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This study aims to propose and evaluate a novel framework of strategic adaptability in dyadic negotiations. The authors define strategic adaptability as a reaction to a cue that leads to shifts between integrative and distributive strategies. Based on the literature on turning points, phase models and strategic negotiations, the authors developed an initial framework identifying five distinct strategic adaptations.

To verify the framework, the authors analyzed two negotiation simulations with a diverse set of negotiation students. Negotiations were content-coded, and adaptations were labeled.

The authors found a consistent pattern across two studies. Overall, 12% (study 1) and 18% (study 2) of all speaking turns were identified as strategic adaptations. The findings empirically confirmed four of their strategic adaptation types: adapt to deadlock, follow adaptation by opponent, adapt to priority of issue under discussion and adapt to new information on issue. Moreover, findings of this study revealed two new types of strategic adaptability: delayed adaptation to opponent and adapt to understand opponent. Study 2 additionally revealed that strategies vary with the negotiation phase, and negotiation outcome seems to benefit more from the constellation rather than the frequency of adaptations. Furthermore, lower-scoring negotiators tended to adapt to the opponent’s strategy instead of initiating a change in strategy.

The findings of this study provide preliminary insights into how strategic adaptations unfold. These findings present future research opportunities to further test the framework's robustness, increase the knowledge of individual and cultural factors, explore the relationship with negotiation outcomes and develop educational interventions to enhance strategic adaptability.

The purpose of this manuscript is to highlight how gamification is transforming recruitment, retention and training to resolve employee engagement challenges in the ever-changing workplace. In collaborating with game industry experts and designers, the authors taught students team leadership skills by demonstrating how to design and play their own original cooperative strategy games. In doing so, students learn what gamification is and how it can be used to train our multigenerational workforce; how designing board games teaches team leadership skills (e.g. communication, conflict management, power, decision-making); and how to develop cooperative strategy game elements (player characters, roles and actions) that motivate engaging gameplay with successful learning outcomes.

In this paper, the authors discuss the practical implications of a three-phase semester-long experiential learning experience, where game design demonstrates to students how employees can work collaboratively together in teams. Students’ developed storylines (i.e. strategic objectives) including motivation challenges, social media communication breakdowns, sabotage, global sustainability and other real-world challenges. In Phase 1, students learn about how companies are using gamification in training high-performing teams. In Phase 2, students play a cooperative strategy game Forbidden Island with their student teams. In Phase 3, students design (and play) their original cooperative strategy game, instructions booklet and build a facilitation guide.

Approximately, 400 students developed 48 original cooperative strategy games that can be used to teach team leadership skills. These student teams designed cooperative strategy board games – in which the entire team either wins or loses based on their control of valued resources and player actions as key decision-making points. The data and feedback indicate that the learning experience helped them practically consider team interdependence in making effective decisions, and in creating creative self-efficacy, resilience and self-confidence in their own leadership voice. In this manuscript, the authors focus on providing an overview and implementation plan for our semester-long experiential learning exercise.

This experiential exercise was implemented from 2019 to 2023 in different learning modalities (face-to-face, hybrid, 100% synchronous online learning) and during challenging times (prepandemic, pandemic and postpandemic learning environments). These varying experiences provided them with a challenge to persevere and learn about their own interpersonal skills and resilience in a creative engaging way with limited resources. Students developed 26 original games during 100% synchronous remote learning due to COVID. To the best of the authors’ knowledge, no other business school is working with gaming industry experts and game designers to teach team leadership to this degree during pre- and postpandemic environments.

This study aims to identify effective behaviors in labor-management negotiation (LMN) and, on that basis, derive overarching psychological principles of successful negotiation in this important context. These empirical findings are used to develop and test a comprehensive negotiation training program.

Twenty-seven practitioners from one of the world’s largest labor unions were interviewed to identify the requirements of effective LMN, resulting in 796 descriptions of single behaviors from 41 negotiation cases.

The analyses revealed 13 categories of behaviors critical to negotiation success. The findings highlight the pivotal role of the union negotiator by illustrating how they lead the negotiations with the other party while also ensuring that their own team and the workforce stand united. To provide guidance for effective LMN, six psychological principles were derived from these behavioral categories. The paper describes a six-day training program developed for LMN based on the empirical findings of this study and the related six principles.

This paper has three unique features: first, it examines the requirements for effective LMN based on a systematic needs assessment. Second, by teaching not only knowledge and skills but also general psychological principles of successful negotiation, the training intervention is aimed at promoting long-term behavioral change. Third, the research presents a comprehensive and empirically-based training program for LMN.

This study aimed to analyze the strategies and challenges related to technology transfer (TT) in technology transfer offices (TTOs), specifically regarding actions to offer technologies in their portfolios.

The qualitative research used a multiple case study based on interviews with TTO managers from seven Brazilian public Science and Technology Institutions (STIs): University of São Paulo (USP), State University of Campinas (UNICAMP), Paulista State University (UNESP), Federal University of Minas Gerais (UFMG), Federal University of Paraná (UFPR), Federal Technological University of Paraná (UTFPR) and Oswaldo Cruz Foundation (FIOCRUZ).

STIs that invest more resources in their portfolio’s active offering and marketing are more successful in TT than STIs with a passive strategy. Although this active strategy has grown in importance, there is a disparity among Brazilian TTOs as some are still passive in commercializing their intellectual property. This research also highlights the need for clear policies to overcome obstacles related to legal uncertainty for researchers who wish to undertake projects as entrepreneurs using the intellectual property of STIs.

The results of this study cannot be generalized since its conclusions are limited to the studied institutions. However, the outcomes indicate some interesting matters for managers of STIs, public policymakers and TT researchers.

