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The present study aims to investigate the psychometric properties of the picture story exercise (PSE), a tool for measuring implicit motivations in Iran.

The research method is descriptive correlation and was conducted in two studies. In the first study 24 psychology master’s students were selected by convenience sampling method and tested them to check retest and inter-coder reliability. The second study investigated the correlation between self-reports and the PSE test on a sample of managers. Its statistical population comprised all the managers of a refinery company, 50 people were selected by convenience sampling method. To check the concurrent validity of the PSE test, the participants of the second study, completing the PSE, also completed the needs questionnaire of Steers and Porter (1979).

The findings showed that the PSE test in the Iranian sample had high retest reliability (0.62 on mean) and inter-coder reliability (0.87 on mean), and, following previous research, it does not show a significant relationship with self-reported motives.

PSE can be used in future research as a tool that has demonstrated its reliability and validity in the Iranian sample.

Measurement of implicit motives is a practical factor for predicting people’s behavior, the necessity of using tools that can accurately evaluate implicit motives is strongly felt. Taking into account the fact that so far, in Iranian samples, implicit motivations have not been measured, therefore, the current research is trying to answer this question, whether one of the most important and prominent tools that were made for this purpose and used in various studies can also be used in Iranian samples.

Implicit motives are capacities to experience specific types of incentives as rewarding and specific types of disincentives as aversive (Atkinson, 1957; Schultheiss, 2008). Because implicit motives determine which stimuli are affectively “hot”, they also orient the person's behavior toward those stimuli, energize behavior aimed at attaining (or avoiding) them, and select stimuli that predict their proximity and behaviors that are instrumental for attaining (or avoiding) them (McClelland, 1987).

In the workplace, forgiveness can increase positive interactions between the victim and offender in the aftermath of a conflict. As an important intrapersonal factor in an organization, a victim’s power motives may shape one’s forgiveness. However, previous research shows inconsistent results because it only considers explicit power motives while ignoring the possible contingent role of implicit power motives in influencing forgiveness. This paper aims to consider both implicit and explicit power motives and aims to examine their joint effect on interpersonal forgiveness in the workplace conflict.

Polynomial regressions with response surface analysis were conducted with 415 Amazon Mechanical Turk users. Implicit power motives were measured by using a modified picture story exercise technique, whereas explicit power motives were measured via self-response scales.

First, congruence in power motives was associated with higher empathy and forgiveness than incongruence. In addition, high-implicit/high explicit power motives led to higher level of empathy and forgiveness than low-implicit/low-explicit power motives. Furthermore, directional power motive incongruence had an additive effect on forgiveness, such that discrepantly low-implicit/high-explicit power motives were more detrimental to empathy and forgiveness than discrepantly high-implicit/low-explicit power motives. Finally, empathy underlies the combined effect of implicit and explicit power motives on forgiveness.

The findings suggest that in a workplace conflict, managers should consider an employee’s explicit and implicit motives. To build the harmony group work climate, managers can improve intrapersonal implicit–explicit power motive congruence by providing developmental support and training focusing on self-enhancement and self-affirmation with the low-explicit-powerful employees. Further, to promote forgiveness in a conflict, organizations can use empathy-based exercise and provide team building activities to increase employees’ empathy and perspective-taking toward others.

By integrating implicit–explicit framework, this paper conciliates previous studies investigating the relationship between power and forgiveness by proposing that the two types of power motives, implicit and explicit power motives, jointly influences a victim’s forgiving tendency. This study serves as a meaningful touchstone for future research to consider both implicit and explicit power motives into the organizational conflict framework.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

Much has been written about the theory and practice of work experience, but mostly in academic terms and aimed specifically at the “world of education”. What follows is presented in practical terms, and is intended to be of help to industrial colleagues. It has been written by an experienced practitioner who has worked at both the chalk‐face and Local Education Authority (LEA) level providing work experience for thousands of students. Basically, work experience is examined briefly in terms of its origins in the 1960s. The mechanics of its delivery are looked at and an indication of the current picture and the anticipated future expectations is given: a practical approach therefore to a very important curricular development area.

The authors characterize the conditions under which a country may eventually split and when it splits within an infinite horizon multi-stage differential game.

In contrast to the existing literature, the authors do not assume that after splitting, players will adopt Markovian strategies. Instead, the authors assume that while the splitting country plays Markovian, the remaining coalition remains committed to the collective control of pollution and plays open-loop.

Within a full linear-quadratic model, the authors characterize the optimal strategies. The authors later compare with the outcomes of the case where the splitting country and the remaining coalition play both Markovian. The authors highlight several interesting results in terms of the implications for long-term pollution levels and the duration of coalitions under heterogenous strategies as compared to Markovian behavior.

In this paper, the authors have illustrated the richness of the simplications of enlarging the set of strategies in terms of the emergence of coalitions, their duration and the implied welfare levels per player. Varying only three parameters (the technological gap, pollution damage and coalition payoff share distribution across players), the authors have been able to generate, among other findings, quite different rankings of welfare per player depending on whether the remaining coalitions after split play Markovian or stay precommited to the pre-splitting period decisions.

The first purpose of this paper is to investigate the relationship between principal self-efficacy and work experience. The second purpose of this paper is to re-study the structure of a multidimensional and hierarchical Principal Self-Efficacy Scale (PSES).

PSES was measured using the Brama-Friedman scale (PSES) (Brama and Friedman, 2007). During the 2010 school year, 123 principals participated. Exploration of PSES was based on Facet Theory (Guttman, 1959).

The findings show that the highest levels of the PSES were found with principals that were at their first year of leading the school. The levels of PSES drop significantly during the second year and up to the fifth year of work experience. The levels of PSES start to rise after the fifth year, and stabilize after ten years. Furthermore, the findings show that PSES is comprised of organizational leadership, educational, and pedagogical leadership and external and communal relations.

The sample was relatively small and mostly from the center school district of Israel. The second limitation was that the sample included only Jewish principals. Since 20 percent of the population in Israel is Arabs, further studies should include all minorities in order to enlighten the issue.

Understanding the relations between PSES levels and work experience could assist policy makers with decisions concerning continuing professional development (in-service training) of principals.

Little is known about the relations between perceived self-efficacy of principals and their work experience.