Search results

In this chapter, we aim to investigate the emotional and performance consequences of negative feedback in the workplace and provide an explanation for the varying reactions exhibited by employees.

We adopt a theoretical approach to develop propositions that elucidate the impact of negative feedback on task performance, with a specific focus on the mediating role of emotion regulation. By considering individual differences in task versus relational orientation, we aim to shed light on how these differences influence individuals' responses to negative feedback.

We propose that individuals with a task orientation are more inclined to engage in emotion regulation strategies following negative feedback, leading to improvements in subsequent task performance. Conversely, individuals with a relational orientation tend to internalize negative feedback, impeding their ability to regulate negative emotions and, consequently, hindering task performance enhancement.

Our research contributes to the existing literature by examining the emotional and performance consequences of negative feedback in the workplace. By emphasizing the significance of emotion regulation and individual differences, we provide valuable insights that can inform the management of feedback processes within organizations.

This chapter presents the outcome of a study that examined the phenomena ‘Is Tourism Regulation Catalyst for Abuja Federal Capital Territory (FCT) Nigeria, Hotels Business Performance Innovation?’ Previous studies on this subject area have been largely done around tourism and its impact on hotel business performance and the relationship between tourism regulation and hotel business performance from mostly western perspectives. Hence, this study aims to investigate the direct effect of tourism regulations on hotel business performance in Nigeria. Quantitative survey questionnaires were used to collect data from 176 participants comprising general managers and departmental heads in 22 key Abuja FCT Nigerian hotels. Balanced Scorecard (BSC) developed by Norton and Kaplan was adopted as the study’s theoretical framework. Data collected were analysed using the simple linear regression technique and Statistical Package for the Social Sciences (SPSS) statistical analysis software tool.

The result of the analysis shows that tourism regulation has a significant and positive correlation with Abuja hotel business performances based on the BSC four dimensions of financial, customer, processes and learning and growth. The unique city characteristics of Abuja FCT were also identified as an issue for consideration in future tourism regulation innovation by the regulatory authorities. This study contributes to business performance measurement literature from the Abuja FCT hotels, Nigerian perspective, and sets an agenda for the Nigerian tourism regulators, the Nigeria Tourism Development Corporation (NTDC) charged with diversifying the Nigerian economy revenue through tourism performance innovation. Also, a policy study into city characteristics classification as a way of innovating tourism regulations and hotels business performance is suggested.

In this chapter, I propose a model for how school-level leaders manage their emotions. This model consists of six components. School-level leaders typically have little direct influence over the first component of the model, which are the socio-contextual factors in the schools, school communities and jurisdictions in which they work. A school-level leader's identity, sense of self and their personal characteristics comprise the second component of the model. The third component of the model is a multi-directional arrow demonstrating connections and interactions between the socio-contextual factors and a school-level leader's sense of self. Factors that heighten school-level leaders' emotional experiences in schools are considered as part of the fourth component of this model for school-level leaders' emotional regulation. The fifth component are the emotional regulation strategies school-level leaders use to manage emotions that emerge as part of their workday, while influence of supports and professional learning are considered as part of the sixth component, Finally, the model also accounts for the chain reactions and feedback loops that can occur when an individual utilizes an emotional regulation strategy that is unsuccessful. Those processes produce new emotions that must be regulated using similar, or different, emotional regulation strategy(ies).

The rise of the regulatory state during the Gilded Age was closely associated with the development of institutionalist ideas in American academia. In their analysis of the emergent regulatory environment, institutionalists like John Commons operated with a fundamentally marginalist theory of value and distribution. This engagement is a central explanation for the ultimate ascendancy of neoclassical economics, and the limitations of the regulatory environment that emerged in the Progressive Era. The eventual rise of the Chicago School and its deregulatory ambitions did constitute a rupture, but one achieved without rejecting preceding conceptions of competition and value. The substantial compatibility of the view of markets underlying both the regulatory and deregulatory periods is stressed, casting doubt about the transformative potential of the resurgent regulatory impulse in the New Gilded Age.

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.

