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This study aims to conduct two experiments to provide insight into the impacts of Congressional party loyalty on negotiating flexibility. Constituent support, term limits and bipartisan roles were explored as possible moderators of polarization in American political negotiations.

Experiment 1 used a 2 (party loyalty: loyal/thoughtful) × 2 (constituent support: consistent/mixed districts) experimental design. In experiment 2, party loyalty was constant, and participants were assigned to one of four conditions created by a 2 (term limits: restricted/not restricted) × 2 (role: coordinator/whip) design. In both experiments, flexibility was measured as the percentage of movement on four key budget allocation issues. Participants were recruited using Prolific.

Experiment 1 demonstrated that loyalty produced less flexibility, particularly with regard to one’s own preferred issues. Constituent support did not influence flexibility. The second experiment found that absence of term limits and presence of bipartisan roles resulted in more movement on the other’s preferred issues.

While the authors’ manipulations have experimental validity, further field research is suggested to assess the fidelity of the authors’ simulation and the ecological validity of the experimental findings.

These findings extend the list of situational levers that impact negotiation flexibility. In particular, based on the authors’ findings, embedding bipartisan roles into traditional Congressional processes could help increase negotiating flexibility and cooperation.

Both the experimental task and variables manipulated in these experiments are embedded in a US Congressional context.

A growing body of research outlines how to best facilitate and ensure methodological rigor when using dictionary-based computerized text analyses (DBCTA) in organizational research. However, these best practices are currently scattered across several methodological and empirical manuscripts, making it difficult for scholars new to the technique to implement DBCTA in their own research. To better equip researchers looking to leverage this technique, this methodological report consolidates current best practices for applying DBCTA into a single, practical guide. In doing so, we provide direction regarding how to make key design decisions and identify valuable resources to help researchers from the beginning of the research process through final publication. Consequently, we advance DBCTA methods research by providing a one-stop reference for novices and experts alike concerning current best practices and available resources.

Technology for training military teams has evolved through a convergence of advances in simulation technology for individual and collective training, methods for analyzing teamwork and designing training solutions, and intelligent tutoring technologies that adapt training to the student, to accelerate learning. A number of factors have slowed this evolution toward intelligent team tutoring systems (ITTS), including the challenges of processing communications data, which are the currency of teamwork, and the paucity of automated and generalizable measures of team work. Several systems fulfill a subset of the features required of an ITTS, namely the use of team training objectives, teamwork models, measures of teamwork, diagnostic capability, instructional strategies, and adaptation of training to team needs. We describe these systems: the Advanced Embedded Training System (AETS), Synthetic Cognition for Operational Team Training (SCOTT), the AWO Trainer, the Benchmarked Experiential System for Training (BEST), and the Cross-Platform Mission Visualization Tool. We close this chapter with recommendations for future research.

Leadership development has been viewed as a foundational component of agriculture education and the FFA since the early 20^th century (Hoover, Scholl, Dunnigan, & Mamontova, 2007). To contribute to previous research in the field of leadership, this study lays the framework for future studies on the leadership styles of those individuals who lead today’s youth in FFA programs across the State of Texas. This study describes FFA advisors of successful FFA programs in terms of their leadership styles, leadership training/educational background, and suggests how FFA advisors could use their leadership styles to improve their programs. Participants reported engaging in behaviors related to transformational leadership, M = 3.15, more often than those related to transactional, M = 2.45, or laissez-faire leadership styles, M = 0.86

This study aims to offer a bibliometric analysis of the already substantial and growing literature on global virtual teams (GVTs).

Using a systematic literature review approach, it identifies all articles in the Web of Science from 1999 to 2021 that include the term GVTs (in the title, the abstract or keywords) and finds 175 articles. The VOSviewer software was applied to analyze the bibliometric data.

The analysis revealed three dialogizing research clusters in the GVTs literature: a pioneering management information systems and organizational cluster, a general management cluster and a growing international management and behavioural studies cluster. Furthermore, it highlights the most cited articles, authors, journals and nations, and the network of strong and weak links regarding co-authorships and co-citations. Additionally, this study shows a change in research patterns regarding topics, journals and disciplinary approaches from 1999 to 2021. Finally, the analysis illustrates the position and centrality in the network of the most relevant actors.

The findings can guide management practitioners, educators and researchers to the most meaningful clusters of publications on GVTs, and help navigate and make sense of the vast body of the available literature. The importance of GVTs has been growing in the past two decades, and Covid-19 has accelerated the trend.

This study provides an updated and comprehensive systematic literature review on GVTs. To the best of the authors’ knowledge, it is also the first systematic literature review and bibliometry on GVTs. It concludes by suggesting future research paths.

The purpose of this paper is to explore newcomers as active participants within their own socialization, through the influence of self-leadership on proactivity and subsequently organizational socialization and organizational commitment.

Data collected from 193 organizational newcomers (i.e. individuals within their first year at an organization) working in a variety of industries were examined within three serial mediation models in PROCESS.

The results of these analyses suggest that self-leadership influences organizational newcomers’ adjustment and subsequent commitment by assisting them in seeking organizational resources.

This study answers calls to explore both the mediating mechanisms through which self-leadership processes influence organizational outcomes and the complex relationships between human workplace interactions and the proximal and distal outcomes of socialization.

The findings indicate that organizational stakeholders should enhance the self-leadership abilities of newcomer, thereby easing the socialization burden on organizations.

This paper offers a novel framework (i.e. self-leadership) for understanding newcomer socialization and provides an encompassing model that recognizes individual capacities, communicative behaviors, adjustment and subsequent organizational attitudes.

This chapter describes five disciplinary domains of research or lenses that contribute to the design of a team tutor. We focus on four significant challenges in developing Intelligent Team Tutoring Systems (ITTSs), and explore how the five lenses can offer guidance for these challenges. The four challenges arise in the design of team member interactions, performance metrics and skill development, feedback, and tutor authoring. The five lenses or research domains that we apply to these four challenges are Tutor Engineering, Learning Sciences, Science of Teams, Data Analyst, and Human–Computer Interaction. This matrix of applications from each perspective offers a framework to guide designers in creating ITTSs.

GLASGOW was later by about one hundred and thirty years than some of the Scotch towns in establishing a printing press. Three hundred years ago, though Glasgow contained a University with men of great literary activity, including amongst others Zachary Boyd, there does not appear to have been sufficient printing work to induce anyone to establish a printing press. St. Andrews and Aberdeen were both notable for the books they produced, before Glasgow even attempted any printing.

This paper reviews the literature of formal mentoring programs in organizational settings. Additionally, the components of mentoring, how it works, and how it can be implemented in an organization is addressed. Further this paper also proposes that formal mentoring is possible in organizations. Formal mentoring will be shown to be less effective than informal mentoring. Furthermore, it will be shown that formal organizational mentoring can be effective to meet the needs for all employees to have the opportunity to be mentored, to learn from the wisdom, experience and mistakes of others, and to increase the protégé’s career opportunities.