Emotional capability and its impact on strategic transformation:a case study of an Indian telecom firm

Organisations are going through significant change and strategic transformation in these dynamic times. However, emotions have often been under-leveraged in the process of strategic change management. This research thesis explores how collective emotions are formed, and how leaders and organisational routines can create appropriate collective emotions to achieve relevant objectives in their strategic transformation. It also examines how firms can build an emotion-based dynamic capability through leader actions and organisational routines. The methodology adopted in this research is of a case study of an organisation going through radical change, where five teams were observed over a period of 15 months and a number of people and leaders interviewed, along with analysis of secondary data. Based on the thematic analysis of the interviews and other data, the study uses the case replication method to confirm findings. This research shows that collective emotions are formed by affective events, building on the Affective Events theory. The collective emotions formed are dependent on the type of affective events and the current emotion state of the team, including their ‘identity’ strength, and is mediated by the organisational processes of listening and addressing concerns and the historical learning of the team from similar experiences, and moderated by leader emotion management actions. The Emotional Capability of an organisation is identified as the function of the strength of three types of organisational routines, and leader emotion management actions. This paper outlines the key emotions of excitement, optimism, gratitude, interest, happiness, pride and dissatisfaction, which are necessary at different stages in the strategic transformation process, and the organisational routines and leader actions needed to build them. Finally, this research confirms the way organisational routines and HRM practices can help organisations to build an Emotional Capability as a dynamic capability, to help them in periods of dynamic change, and proposes a new conception of the role of HRM for the changing times

Examining deliberative interactions for socially shared regulation in collaborative learning

Abstract. Socially shared regulation in learning (SSRL) is essential for collaborative problem-solving and innovation that are required in today’s intricated and interconnected world. Recent advancements in learning analytics (LA) and artificial intelligence (AI) have shown promising potential for delivering a more comprehensive understanding of the temporal and cyclical processes of SSRL. It remains lacking, however, a validated standard for integrating theoretical constructs, methodological assumptions, and data structure in the field, which leads to a misalignment between the theoretical and technical aspects. This thus sparks a pressing need for interdisciplinary efforts to revise and devise theoretical and methodological frameworks that take these factors into consideration. In line with this call, the thesis presents a novel approach to applying AI to advance the field of SSRL. It comprises two empirical studies that employed AI-enabled techniques to (1) record and retain qualitative information from video data of group collaboration and (2) analyse their interaction. In particular, the studies examined the sequences of group-level interactions from the theoretical perspective of SSRL and a more micro-lens of deliberative negotiation. The theoretical framework of these studies is based on the recent conceptualisation of regulation triggering events as specific events (often negative incidents or obstacles) that stimulate regulatory responses and aid in locating them. The pattern of group interactions in response to different triggering events was then examined using processing mining and unsupervised AI machine learning clustering, agglomerative hierarchical clustering (AHC). The findings suggest that regulation triggering events prompt an immediate shift in group interaction responses, in which they engage in more metacognitive and socioemotional interaction. Two types of deliberation sequences were identified through AHC analysis, with differing regulation and collaboration practices: the plan and implementation approach (PIA) and the trials and failures approach (TFA). A key observation of this study is that the shift in group interaction sequence in response to the regulatory trigger is only temporary. The majority of groups soon revert to or maintain the initial type of deliberation sequence they developed at the beginning and do not adopt it in response to regulatory demands. Theoretically, the thesis makes contributions to understanding SSRL in collaborative learning, particularly the role played by regulation triggering events and deliberation processes in finding, capturing, and modelling SSRL traces. Methodologically, this thesis demonstrates a novel human-AI collaboration approach to examine regulatory responses to triggering events through group-level deliberation to study SSRL in collaboration. Practically, the findings of this thesis suggest that educators, facilitators, and AIED tool designers need to evaluate the regulatory needs of learners and offer appropriate guidance and support in order to ensure effective collaboration

Making things happen : a model of proactive motivation

Being proactive is about making things happen, anticipating and preventing problems, and seizing opportunities. It involves self-initiated efforts to bring about change in the work environment and/or oneself to achieve a different future. The authors develop existing perspectives on this topic by identifying proactivity as a goal-driven process involving both the setting of a proactive goal (proactive goal generation) and striving to achieve that proactive goal (proactive goal striving). The authors identify a range of proactive goals that individuals can pursue in organizations. These vary on two dimensions: the future they aim to bring about (achieving a better personal fit within one’s work environment, improving the organization’s internal functioning, or enhancing the organization’s strategic fit with its environment) and whether the self or situation is being changed. The authors then identify “can do,” “reason to,” and “energized to” motivational states that prompt proactive goal generation and sustain goal striving. Can do motivation arises from perceptions of self-efficacy, control, and (low) cost. Reason to motivation relates to why someone is proactive, including reasons flowing from intrinsic, integrated, and identified motivation. Energized to motivation refers to activated positive affective states that prompt proactive goal processes. The authors suggest more distal antecedents, including individual differences (e.g., personality, values, knowledge and ability) as well as contextual variations in leadership, work design, and interpersonal climate, that influence the proactive motivational states and thereby boost or inhibit proactive goal processes. Finally, the authors summarize priorities for future researc

Eye quietness and quiet eye in expert and novice golf performance: an electrooculographic analysis

