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In the last decade, researchers have suggested relationships between negative mentoring (NM) and undesirable work interactions, termed co-worker undermining. Existing evidence has shown that both NM and group identity positively influence this set of negative co-worker behaviors. The purpose of this paper is to expand the domain by including two additional influences, such as newcomer’s learning (T1) as a mediator between NM (T1) and co-worker undermining (T2), and (low and high) group identity moderation (T1).

The authors collected time-separated data, with a final sample of 303 employees of various Spanish organizations.

As hypothesized, the results indicate that newcomer’s learning mediates the relationships between NM and co-worker undermining. The conditional effect of newcomer’s learning was strong and significant at lower levels of group identity, and it was weaker and non-significant when group identity was higher. Thus, the mediated moderation analyses performed support the study’s main hypothesis.

Because of the self-reported approach, the results can be affected by common method variance. But the design with time-separated data enables stronger confidence in the inferences drawn from the study than permitted by a cross-sectional study design.

The paper includes implications for employee’s careers and for counseling practitioners.

This paper is relevant because it shows that group identification can protect newcomers from the consequences of negative events during the organizational entry phase. Additionally, practitioners could design more efficient intervention programs by taking novice employees’ affective experiences into account. Organizational and societal leaders may be well-served by knowledge about preventing both NM and co-worker undermining in order to protect newcomers from the destructive consequences linked to such relationships.

This paper focusses on a dysfunctional personnel situation, as co-worker undermining, in order to clarify their links with organizational and group processes. The existing research has tended to address NM, organizational socialization, co-worker undermining and group identification as separate phenomena. In contrast, this study is intended as a first step toward integrating the results of these processes, which interact in a series of complex relations.

A review of the literature revealed a lack of coherent frameworks for implementing disability management, particularly within the construction industry. This study involved developing the construction disability management maturity model (CDM3) to assess the maturity of disability management (DM) practices in construction organisations.

In its current form, the model assessed twelve indicators using a series of questions representing relevant best practices for each indicator and five different maturity levels. An analytical hierarchical process was conducted using eight construction and DM experts to determine the weights of importance of these different indicators. The model was then applied to evaluate ten construction companies in Manitoba, Canada.

The results revealed that the indicators of “Return to Work”, “Disability and Injury Prevention”, and “Senior Management Support” practises were the most heavily weighted and, thus, the most important. Companies' DM performance was observed, on average, to be at the quantitatively managed level. “Senior Management Support” and “Disability Injury Prevention” practices were observed to be the most mature indicators on average, revealing a potential relationship between the most important and most mature indicators.

The sample size of companies evaluated is a key limitation in that it does not permit for the generalisation of the results.

This study provided a framework for benchmarking the DM performance of construction organisations.

No similar maturity model has been developed to date to assess DM in construction, making the CDM3 the first of its kind to evaluate a construction organisation's existing DM practices against best practises.

The purpose of this paper is to test whether communal orientation is a moderator of the relationship between the experience of social undermining in project groups and both group member well‐being and group‐directed citizenship behaviours.

A survey was carried out of 184 student nurses from a Canadian university working in 41 groups in the local community on projects designed to deliver care to specific populations. Student nurses worked in project groups for ten weeks. They completed two surveys: one approximately two weeks into group membership; and the other approximately six weeks later.

As predicted, and controlling for survey one well‐being, student nurses who experienced social undermining early in the life of their group reported poorer well‐being at the end of their group membership than their counterparts. Furthermore, communal orientation moderated this relationship, in that this relationship only existed for those individuals high in communal orientation. Counter to this paper's prediction, there was no relationship between the experience of undermining early in the life of their group and student nurses' reports of group‐directed citizenship behaviours later in the life of the group.

All study measures were self‐report. Future researchers should attempt to collect information from other sources.

This paper adds to the literature on workplace aggression by reinforcing how critical it is to consider not only the nature of the relationship between the victim and the perpetrator, but also how individual differences affect the way an aggressive act is perceived.

Consistent with previous research, the purpose of this paper is to propose that the presence of workplace‐based return‐to‐work strategies would reduce the duration of work disability. Moving beyond existing research, the paper further seeks to propose that these strategies would also enhance mental health and affective commitment among injured workers. In addition, the paper aims to introduce interactional justice – injured workers' perceptions of the interpersonal and informational fairness of the person most responsible for their return‐to‐work process – to the return‐to‐work context, and to hypothesize that these factors would also contribute to the explanation of these outcomes.

Within five weeks of their injury, telephone interviews were conducted with 166 workers from the province of Ontario, Canada, who had experienced musculoskeletal lost‐time workplace injuries.

Multiple regression analyses indicate that certain workplace‐based strategies were associated with days on compensation, self‐reported days absent, and depressive symptoms, but not affective commitment. Further, as hypothesized, interactional justice accounted for additional variance explained in self‐reported days absent, depressive symptoms, and affective commitment. Interactional justice did not explain additional variance in days on compensation.

The findings have implications for employers engaged in return‐to‐work practices and researchers studying return to work. Both should address not only the workplace‐based strategies used, but also the way in which these strategies are implemented.

The paper replicates previous empirical work on return‐to‐work interventions and demonstrates the importance of the presence of workplace‐based strategies in explaining the duration of work disability.

Purpose – This chapter investigates an episode where a supervising teacher on playground duty asks two boys to each give an account of their actions over an incident that had just occurred on some climbing equipment in the playground.

Methodology – This chapter employs an ethnomethodological approach using conversation analysis. The data are taken from a corpus of video recorded interactions of children, aged 7–9 years, and the teacher, in school playgrounds during the lunch recess.

