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This paper seeks to develop a mid-range theory of how change recipient sensemaking processes affect the realization of strategic flexibility during simultaneous change in professional service firms.

The research presented is based on an exploratory embedded case study adopting a qualitative interpretive methodology, conducted at a professional service organization. A sensemaking lens was adopted in order to study organizational change processes. Data was collected through semi-structured open-ended in-depth interviews, and analyzed using first and second order analysis, inspired by the methodology used by Corley and Gioia (2004).

We identified four determinants of change recipient sensemaking: professional identification, dominant organizational discourse, equivocality of expectations, and cross-understanding between thought worlds. Case findings indicate that cognitive and affective dimensions of change recipient sensemaking are strongly interwoven in their effect on realizing strategic flexibility.

We contribute to the competence-based strategic management literature by introducing the concept of change recipient sensemaking in understanding the realization of strategic flexibility; by identifying four major determinants in a context of simultaneous change in a professional service organization; and by highlighting the interwoven and mutually reinforcing cognitive and affective dimensions of professional’s process of constructing meaning.

When FECS spins out of human intervention and regulatory control, then it can easily harm and constrain the markets as it happened on Black Friday of October 1929, resulting in the Great Depression, and the September–October 2008 Financial Crisis, when some 17 mega global investment banks ran out of control and lost close to trillion US dollars in market capitalization. This chapter defines, analyzes, classifies, and morally assesses occupational and corporate fraud, corruption and money-laundering, and their other evil forms. When we allow our choices to be driven by passion, choosing thereby to ignore or fail to investigate outcomes, the results are too often flawed and unintended, as the cases of Lehman Brothers, AIG, Freddie Mac, and Fannie May that collapsed around September–October 2008 would attest. While we should condemn abuses within the FECS, one can also seek to understand the origins and originating systems of fraud, corruption, and various forms of deceptions and chicanery, and search for remedial strategies for eradicating these ills of FECS. Several contemporary market cases of fraud, corruption, and bribery will be identified to illustrate the contents of this chapter.

Two basic theses of G. H. Meads social psychology are: (1) Using gestures that influence sender and receiver in similar ways contains a reinforcing effect for both. (2) Under specific circumstances they also create new psychic domains, for example, consciousness of meaning, object, and the Self. The elementary levels of these processes are studied in social psychology, infant psychology, and lately in neuroscience.

One arena for studying these processes in adults is dancing, where spontaneity, emotionality, childish physical identification processes, and trajectories of the Self can coexist with cognitive planning and social regulation. I interpret this in a session of “Lunch Beat,” analyzing a layman interview on dancing during lunch break. The arena includes the differences between work obligations and the temporary freedom under lunch. One point is the creativity that may grow in the abrupt meeting of work demands and free physical sociality in dancing.

Interpretations conclude that participants’ experiences are: (1) energy production, (2) experiencing the world outside of “the box,” (3) expanding by denying “musts” for an hour, (4) meeting new people in both Others and Self, (5) creativity in changing arena from work to free time, and (6) meeting the not expected.

All interpretations are drawn back to basic theses in Mead.

…the astonishing struggle that lasts forever Francine Du Plessix Gray (2000). …the simultaneous sound of…both harmonies and dissonances Kurt Lüscher (2000). I wanted to watch my father die because I hated him. Oh, I loved him… Sharon Olds (1992).The concept of absolute absence or presence is not meaningful for adult children when an elderly parent’s mind is slipping away. This is a time of increased ambiguity in the family boundary, in which the status and roles of the demented elder are no longer clear, and often not agreed upon. Not knowing if a parent is absent or present, the potential for ambivalence in the adult children is high. Within this intergenerational context, the main thesis of this paper is that the ambiguous loss of a parent with dementia provides fertile ground for increased ambivalence in intergenerational relations (Boss, 1999, 2002). The heightened ambiguity and resulting ambivalence may or may not be problematic, depending on cognitive awareness and family processes.

How do organizations respond to negative feedback regarding their innovation activities? In this chapter, the authors reconcile contradictory predictions stemming from behavioral learning and from the escalation of commitment (EoC) perspectives regarding persistence under negative performance feedback. The authors core argument suggests that the seemingly contradictory psychological processes indicated by these two perspectives occur simultaneously in decision makers but that the design of organizational roles and reward systems affects their prevalence in decision-making tasks. Specifically, the authors argue that for decision makers responsible for an individual project, responses given to negative performance feedback regarding a project are dominated by self-justification and loss-avoidance mechanisms predicted by the EoC literature, while for decision makers responsible for a portfolio of projects, responses to negative performance regarding a project are dominated by an under-sampling of poorly performing alternatives that behavioral learning theory predicts. In addition to assigning decision-making authority to different organizational roles, organizational designers shape the strength of these mechanisms through the design of reward systems and specifically by setting more or less ambiguous goals, aspiration levels, time horizons of incentives provided, and levels of failure tolerance.

