Search results

Organizational behavior scholars have long recognized the importance of a variety of emotion-related phenomena in everyday work life. Indeed, after three decades, the span of research on emotions in the workplace encompasses a wide variety of affective variables such as emotional climate, emotional labor, emotion regulation, positive and negative affect, empathy, and more recently, specific emotions. Emotions operate in complex ways across multiple levels of analysis (i.e., within-person, between-person, interpersonal, group, and organizational) to exert influence on work behavior and outcomes, but their linkages to human resource management (HRM) policies and practices have not always been explicit or well understood. This chapter offers a review and integration of the bourgeoning research on discrete positive and negative emotions, offering insights about why these emotions are relevant to HRM policies and practices. We review some of the dominant theories that have emerged out of functionalist perspectives on emotions, connecting these to a strategic HRM framework. We then define and describe four discrete positive and negative emotions (fear, pride, guilt, and interest) highlighting how they relate to five HRM practices: (1) selection, (2) training/learning, (3) performance management, (4) incentives/rewards, and (5) employee voice. Following this, we discuss the emotion perception and regulation implications of these and other discrete emotions for leaders and HRM managers. We conclude with some challenges associated with understanding discrete emotions in organizations as well as some opportunities and future directions for improving our appreciation and understanding of the role of discrete emotional experiences in HRM.

From a functionalist perspective, this study aims to examine empirically how positive and negative emotions can exert influence on creativity in the workplace. This study built and tested a theoretical framework that delineates the effect of emotions on employee creativity through different learning mechanisms.

Field surveys were conducted in a Chinese company and data were collected from 340 employee-supervisor dyads.

The results indicate that positive emotions were positively related to task-related learning and interactional learning, both of which promote employee creativity. Task-related learning mediated the association between positive emotions and creativity. Nevertheless, negative emotions hindered employees from interactional learning and were negatively associated with creativity. Interactional learning mediated the association between negative emotions and creativity. Moreover, the interaction between positive and negative emotions was negatively associated with task-related learning.

This study contributes to the literature on emotions and employee learning by demonstrating the value of using a functionalist perspective through different procedural mechanisms for employee outcomes and exploring the mediation effects of different learning behaviors in promoting creativity.

The purpose of this paper is to examine the development of a flexible collections assessment rubric comprised of a suite of tools for more consistently and effectively evaluating and expressing a holistic value of library collections to a variety of constituents, from administrators to faculty and students, with particular emphasis to the use of data already being collected at libraries to “take the temperature” of how responsive collections are in supporting institutional goals.

Using a literature review, internal and external conversations, several collections pilot projects, and a variety of other investigative mechanisms, this paper explores methods for creating a more flexible, holistic collection development and assessment model using both qualitative and quantitative data.

The products of scholarship that academic libraries include in their collections are expanding exponentially and range from journals and monographs in all formats, to databases, data sets, digital text and images, streaming media, visualizations and animations. Content is also being shared in new ways and on a variety of platforms. Yet the framework for evaluating this new landscape of scholarly output is in its infancy. So, how do libraries develop and assess collections in a consistent, holistic, yet agile, manner? Libraries must employ a variety of mechanisms to ensure this goal, while remaining flexible in adapting to the shifting collections environment.

In so much as the authors are aware, this is the first paper to examine an agile, holistic approach to collections using both qualitative and quantitative data.