Search results

Mindfulness helps improve effectiveness by facilitating the use of emotion as information, which improves learning, adaptation, and performance. When mindful we observe emotions and are curious about them rather than controlled by them, freeing us to explore what the emotion is telling us.

I discuss three forms of mindfulness that combine to create a pattern of behavior called mindful organizing. Mindful organizing has numerous benefits but there are also costs that must be balanced against the benefits. Bringing mindfulness into organizations must be done in a way that reduces costs and increases benefits; practical mindfulness is introduced as a means to do this.

Practical mindfulness begins with what is achievable at the present time and reduces the social and emotional barriers to behaving mindfully through the use of tools. Practical mindfulness recognizes the importance of interaction to task accomplishment by focusing attention on all three phases of interaction: before, during, and after.

Investors frequently make judgments and decisions in the presence of affect (i.e., mood or emotion). Investors' moods may influence the extent to which they incorporate available financial information in their investment judgments. I propose that investors interpret their moods as signals of the extent to which financial information should be processed to make investment judgments, but only when other, more direct signals regarding the need for in-depth processing are unavailable. Consistent with research in psychology, my experimental results suggest that investors experiencing positive mood exert less effort to process available financial information than investors experiencing negative mood. Consequently, positive mood results in lower-quality financial judgments in my setting. However, when investors receive cues suggesting that initially received information is subjective, the effect of mood on effort to process financial information is mitigated. Overall, my results suggest that factors associated with positive investor mood (e.g., positive market sentiment) reduce the depth of investor analysis and lower judgment quality absent signals regarding the subjectivity of financial information.

Existing theoretical explanations about the influence of affect in the process of creating ideas (ideation) and their corresponding empirical findings are contradictory. The purpose of the present chapter is to provide new insights by providing a theoretical explanation that is able to encompass these contradictions, and to support this theoretical approach with empirical data. We draw on personality-systems-interactions (PSI) and use an experimental design to capture dynamic effects between affect and ideation. Our findings emphasize the mediating role of affect in the ideation process and the moderating role of individual action-control in the regulation of affect and respective creative behavior.

Organizations may fail to innovate because receivers exhibit bias against adopting creative ideas. This paper explores many motivational, cognitive, and affective factors that can cause receivers to hinder the creativity–innovation process. In particular, receivers may engage in motivated reasoning and skepticism against creative ideas, face barriers to recognizing creative value, and experience negative affect when receiving creative ideas. Each creative adoption decision point during the creativity–innovation process is an opportunity for bias to derail progress. This helps explain why innovation can be so difficult. Understanding the biases that hinder the creativity–innovation process allows individuals and organizations to take action to mitigate them.

For decades, since at least the famous Hawthorne studies, the happy/productive worker thesis has forcefully captured the imagination of management scholars and human resource professionals alike. According to this “Holy Grail” of management research, workers who are happy on the job will have higher job performance, and possibly higher job retention, than those who are less happy. But what is happiness? Most typically, happiness has been measured in the management sciences as jobsatisfaction. This viewpoint is unnecessarily limiting. Building upon alittle remembered body of research from the 1920s, we suggest a twofold, expanded view of this thesis. First, we suggest the consideration of worker happiness as psychological well-being (PWB). Second, incorporating Fredrickson's (1998, 2001) broaden-and-build model ofpositive emotions as the theoretical base, we suggest that the job satisfaction to job performance and job satisfaction to employee retentionrelationships may be better explained by controlling for the moderating effect of PWB. Future research directions for human resource professionals are introduced.

Building upon the psychological literature on responses to potentially traumatic events (e.g., Bonanno, 2004; Tugade & Fredrickson, 2004), this chapter explores the potential impact of managers’ affective expressions during tumultuous times at work. We propose that managerial displays of positive emotions that are also socially appropriate and authentically experienced will enhance employee and team change-related outcomes. We also explain why emotional suppression on the part of managers may be detrimental to healthy employee responses to change. Finally, we discuss theoretical and practical implications of this model.

Research on self-regulation has tended to focus on goal-related performance, with limited attention paid to individuals’ affect and the role it plays during the goal-striving process. In this chapter we discuss three mechanisms to integrate affect within a control theory-based self-regulation framework, and how such integrations inform future research concerning employee stress and well-being. Specifically, affect can be viewed as a result of velocity made toward one’s desired states at work. Fast progress results in positive affect, which enhances employee well-being and reduces the detrimental effects associated with exposure to occupational stressors. On the other hand, slow or no progress elicits negative affect, which induces employee distress. Second, affect can also be considered an input of self-regulation, such that employees are required to regulate their emotional displays at work. Employees who perform emotional labor compare their actual emotional display against the desired display prescribed by display rules. Third, affect can function as a situational disturbance, altering employees’ perceptions or assessments of the input, comparator, and output for other self-regulatory processes.

Purpose – This chapter provides a critical review of the emerging field of consumer experience and experiential marketing.Design/methodology/approach – We review definitions, perspectives, and key research areas on the topics of consumer experience, product and service experiences, off-line and online experiences, as well as consumption and brand experiences. We report empirical findings, seminal studies, and insight into the experience process (e.g., how consumers process experiential attributes, how they process experiences over time, and whether positive and negative experiences can co-occur). We present research on experiential dimensions, experiential themes, and the nature of extraordinary experiences.Value/originality – The chapter provides value by discussing the key measurement and marketing management issues of experiential marketing and discusses the original issue whether it is rational for consumers to include experiences in their decision making.

To explain how the components of attraction theory work in unison to prompt students to take an initial stimulus and progress through critical thinking processes and into knowledge acquisition, organization, and synthesis.

Although schema theory has an important role in understanding knowledge acquisition, it does not provide directives for how to plan instruction so students can build their understandings and comprehension of subject matter. This chapter outlines a pedagogical approach to the implementation of a new theory of learning that builds on cognitive science, affect, and interest.

Students can become re-attracted to learning through effective teaching inclusive of a jolt, curiosity, retrieving explanations, counterexamples, clarifications, and embedding that information within schemata.

Proactive investigations and continued research on attraction theory can enrich our understanding of teaching and learning, provide answers for what works in the classroom, and equip us with tools from which to select for unique classroom circumstances.