Learning through international strategic alliances is usually influenced by dispersed locations and cultural difference between the countries of the two firms. This research highlights the importance of contextual factors on learning through international strategic alliances. Based on an empirical study of 271 alliances, our findings reveal that successful alliance learning not only depends on the partner’s openness to share knowledge but also relies on the firm’s capacity to identify and absorb such knowledge. Institutional differences between the countries from where partner firms originate are considered to hinder the alliance learning by decreasing the firm’s absorptive capacity and by enhancing knowledge ambiguity. However, our research suggests that frequent direct communication and high levels of mutual trust and reciprocal commitment between partner firms positively moderate the noxious effects of institutional differences on the alliance learning process.

Using puns as an illustration, we examine how verbal ambiguity affects the process of discourse. Our major focus is on the responses people make to the occurrence of puns in face-to-face conversations. First, we question the notion that the groans that commonly and distinctively greet puns are responses to the perceived low or high quality of specific puns. Next, we describe the special problems of interpretation that accompany puns arising in encounters. Finally, we suggest a modification of the views of Blumer and of Goffman as to the incidental or disruptive intrusion of jocularity into encounters. We conclude that verbal ambiguity – despite its popular identification as enigmatic, “incorrect” language – does not significantly alter the processes or results of everyday discourse.

With the changing business environment, skills rather than familiarity with rules are more important to accountants’ success. In response to mounting criticisms of accounting education and supported by calls from the Accounting Education Change Commission, efforts have been made by some accounting educators to adapt accounting education to this changing environment. However, there is little research to date about the individual characteristics that can be leveraged to improve the outcome of accounting education. We investigate three individual characteristics: anti-intellectualism, tolerance for ambiguity, and internal locus of control. The results show that all three variables may impact performance in accounting education and that the structure of an accounting program may reward characteristics that are not in line with skills required by the profession. Fortunately, the design of an accounting program may help students alter their skills to be more in line with professional requirements.

Purpose – This experimental economics study using brain imaging techniques investigates the risk-ambiguity distinction in relation to the source preference hypothesis (Fox & Tversky, 1995) in which identically distributed risks arising from different sources of uncertainty may engender distinct preferences for the same decision maker, contrary to classical economic thinking. The use of brain imaging enables sharper testing of the implications of different models of decision-making including Chew and Sagi's (2008) axiomatization of source preference.

Methodology/approach – Using fMRI, brain activations were observed when subjects make 48 sequential binary choices among even-chance lotteries based on whether the trailing digits of a number of stock prices at market closing would be odd or even. Subsequently, subjects rate familiarity of the stock symbols.

Findings – When contrasting brain activation from more familiar sources with those from less familiar ones, regions appearing to be more active include the putamen, medial frontal cortex, and superior temporal gyrus. ROI analysis showed that the activation patterns in the familiar–unfamiliar and unfamiliar–familiar contrasts are similar to those in the risk–ambiguity and ambiguity–risk contrasts reported by Hsu et al. (2005). This supports the conjecture that the risk-ambiguity distinction can be subsumed by the source preference hypothesis.

Research limitations/implications – Our odd–even design has the advantage of inducing the same “unambiguous” probability of half for each subject in each binary comparison. Our finding supports the implications of the Chew–Sagi model and rejects models based on global probabilistic sophistication, including rank-dependent models derived from non-additive probabilities, e.g., Choquet expected utility and cumulative prospect theory, as well as those based on multiple priors, e.g., α-maxmin. The finding in Hsu et al. (2005) that orbitofrontal cortex lesion patients display neither ambiguity aversion nor risk aversion offers further support to the Chew–Sagi model. Our finding also supports the Levy et al. (2007) contention of a single valuation system encompassing risk and ambiguity aversion.

Originality/value of chapter – This is the first neuroimaging study of the source preference hypothesis using a design which can discriminate among decision models ranging from risk-based ones to those relying on multiple priors.

In an article entitled “Identifying and combating organizational leadership toxicity,” authors Watt, Javidi, and Normore (Watt, Javidi, & Normore, 2015) identified and outlined techniques for combating leadership toxicity in Law Enforcement. This chapter extends this work by linking Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) to toxic leadership. Crisis happens. Volatility, uncertainty, complexity, and ambiguity (VUCA), (a term) coined at the Army War College in the early 1990s (Mack, O., Kare, A., Kramer, A., & Burgartz, T. (2015), Managing VUCA world. New York, NY. Retrieved from http://www.lawenforcementtoday.com/2015/12/02/capturing-the-moment-counter-vuca-leadership-for-21st-century-policing/#sthash.IKYJInr4.dpuf), is a sobering new reality for leaders and the organizations they serve. In simple terms, VUCA is chaos. It falls on leaders to understand it, prepare for it, and minimize the disruptive and destabilizing effects of it.