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To examine empathy as a trait that influences leadership behaviors, which, in turn, influence group decision-making.

This study uses an assessment center design to maximize internal validity.

The structural equation model shows that empathy strongly relates to both relationship leadership and task leadership, while cognitive ability only relates to task leadership. Both relationship leadership and task leadership exert influence over group task choice and group decisions. Thus, empathy has its major effects through influencing leader behaviors, which, in turn, have distal impacts on outcomes such as influence over decisions.

The study results should be further tested in field settings.

The findings suggest that organizations should recruit and promote leaders high in empathy.

This is the first study to test whether leader behaviors mediate the effects of leader empathy on group decision-making.

Over the past few years, mathematical and computational models of organizations have attracted a great deal of interest in various fields of scientific research (see Lin & Carley, 1993 for review). The mathematical models have focused on the problem of quantifying the structural (mis)match between organizations and their tasks. The notion of structural congruence has been generalized from the problem of optimizing distributed decision-making in structured decision networks (Pete, Pattipati, Levchuk, & Kleinman, 1998) to the multi-objective optimization problem of designing optimal organizational structures to complete a mission, while minimizing a set of criteria (Levchuk, Pattipati, Curry, & Shakeri, 1996, 1997, 1998). As computational models of decision-making in organizations began to emerge (see Carley & Svoboda, 1996; Carley, 1998; Vincke, 1992), the study of social networks (SSN) continued to focus on examining a network structure and its impact on individual, group, and organizational behavior (Wellman & Berkowitz, 1988). Most models, developed under the SSN, combined formal and informal structures when representing organizations as architectures (e.g., see Levitt et al., 1994; Carley & Svoboda, 1996). In addition, a large number of measures of structure and of the individual positions within the structure have been developed (Roberts, 1979; Scott, 1981; Wasserman & Faust, 1994; Wellman, 1991).

This chapter provides an updated review of research examining the relationship between occupational stressors and job performance. We begin by presenting an eight-category taxonomy of workplace stressors and we then review theories that explain the relationships between workplace stressors and job performance. The subsequent literature review is divided into two sections. In the first section, we present a summary of Jex's (1998) review of research on the job stress–job performance relationship. In the second section, we provide an updated review of the literature, which includes studies that have been published since 1998. In this review, we evaluate how well the contemporary research has dealt with weaknesses and limitations previously identified in the literature, we identify and evaluate current trends, and we offer recommendations and directions for future research.

Contextualizing grammar in second language (L2) classrooms implies making grammar constructs relevant to the learners’ world; affording learners the opportunities to better comprehend and apply these concepts in their own milieus. This instructional design (ID) has been devised to contextualize grammar and to explore learner engagement of pre-service English teachers through Computer-Aided Learning (CAL) and Task-based Learning (TBL) in a technology-driven learning environment. CAL encompasses technology-aided discussions, multi-media presentations, online tests and exercises, and social media deployment. TBL, on the other hand, contextualizes grammar using technology and social network in planning, executing, and presenting four assigned tasks: picture essay, brochure design, dialogue composition, and comic strips illustration. Facebook is the e-portfolio of the class, archiving all group and individual output. The CAL-TBL tandem is propelled by group initiatives and class collaboration evident in group discussions and planning, microteaching, task presentations, peer reviews, and self-evaluations. These initiatives engage learners; empowering students to collaboratively take active part and responsibility for their own learning. The three-hour-class meets every week in a computer laboratory. The post-semester feedback and online poll course design review as well as the University Course Evaluation comments have shown that the ID, from the learners’ perspective, is effective in contextualizing grammar and in engaging learners.

In this chapter, we focus on the people component of the technology commercialization process. We review how the need for a variety of skills and knowledge sets creates unique challenges and opportunities for the team, particularly given the complexities associated with commercialization and the need for creativity throughout the process. We suggest that simply having a multidisciplinary team in place does not ensure success and highlight the potential benefits and liabilities. In particular, we highlight the relevance of team composition in terms of professional orientation and social network ties. We then review how team composition influences internal team processes.