Search results

The overall goal of science is to build a valid and reliable body of knowledge about the functioning of the world and how applying that knowledge can change it. As personnel and human resources management researchers, we aim to contribute to the respective bodies of knowledge to provide both employers and employees with a workable foundation to help with those problems they are confronted with. However, what research on research has consistently demonstrated is that the scientific endeavor possesses existential issues including a substantial lack of (a) solid theory, (b) replicability, (c) reproducibility, (d) proper and generalizable samples, (e) sufficient quality control (i.e., peer review), (f) robust and trustworthy statistical results, (g) availability of research, and (h) sufficient practical implications. In this chapter, we first sing a song of sorrow regarding the current state of the social sciences in general and personnel and human resources management specifically. Then, we investigate potential grievances that might have led to it (i.e., questionable research practices, misplaced incentives), only to end with a verse of hope by outlining an avenue for betterment (i.e., open science and policy changes at multiple levels).

Organizational behavior scholars have long recognized the importance of a variety of emotion-related phenomena in everyday work life. Indeed, after three decades, the span of research on emotions in the workplace encompasses a wide variety of affective variables such as emotional climate, emotional labor, emotion regulation, positive and negative affect, empathy, and more recently, specific emotions. Emotions operate in complex ways across multiple levels of analysis (i.e., within-person, between-person, interpersonal, group, and organizational) to exert influence on work behavior and outcomes, but their linkages to human resource management (HRM) policies and practices have not always been explicit or well understood. This chapter offers a review and integration of the bourgeoning research on discrete positive and negative emotions, offering insights about why these emotions are relevant to HRM policies and practices. We review some of the dominant theories that have emerged out of functionalist perspectives on emotions, connecting these to a strategic HRM framework. We then define and describe four discrete positive and negative emotions (fear, pride, guilt, and interest) highlighting how they relate to five HRM practices: (1) selection, (2) training/learning, (3) performance management, (4) incentives/rewards, and (5) employee voice. Following this, we discuss the emotion perception and regulation implications of these and other discrete emotions for leaders and HRM managers. We conclude with some challenges associated with understanding discrete emotions in organizations as well as some opportunities and future directions for improving our appreciation and understanding of the role of discrete emotional experiences in HRM.

Stress and the military go hand-in-hand, particularly in combat environments. While some personality traits or types weaken relationships between stress and performance, others, such as psychopathy, may strengthen them. In the present chapter, we consider the ramifications of individuals with high levels of psychopathy or psychopathic tendencies in the military with regard to both their own stress and performance and that of those around them. We discuss different reactions to psychological and physical stress, as well as the implications of psychopathic tendencies as they relate to current military issues, including gender, leadership, teamwork, turnover, post-traumatic stress disorder, and suicide. By juxtaposing relevant research findings on stress and psychopathy, we conclude that psychopathic tendencies should have neither uniformly negative nor positive effects on stress and performance in the military. Rather, effects on such individuals and the peripheral others with whom they interact will likely vary greatly depending on numerous factors.

Many youth-serving organizations refer to social and emotional learning (SEL) as a process through which adults and young people develop the critical knowledge and skills one needs to be successful in school, work, and personal life (e.g., Collaborative for Academic, Social, and Emotional Learning – CASEL, 2020). SEL is a learning process and – as evidence from the science of learning and development would suggest – one that happens everywhere, both in and out of school. The science also suggests that young people and adults learn best in safe and supportive environments that are identity-safe and filled with developmentally rich relationships (Science of Learning and Development Alliance, n.d.). These finds highlight the importance of meaningful, intentional, and inclusive SEL practice that is grounded in equity and cultural competence. This has historically been the approach out-of-school time (OST) educators have taken to expanding learning opportunities for young people and these practices continue to evolve as the OST field moves toward more intentional SEL practice. OST practitioners are looking to the evidence, many of whom are doing so by partnering with researchers to reexamine and bolster their SEL practices. In this chapter, we explore why and how researcher–practitioner partnerships can foster equitable SEL in OST.

This study seeks to examine how follower’s emotional intelligence influences their emotional reactions to leadership.

Data were collected at two points in time. First, I assessed the emotional intelligence of 157 participants in a laboratory setting. Then, a few weeks later, an experiment manipulating leadership behavior was conducted with same participants. After viewing the leader, the participants’ emotional reactions to their attributions of the leader’s behavior were assessed.

In line with expectations, emotional intelligence was associated with different emotional responses to attributions for the leader’s behavior. Specifically, participants lower on emotional intelligence had more extreme emotional responses to the leader than their more highly emotionally intelligent counterparts.

Although emotional intelligence has received a lot of scholarly attention with regard to predicting performance and leadership emergence, we need to learn more about how it influences emotional responses at work.

If emotional intelligence helps promote less extreme emotional reactions at work, emotional skills should be developed in employees.

This study is the first to examine emotional intelligence as a moderator of emotional reactions to attributions of leadership charisma and intent.

In this chapter we investigate the ownership and control of UK firms using contemporary methods from computational graph theory. Specifically, we analyze a ‘small-world’ model of ownership and control. A small-world is a network whose actors are linked by a short chain of acquaintances (short path lengths), but at the same time have a strongly overlapping circle of friends (high clustering). We simulate a set of corporate worlds using an ensemble of random graphs introduced by Chung and Lu (2002a, 2002b). We find that the corporate governance network structures analyzed here are more clustered (‘clubby’) than would be predicted by the random-graph model. Path lengths, though, are generally not shorter than expected. In addition, we investigate the role of financial institutions: potentially important conduits creating connectivity in corporate networks. We find such institutions give rise to systematically different network topologies.

Considering the substantial upcoming transfer of leadership to younger generations, it is critical to study the unique trait, skill, and behavioral associations of youth leaders. The purpose of this two-phase study was to quantitatively examine the relationship between positive psychological capacities (PsyCap), personality, and empathy with leadership skills in youth. Regression results from both phases revealed cognitive empathy and academic PsyCap as significant predictors of youth leadership life skills. These results follow earlier research that identified trait-based emotional intelligence as a significant predictor of leadership skills in youth. The combined results offer important considerations as leadership scholars and practitioners attempt to accurately predict and plan for the leadership transfer landscape over the next two decades. These combined results also serve as helpful considerations for youth leadership practitioners as program outcomes, learning objectives, and activities targeting the development of cognitive empathy and PsyCap will perhaps allow for more productive youth leadership development efforts and better documentation of their impact.

The analysis of criminality among older offenders is particularly important in the context of the changing age structure of Polish society. The share of older people among the inhabitants of Poland is increasing (from 10% in the 1990s to 17% in 2017), and this trend – as shown in the official statistical data – will remain consistent. It is estimated that by 2050, 33% of Polish society will be over 65 years of age. Doubtless this change will influence crime patterns – in particular the age of offenders and the crime structures. It is already visible in the statistics that within the population of convicted persons, the share of people aged 60+ has been increasing for several years (from 3.1% in 2007 to 4.8% in 2017). But the criminality of the older offenders differs from general crime patterns. Driving while intoxicated is the most common reason for convicting a person above 60.

The aim of this chapter is to present the spectrum of crimes committed by older offenders in Poland. The analysis was based on the findings from the field research conducted by the author. The research covered in-depth analysis of the data retrieved from 353 criminal court cases when the convicted perpetrator was at least 60 years of age at the time of offending. The data was used to analyse patterns of offending in older age, the types of crimes committed by older perpetrators and their circumstances, and the portrait of the victims of those offences. In addition, the author focused on the problem of appearance of offending in the life course of older offenders.