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We theorize the critical role of angel investors' affective experiences and first impressions in the context of entrepreneurial finance. We develop a model and propositions to illustrate why angel investors make the decision to continue screening, thus explaining why certain investment proposals make it, while others do not.

Drawing on affective events theory and the literature on affective experiences, we theorize how the perceptions of pitches that trigger positive or/and negative physiological arousal, short-lived emotions, and associated thoughts are different, thus allowing us to build new theory of how these different experiences can influence the outcome of the evaluation process in the initial screening stage.

Our model suggests that the initial evaluation unfolds in five stages: perception of an entrepreneurial pitch, physiological arousal, emotions, first impression, and a decision to continue screening. When different manifestations of physiological arousal and subsequent emotions set the tone of first impressions, they can be either a positive, negative, or mixed experience. While positive and mixed first impression can lead to selection, negative first impression can lead to rejection.

We illustrate what is of value for angel investors when they look for new investments, and why certain entrepreneurial pitches lead to the decision to continue screening, while others do not. We propose that what angel investors feel is particularly important in situations where they are not yet making the ultimate decision to invest money but are involved in decisions about whether to continue to spend time to investigate the investment proposal.

This study aims to contribute novel insights into understanding and mitigating the harmful consequences of abusive supervision (AS) by examining the association between AS experiences, revenge, forgiveness, and the moderating role of emotional intelligence (EI). The key argument is that employees' EI can influence the AS experience through affective processes, countering supervisors' abusive behaviors.

A between-person scenario-based experiment was conducted with 366 participants divided into AS and control groups. The study explored the association between AS experience and revenge/forgiveness, mediated by core affect (valence and activation). EI abilities were measured as a moderator. Data analysis examined the relationships and interactions among AS, revenge/forgiveness, EI, and affective experiences.

The study reveals significant findings indicating that AS experiences were positively associated with revenge and negatively associated with forgiveness. The mediation analysis confirmed the role of core affect in these relationships. EI emerged as a moderator, shaping the association between AS experiences and revenge/forgiveness. Importantly, participants with higher EI exhibited lower revenge intentions, demonstrating the potential of EI to mitigate the adverse effects of AS. Unexpectedly, individuals with high EI also expressed fewer forgiveness intentions.

This study provides a comprehensive understanding of how employees can effectively counterbalance the impact of AS through higher levels of strategic EI. Examining core affect as a mediator offers novel insights into coping mechanisms in response to AS experiences and their consequences.

The study acknowledges several limitations, as the scenarios may only partially capture the complexities of real-life AS situations. The focus on a specific context and the sample characteristics limit the generalizability of the findings. Future research should explore diverse organizational contexts and employ longitudinal designs.

The findings have practical implications for organizations as enhancing employees' EI skills through training programs interventions and integrating EI into organizational culture and leadership conduct.

The existing literature on abusive supervision, defined as a perception by subordinates that their supervisor displays hostility toward them (but falling short of physical abuse), is deficient insofar as it fails to account for workgroup differences in employees' perceptions of abusive supervision. We therefore sought to study such differences, which refer to as “abusive supervision dispersion (ASD).”

We interviewed 40 employees from a variety of organizations in Australia, focusing on the role of affective events in ASD dynamics, with a view to understanding how this phenomenon relates to individual and team processes.

We found that ASD stimulates employees to harbor negative emotions and resentment toward their supervisor, causing them to perceive even positive events negatively. We found further that, while low ASD facilitates team-member exchange by forcing abused members to band together resulting in low team conflict, high dispersion facilitates formation of subgroups and high team conflict.

These findings illuminate the paradoxical nature of ASD and suggest that employees experience dispersion through three paradoxes: (1) dispersion paradox, (2) resentment paradox, and (3) team paradox. Overall, these findings suggest that subordinates' perceptions of high ASD are associated with detrimental impacts on team performance.

This chapter proposes a conceptualization of joyful leadership as a unique leadership style and identifies a future research agenda to further explore the concept. While the concept of joyful leadership appears repeatedly in the nonacademic literature, including in blogs, vlogs, and podcasts, there is limited reference to joyful leadership in the academic literature highlighting a lack of academic rigor around the concept. Joyful leadership is proposed as a unique leadership style with specific patterns of behavior demonstrated by the leader. This research draws on understandings of emotion, positive affect, and leadership in the academic literature to develop a conceptualization of joyful leadership.

The proposed conceptualization is based on an extensive literature review drawing from both the leadership field and the study of emotions including various theoretical perspectives from these diverse fields.

Based on discrete emotion theory a conceptualization of joyful leadership as a unique leadership style is presented, identifying key patterns of behavior associated with joyful leadership including discrete autonomic patterns, actions, nonverbal signals, and identified feelings.

This research outlines a conceptual model to provide an understanding of the concept of joyful leadership as a unique leadership style. It draws on the current study of emotion, positive affect, and leadership and more specifically examines the concept of joyful leadership aligned to discrete emotion theory. This particular theory of emotion, when examined in relation to leadership, provides a basis for the concept of joyful leadership as a leadership style and the basis for its proposed characteristics and outcomes.

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.

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.

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.

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.

Personalised statements from CEOs can be used as a tool to protect reputation in corporate crises. However, it needs to be considered that CEOs have different personalities. The present chapter, therefore, examines the effects of social distance of a CEO in combination with crisis communication strategies in corporate crises. This is illustrated by means of an experimental study with a 2 × 2 between-subjects design (factor 1: close vs. far social distance of the CEO; factor 2: deny vs. rebuild crisis communication strategy). The results indicate that in preventable crises, a close social distance of the CEO is beneficial for the CEO’s image as well as the image of the organisation because it promotes empathy and motivated assessment. Empathy towards the CEO remains unaffected by the communication strategy. The effect of the social distance on the motivated assessment occurs, however, only with a deny strategy. If an apology is pronounced, there is no difference whether an approachable or a distant CEO is speaking. The study discussed in this chapter is among the first to take empathy and motivated reasoning into account when analysing the effects of privatisation on CEO image and organisational image.

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.