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This research examined the effects of meeting leader behavior on organizational meetings. Two studies investigated whether leader behavior that satisfies the psychological needs of meeting attendees, leads to higher levels of meeting productivity and satisfaction. Study 1 used correlational methods, with regression- based mediation analysis, to assess whether satisfaction of attendee needs mediated the association between leader behavior and attendee ratings of actual meetings in a sample of 110 employees. Study 2 involved an analogue experiment with 158 employees to test the effects of leader behavior on ratings of hypothetical meeting scenarios. The studies provide correlational and experimental evidence for the positive impact of needs-focused behaviors, offering organizational leaders practical solutions for improving meetings.

This study evaluated the effects of brief training in how to lead organizational meetings. The training was based on an attendee-needs-based model of running meetings. Twelve mid-level managers completed the training. The study showed a significant pre to post increase in the number of needs-based behaviors displayed by meeting leaders and in attendee ratings of meeting satisfaction and meeting productivity. The results provide preliminary evidence that the training can lead to positive effects. The results also provide evidence in support of the needs-based model of running organizational meetings.

This study assessed the effectiveness of training leaders in behaviors that satisfy meeting attendees’ psychological needs for autonomy, competence, and relatedness. Three managers who regularly lead meetings with their work- groups participated in the study. The study used a research design of multiple baselines across groups and began with baselines ranging over three to five meetings. Group leaders then received a session of behavioral skills training with a role-play component, followed by post-training assessment over three to five meetings. The final assessment occurred one month later. Leaders reported the number of recommended leader behaviors they used prior to training and at subsequent meetings. Group members anonymously completed ratings of (1) the extent of their psychological need satisfaction, (2) their satisfaction with each meeting, and (3) how productive each meeting was. Meeting leaders showed significantly more use of the recommended behaviors after training than before training. Member ratings indicated a significant increase in need satisfaction, satisfaction with meetings, and meeting productivity after the training of their leader. Significant positive effects remained at a one-month follow-up. The findings show that training leaders in needs-focused behaviors to use in running meetings can be used to satisfy attendee-needs and to improve meeting satisfaction and productivity.

This chapter seeks to help and support online educators in their efforts to improve tomorrow. Specifically, the chapter shares practical strategies and tools that online educators can easily apply, adapt, and/or personalize in order to help promote a mindfully multicultural classroom in their online classrooms and programs. The chapter includes a wide range of actionable tools and exercises to help online instructors optimize the learning experience for all students by building upon the unique strengths and diverse cultural backgrounds of all students in their online classrooms. The strategies help instructors leverage diversity as a means to promote equity and social justice in online programs and, ultimately, the world as a whole. The chapter relies upon Gollnick and Chinn’s (2017) six beliefs that are fundamental to multicultural education and presents strategies from two perspectives or lenses (student-focused and faculty-focused). Approaching the issue from a dual-sided lens is intended to best support the ultimate goal of improving the student learning experience. Emphasis is placed on both public and private interactions between faculty and students. Public interactions include all discussion board and announcement communications. Public interactions also include resources that are shared in the online classroom for all students’ benefit.

The purpose of this study is to demonstrate how the values in action (VIA) character strengths model can be applied as a resource to support people in addiction recovery. The purpose of this is to appreciate the positive outcomes seen in other areas of research, applied to addiction recovery. To achieve this, a character strengths intervention has been designed and delivered as a case study. The objective of the intervention is to identify some of the strengths described by an individual in their account of recovery, ascertain their signature strengths through validated assessment and, based on the exploration of this information, support the individual in a reflective exercise to consider how their character strengths have positively affected their recovery to date and the effect this new knowledge could have on their ongoing recovery.

The VIA character strengths model has identified 24 positive qualities that are present in the human condition. In this case study, the VIA model is used to identify strengths from a first-hand account of the recovery process; the VIA character strengths survey is used to ascertain the signature strengths of the participant who is also the author of the account. Information from the strengths identification and VIA survey is explored, and a follow-up e-interview is conducted using questions designed to encourage the participant to reflect on the use of strengths in their present and ongoing recovery.

