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Counterproductive work behavior (CWB) imposes significant costs on organizations, thus antecedents of CWB are of particular interest to both practitioners and academics. The authors examine how one’s own narcissism interacts with co-worker narcissism to influence willingness to engage in retaliatory CWB against a co-worker.

The data for this study were obtained from Amazon Mechanical Turk participants and Master of Business Administration students, representing a cross-section of employee representatives.

The authors find that employees expect narcissistic co-workers to engage in continuing future CWB and this, in turn, increases employees' willingness to engage in retaliatory CWB. That is, non-narcissistic employees are provoked to engage in organizationally-destructive behaviors by peers perceived as narcissists. This affect is attenuated by the employee’s own narcissism. Relative to non-narcissists, narcissistic employees find a narcissistic co-worker more likeable, which reduces their willingness to engage in retaliatory CWB against the co-worker.

For corporations and HR managers, this study demonstrates the caution necessary when considering hiring and operational practices. Specifically, non-narcissists demonstrate increased willingness to engage in organizationally-destructive behaviors after interpersonal conflict with a narcissistic co-worker.

The authors extend prior research about interpersonal drivers of CWB, which primarily considered superior-subordinate dyad, by examining the joint effects of individual and co-worker narcissism in peer-to-peer relationships.

This article details findings on how leaders of deeper learning schools establish, maintain, and propel unique teaching and learning environments. In this case study, the authors present findings from data collected through interviews with 30 leaders of self-proclaimed deeper learning initiatives and site visits to those elementary and secondary schools.

Using a case study approach, the authors collected data from interviews and observations of 30 school leaders.

The study's findings indicate how leaders of schools that engage in deeper learning tend to adhere to three core practices. First, the leaders of deeper learning schools in this study intently listened to the community to ascertain needs and desires; this drove the vision. Second, leaders of deeper learning schools created learning spaces that empowered students and gave them voice, agency, and choice. Third, leaders of deeper learning schools sought to humanize the schooling experience.

This study provides actionable examples of what leaders currently do to engage kids and teachers in deeper learning. These leaders offer insights into specific actions and practices that they espoused to make the schooling experience markedly different.

Previous studies focused on the deeper learning of schools and students. This is one of the first studies to focus on the inteplay between deeper learning and school leaders.

This paper addresses leadership and strategy issues associated with the management of safety. The paper proposes that companies conduct an annual safety leadership audit involving collaboration between their external financial auditors and their internal operational safety experts.

Three possible questions auditors should address in such a safety leadership audit are highlighted. The railroad industry is drawn upon for empirical support, including by reference to recent major railroa0d crashes in the US, Greece, and India.

The paper highlights the potential benefits of conducting a safety leadership audit, including that it will help assess whether a leader’s claims regarding safety are verifiable and accord with the data reported in financial statements. Several matters of critical but under emphasized importance in good safety leadership are highlighted.

This paper explores the somewhat novel idea of using audit procedures and external financial auditors to address matters of safety strategy and leadership. The paper proposes that a leader’s claims in respect of safety should be assessed in terms of whether they encourage a climate of “psychological safety,” report meaningful safety indicators, and use a “vocabulary of safety leadership.”