Andrew McDonough B+ Foundation

Verbal communication about emotions, such as talking about one’s own emotional experiences or inquiring about the emotions of others, is often seen as a taboo topic in the workplace. However, emerging work suggests that verbalization of the emotions of oneself and others can affect important outcomes at the individual, dyadic, team, and organizational levels, such as social learning, engagement, and cooperation. In this symposium, we highlight different perspectives on why, how, and when to verbally communicate about the emotions of yourself or others in organizational contexts. The five papers presented cover a broad range of inter-related topics (e.g., verbal emotional acknowledgment, explicit collective emotion regulation, and verbal emotional expression) and represent different theoretical and empirical perspectives (e.g., including both laboratory and field work). Our discussant, Hillary Anger Elfenbein, a leading scholar in the study of emotions, will close our session by offering a synthesis of the papers and discussing with the audience future directions for the study of verbal communication about emotions at work. Through this symposium, we aim to generate new insights about how we can study verbal communication about emotions at work. Thanks for Nothing: Expressing Gratitude Invites Exploitation by Competitors Presenter: Jeremy Yip; McDonough School of Business Georgetown U. Presenter: Kelly Lee; - Presenter: Cindy Chan; U. of Toronto Presenter: Alison Wood Brooks; Harvard U. The Epistemic Value of Being a Complaint Recipient: A Social Learning Perspective Presenter: Casher Belinda; Kenan-Flagler Business School, U. of North Carolina at Chapel Hill Presenter: Salvatore J. Affinito; Harvard Business School Presenter: Michael Christian; U. of North Carolina, Chapel Hill The Social Effects of Emotional Expressions are Functionally Equivalent across Expressive Modalities Presenter: Gerben Alexander Van Kleef; U. of Amsterdam Why Followers Don’t Acknowledge the Emotions of their Leaders (and Why they Should) Presenter: Christina Bradley; U. of Michigan, Ross School of Business Presenter: Lindred L. Greer; U. of Michigan, Ross School of Business Presenter: Alisa Yu; Stanford U. Explicit Collective Emotion Regulation and its Influence on Team Process and Viability Presenter: Elizabeth Baily Wolf; INSEAD Presenter: Jacob Levitt; The Wharton School, U. of Pennsylvania Presenter: Sigal Barsade; The Wharton School, U. of Pennsylvania

The aim is to understand the concept of succession planning and its application to initiate successful succession planning in nursing education. In nursing education, there is a lack of qualified academic nursing administrators associated with a national nursing faculty shortage. Succession planning is often confused with other leadership management techniques. An understanding of the concept and its application is required to initiate successful succession planning in nursing education. Walker and Avant's methodological approach was followed for this concept analysis.The electronic databases searched included CINAHL, Medline, Google Scholar, PROQUEST, ERIC, PsycINFO, along with reference and bibliographic lists, relevant books, and public domain websites. The initial search terms included: succession planning, academic deans/directors, and nursing education.A pattern of five attributes emerged related to the characteristics of the concept of succession planning: organizational support and culture, attitude, commitment, and resources. Antecedents included strategic planning, identification of potential individuals, leadership development, mentoring programs, and identification of leadership competencies. Consequences of succession planning appeared to be related to retention, recruitment, improved leadership competencies, decreased role transition stress, and a healthier work environment. Succession planning has been defined as the proactive strategy involving the purposeful identification, assessment, and development of individuals through the processes of educating and mentoring for future leadership positions and establishing leadership continuity within an institution. Succession planning is needed for the continued growth and development academic nursing leaders.

To further improve measurement of work-related physical and mental health by updating the Work Disability Assessment Battery (WD-FAB). Cross-sectional study with 1024 disability claimants and 1000 working age (21 to 66 years) adults in the United States. Developed new items to replenish the WD-FAB and analyzed using factor analysis and item response theory (IRT). Computer adaptive testing (CAT) simulations evaluated the psychometric properties of the original versus updated WD-FAB. Analyses confirmed the structure of the WD-FAB. Twenty-three new items were added (basic mobility: 7, upper body function: 4, fine motor: 6, self-regulation: 1, resilience & sociability: 5 items). Findings support the WD-FAB as a robust, psychometrically sound assessment of work-related function. Extensive content coverage (331 items) represents eight physical and mental health domains. IRT/CAT methods allow administration in under 15 minutes. The WD-FAB may prove valuable for efficiently characterizing work-related function across work rehabilitation settings.

Across six studies, we find that both incidental and integral anger harm perspective-taking. In Study 1, participants who felt incidental anger were less likely to take others’ perspectives than those who felt neutral emotion. In Study 2, we demonstrate that arousal mediates the relationship between anger and diminished perspective-taking. In Studies 3 and 4, we show that anger harms perspective-taking compared to neutral emotion, sadness, and disgust. In Study 5, we find that integral anger harms perspective-taking compared to neutral emotion. In Study 6, prompting individuals to correctly attribute their feelings of incidental anger moderates the relationship between anger and perspective- taking. Taken together, across different anger inductions and perspective taking measures, we identify a robust relationship between anger and diminished perspective-taking. Our findings have particularly important implications for conflict, which is often characterized by feelings of anger and exacerbated by poor perspective-taking.