This case study shows that the VIA model of character strengths can be applied in addiction recovery to help people appreciate how they have used their character strengths in the recovery process, what their signature strengths are and how they can be used with good effect to improve their well-being and future recovery.

In this work, a new broad-spectrum approach using the VIA model of character strengths has been proposed to help people in addiction recovery use their own resources to improve their function, well-being and thus recovery.

Scholars and practitioners in the OB literature nowadays appreciate that emotions and emotional regulation constitute an inseparable part of work life, but the HRM literature has lagged in addressing the emotional dimensions of life at work. In this chapter therefore, beginning with a multi-level perspective taken from the OB literature, we introduce the roles played by emotions and emotional regulation in the workplace and discuss their implications for HRM. We do so by considering five levels of analysis: (1) within-person temporal variations, (2) between persons (individual differences), (3) interpersonal processes; (4) groups and teams, and (5) the organization as a whole. We focus especially on processes of emotional regulation in both self and others, including discussion of emotional labor and emotional intelligence. In the opening sections of the chapter, we discuss the nature of emotions and emotional regulation from an OB perspective by introducing the five-level model, and explaining in particular how emotions and emotional regulation play a role at each of the levels. We then apply these ideas to four major domains of concern to HR managers: (1) recruitment, selection, and socialization; (2) performance management; (3) training and development; and (4) compensation and benefits. In concluding, we stress the interconnectedness of emotions and emotional regulation across the five levels of the model, arguing that emotions and emotional regulation at each level can influence effects at other levels, ultimately culminating in the organization’s affective climate.

Purpose: In this summative article the volume editors discuss some of the “antidotes” to negative emotions that the authors in this volume have set out. Design: The summary is arranged in five sections: (1) Negative emotions as learning opportunities; (2) attributions and cognitive reframing; (3) importance of emotional intelligence; (4) leader empathy and organizational support; and (5) benefits of solving negative employee emotions. Findings: Despite the pervasiveness of negative emotions and experiences in organizations, they can lead to positive outcomes if handled appropriately. Research Implications: The contributions to this volume focus on a wide variety of important but underresearched topics in emotions and affect; and contain many original solutions to dealing with such emotions that may ultimately prove beneficial to organizations. Practical Implications: Organizations that are good at helping their employees cope with negative emotions have a competitive advantage in improving their employees' job performance and organizational commitment. Social Implications: The negative emotions examined in the articles presented in this volume have an impact on employee well-being. Thus, coping with these emotions is crucial to society. Originality/Value: The articles in this volume provide a variety of original solutions to what some might see as an “epidemic”’ of negativity in organizations.

Teams in organizations have weekly – or even daily – meetings to exchange information, generate ideas, solve problems, and make decisions. Yet, many team meetings are described as ineffective by the participants, due to either their design or dysfunctional communication practices within the meeting. To gain new insights into addressing these issues, this chapter goes back deep in history and discusses the origins and functions of group meetings. Building upon evolutionary theories of human behavior, the authors examine the evolutionary significance of meetings and the ways in which they were adaptive for our human ancestors. Drawing from this evolutionary perspective, we then compare meetings in ancestral times with their modern-day counterparts. Using evidence from (a) ethnographic studies of small-scale societies that model ancestral group life and (b) organizational and team science, we contrast the typical workplace meeting with its ancient counterpart. In this review of ancient and modern meetings, we identify meeting characteristics that have been maintained through time as well as those that are unique/new in the modern time. In doing so, we inspect to what extent meeting practices in ancestral environments are aligned or at odds with meeting practices in contemporary organizations (the notion of mismatch). From these similarities and differences, we derive novel theoretical insights for the study of workplace meetings as well as suggestions for improving contemporary meeting practice. We also include a series of testable propositions that can inform future research on team meetings in organizations.

This study examined the relationships between emotional intelligence, locus of control, and mental boundaries. Three hundred and eighty-two county employees were sampled using a cross-sectional survey design. The results indicated internal locus of control and thin mental boundaries are positively related to emotional intelligence. A hierarchical regression revealed that internal locus of control and thin mental boundaries together explained 18% of the variance in emotional intelligence for this population. Implications and future research directions are discussed.