Findings – The findings show the ways that children work up accounts of their playground practices when asked by the teacher. The teacher initially provided interactional space for each child to give their version of the events. Ultimately, the teacher's version of how to act in the playground became the sanctioned one. The children and the teacher formulated particular social orders of behavior in the playground through multimodal devices, direct reported speech, and scripts. Such public displays of talk work as socialization practices that frame teacher-sanctioned morally appropriate actions in the playground.

Value of chapter – This chapter shows the pervasiveness of the teacher's social order, as she presented an institutional social order of how to interact in the playground, showing clearly the disjunction of adult–child orders between the teacher and children.

Purpose – The overall aim of the chapter is to explore how disputes between family members are accomplished and how the actions of copresent members (the mother and elder brother) contribute to the unfolding dispute.

Methodology – Selected from video recordings of the family breakfast, three extended sequences of mealtime talk were transcribed using the Jeffersonian system and analyzed using the analytic resources of conversation analysis and ethnomethodology.

Findings – This analysis establishes how both the mother and elder sibling intervene in matters to do with who has access to some bookclub brochures. Appeals to rules such as “you’ve got to share” are used by the mother to manage the local issue of the dispute. In intervening to resolve and settle disputes, the mother makes visible particular moral orders, such as sharing. Intervention is accomplished through directions, increasing physical proximity to the dispute, topic shift, and physical intervention in the dispute, such as gently removing a child's hand from the brochures. Justifications for sharing proffered by the mother that work to establish an alignment with one child are challenged by the other sibling, thus contributing to an escalation of the dispute. Also explicated is how an older sibling buys into the dispute, making visible his view about how sharing is accomplished; that is, you “just cope with it.”

Practical implications – This chapter has some practical implications for adults who interact with children (teachers, parents) highlighting that in some way, adults, through their actions may contribute to the continuation of a dispute and second, how adult attempts to settle or end a dispute may result only in a temporary settlement rather than a cessation of the dispute.

Value of chapter – The chapter contributes understandings about how family members manage disputes interactionally and how social and moral orders are accomplished during family mealtime. Additionally, it shows how some disputes are temporarily settled and connected across a section of action rather than ended.

The purpose of this paper is to argue that qualitative researchers have much to learn from conducting methodological analyses of their own talk in relation to research participants in interviews. Yet there are specific difficulties in representing findings from methodological analyses of research interviews.

Although qualitative researchers have for some time followed recommendations to analyze both “how” interview data are generated in addition to “what” is discussed, little has been written about the challenges of representing these sorts of analyses. The paper uses a case to first examine difficulties in the representation of an analysis of interview data that draws on discursive psychology. After discussing the case, the paper further explores the challenges of conducting and presenting these sorts of methodological analyses of interview data to research participants and readers in ways that clearly convey what might be learned by examining how interviews are accomplished.

The paper outlines considerations for researchers in doing methodological analyses of interview data, including challenges, reconciling interpretations of “what” and “how” topics are discussed in research studies, and possible areas of focus.

This paper examines what researchers might learn from examinations of their own interview practice and does not focus on representations of topical analyses.

The paper argues that when interviewers subject their own talk to analysis, they learn about themselves, their craft, and the ways in which knowledge about social worlds are collaboratively produced in research encounters with participants.

By developing expertise in how to analyze their interview interaction methodologically, qualitative researchers can attend to significant features of their interview practice and in so doing, develop a reflexive research practice.

In spite of the importance of officers' perception of organizational justice and its influence on organizational commitment, the policing literature lacks information about the relationship between the factors. Using job satisfaction as a mediator, this study aims to examine an indirect influence of organizational justice on police officers' commitment to their organization.

This study employed a survey of 418 police officers in South Korea while on in‐service training. In exploring the complex relationship among organizational justice (i.e. distributive, procedural, and interactional), job satisfaction, and organizational commitment, the researchers utilized structural equation modeling to overcome the weaknesses of linear regression models.

Officers' perception of organizational justice was positively related with their level of organizational commitment. In addition, perception of procedural and interactional justice had an indirect impact on the officers' organizational commitment through distributive justice. Lastly, perception of organizational justice showed an indirect influence on organizational commitment through job satisfaction.

Due to its cross‐sectional design, the findings do not confirm any causal relationship among the variables. In addition, the current study used a purposive sample of police officers in South Korea, which may limit the generalizability of the findings.

This study contributes to the literature by examining organizational commitment in light of officers' perception of organizational justice and job satisfaction using structural equation modeling to explore the complex relationship among the organizational factors.

The purpose of this paper is to analyze the relationship between carbon emissions and a firm’s cost of debt (COD) in the Indian context.

The present study is based on the Indian firms who disclose their emissions data under the Carbon Disclosure Project (CDP) during the period 2011 to 2014. The selection model is being used to remove the problem of endogeneity and sample selection bias. Further, the testing model is being used to examine the impact of carbon emissions on the COD.

The present study found that the coefficient of carbon emissions is positively and significantly associated with the COD. Moreover, the outcomes of the robustness test further show that the COD will be higher for polluting firms than environmentally friendly firms in India.

The study has covered all the companies from India who are disclosing their emissions data under the CDP, London. The study will be most relevant for financial planning and capital structure design by the Indian companies. However, in designing the capital structure, the only COD is being covered in this study.

To the best of the author’s knowledge, the present study is a first of its kind to investigate the relationship between firms’ carbon emissions level and COD in the Indian context.