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The purpose of this study is to test how individuals’ emotion reactions (fear vs anger) to expressed anger influence their intended conflict management styles. It investigates two interventions for managing their reactions: hot vs cold processing and enhancing conflict self-efficacy.

Hypotheses were tested in two experiments using an online simulation. After receiving an angry or a neutral message from a coworker, participants either completed a cognitive processing task (E1) or a conflict self-efficacy task (E2), and then self-reported their emotions, behavioral activation/inhibition and intended conflict management styles.

Fear is associated with enhanced behavioral inhibition, which results in greater intentions to avoid and oblige and lower intentions to dominate. Anger is associated with enhanced behavioral activation, which results in greater intentions to integrate and dominate, as well as lower intentions to avoid and oblige. Cold (vs hot) processing does not reduce fear or reciprocal anger but increasing individuals’ conflict self-efficacy does.

The studies measured intended reactions rather than behavior. The hot/cold manipulation effect was small, potentially limiting its ability to diminish emotional responses.

These results suggest that increasing employees’ conflict self-efficacy can be an effective intervention for helping them manage the natural fear and reciprocal anger responses when confronted by others expressing anger.

Enhancing self-efficacy beliefs is more effective than cold processing (stepping back) for managing others’ anger expressions. By reducing fear, enhanced self-efficacy diminishes unproductive responses (avoiding, obliging) to a conflict.

The health workforce of the 21st century has enormous challenges; health professionals need to be both experts in their field and equipped with leadership and managerial skills. These skills are not part of the regular curriculum, so specific programs bridging this gap are required. Since 2001, FAIMER®, with eight centers across the globe, has worked to create health professions education leaders through transformational learning experiences, developing a global community of practice encompassing over 40 countries. We describe the design, implementation, evaluation, and evolution of the leadership and management curriculum component of the global Institute over 15 years. The curriculum is developed and updated through practices that keep faculty and fellows connected, aligned, and learning together. The article highlights the unique features, challenges faced, and sustainability issues. With a robust mixed methods evaluation, there are substantial reasons to believe that the model works, is adaptable and replicable to meet local needs. The program is playing an important role of answering the call for training positive, strengths-based, collaborative leaders who are socially accountable and embrace the challenges for high quality equitable health care around the globe

This paper proposes that those who study diversity conflict recognize the distinction between first‐order diversity conflict and second‐order diversity conflict. The former refers to discrimination, while the latter refers to disputes over remedies designed to eliminate discrimination. First‐order disputes affect subordinant group members most strongly in the organization, are morally unambiguous for most, and are organized around set organizational and societal procedures. Second‐order disputes involve dominant as well as subordinant group members (so that more people are affected), are more morally ambiguous, and lack set procedures for dealing with them. As a result, second‐order disputes tend to remain hidden, despite being wide‐spread, resulting in autistic hostility. The presence of second‐order conflict may undermine efforts to resolve first‐order disputes, and lead to escalation of conflict between people from different identity groups. Recognizing this distinction is critical for understanding the dynamics of diversity conflicts.

Conflict styles are typically seen as a response to particular situations. By contrast, we argue that individual conflict styles may shape an employee's social environment, affecting the level of ongoing conflict and thus his or her experience of stress. Using data from a hospital‐affiliated clinical department, we find that those who use a more integrative style experience lower levels of task conflict, reducing relationship conflict, which reduces stress. Those who use a more dominating or avoiding style experience higher levels of task conflict, increasing relationship conflict and stress. We conclude that an employee's work environment is, in part, of his or her own making.

This study investigates the impact of conflict style as a coping strategy in response to role conflict. Recent research has begun to examine workplace uncertainty as a mediator in the role stress process. Using this overall framework, we developed and tested hypotheses regarding the effect of conflict style activeness on the link between role conflict and uncertainty. Results supported the mediating role of uncertainty in the role stress process, thus replicating previous research. Additionally, the results showed that exhibiting a more active approach to conflict management decreased the negative impact of role conflict on uncertainty. These findings suggest that individuals may be able to reduce the negative individual impact of role conflict in their environment by adopting positive behavioral styles while avoiding negative ones.

