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Over the past few years, mathematical and computational models of organizations have attracted a great deal of interest in various fields of scientific research (see Lin & Carley, 1993 for review). The mathematical models have focused on the problem of quantifying the structural (mis)match between organizations and their tasks. The notion of structural congruence has been generalized from the problem of optimizing distributed decision-making in structured decision networks (Pete, Pattipati, Levchuk, & Kleinman, 1998) to the multi-objective optimization problem of designing optimal organizational structures to complete a mission, while minimizing a set of criteria (Levchuk, Pattipati, Curry, & Shakeri, 1996, 1997, 1998). As computational models of decision-making in organizations began to emerge (see Carley & Svoboda, 1996; Carley, 1998; Vincke, 1992), the study of social networks (SSN) continued to focus on examining a network structure and its impact on individual, group, and organizational behavior (Wellman & Berkowitz, 1988). Most models, developed under the SSN, combined formal and informal structures when representing organizations as architectures (e.g., see Levitt et al., 1994; Carley & Svoboda, 1996). In addition, a large number of measures of structure and of the individual positions within the structure have been developed (Roberts, 1979; Scott, 1981; Wasserman & Faust, 1994; Wellman, 1991).

Incivility is widespread in the workplace and has been shown to have significant affective and behavioral consequences. However, the authors still have a limited understanding as to whether, how and when discrete incivility events impact team performance. Adopting a resource depletion perspective and focusing on the cognitive implications of such events, the authors introduce a multi-level model linking the adverse effects of such events on team members’ working memory – the “workbench” of the cognitive system where most planning, analyses, and management of goals occur – to team effectiveness. The model which the authors develop proposes that that uncivil interpersonal behavior in general, and rudeness – a central manifestation of incivility – in particular, may place a significant drain on individuals’ working memory capacity, affecting team effectiveness via its effects on individual performance and coordination-related team emergent states and action-phase processes. In the context of this model, the authors offer an overarching framework for making sense of disparate findings regarding how, why and when incivility affects performance outcomes at multiple levels. More specifically, the authors use this framework to: (a) suggest how individual-level cognitive impairment and weakened coordinative team processes may mediate these incivility-based effects, and (b) explain how event, context, and individual difference factors moderators may attenuate or exacerbate these cognition-mediated effects.

Articulation of a vision is commonly held to be a critical component of theories of outstanding leadership – both transformational and charismatic leadership. Although there is reason to suspect that vision contributes to leader performance, less is known about the nature and origin of viable visions. In the present chapter, we argue that leaders’ visions can be viewed as a prescriptive mental model reflecting beliefs about the optimal functioning of an organization. To test this proposition, outstanding leaders possessing two contrasting types of prescriptive mental models were identified: ideologues whose models stress the maintenance of extant standards and charismatics whose models stress adaptive change. These two types of prescriptive mental models were associated with distinct patterns of leader behavior in a sample of notable historic leaders. The implications of these findings are discussed with respect to current theories of outstanding leadership.

This paper aims at explaining why “Globally Responsible Humanism (GRH)” is presented here as the pivot for a re-foundation of European Business Schools’ culture. Explaining the concept and its difference with traditional European Humanism, the related argumentation is organized around two main parts: the first one explains why the European Union and its business schools do not make sense in a globalization process driven by the financialized economy; the second one shows how a sustainable exposition of European management students to a transcultural approach, a postcolonial perspective, and critical thinking, can lead to their training as future globally responsible leaders in New Business Schools for Societal Studies.

An international political sociology perspective, applied to the interpretation of globalization trends, and a critical thinking approach to education allow for a questioning of the values and contents of mainstream business learning.

The new proposed transversal, postcolonial and interdisciplinary pedagogical approach regarding business education is conducive to closely related operational tracks: on the one hand, how to improve the skills and systemic understanding of students’ global environment; on the other hand, how to lead, organize and manage the coherent “GRH”-driven business school.

The originality of this paper stems from the combination of critical works issued from the social and human sciences realms to revisit business education.

This chapter provides an in-depth understanding of the cognitive processes that facilitate creativity from a multi-level perspective. Because cognitive processes are viewed as residing within the individual and as an individual-level phenomenon, it is not surprising that a plethora of research has focused on various cognitive processes involved in creative production at the individual level and the factors that may facilitate or hinder the successful application of these processes. Of course, individuals do not exist in a vacuum, and many organizations are utilizing teams and groups to facilitate creative problem solving. We therefore extend our knowledge from the individual to the team level and group level, providing more than 50 propositions for testing and discussing their implications for future research.

This paper aims to understand the lived experience of people with intellectual disability of their anxiety and of being co-design partners in developing a multi-component approach to the management of anxiety.

The development of an anxiety manual and programme was part of a service development which allowed existing and established psychological therapies to be adapted for people with intellectual disability. A qualitative approach was used to better understand the views of people who experienced anxiety on a daily basis. The feedback generated was used to make modifications to the manuals and the anxiety management programme.

The study has demonstrated the value of involving people with intellectual disability in the co-production of an anxiety management programme. Additional findings identified the real-life challenges and experiences of the impact anxiety has on people’s lives.

To our knowledge, this is the first study to involve people with intellectual disability in developing an anxiety management programme as co-production partners. This paper underlines the value of understanding and involving people as co-production partners in developing clinical interventions.