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There is a tendency for opposing partisans to ideological disputes to imagine that their opponents are extremist, biased, and in diametric opposition to themselves. The current investigation examined the role of these imagined ideological differences in face‐to‐face negotiations. Experiment 1 examined the problems that develop when negotiators attend to irrelevant ideological differences. Dyads who were made aware of political differences, even imagined ones (i.e., their political views were actually similar), required more time to allocate hypothetical funds and perceived their partner less favorably than did dyads who were unaware of their political differences. Experiments 2 and 3 tested the hypothesis that ideological opponents who acquire accurate information about their counterpart's beliefs (thus reducing the effects of imagined ideological differences) will have more successful negotiations. Opposing partisans to abortion (Experiment 2) and the death penalty (Experiment 3) reached more comprehensive, integrative agreements and perceived each other more favorably when they disclosed their own views to each other before negotiating. The relevance of these findings to other mediation techniques and real world conflicts was discussed.

This chapter aims to provide a comprehensive overview of the ways in which emotions, emotional regulation and emotional labour are treated by various theoretical perspectives that influence the work of school-level leaders. Notions of professionalism and the scientific/rationalist roots of administrative theory (e.g., Taylor, 1911) relegated emotions and other subjective leadership qualities to the sidelines of the seminal debates in the educational administration field. That has changed since the turn of the twenty-first century as scholars have begun to acknowledge that the very nature of school-level leadership involves emotional components and success as a school-level leader demands effective emotional regulation. The chapter includes an evidence-based analysis of the role(s) that emotions, emotional regulation and emotional labour play in school-level leaders' work. I also discuss two broad categories of theoretical perspectives surrounding the emotional aspects of school-level leadership. The first primarily considers how school-level leaders personally experience emotional phenomenon in schools, while the second prioritizes how socio-contextual elements that influence their emotional experiences in the workplace. I conclude the chapter by discussing how school-level leaders manage emotions they experience as part of their job is an important piece missing from the models and frameworks.

Building trust and living interpersonal trust are crucial corporate executive virtues that are needed today. Once you have developed and solidified a high level of genuine interpersonal trust with all your stakeholders, especially customers, suppliers, and employees, then you are on the right path of managing and transforming your company. A high level of interpersonal trust between all stakeholders and corporates in a business situation will break down communication barriers, foster serious conversation and sharing of ideas, and will eliminate corporate transactional anxieties of fear, mistrust, guilt, rigidity, blame, and resentment. When stakeholders trust you and you trust them, then you speak freely, they speak freely, and your mutual sustained transparency is a gateway to survival, revival, and sustained corporate recovery and transformation, and steady growth and prosperity. Conversely, when there is low trust, high mistrust, and high distrust among stakeholders in a business situation, communications and conversations are stressed and fragmented, teamwork and team spirit are very low, and the company is heading toward its ruin and extermination. Such is the crucial role of interpersonal trust in business. This chapter explores the crucial phenomenon of corporate interpersonal trust. We review various cases, models, concepts, definitions, and theories of trust from the management literature in general, and from the marketing field in particular, to derive psychological, behavioral, ethical, and moral principles of corporate trust, trusting relations, and trusting strategies.

This chapter explores the meanings that human service workers employed in the airline industry and in higher education give to workplace fear, the ways it is expressed, and perceptions of its consequences. The findings reveal that fear is not a wholly “negative” emotion, as it can contribute to the achievement of desirable outcomes when openly expressed, suggesting that simplistic evaluations of discrete emotions (i.e. positive or negative) and prescriptive organizational norms of emotional expression may block positive as well as negative outcomes (organizationally and personally). This chapter concludes that permitting a greater range of emotional displays at work could significantly improve workers’ wellbeing and the effectiveness of their organizations.

This chapter explores how Cypriot lecturers perceive and experience fear while being at work. Drawing on the lens of interpretive inquiry, data were collected through interviews with 19 lecturers. Analysis focused on experiences of workplace fear offering rich insights into characteristics of fear, eliciting events, and coping ways. Findings help to unveil the specific events that lead to fear in the Cypriot universities, and the ways lecturers manage their fearful experiences. The study contributes to the study of discrete emotions, by empirically examining fear’s own storyline through the workers’ own perspectives, within a specific context.

As a complex social emotion, awe includes both positive emotion and negative emotion. But few studies have explored the downstream effects and psychological mechanisms of two different types of awe. As a self-transcendence emotion, awe will arouse the small self, that is, reduce self-awareness. In the era of the sharing economy, the obstacle to sharing is the strong self-awareness that consumers have built about their belongings. Therefore, this paper aims to explore how two different types of awe can affect consumers' sharing, especially with different relationships.

This study conducted two experiments to test the effect of awe on consumer sharing of their own products. Study 1 aimed to examine the main effect of different awe on consumer sharing of their product as well as the underlying mechanism. Study 2 aimed to examine the interacting role of tie strength in the effect of awe on consumer product sharing.

Through two empirical tests, the authors have found that, relative to the control group, the sense of awe arouses the feeling of small self and significantly increases the consumers' willingness of sharing. Also, the authors have found that threat-based awe which leads to self-diminishment is more conducive to promoting the sharing of weak ties; on the contrary, the nonthreat-based awe which leads to a feeling of vastness is more conducive to promoting the sharing of strong ties.

This research expands the literature in the field of sharing. While the mainstream sharing a focus on information sharing, this research extends it to product sharing. What is more important is, this research explores how to encourage sharing to weak ties, which contributes to sharing economy.

The authors present nine dimensions to provide structure for the many Futures of Work (FoW). This is done to advance a more sociotechnical and nuanced approach to the FoW, which is too-often articulated as singular and unidimensional. Futurists emphasize they do not predict the future, but rather, build a number of possible futures – in plural – often in the form of scenarios constructed based on key dimensions. Such scenarios help decision-makers consider alternative actions by providing structured frames for careful analyses. It is useful that the dimensions be dichotomous. Here, the authors focus specifically on the futures of knowledge work.

Building from a sustained review of the FoW literature, from a variety of disciplines, this study derives the nine dimensions.

The nine FoW dimensions are: Locus of Place, Locus of Decision-making, Structure of Work, Technologies’ Roles, Work–Life, Worker Expectations, Leadership Model, Firm’s Value Creation and Labor Market Structure. Use of the dimensions is illustrated by constructing sample scenarios.

While FoW is multi-dimensional, most FoW writing has focused on one or two dimensions, often highlighting positive or negative possibilities. Empirical papers, by their nature, are focused on just one dimension that is supported by data. However, future-oriented policy reports tend are more often multi-faceted analyses and serve here as the model for what we present.