeted approaches to bonding, communicating, tough conversations, and decision making as modern workplaces transform. Like she did with the best-selling Emotional Intelligence 2.0 (at 2 million copies sold and counting), Dr. Greaves and her team take complex concepts and translate them into easy-to-understand skills that can be used immediately and developed further over time. As organizations increasingly rely on getting work done through teams, the understanding and development of team EQ skills is more relevant and impactful than ever.

This strikingly original work challenges a familiar assumption within cultural studies: that cultural practices happen in an everyday realm that is potentially open-ended, involving everyone; whereas economics, by contrast, is alien, a force field determined by international financial interests and legitimized by the arid discourses of professional economists. The author argues that, in fact, for most people, most of the time, economic issues are a central part of everyday life.
Separating economics from everyday practices has resulted in seemingly interminable debates over the relative importance of economic conditions and cultural factors in determining the "real" configurations of power relations; it has also reinforced the perception that the capitalist marketplace, now global, permits no alternatives. The author shows instead that a kind of economic sense-making is at work, a "common sense" that conditions a great deal about how many people organize their lives and understand their powers as social agents.
"Common sense," Gramsci recognized, is always equivocal, multiform, even contradictory, and economic sense-making is no exception. Thus the author pays special attention to conflicting currents of economic sense-making and their social effects, thereby showing how false the assumption of a monolithic and uniform Market actually is. He looks at a wide range of economic practices and assumptions, from transnational corporations and human resources management in the university, to the organization of such very specific markets as the breeding and sale of show dogs.
But Gramsci also understood that, no matter how equivocal and conflicted, common sense imposes parameters of possibility. No political direction is likely to be realized if it is not in some way deeply engaged in mobilizing some aspect of everyday common sense. Accordingly, the author's ultimate concern in this book is to challenge what he calls "capitalist common sense," to find, in the complex ensemble of often-conflicting assumptions that consolidate the processes of everyday life into "common sense," alternative economies to capitalism--alternatives that are already here, in operation, every day.
In conclusion, the author argues for ways such everyday economic practices could be mobilized toward a countercolonial economics that might lead to the further invention of new and decidedly noncapitalist forms of economic organization.

This innovative approach to consumer culture places less emphasis on ideological representations and resistances to ideology than on the educative powers of mass culture and the way that social position is determined through the politics of consumer culture. Thus the wide-ranging material studied includes such 'odd' and peripheral fields as car maintenance literature, and more familiar forms, such as television programming.

This book shares with a number of recent studies an interest in the historical development of English in the United States, in how it became a central discipline in the humanities, and in what the ideological affiliations of literature and literary study might be. It is strikingly original, however, in that instead of focusing on the subject matter of English (e.g., the canon or critical positions), as most recent studies, it examines precisely how work time is spent within English departments, as well as what circulates through them, and to where. For in terms of immediate social authority, such activities as writing letters of recommendation are more directly relevant than critical methodology.
The author concludes by locating cultural work in English between such massively capitalized sites of cultural production as television and advertising, and "popular cultures," meaning what people do every day with whatever is cheaply available to them. English is like the former in that it requires highly developed, socially certified skills and knowledges. Like popular cultures, however, work in English is carried out with readily available material means. By recognizing this actual situation, he argues, one can view English as not just passively reproducing the existing system of social values, but as working within popular culture to provide the possibility of meaningful political opposition.

In recent years, a number of books in the field of literacy research have addressed the experiences of literacy users or the multiple processes of learning literacy skills in a rapidly changing technological environment. In contrast to these studies, this book addresses the subjects of literacy. In other words, it is about how literacy workers are subjected to the relations between new forms of labor and the concept of human capital as a dominant economic structure in the United States. It is about how literacies become forms of value producing labor in everyday life both within and beyond the workplace itself. As Evan Watkins shows, apprehending the meaning of literacy work requires an understanding of how literacies have changed in relation to not only technology but also to labor, capital, and economics. The emergence of new literacies has produced considerable debate over basic definitions as well as the complexities of gain and loss. At the same time, the visibility of these debates between advocates of old versus new literacies has obscured the development of more fundamental changes. Most significantly, Watkins argues, it is no longer possible to represent human capital solely as the kind of long-term resource that Gary Becker and other neoclassical economists have defined. Like corporate inventory and business management practices, human capital-labor-now also appears in a "just-in-time" form, as if a power of action on the occasion rather than a capital asset in reserve. Just-in-time human capital valorizes the expansion of choice, but it depends absolutely on the invisible literacy work consigned to the peripheries of concentrated human capital. In an economy wherein peoples' attention begins to eclipse information as a primary commodity, a small number of choices appear with an immensely magnified intensity while most others disappear entirely. As Literacy Work in the Reign of Human Capital deftly illustrates, the concentration of human labor in the digital age reinforces and extends a class division of winners on the inside of technological innovation and losers everywhere else.

