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Purpose – This chapter reports on a rapidly growing trend in the analysis of data about emerging market (EM) economies – the use of baseline models as comparisons for explanatory models. Baseline models estimate expected values for the dependent variable in the absence of a hypothesized causal effect but set higher standards than do traditional null hypotheses tests that expect no effect.

Design/methodology/approach – Although the use of baseline models research originated in the 1960s, it has not been widely discussed, or even acknowledged, in the EM literature. We surveyed published EM studies to determine trends in the use of baseline models.

Findings – We categorize and describe the different types of baseline models that scholars have used in EM studies, and draw inferences about the differences between more effective and less effective uses of baseline models.

Value – We believe that comparisons with baseline models offer distinct methodological advantages for the iterative development of better explanatory models and a deeper understanding of empirical phenomena.

Recently, scholars from a wide variety of disciplines have begun to study the influence of attention, mimicry, and social context on emotional contagion. In this chapter, we will review the classic evidence documenting the role of these factors in sparking primitive emotional contagion, especially in occupational settings. Then we will discuss the new evidence, which scholars have amassed to help us better understand the role of culture in fostering the ability to read others’ thoughts, feelings, and emotions. Finally, we will briefly speculate as to where future research might be headed.

In this chapter, we overview different neuroenhancement techniques that could be applied for accelerating the learning process in a number of tasks that are associated with occupational roles. The techniques range from: (1) pharmaceutical and invasive methods with limited applicability to the healthy population, due to possible side effects and obtrusiveness; (2) game-based brain training that shows task-specific potential, but may not generalize; and (3) a promising new research direction in which the goal is to “train” the brain to reach an optimal cognitive state for performing a given task, and remain in this state by self-regulation. However, in order to accomplish this goal of brain training, the neurological markers that best discriminate good task performance need to be identified. We also review a number of initial studies in this chapter which have analyzed such markers in a variety of training-related applications for different occupations, such as military/security (e.g., marksmanship, deadly force judgment and decision making, submarine piloting and navigation, phishing detection), medicine (e.g., robot-assisted surgery), banking (e.g., financial traders), sports (e.g., golf, archery, and baseball), or entertainment (e.g., musicians and actors). The promising results of these early studies are fueling interest in neuroscience-based technology and methods in the rapidly developing field of organizational neuroscience (e.g., leadership research). We conclude the chapter with a discussion of future research directions.

Abusive supervision is associated with many detrimental consequences. In this theory-review chapter, we extend the abusive supervision literature in two ways. First, we argue that more attention needs to be given to the emotion contagion processes between the leader and followers. More specifically, leaders’ negative affect can lead to followers’ experiences of negative affect, thereby influencing followers’ perception of abusive supervision. Second, we explore how employees draw upon their cognitive prototypes of an ideal leader or Implicit Leadership Theories (ILTs) to evaluate leader behaviors. In this regard, we argue that ILTs can influence the (negative) emotional contagion process between the leaders’ negative affect and followers’ perception of abusive supervision. In our proposed model, leaders’ expressions of negative affect, via emotional contagion, influence followers’ negative affect, perception of abusive supervision, and two behavioral responses: affect- and judgment-driven. The negative emotional contagion process between the leader and followers also differs depending on followers’ susceptibility to emotional contagion and their ILTs. We conclude by discussing the theoretical and practical implications of our model.