Gwyneth L. Moody and Peter G. Hartel
Few US universities choose an environmental literacy requirement (ELR) as a method to increase student environmental literacy. Even fewer universities have evaluated their ELRs…
Abstract
Purpose
Few US universities choose an environmental literacy requirement (ELR) as a method to increase student environmental literacy. Even fewer universities have evaluated their ELRs. The paper aims to assess the ELR at the University of Georgia (UGA) in Fall 2005 and Spring 2006 semesters.
Design/methodology/approach
A total of 7,268 of the 13,740 students (53 percent) currently taking an ELR course and the 86 of 100 faculty teaching ELR courses were surveyed with a voluntary questionnaire on their awareness, support, and satisfaction for the requirement. The assessment involved 58 courses with 120 sections.
Findings
Although a majority of faculty (87 percent) was aware of the ELR, a majority of students (68 percent) was not. In spite of their awareness, most faculty (81 percent) did not know the specifics of the two ELR criteria. Both a majority of faculty (89 percent) and students (84 percent) supported the idea of an ELR. The ELR increased student knowledge (76 percent) and concern (65 percent) about environmental issues and changed some students’ behavior (26 percent). A majority of students (86 percent) and faculty (74 percent) were also satisfied with the ELR criteria and that the course they were taking (66 percent) or teaching (82 percent) satisfied the ELR. Most students (74 percent) thought that they were environmentally literate before taking an ELR course, although almost a majority of faculty (49 percent) thought students were environmentally illiterate.
Research limitations/implications
The evaluation showed widespread support and satisfaction with the requirement, but strong leadership, publicity, and continuous evaluation is needed to improve the requirement.
Originality/value
The UGA's ELR could serve as a model for other institutions.
Details
Keywords
Neal M. Ashkanasy, Ashlea C. Troth, Sandra A. Lawrence and Peter J. Jordan
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…
Abstract
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.
Details
Keywords
Oluremi B. Ayoko, Victor J. Callan and Charmine E.J. Härtel
Using a multi‐method approach, this paper presents both a qualitative and quantitative examination of workplace conflict, the emotional reactions to bullying and counterproductive…
Abstract
Using a multi‐method approach, this paper presents both a qualitative and quantitative examination of workplace conflict, the emotional reactions to bullying and counterproductive behaviors. Three studies were undertaken for the present research. Data for Study 1 emerged from semi‐structured interviews conducted with 50 group leaders and members from six workgroups in two large organizations. Interviews were transcribed and analyzed using systematic interpretative techniques. Findings from Study 1 showed that conflict induced a variety of emotional and behavioral responses. Data from Study 2 were collected from 660 employees from 7 public sector organizations using a structured open‐ended survey. Results from Study 2 revealed that the majority of respondents perceived their managers as bullies. Study 3 surveyed 510 staff in 122 workgroups from five organizations. Regression analysis revealed that differing conflict events were associated with bullying, emotional reactions and counterproductive behaviors. In particular, prolonged conflict increased incidents of bullying. Higher levels of bullying were predictive of workplace counterproductive behaviors such as purposely wasting company material and supplies, purposely doing one's work incorrectly and purposely damaging a valuable piece of property belonging to the employer.
On the invitation of the Editor I am publishing in the JOURNAL OF DOCUMENTATION a selection of lists of music publishers' numbers, with an indication of the date of issue of their…
Abstract
On the invitation of the Editor I am publishing in the JOURNAL OF DOCUMENTATION a selection of lists of music publishers' numbers, with an indication of the date of issue of their publications so numbered.
Neal M. Ashkanasy, Ashlea C. Troth and Ronald H. Humphrey
In this chapter, we outline the background to the present volume, including the history of the Emonet group and the origins of the book series. We argue that the volume subtitle…
Abstract
Purpose
In this chapter, we outline the background to the present volume, including the history of the Emonet group and the origins of the book series. We argue that the volume subtitle “A coat of many colors” reflects the diversity of approaches to studying emotion in organizational settings. We then provide a summary of the 11 contributor chapters in the volume, which illustrates the wide range of emotion-related topics covered in the volume.
Study Design/Methodology/Approach
This chapter provides an overview of the chapters in the volume, and gives a brief summary of each chapter, explaining how each fits into the overall theme of the volume and listing the key contribution of each chapter.
Findings
The introduction concludes with a summary of main findings of the chapters, and how they shape the future of the field, concluding that, since emotion-related topics nowadays are so integrated into the mainstream literature in organizational behavior and organization theory, maybe there is no longer a need to address emotions as a stand-alone topic.
Origin/Value
The chapters in this volume address a wide range of emotion-related topics in the fields of organizational behavior and organization theory and point to the future of research in this field.
Details
Keywords
Sandra A. Lawrence, Ashlea C. Troth, Peter J. Jordan and Amy L. Collins
Research in industrial and organizational psychology demonstrates that the regulation of negative emotions in response to both organizational stressors and interpersonal workplace…
Abstract
Research in industrial and organizational psychology demonstrates that the regulation of negative emotions in response to both organizational stressors and interpersonal workplace interactions can result in functional and dysfunctional outcomes (Côté, 2005; Diefendorff, Richard, & Yang, 2008). Research on the regulation of negative emotions has additionally been conducted in social psychology, developmental psychology, neuropsychology, health psychology, and clinical psychology. A close reading of this broader literature, however, reveals that the conceptualization and use of the term “emotion regulation” varies within each research field as well as across these fields. The main focus of our chapter is to make sense of the term “emotion regulation” in the workplace by considering its use across a broad range of psychology disciplines. We then develop an overarching theoretical framework using disambiguating terminology to highlight what we argue are the important constructs involved in the process of intrapersonal emotion generation, emotional experience regulation, and emotional expression regulation in the workplace (e.g., emotional intelligence, emotion regulation strategies, emotion expression displays). We anticipate this chapter will enable researchers and industrial and organizational psychologists to identify the conditions under which functional regulation outcomes are more likely to occur and then build interventions around these findings.
Neal M Ashkanasy, Claire E Ashton-James and Peter J Jordan
We review the literature on stress in organizational settings and, based on a model of job insecurity and emotional intelligence by Jordan, Ashkanasy and Härtel (2002), present a…
Abstract
We review the literature on stress in organizational settings and, based on a model of job insecurity and emotional intelligence by Jordan, Ashkanasy and Härtel (2002), present a new model where affective responses associated with stress mediate the impact of workplace stressors on individual and organizational performance outcomes. Consistent with Jordan et al., emotional intelligence is a key moderating variable. In our model, however, the components of emotional intelligence are incorporated into the process of stress appraisal and coping. The chapter concludes with a discussion of the implications of these theoretical developments for understanding emotional and behavioral responses to workplace.
Moïra Mikolajczak, Véronique Tran, Céleste M. Brotheridge and James J. Gross
Because our emotions are crucial determinants of how well we function in our personal and professional lives, researchers from different perspectives have sought to understand how…
Abstract
Because our emotions are crucial determinants of how well we function in our personal and professional lives, researchers from different perspectives have sought to understand how emotions can be best managed for optimal functioning. In this chapter, we focus on two research traditions that have examined this issue, the emotion regulation (ER) tradition and the emotional labor (EL) tradition. This effort is predicated on the belief that a more fundamental research tradition such as ER can inform and complement a more applied research tradition such as EL, first by extending our understanding of the various processes by which employees deal with their emotions, and second, by permitting a more accurate prediction of the consequences of these emotions. A case is presented that discriminating more finely between the various emotion management strategies may help to resolve some of the paradoxical findings observed in the EL literature.