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A significant amount of research has examined the relationship between transformational leadership and positive follower outcomes such as organizational citizenship behavior (OCB) and task performance. Building on the social exchange theory and referent cognitions theory, this paper explores the propositions that transformational leadership, OCB and task performance relationship are mediated by leader member exchange (LMX) and distributive justice. The purpose of this paper is to explore the underlying mechanism that has a potential to influence the transformational leadership and follower outcomes relationship. The authors also discuss the implications for management theory and practice.

The primary goal of the research is theory building, so the paper is using a conceptual research design.

The authors find the assumption that the supervisors evaluate the performance of their employees and the performance evaluation has a strong influence on the allocation of rewards to be reasonable. Despite being reasonable, in some circumstances, the rewards allocation maybe dictated by upper management or the HR department; thus, the authors will need to gather a few more details in the survey to address this limitation.

This study presents a research model which emphasizes on the role of LMX and distributive justice in the linkage of transformational leadership and positive work outcomes. More specifically, the authors argue that follower outcomes such as OCB and task performance are a result of not only the high-quality LMX between transformational leaders and followers but also the distributive justice perceptions of followers.

Purpose – We consider the question of when teams are an asset at the negotiating table and when they are a liability.

Methodology – We center our review on three key “empirical truths” about teams. First, teams are better than individuals at solving problems. Second, teams are more self-interested than individuals. Third, teams are trusted less and are less trusting than individuals.

Findings – Teams have an advantage over solo negotiators when there is unshared information and multiple issues on the table. Teams have an advantage in these contexts because of their superior problem-solving abilities. However, teams are more likely than solos to suffer from costly and uncertain legal action due to failures in dispute resolution and earn lower profits than solos in negotiations with a prisoner's dilemma structure. Thus, because teams are more self-interested and less trusted than individuals, they can be a liability in negotiations in which the parties' interests are opposed.

Implications – To the leverage the positive effects of teams in negotiation, it is critical that negotiators determine whether the context is one that allows for coordination and integrative tradeoffs, such as multi-issue deal-making negotiations, versus one that is characterized by noncorrespondent outcomes and incompatible interests, such as disputes and prisoner's dilemma interactions.

Value of the paper – The term “negotiation” has been applied rather broadly to a complex assortment of mixed-motive tasks. Our review indicates that distinguishing among these tasks is paramount to meaningfully address questions of individual versus group performance in negotiation.

Planners and retailers are notoriously bad at understanding each other's needs. Central to the lack of communication between the two sides — certainly as far as the location and number of large‐scale units is concerned — has been the planners' insistence on land use, seen within the context of community needs; and the retailers' insistence on the benefits that superstores and hypermarkets can bring in terms of their impact on the cost of living — in itself by no means an insignificant “community need”. Some progress was made towards removing this somewhat sterile attitude of confrontation at the end of May, when Hampshire County Council and the EDC for the Distributive Trades had the happy notion of organising a conference at Winchester for planners and retailers, to discuss two specific points: are town centres the right place for new shops, and can the small shop survive? Crowds of people turned up and much useful dialogue followed. But no firm conclusions were arrived at — and indeed there seemed to be some major disagreements between retailers themselves. Very little that emerged from the conference would be helpful in planning a national strategy for location, but it was a useful beginning in terms of improving the level of understanding between the two sides. The general consensus seemed to be that further conferences would certainly be a good idea.

This paper considers how knowledge has been organized about museum objects and belongings at the Museum of Anthropology, in what is now known as British Columbia, and proposes the concept of historical or provenance warrant to understand how cataloguing decisions were made and are limited by current museum systems.

Through interviews and archival research, we trace how cataloguing was done at the museum through time and some of the challenges imposed by historical documentation systems.

Reading from the first attempts at standardizing object nomenclatures in the journals of private collectors to the contemporary practices associated with object documentation in the digital age, we posit that historic or provenance warrant is crafted through donor attribution or association, object naming, the concept of geo-cultural location and the imposition of unique identifiers, numbers and direct labels that physically mark belongings.

The ultimate goal and contribution of this research is to understand and describe the systems that structure and organize knowledge, in an effort to repair the history and terminologies moving forward.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This chapter provides a discussion of Roger Slee and Julie Allan’s 2001 article “Excluding the included: A reconsideration of inclusive education” published in International Studies in Sociology of Education. “Excluding the included” is a salient example of the influential work of these two scholars, threads of which can be found throughout their prior and following work, and in the work of other scholars in the area. The importance of the work and its ongoing impact on the field of inclusive education is discussed.

Part of a larger multicase ethnographic research project, this case study examines the experience of transgender youth and their teachers at a school that uses restorative practices as an alternative to school suspension.

The current study focuses on interviews from one transgender student, her teachers, and her administrators.

Taken together, these interviews expose complex mechanisms through which transphobia undermines an ostensibly democratic discipline practice intended to promote social justice. The restorative concept of “accountability” framed staff’s efforts to create a more gender-inclusive school, but this frame inadvertently placed the burden of inclusion largely on the transgender student, as staff expected her to educate peers and teachers and enforce gender inclusive practices.

Restorative practice trainings should be integrated with trainings on inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals.

Existing research examines the impact of zero tolerance policies on transgender students. This study demonstrates that even when alternatives to zero tolerance policies are in place, teachers and administrators easily slip holding transgender youth accountable for their own safety. A school-wide commitment to “inclusion” does not negate the need for educating staff and students about LGBTQ identities and inclusion.