This strikingly original work challenges a familiar assumption within cultural studies: that cultural practices happen in an everyday realm that is potentially open-ended, involving everyone; whereas economics, by contrast, is alien, a force field determined by international financial interests and legitimized by the arid discourses of professional economists. The author argues that, in fact, for most people, most of the time, economic issues are a central part of everyday life.
Separating economics from everyday practices has resulted in seemingly interminable debates over the relative importance of economic conditions and cultural factors in determining the "real" configurations of power relations; it has also reinforced the perception that the capitalist marketplace, now global, permits no alternatives. The author shows instead that a kind of economic sense-making is at work, a "common sense" that conditions a great deal about how many people organize their lives and understand their powers as social agents.
"Common sense," Gramsci recognized, is always equivocal, multiform, even contradictory, and economic sense-making is no exception. Thus the author pays special attention to conflicting currents of economic sense-making and their social effects, thereby showing how false the assumption of a monolithic and uniform Market actually is. He looks at a wide range of economic practices and assumptions, from transnational corporations and human resources management in the university, to the organization of such very specific markets as the breeding and sale of show dogs.
But Gramsci also understood that, no matter how equivocal and conflicted, common sense imposes parameters of possibility. No political direction is likely to be realized if it is not in some way deeply engaged in mobilizing some aspect of everyday common sense. Accordingly, the author's ultimate concern in this book is to challenge what he calls "capitalist common sense," to find, in the complex ensemble of often-conflicting assumptions that consolidate the processes of everyday life into "common sense," alternative economies to capitalism--alternatives that are already here, in operation, every day.
In conclusion, the author argues for ways such everyday economic practices could be mobilized toward a countercolonial economics that might lead to the further invention of new and decidedly noncapitalist forms of economic organization.

This book shares with a number of recent studies an interest in the historical development of English in the United States, in how it became a central discipline in the humanities, and in what the ideological affiliations of literature and literary study might be. It is strikingly original, however, in that instead of focusing on the subject matter of English (e.g., the canon or critical positions), as most recent studies, it examines precisely how work time is spent within English departments, as well as what circulates through them, and to where. For in terms of immediate social authority, such activities as writing letters of recommendation are more directly relevant than critical methodology.
The author concludes by locating cultural work in English between such massively capitalized sites of cultural production as television and advertising, and "popular cultures," meaning what people do every day with whatever is cheaply available to them. English is like the former in that it requires highly developed, socially certified skills and knowledges. Like popular cultures, however, work in English is carried out with readily available material means. By recognizing this actual situation, he argues, one can view English as not just passively reproducing the existing system of social values, but as working within popular culture to provide the possibility of meaningful political opposition.

In recent years, a number of books in the field of literacy research have addressed the experiences of literacy users or the multiple processes of learning literacy skills in a rapidly changing technological environment. In contrast to these studies, this book addresses the subjects of literacy. In other words, it is about how literacy workers are subjected to the relations between new forms of labor and the concept of human capital as a dominant economic structure in the United States. It is about how literacies become forms of value producing labor in everyday life both within and beyond the workplace itself. As Evan Watkins shows, apprehending the meaning of literacy work requires an understanding of how literacies have changed in relation to not only technology but also to labor, capital, and economics. The emergence of new literacies has produced considerable debate over basic definitions as well as the complexities of gain and loss. At the same time, the visibility of these debates between advocates of old versus new literacies has obscured the development of more fundamental changes. Most significantly, Watkins argues, it is no longer possible to represent human capital solely as the kind of long-term resource that Gary Becker and other neoclassical economists have defined. Like corporate inventory and business management practices, human capital-labor-now also appears in a "just-in-time" form, as if a power of action on the occasion rather than a capital asset in reserve. Just-in-time human capital valorizes the expansion of choice, but it depends absolutely on the invisible literacy work consigned to the peripheries of concentrated human capital. In an economy wherein peoples' attention begins to eclipse information as a primary commodity, a small number of choices appear with an immensely magnified intensity while most others disappear entirely. As Literacy Work in the Reign of Human Capital deftly illustrates, the concentration of human labor in the digital age reinforces and extends a class division of winners on the inside of technological innovation and losers everywhere else.

Since the 1980s there has been considerable discussion of the "vocationalizing" of universities in the U.S. Critics see a narrowing of focus to career objectives at the expense of a more broad-based humanities education and the citizenship training necessary to a democracy. There has been much less discussion, however, of the reform initiatives intended to change actual vocational education programs. In its beginnings early in the 20th century vocational education was designed to train a working class for massive industrialization. Influential figures like Charles Prosser insisted on a rigid separation between vocational and academic training. Students were to be taught limited and very job-specific skills. The reforms of the 1980s and 1990s in contrast were directed not only at making vocational training more "academic" in content, but also at transforming the psychology of student expectations toward the idea of middle class careers. This book argues that the complexities of vocational education reform can explain a great deal about how universities have changed. Rather than those paradise lost narratives that target training for jobs as the original sin, the argument is that both vocational education and university education must be understood within a larger context of class formation and structure. The reshaping of class processes signaled by vocational education reform initiatives has altered relations throughout the broad range of postsecondary education institutions, from technical schools to research universities. Thus it becomes especially important for those of us teaching in the humanities to understand significant structural shifts that affect our fields. As continuallydwindling cultural capital fails to sustain fields like literary study, the role of the humanities becomes increasingly managerial. Humanities faculty are positioned to manage, assess, and ultimately attempt to contain the often contradictory effects imposed by the educational production of labor in the terms required by class formation.

This innovative approach to consumer culture places less emphasis on ideological representations and resistances to ideology than on the educative powers of mass culture and the way that social position is determined through the politics of consumer culture. Thus the wide-ranging material studied includes such 'odd' and peripheral fields as car maintenance literature, and more familiar forms, such as television programming.