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Purpose – The purpose of this chapter is to offer a general review of the field of organizational misbehavior and to pose the question: what has happened in this field in the last twenty years?

Method – The chapter uses the theoretical framework developed in the book Organizational Misbehavior (1999) as a template and considers a range of developments in organizations and their context together with the findings of much new research into organizational misbehavior.

Findings – Classic forms of misbehavior identified in earlier work (absenteeism, effort limitation, utilitarian sabotage, etc.) are not as significant as they once were because the conditions necessary for the co-production of these forms of misbehavior often no longer apply. It is also proposed, however, that the findings from a great deal of the more recent literature – that there has been a proliferation in the range and types of organizational misbehavior and increase in its subtlety – are not indicative of a decline in the impulse to misbehave nor of the significance of misbehavior more generally. On the contrary, what we see is indicative of a period of widespread behavioral innovation, in which new outlets for the impulse to misbehave are finding expression even against a background of a general shift in the balance of power in favor of the employer. In the longer term there is every reason to expect that new areas of significant contestation will re-emerge, and with this the crystallization of some new and distinctive forms of misbehavior.

Social implications – A clear implication of the analysis is that there is little reason for complacency on the part of managers and management academics that the problem of misbehavior has disappeared.

Value of chapter – Updating the findings in the book Organizational Misbehavior (1999) in light of a range of recent developments in organizations and their context, together with recent research into organizational misbehavior.

This article aims to explain the relevance of new findings about self‐control and willpower for antisocial behaviour and forensic practice.

The relevance of the phenomena is covered first, followed by an exposition of how self‐control works.

The basic ingredients for effective self‐control are standards, monitoring, and willpower. Willpower fluctuates as a function of demands on it (including decision making) and bodily states (including food and rest). Self‐control and willpower can be increased, even in adults.

Antisocial and criminal behaviour is often mediated by failures of self‐control. Remediation and prevention can benefit by applying a correct understanding of how self‐control functions.

Understanding of self‐control has advanced greatly in recent years and is highly relevant to forensic practice. Clients can learn to gain control over their actions.

Misbehavior is ubiquitous. Its occurrence stretches back in time and shows little sign of abating. According to Richards (2008, pp. 653–654), organizational misbehavior “has been a prominent feature of organizational studies throughout the twentieth century and continues to command similar attention in the first decade of the twenty-first century.” Early interest has been traced back to F. W. Taylor's criticisms of workers’ restriction of output (Taylor, 2003) in the first two decades of the twentieth century, a phenomenon also considered by Donald Roy (1952, 1959) after World War Two, and subsequently extended by Jason Ditton (1977) and Gerald Mars (1982) to include workplace crimes such as “fiddles and theft.” In more recent times, such fiddles have been extended to the study of “cyberslacking” (Block, 2001), “cyberloafing” (Lim, 2002), and general workplace internet misuse (Lara, Tacoronte, Ding, & Ting, 2006). Yet, despite such interest in “organizational misbehavior,” the scholarship in this field is relatively recent and generally traced back to the work of Vardi and Wiener (1996) and Ackroyd and Thompson (1999).

Academic freedom is often constrained by self-censorship. Measurement of this constraint is difficult because it is often unconscious, so it is useful to explore the underlying motivations. Greater-good arguments are an important motivator of self-censorship. Humans are social creatures who fear being accused of harming the greater good. When a scholar’s findings conflict with a paradigm alleged to serve the greater good, self-censorship is tempting. However, the greater good is not necessarily served by paradigms that invoke it. Discrepant data often lead to truths that a dominant paradigm obscures. Thus, the greater good is better served by a free flow of evidence than by conforming to a paradigm that evokes the greater good. This chapter presents an example in the Social Sciences. The paradigm of social harmony in the state of nature appears to serve the greater good, and evidence of aggression in the state of nature is often dismissed. But understanding the conflict in the state of nature can help people manage aggression today. This example can help scholars recognize and transcend the natural tendency to self-censor.

This paper aims to examine the associations between individual factors (personality and demographic variables) and contextual factors (servicescape and situation‐specific variables), and the motives that drive episodes of dysfunctional customer behavior.

Self‐report data were collected from a survey of bar, hotel, and restaurant customers (n=380). Confirmatory factor analysis and hierarchical cluster analysis were utilized to analyze the data.

Analysis of the data revealed three clusters of motives labelled: financial egotists, money grabbers, and ego revengers. Statistically significant differences were revealed across the personality, servicescape, and situation specific variables for each motive. However, no differences were found concerning demographic variables.

