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We take an affect-based approach to theoretically introduce and explore the knowing-doing gap of leadership. We focus on the emotion of fear that managers may experience in the workplace, and how it may influence the transfer of their leadership knowledge into leadership action.

We use Affective Events Theory as our underlying theoretical lens, drawing on emotional, cognitive, and behavioral mechanisms to explain the role of fear in the widening and bridging of the knowing-doing gap of leadership.

We theoretically explore the interplay between leader fear, the leadership contexts, and the knowing-doing gap of leadership. From this, we develop a multidimensional theoretical framework on the influence of leader fear on the knowing-doing gap of leadership.

We highlight how fear and the knowing-doing gap of leadership may be influenced by and potentially impact on individual managers and their leadership contexts.

Our initial theoretical framework provides a starting point for understanding fear and the knowing-doing gap of leadership. It has implications for future research to enhance our understanding of the topic, and contributes toward existing approaches on leadership development as well as emotions and leadership.

This chapter takes a new approach to emotions through the lens of a relational identity among hybrid professionals, using those in healthcare as particularly relevant examples. Sharpening the focus on underpinning emotional dynamics may further explain how professional managers can be effective in hybrid roles. The chapter seeks to build on the internal emotional states of these professional managers by understanding how outward emotional displays might influence their subordinates. The understanding of how emotional states/displays in manager–employee relationships influence target behaviors may help multiprofessional organizations generate better-informed leadership practice in relation to desired organizational outcomes, e.g. more efficient and effective health services.

In this chapter, we highlight the much-lauded Igba-Boi apprenticeship scheme that underpins the Igbo Traditional Business School. We explore the operational modalities of the scheme and its philosophical roots in the Igbo ontology. Acknowledging the effect of colonialism on the current trajectory of African ways of being, we compare the Igba-Boi scheme to the prototypical German apprenticeship system to highlight areas of potential improvement around levels of education, gender inclusivity and trade specificity. Based on this comparative evaluation, we recommend changes to the Igba-Boi model that will strengthen its utility for the educational needs of the formal and informal sectors of the Nigerian, and by extension, African economy.

We offer a new perspective on group affective diversity by introducing the construct of mixed group mood, denoting co-occurring positive and negative mood states between different members of a group. Mixed group mood is characterized by four facets, namely members’ distribution between two positive and negative subgroups, subgroups’ average mood intensity, subgroups’ mood intensity heterogeneity, and individual members’ mood ambivalence. Building on information/decision-making and social categorization/similarity–attraction perspectives, we explore the performance consequences of mixed group mood along these four facets and we discuss implications and directions for future research.