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The ability to reflect upon and manage their internal functioning may very much help teams contribute to their organizations. This study suggests that managing conflict cooperatively and productively provides a foundation for effective team task reflexivity. 200 employees in 100 work teams in China completed measures of their team's cooperative, competitive, and avoiding approach conflict management and task reflexivity and 100 managers indicated the team's in‐role and extra‐role (organizational citizenship behavior) performance. Results support the theorizing that conflict management can contribute to team task reflexivity. Structural equation analyses were interpreted as suggesting that cooperative conflict management promotes task reflexivity that in turn results in team performance. These results, coupled with previous research, were interpreted as suggesting that cooperative approaches to conflict and task reflexivity are complementary foundations for effective teamwork.

Jean McGuire is Associate Professor of Management in the Faculty of Commerce at Concordia University, Montreal. She received her Pd.D. degree from Cornell University. Her research interests include organizational power, politics and conflict, executive compensation, and the measurement of firm performance.

This article provides a review and conceptual comparison between self‐report and performance‐based measures of emotional intelligence. Analyses of reliability, psychometric properties, and various forms of validity lead to the conclusion that self‐report techniques measure a dispositional construct, that may have some predictive validity, but which is highly correlated with personality and independent of intelligence. Although seemingly more valid, performance‐based measures have certain limitations, especially when scored with reference to consensual norms, which leads to problems of skew and restriction of range. Scaling procedures may partially ameliorate these scoring weaknesses. Alternative approaches to scoring, such as expert judgement, also suffer problems since the nature of the requisite expertise is unclear. Use of experimental paradigms for studying individual differences in information‐processing may, however, inform expertise. Other difficulties for performance‐based measures include limited predictive and operational validity, restricting practical utility in organizational settings. Further research appears necessary before tests of E1 are suitable for making real‐life decisions about individuals.

This article examines ways in which graduates of an online teacher certification program integrate technology into social studies instruction. With dramatic growth in the number of online teacher certification programs, educators are faced with how to ensure their graduates incorporate effective teaching strategies, including technology, into classrooms. Research over the past decade indicates that teachers do not integrate technology within social studies instruction in meaningful ways, beyond traditional approaches to teaching (Ravitz & Wong, 1999; Van Fossen & Shively, 2003, 2009). Results from this study indicate that online teacher education graduates, who have access to technology within their schools, find meaningful ways to integrate such technology into social studies instruction. Teacher educators must conduct more research, and receive more funding, to follow online teacher education graduates. Today’s new generation of tech-savvy students deserve teachers who can competently integrate technology into all content areas.

The purpose of this bibliographic guide is to acquaint librarians with resources on health care provision for patients of various cultures. The sources in this bibliography address lingual and cultural barriers to communication between patients and health care providers. They also cover the health care needs of specific ethnic groups, the impact of cultural beliefs on health behavior and knowledge, and traditionally held health care practices.

The adoption of the Sustainable Development Goals in 2015 was welcome globally, mainstreaming sustainability in all sectors, including education and training under Goal 4, which advocated “inclusive and equitable quality education and promotion of lifelong learning opportunities for all”. However, is it realistic to attain a substantially equitable adult education policy amidst the hegemony of neoliberal regimes and utilitarian approaches? Our data, drawn from the OECD Survey of Adult Skills and the European Adult Education Survey (AES), highlight, in alignment with relevant research, that education and training opportunities are still significantly unequal, failing to reach those adults more at risk, reproducing a “Matthew” effect. Against this backdrop, the present policy brief reiterates important parameters that have emanated from relevant research, which can formulate a set of concrete measures that bear the potential to facilitate the “unreached” not simply to participate, but also to substantially benefit from adult education, mitigating social inequalities.

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.

This chapter aims to describe the case of Buurtzorg Nederland as a good practice of Being-Centered organizational innovation. We use the concept of corporate peace as an expression of a workplace that induces both employee and client satisfaction. This in turn strengthens several organizational outcomes such as productivity and creativeness. The innovation has been framed as Being-Centered, providing capacity for a holistic view while introducing a multi-level process structure: physical, vital, mental, psychic, and non-dual. Such a holistic view fits the organic worldview framework. This framework is being developed as an alternative to the mainstream competitive economic view. A competitive view of the world has a set of assumptions that describe how we organize a workplace. In practice it has the belief of the organization as a zero-sum game containing players who are motivated by their self-interests. These organizational assumptions often encourage hostile competitive behaviors resulting in undermining corporate peace. Management scholars urge for developing alternative principles. The principles are often labeled as sustainable, spiritual, or organic. Good practices where alternative principles of organizing are implemented assist the scholarly field to further develop alternative frameworks as opposed to the competitive economic worldview. This chapter contributes by examining a good practice. A Case Study Approach has been followed using the single case perspective with face-to-face interviews for the data collection by purposive sampling and internal company reports. In total, 38 respondents were interviewed and five interviews with the founder of Buurtzorg were conducted. Based on the case study, we suggest a Being-Centered Approach as the main explanation of the good practice at Buurtzorg rather than a focus on one single concept such as: management structure, ICT, community-based care, or a patient focus.

The corporate atmosphere in recent times speaks volumes about the crises of confidence and credibility brewing among professionals due to the rising incidences of unethical pro-organizational behavior (UPB). The study developed a model to demonstrate the underlying mechanisms through which unethical organizational culture (UOC) influences UPB through the mediating roles of idealism and relativism.

Using a cross-sectional approach, data were collected through questionnaires that were distributed to small and medium-sized enterprises (SMEs) operating in the Plateau state in Nigeria. A total of 269 responses were obtained and analyzed using the partial least squares structural equation modeling (PLS-SEM) technique via Smart-PLS software.

The results revealed that the relationship between UOC and UPB was significant. The indirect predictive role of UOC on UPB was established via relativism but not through idealism. The results indicate that the preponderance of UPB among SMEs is a product of UOC which breeds a relativist ideology that ultimately promotes UPB. Finally, implications and suggestions for further research are discussed.

This study contributes to UPB in two unique ways. First, the authors bring to the fore the critical role of UOC in the debate on UPB which has been under-explored. Second, the study also established the mediating role of relativism in the relationship between UOC and UPB.