Literature on marketing and innovation related to TT between research institutions and companies in developing countries is still limited. Thus, this research contributes to generating knowledge in the field and improving TTOs.

Interorganizational collaboration has been a major source of exploratory innovation. Despite much research, the authors’ understanding about how partner cultural distance is harnessed for exploratory innovation is limited. The authors’ conceptual framework aims to address this gap by explaining the social-psychological processes between perceived partner cultural distance and exploratory innovation.

Drawing on research in organizational learning and culture mixing, the authors propose a multilevel model with two parallel processes – cultural brokering and cultural defense. If managers are engaged in the former and are protected from the latter, then the partnership will produce more exploratory innovation. Cultural brokering is encouraged by prompting a learning mindset, while cultural defense is preempted by dampening social categorization across organizational boundaries.

Cultural brokering can be encouraged by building operational-level managers' (OLMs') collaborative strength through developing a learning orientation, allowing them delivery for exploration, cultivating mutual trust with partners. Cultural defense can be preempted by protecting OLMs from intergroup anxieties through providing organizational support to the OLMs, bridging social categorization faultlines and setting shared collaborative goals. Whether an alliance can unleash its potential depends on not just how cultural brokering is enabled but also how cultural defense is curtailed.

This paper takes a microfoundational approach and considers micro-level processes in a partnership. Furthermore, the model takes the operational managers' perspective and defines culture at the organizational level. All these differences allow us to provide a nuanced picture of how diverse partnerships can be harnessed for exploratory innovation through a few easily-implementable measures.

Competence development is a prerequisite for successfully meeting existing and future challenges in the retail sector. However, current human resource development practices are often limited in their scope and offerings. This study sets out to investigate and bring to light informal learning among retail professionals.

This research consists of two exploratory studies focused on store managers and procurement officers, respectively. Based on a typology of learning mechanisms, the authors conducted eleven in-depth interviews, generating a rich body of empirical data centred on how informal learning takes place at work.

The research points out key learning mechanisms for each occupation and offers detailed narratives of how they are embedded in everyday learning. In addition, the findings provide a synthesis of the complex nature of learning mechanisms and their variations in form and orientation.

By generating tangible and explicit knowledge on the topic of informal learning, the results contribute to both professionals, who may actively engage in useful learning mechanisms, and managers, who may develop processes and structures based on key learning mechanisms.

This paper helps to demystify the tacit and often unnoticed learning that takes place at work. In doing so, it broadens the perspective on competence development and facilitates future discussions of human resource development practices in the retail industry and the research community.

This study aims to build on the dynamic capability view by examining dynamic capabilities associated with public value in public procurement.

A qualitative case study approach is used in this study. The interview and secondary data consist of eight cases of value-creating procurement from four public organizations.

The findings connect dynamic capabilities and public value in terms of innovation generation and promotion, well-functioning supplier markets, public procurement process effectiveness, environmental and social sustainability and quality and availability of products or services.

Dynamic capabilities in public procurement are necessary to improve public procurement.

This study extends understanding of how sensing, seizing and transforming capabilities contribute to public value creation in both innovative and less innovative (i.e. ordinary) procurement scenarios.

The purpose of this study is to analyze the challenges encountered by international nongovernmental organizations (INGOs) operating in armed conflicts within the Democratic Republic of the Congo (DRC) and the Central African Republic (CAR). Through a 20-month fieldwork analysis, this research maps logistical risks and highlights key obstacles on the ground for successful humanitarian deployments in dynamically changing and complex environments. The study brings together academics and practitioners, providing practical and concrete recommendations for nongovernmental organizations (NGOs) to focus on in the conflict zones studied.

Using a mixed-methods approach that combines qualitative and quantitative methods, this research provides valuable insights into the challenges faced by INGOs in conflict zones. After collecting data from the field, including interviews with key stakeholders and on-the-ground observations, the data analysis uses software tools such as Text Analysis Markup System analyzer and Macbeth. By adhering to ethical principles and incorporating a reflexive analysis, the study sheds light on the multidimensional nature of successful humanitarian deployments.

The primary risk in all armed conflict zones, including the DRC and CAR, is insecurity. However, to achieve a successful humanitarian deployment in such contexts, a multidimensional approach is required. This involves first securing the acceptance of local communities and conflict parties, which can be achieved through a deep understanding of both political and customary structures, with a focus on respecting key engagement leaders. Sustainability also plays a crucial role, and NGOs must maintain a secure stock of energy and provide greater initiative for on-the-ground managers to meet the expressed needs of beneficiary populations and involve them from the planning stage onwards. Finally, effective communication, cooperation and collaboration with United Nations Office for the Coordination of Humanitarian Affairs are essential to overcome procurement, technical and security risks, particularly during the initial deployment phases.

This study provides an illustration of the uncommon practice of conducting collaborative research in humanitarian settings amidst two neighboring areas of armed conflict. The authors identified 268 common risk factors across eight categories during five deployment phases. To analyze these risks based on criticality and NGO responsiveness, the authors used a multicriteria method. This approach allowed the authors to validate unanimous judgments, resulting in valuable insights and concrete recommendations.

Purpose: The purpose of this paper is to identify the factors involved in the success of a ‘first-time first-line Manager’ (FTFLM), and establish a model for the success of a FTFLM using these identified factors.

Methods: Empirical factors influencing the success of a first-line manager were gathered through the literature review and an experience survey of managers. Based on these factors, a questionnaire for primary research was developed and used for the survey. An exploratory factor analysis of the collected data yielded a nine-factor model which was validated using confirmatory factor analysis.

Findings: A major portion (74%) of the FTFLM’s success factors are under the direct control of the FTFLM. The remaining portion (26%) are influenced by the organization’s procedures and policies for grooming the FTFLM and the attitude and behaviour of management towards the FTFLM.