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Attributing blame for performance failure and credit for success is ubiquitous in organizations. These responsibility attributions can play an important role in aligning individual and organizational performance expectations, but may also exacerbate conflict in groups and organizations. Theory suggests that an actor's organizational role will affect blame and credit attributions, yet empirical work on this prediction is lacking. This article tests an organizational role approach by assessing the effect of the responsible actor's hierarchical position and whether he or she acted as an individual or as part of a group on blame and credit attributions. The study finds that in response to organizational failures and successes leadership roles attract more blame than other positions, but in contrast to previous predictions, these roles do not attract more credit than lower level roles. In addition, upper level positions tend to be assigned greater blame than credit, while lower level positions show a reversed pattern: they attract more credit than blame. Groups are less likely to be assigned blame and more likely to be credited than are individuals, and occupants in flat organizational structures are assigned higher levels of blame and credit than are occupants in taller organizational structures.

The international trend toward organizations emphasizing adaptability and change throughout careers suggests that research should examine the development of employees into later career stages. Role models have been seen as critical to individuals’ skill and identity development, but have only been regarded as salient in early career stages and to younger individuals. In this study, we argue that older employees’ commitment to and satisfaction in their organization will be associated with their perception of available role models. As predicted, the study finds that older employees tended to identify multiple role models in their organization. Moreover, the study finds that the degree to which older employees perceive that they have role models available and perceive that these role models share similar attitudes, values, and goals is associated with commitment and satisfaction. Implications of these findings for career researchers and for managers are discussed.

The purpose of this study was to explore school principals' sources of felt anger and to trace their forms of anger regulation in the workplace.

Based on semi-structured interviews with 30 elementary and secondary school principals in Israel, a typology of anger regulation is presented and analyzed.

The typology includes three types of perceived anger regulation: anger and surface acting, a moderate expression of anger and an authentic expression of anger. While teachers and students may provoke the principal's anger, most commonly external constituencies (e.g. Ministry of Education, Local Education Authorities) trigger their intense anger. Concluding the paper are suggestions for further research on anger in educational leadership and practical recommendations.

study fills the gap in knowledge about emotion regulation in educational leadership, in general, and increases our insights into the values and norms that delineate the degree to which anger expression is appropriate in the school, in particular.

Considers why transformational leadership is important and why leaders should develop a leadership personality to make a difference.

Describes how a leader can differentiate himself or herself and explains how to release the true leader within.

Highlights the importance of using a strengths‐based approach to motivate and inspire the team. Highlights the importance of courage and integrity.

Warns leaders against trying to be something they are not, destroying the trust in a team and failing to achieve targets.

Looks at the impact of transformational leadership outside the workplace – particularly in the family.

Concentrates on the simple things that can help to make a good leader.

This is a troubled age for democracy, but the nature of that trouble and why it is a problem for democracy is an open question, not easy to answer. Widespread wishing for responsible leaders who respect democratic norms and pursue policies to benefit people and protect the vulnerable don’t help much. The issue goes well beyond library contexts, but it is important that those in libraries think through our role in democracy as well. Micro-targeting library-centric problems won’t be effective and don’t address the key issue of this volume. The author can only address the future if we recover an understanding of the present by building up an understanding of actually-existing democracy: (1) the scope must be narrowed to accomplish the task; (2) the characteristics of the retreat from democracy should be established; (3) core working assumptions and values – what libraries are about in this context – must be established; (4) actually-existing democracy should then be characterized; (5) the role of libraries in actually-existing democracy is then explored; (6) the source and character of the threat that is driving the retreat from democracy and cutting away at the core of library assumptions and values is analyzed; (7) the chapter concludes by forming a basis of supporting libraries by unpacking their contribution to building and rebuilding democratic culture: libraries are simultaneously less and more important than is understood.