This article contains two brief cases about health‐care disputes, designed for executive education audiences who work in health care. One case is a dispute between a doctor and a hospital administrator over authority to control nursing assignments. The other case is about doctors competing for access to operating room space. These cases are used to discuss underlying causes of the disputes and participants' strategies for managing these disputes. The teaching note focuses on using the power, rights, and interests model from Ury, Brett, and Goldberg (1988) as a way to organize the discussion.

Voluntary employee turnover can be a challenge for all industries but high employee turnover has been a special concern in the hospitality industry, which is the context of this paper. The purpose of this paper is to incorporate a “trickle-down” perspective into the conventional research on turnover intention and satisfaction with supervision. The authors assess whether mid-level managers’ satisfaction with senior managers’ supervision is related positively to line employees’ satisfaction with mid-level managers’ supervision and, in turn, line employees’ turnover intentions. Further, the authors examine whether the strength of this “trickle-down” effect is affected by the middle managers’ gender.

The authors tested our theoretical argument using a sample of 1,527 full-time employees in 267 different departments at 94 hotels in the USA and Canada. Hierarchical linear modeling was employed to analyze the data.

The authors found a trickle-down effect of satisfaction with supervision, as predicted, and the effect was stronger for female than male middle managers. These findings open new avenues for addressing turnover issues for organizations and managers.

This study extends the line of research on leadership and turnover in three ways. First, it shows how senior managers, who have no direct contact with line employees, can affect turnover intentions of line employees. Second, this research helps the authors know where to target efforts at intervention; by connecting middle managers’ satisfaction with supervision with employees’ turnover intentions, the authors know to target interventions to reduce turnover not just at line employees and supervisors but also at senior-level managers as well. Third, this study sheds light on the ongoing debate over “female advantage” in leadership (Eagly and Carli, 2003a, b; Vecchio, 2002, 2003) by examining not just how women are treated, but how their experience may reshape managerial dynamics.

Type A behavior pattern (TABP) is a constellation of behaviors which, when present in an individual, can lead to the deadly disease called coronary heart disease. TABP is mostly found in highly industrialized countries, especially among individuals engaged in competitive vocations. The most vulnerable groups are executives, entrepreneurs and persons leading very busy life schedules. It is reported that more than half of the North American population is type A. In Europe, TABP is on the increase. In the rest of the world, however, research evidence is scanty in understanding the existence of type A behavior. This study explores the existence of type A behavior among executives in India and explores the connection between executive performance and type A behavior. A total of 132 bank managers of a leading commercial bank participated in the study. Results indicated that a large majority of the managers possessed type A behavior and that the highest performers among them were the ones possessing the most marked TABP.

In previous experiments where negotiators' fairness judgments have been found to be egocentrically biased, it is possible that the observed bias was caused largely by selective encoding of the background information given to negotiators. The extent to which egocentric fairness judgments were caused by selective encoding, however, cannot be determined from those experiments. In the present study, we tested for the effects of selective encoding by varying the point in time that negotiators learned their role in a simulated wage dispute. Results indicated that, while judgments of a fair settlement point were the most egocentric under conditions that allowed for selective encoding, these conditions were not necessary for the bias to occur; there was a significant degree of egocentric bias even when there was no possibility of selective encoding. Implications of these results for both research and practice are discussed.

With the increased emphasis on emotions in negotiation, an exercise is presented which can be used with a simulated negotiation to develop emotional skills. Linking research on the role of emotions in negotiation to emotional intelligence, we propose a set of activities to develop greater awareness, understanding, and ability to manage emotions while negotiating. The teaching note explains how to use two worksheets, one before and one during the simulation. Headings on the worksheets correspond to levels of emotional intelligence. Suggestions for debriefing along with supporting literature are provided.