This research emphasizes the primacy of three customer behavior motivations. Future research might investigate the motives for dysfunctional customer behavior across different organizational contexts and the dynamics between such motivations.

The findings of the study indicate that service managers can proactively control and manipulate servicescape and situation‐specific variables that relate to customer misbehavior motives.

No existing scholarly research has developed a data‐grounded understanding of the motivations of dysfunctional customer behaviors. Moreover, to date, no study has explored the associations between customer's motives to misbehave and personality, situation specific, servicescape, and demographic variables.

Wireless sensor networks (WSNs) are periodically collecting data through randomly dispersed sensors (motes), which typically consume high energy in radio communication that mainly leans on data transmission within the network. Furthermore, dissemination mode in WSN usually produces noisy values, incorrect measurements or missing information that affect the behaviour of WSN. In this article, a Distributed Data Predictive Model (DDPM) was proposed to extend the network lifetime by decreasing the consumption in the energy of sensor nodes. It was built upon a distributive clustering model for predicting dissemination-faults in WSN. The proposed model was developed using Recursive least squares (RLS) adaptive filter integrated with a Finite Impulse Response (FIR) filter, for removing unwanted reflections and noise accompanying of the transferred signals among the sensors, aiming to minimize the size of transferred data for providing energy efficient. The experimental results demonstrated that DDPM reduced the rate of data transmission to ∼20%. Also, it decreased the energy consumption to 95% throughout the dataset sample and upgraded the performance of the sensory network by about 19.5%. Thus, it prolonged the lifetime of the network.

It's a secret hidden in plain sight, we teach who we are. Palmer (2017)

In an effort to reinvigorate the art of teaching, educational theorists have called for teachers to learn how to teach with their “whole self” – to be with and teach their students from a position of mindful awareness, authenticity, truthfulness, compassion, and courage (Palmer, 2017; Ramsey & Fitzgibbons, 2005). The skills that support one in mindfully knowing oneself well and being able to creatively and consciously bring aspects of one's knowledge expertise and identity into acts of teaching and learning in the classroom in an authentic way has been labeled the “unnamed domain” in teacher knowledge (e.g., Taylor, 2016). In this chapter, we extend work on a conceptual, evidence-based framework for this unnamed domain. We propose that the formation of teachers who are calm in body in challenging situations, clear in mind when making decisions in complex classroom environments, and kind in approach to interactions with others is one way of describing development in this domain of teacher identity/expertise. Furthermore, we posit that mindfulness, compassion, and other contemplative practices can be useful for developing expertise in it. We present conceptual and empirical findings from a series of studies we have done on the antecedents and consequences of teachers' calmness, clarity, and kindness in the classroom and discuss directions for future research.

El Salvador’s youth have faced a climate of violence for decades. Schools have been identified as the most cost-effective ways to help students develop the life skills they need to prevent violence. This study examined the potential role of a physical education (PE) program taught by some of the first Salvadoran teachers to be trained to foster life skills through PE within schools.

Fourteen schools that had hired a PE teacher trained in life skills-based PE volunteered to participate in the study. Semi-structured interviews with the school director, PE teacher, and a focus group of students at each school were conducted.

Interviews were content analyzed and potential themes were initially placed into one of three life skills categories using a deductive analysis based upon the World Health Organization’s (WHO) (2002) three categories of life skills: (i) Coping and Self-Management; (ii) Communication and Interpersonal; (iii) Decision Making/Problem Solving. Then, using an inductive analysis, various themes within each life skills category were identified. The findings revealed that participants in the study identified the role that PE provides in developing life skills in each of the three categories and many identified the importance of these life skills to prevent violence both in and out of schools.

Findings from this study highlight the important role that schools play in the development of life skills and the prevention of youth violence. PE in particular offers a promising approach due to its applied nature and opportunity for students to learn through doing and the application of life skills in a safe manner. The findings also support the importance of trained PE teachers to deliver such programs.

Central America has and continues to be a region with high levels of youth violence. Given that PE is a mandatory school subject in Salvadoran schools (and in other Central American countries), shifting the focus toward a life skills-based approach to PE offers educators an opportunity to address the country’s number one public health concern which is youth violence. To our knowledge, this is the first study of its kind in El Salvador to explore the role of PE as it relates to youth violence and can help in future curricular revisions in schools and the development of degree programs at local universities.