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In this chapter, we seek to resolve the long-running controversy as to whether moods foster or inhibit creativity. We base our arguments on a new theory, which we refer to as “creativity-as-mood-regulation,” where employees experiencing moods are envisaged to engage in creative behavior in the hope of regulating their moods. We further suggest that employees with different goal orientations will have different likelihoods of choosing creative activities to regulate their moods. Finally, we identify the specific goal-orientation conditions under which positive and negative moods may facilitate or depress creativity, and develop and discuss six related propositions.

E-learning programs exist in a wide variety of formats. Without a framework for distinguishing between different e-learning programs, it is a challenge for researchers to compare their effectiveness or identify characteristics of e-learning that contribute to learning effectiveness. Based on general theories of learning, we develop a typology that compares e-learning programs in terms of the nature of the learning interactions they provide for learners in three dimensions: degree of interaction, learner control of interactions, and informational value of interactions. The typology dimensions apply to learner–instructor, learner–learner, and learner–instructional material interactions. We also discuss important theoretical implications of the typology. First, we show the utility of the typology for comparing the effectiveness of different e-learning programs. Second, we apply the typology dimensions to develop a theoretical framework for e-learning research that provides a foundation for examining factors that influence learning effectiveness in an e-learning program. The framework identifies e-learning program characteristics, learner characteristics, and contextual factors that impact learning effectiveness in different e-learning environments. It also shows how the typology dimensions align with learning goals to influence learning effectiveness.

Organizations have become increasingly interested in developing their human resources. One tool that has been explored in this quest is mentoring. This has led to a surge in mentoring research and an increase in the number of formal mentoring programs implemented in organizations. This review provides a survey of the empirical work on mentoring that is organized around the major questions that have been investigated. Then a conceptual model, focused on formal mentoring relationships, is developed to help understand the mentoring process. The model draws upon research from a diverse body of literature, including interpersonal relationships, career success, training and development, and informal mentoring. Finally, a discussion of critical next steps for research in the mentoring domain is presented.

Purpose – Recent research has highlighted the importance of individuals' beliefs regarding the malleability or fixedness of negotiator characteristics as key determinants of negotiation processes and performance. In this chapter, we examine how these implicit negotiation beliefs affect negotiation at the team level.

Approach – We explore the effects of implicit negotiation beliefs on team negotiation by articulating a model that considers their impact on important group processes such as goal setting, conflict, and communication.

Findings – We propose that individuals' beliefs regarding the fixedness of negotiator characteristics affect team negotiation processes and outcomes, in particular through their effect on interpersonal processes within a negotiation team. We expect that individuals who believe that negotiator characteristics are malleable will focus on long-term success, will devote relatively high levels of effort toward the team's goals, and will share and discuss important information with other members of the team. In contrast, individuals who believe that negotiator characteristics are fixed will focus on short-term goals, will dedicate relatively low levels of effort to the team, and may put their own self interest ahead of the team by withholding key information from other team members. In light of these differences, teams characterized by heterogeneity in team members' implicit negotiation beliefs may experience high levels of intrateam conflict.

Value – This chapter suggests that implicit negotiation beliefs may have a powerful influence on team-level negotiation. Through our review and model development, we aim to stimulate research on implicit negotiation beliefs within groups and teams.

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking their approach to learning. They are moving away from traditional instructor-centred, standardised classroom-based learning settings. Instead, learning needs to be tailored to the individuals’ needs, available anywhere at any time and needs to enable learners to build their network. The development of digital tools, specifically network technology and social collaboration platforms, has enabled these new learning concepts.

The use of these new learning concepts in organisations also has implications for higher education. The present case study, therefore, investigates how universities can best prepare future employees and leaders for these new working environments, both on a content level and a methodological level. It also investigates if these new learning concepts can support universities in dealing with a changing environment.

The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students. It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. Initial evaluation results indicate positive motivational effects, experience sharing and changes in perception of the student − lecturer relationship. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed. In addition, the potential of these computer-supported social collaborative learning settings is outlined.

Formal orientation programs play a potentially important role in newcomer adjustment, yet research aimed at understanding and improving the effects of these interventions has stagnated in recent years. The purpose of this chapter is to facilitate a redirection of researchers’ attention to such programs, and to suggest ways to integrate this body of research with recent developments in socialization and training literatures.

Purpose: In this summative article the volume editors discuss some of the “antidotes” to negative emotions that the authors in this volume have set out. Design: The summary is arranged in five sections: (1) Negative emotions as learning opportunities; (2) attributions and cognitive reframing; (3) importance of emotional intelligence; (4) leader empathy and organizational support; and (5) benefits of solving negative employee emotions. Findings: Despite the pervasiveness of negative emotions and experiences in organizations, they can lead to positive outcomes if handled appropriately. Research Implications: The contributions to this volume focus on a wide variety of important but underresearched topics in emotions and affect; and contain many original solutions to dealing with such emotions that may ultimately prove beneficial to organizations. Practical Implications: Organizations that are good at helping their employees cope with negative emotions have a competitive advantage in improving their employees' job performance and organizational commitment. Social Implications: The negative emotions examined in the articles presented in this volume have an impact on employee well-being. Thus, coping with these emotions is crucial to society. Originality/Value: The articles in this volume provide a variety of original solutions to what some might see as an “epidemic”’ of negativity in organizations.

It is proposed that the desirable goal of structuring the organization for leadership development has less to do with formal hierarchical structure than with the informal norms and networks that support organizational systems and processes. In this manner, strategic leaders need to think of themselves as social architects in helping to generate the kinds of normative conditions that facilitate leadership development. In particular, priority concerns for leadership development are issues such as what are the culture and climate for learning and development? and how healthy is the interpersonal context in which the shared work of the organization takes place?

Searching for a job is an important process that influences short- and long-term career outcomes as well as well-being and psychological health. As such, job search research has grown tremendously over the last two decades. In this chapter, the authors provide an overview of prior research, discuss important trends in current research, and suggest areas for future research. The authors conceptualize the job search as an unfolding process (i.e., a process through which job seekers navigate through stages to achieve their goal of finding and accepting a job) in which job seekers engage in self-regulation behaviors. The authors contrast research that has taken a between-person, static approach with research that has taken a within-person, dynamic approach and highlight the importance of combining between- and within-person designs in order to have a more holistic understanding of the job search process. Finally, authors provide some recommendations for future research. Much remains to be learned about what influences job search self-regulation, and how job self-regulation influences job search and employment outcomes depending on individual, contextual, and environmental factors.