Quiet eye (QE) is the final ocular fixation on the target of an action (e.g., the ball in golf putting). Camerabased eye-tracking studies have consistently found longer QE durations in experts than novices; however, mechanisms underlying QE are not known. To offer a new perspective we examined the feasibility of measuring the QE using electrooculography (EOG) and developed an index to assess ocular activity across time: eye quietness (EQ). Ten expert and ten novice golfers putted 60 balls to a 2.4 m distant hole. Horizontal EOG (2ms resolution) was recorded from two electrodes placed on the outer sides of the eyes. QE duration was measured using a EOG voltage threshold and comprised the sum of the pre-movement and post-movement initiation components. EQ was computed as the standard deviation of the EOG in 0.5 s bins from –4 to +2 s, relative to backswing initiation: lower values indicate less movement of the eyes, hence greater quietness. Finally, we measured club-ball address and swing durations. T-tests showed that total QE did not differ between groups (p = .31); however, experts had marginally shorter pre-movement QE (p = .08) and longer post-movement QE (p < .001) than novices. A group × time ANOVA revealed that experts had less EQ before backswing initiation and greater EQ after backswing initiation (p = .002). QE durations were inversely correlated with EQ from –1.5 to 1 s (rs = –.48 - –.90, ps = .03 - .001). Experts had longer swing durations than novices (p = .01) and, importantly, swing durations correlated positively with post-movement QE (r = .52, p = .02) and negatively with EQ from 0.5 to 1s (r = –.63, p = .003). This study demonstrates the feasibility of measuring ocular activity using EOG and validates EQ as an index of ocular activity. Its findings challenge the dominant perspective on QE and provide new evidence that expert-novice differences in ocular activity may reflect differences in the kinematics of how experts and novices execute skills

Engagement Strategies for Catalyzing IT Sales Team Performance in Asia

Sales leaders who can foster sales team engagement drive an organization\u27s sales performance. Some information technology sales leaders lack team engagement strategies that support revenue results above market growth rates. The purpose of this qualitative, single-case study was to explore the team engagement strategies of 6 sales leaders, in various offices in the Asia-Pacific region of a single, public information technology company, who demonstrated the ability to support year-on-year revenue results above market growth rates. Participants demonstrated the ability to foster team engagement and consistently deliver year-on-year revenue results above market growth rates. The conceptual framework for this study was self-determination theory, a macro theory of motivation. Data collection included semistructured interviews with the sales leaders and a review of company documents, including sales plans, sales results by country, and training and recognition programs. Data analysis included keyword coding, category development, and theme identification. Three themes emerged: using extrinsic motivators, activating intrinsic motivators, and catalyzing team engagement. Extrinsic motivators included both tangible and intangible rewards. Intrinsic motivators included encouraging sales team autonomy, developing sales team competence, and fostering sales team relatedness. Implications for positive social change include providing organizations with engagement strategies that sales leaders could use to offer better employee work-life experiences. When sales leaders improve sales team engagement, team members experience psychological benefits, which may enhance the quality of their personal lives as well as the quality of life for members of their families and communities

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Identifying Motivational Styles in Educational Gamification

Little work has been done to understand the motivational impact of specific game elements and how they combine to form student motivational styles in educational gamification. In this exploratory study we evaluate the level of motivation reported for a variety of game elements by 184 students. Using this data we generated a principle components analysis to identify the underlying factor structure that govern students’ motivational styles. Four motivational styles were identified: (1) Personal Progress – being motivated by gamified elements that show one’s individual progress in a course; (2) Competition and Praise – being motivated by game elements that show one’s progress compared to their peers and provide social reinforcing feedback; (3) Individual Assignments – being motivated by completing traditional assignments and exams; and (4) Group Work – being motivated by social assignments like group work and peer review

The impact of cultural intelligence on burnout among practitioners working with migrants: an examination of age, gender, training, and language proficiency

Migrants are a vulnerable population that often requires specialized care and support. Practitioners who work with migrants must be knowledgeable about the unique challenges they face. Some first-line practitioners are better equipped to work in intercultural environments because they possess higher cultural intelligence (CQ). This study aims to examine the impact of cultural intelligence on burnout among practitioners working in 15 countries. It also compares levels of CQ in relation to age, gender, education, intercultural training, and language proficiency in the workplace. The participants in the study were professionals working primarily with migrants (N = 258) from 15 countries. The results indicate that motivational cultural intelligence significantly reduces burnout levels, while the cognitive and the behavioural dimensions do not have any effect. Practitioners who have undergone intercultural training have higher levels of cultural intelligence, and this type of training may be effective in improving cultural intelligence. The study provides organizations with insight on how to select and train first-line practitioners, focusing on developing cultural competencies and intrinsic motivation to prevent burnout among their staff and ultimately improve the quality of services

The management of 'emotional labour' in the corporate re-imagining of primary education in England

The last 20 years has witnessed the spread of corporatism in education on a global scale. In England, this trend is characterised by new structural and cultural approaches to education found in the ‘academies’ programme and the adoption of private sector management styles. The corporate re-imagining of schools has also led to the introduction into the curriculum of particular forms of character education aimed at managing the ‘emotional labour’ of children. This paper argues that character education rests on a fallacy that the development of desirable character traits in children can be engineered by mimicking certain behaviours from the adult world. The weaknesses in the corporate approach to managing ‘emotional labour’ are illustrated with empirical data from two primary schools. An alternative paradigm is presented which locates the ‘emotional labour’ of children within a ‘holding environment’ that places children’s well-being at its core