This chapter addresses a significant topic in Algeria, namely the issue of Corporate Social Responsibility (CSR), by examining the use of business ethics codes. In recent years, there has been growing interest among companies in implementing practices that can justify their CSR efforts, including the development of corporate business ethics codes. These codes play a crucial role in formalizing the integration of CSR strategies. In Algeria, several companies have adopted business ethics codes; one such example is the companies in the oil and gas sector, the leading oil industry company in Algeria. These companies have implemented a business ethics code to provide justification and guidance for their CSR practices. The main objective of this chapter is to demonstrate the commitment of companies to CSR through the development of their business ethics codes. It presents the results of a comprehensive analysis of the business ethics codes of Algerian companies in the oil and gas sector. The approach involved the development of an analytical framework with various criteria and an objective examination of the business ethics code to yield results that aligned with these criteria. The study concludes that the business ethics codes of these companies serve as sources of internal regulation that primarily address ethical concerns and reflects the existing Algerian regulations at the organizational level.

Healthy and adaptive strategies for regulating emotions and coping with the demands of their jobs can help school-level leaders mitigate the factors and forces heightening the emotional aspects of their work, stave off the negative effects of work intensification and achieve wellness. As with most individuals in most professions, school-level leaders use several different strategies to manage their emotions and cope with the stresses associated with their work. Some of these coping strategies are associated with positive outcomes including situation selection and exercising autonomy over their workday, talking to colleagues, reappraisal, humour, controlled breathing, exercise and engaging in hobbies outside of work. However, even the most experienced and effective school-level leaders demonstrate a proclivity for engaging in coping strategies associated with maladaptive and negative outcomes. These maladaptive strategies include worrying about events over which they have little or no control, masking one's emotions using expressive suppression, using thought suppression to deal with symptoms of emotional exhaustion, distraction, manipulating the emotions of others as well as use of illegal or prescription drugs, alcohol and other forms of self-medication. This chapter concludes with a discussion of how there can be some overlap between these strategies in practice and how they are classified.

This Chapter examined the development of sustainable road infrastructure in Ghana including transportation roads, and laws, regulations, and frameworks. The Ministry of Transport (MoT) and the Ministry of Roads and Highways (MRH) are responsible for the development of transportation infrastructure and related services. The Department of Urban Roads (DUR) is responsible for facilitating the movement of people, goods, and services and promoting economic and social development of urban regions. The Metropolitan and Municipal Assemblies established road centres to manage, construct, and maintain city roads, the Ghana Road Fund (GRF) was established to provide funding for the maintenance of Ghana’s road network, and the Koforidua Training Centre (KTC) was established in 2007 to provide management and project implementation staff with professional development and hands-on training. The current road length is 71,418 km, including 42,045 km of feeder roads, 14,873 km of trunk roads, and 14,500 km of urban roads. The budget for preventative maintenance is expected to rise year over year. Road infrastructure development (RID) can lead to positive societal outcomes, such as financial gains, employment opportunities, social support systems, equal rights for women and men, increased productivity, and less pollution, but it can also have unintended consequences such as deteriorating air and water quality, noise and vibration, soil erosion and sedimentation, disruption of essential services, confusion between drivers and pedestrians, changes to the landscape and habitat, and eminent domain takings. Environmental and social evaluations of development projects in Ghana must comply with several laws and regulations, and there is no unified sustainability policy or guideline in place to regulate the development of highway infrastructure projects. Resettlement is expected to help those who have been displaced by development initiatives and the Environmental Protection Agency Act of 1994 provides the authority to authorize facilities, set performance standards, and ensure compliance with standards and regulations. The Forestry Policy focusses on reducing deforestation and enhancing ecological and social commitment of forest areas, while the method for managing cultural property requires investigating and cataloguing damaged objects. Sector medium-term development plan (SMTDP) provides solutions for enhanced RID access, while the strategic environmental assessment (SEA) incorporates ecological factors into the Ghana Integrated Transport Plan. The resettlement policy framework (RPF) coordinates laws, rules, and procedures to manage road infrastructure projects and establishes criteria for determining eligibility and entitlement. The Directorate of Policy and Planning of the MRH is responsible for managing road safety and the environment, while the Directorate of Monitoring and Evaluation oversees Monitoring and Evaluation of road projects. The Ghana Highway Authority’s (GHA) four-person Road Safety and Environmental Management Unit (EMU) is responsible for addressing social and environmental issues associated with the feeder roads zone. Sustainable development (SD) has not received much attention from the Ghanaian government, with state-owned institutions prioritizing economic growth over social benefits and environmental preservation. Local governments should include a sustainability framework in their strategic planning for the successful execution of sustainable projects.