Respect in Organizations: Feeling Valued as “We” and “Me”

Research suggests that organizational members highly prize respect but rarely report adequately receiving it. However, there is a lack of theory in organizational behavior regarding what respect actually is and why members prize it. We argue that there are two distinct types of respect: generalized respect is the sense that “we” are all valued in this organization, and particularized respect is the sense that the organization values “me” for particular attributes, behaviors, and achievements. We build a theoretical model of respect, positing antecedents of generalized respect from the sender’s perspective (prestige of social category, climate for generalized respect) and proposed criteria for the evaluation of particularized respect (role, organizational member, and character prototypicality), which is then enacted by the sender and perceived by the receiver. We also articulate how these two types of respect fulfill the receiver’s needs for belonging and status, which facilitates the self-related outcomes of organization-based self-esteem, organizational and role identification, and psychological safety. Finally, we consider generalized and personalized respect jointly and present four combinations of the two types of respect. We argue that the discrepancy between organizational members’ desired and received respect is partially attributable to the challenge of simultaneously enacting or receiving respect for both the “we” and the “me.

Developing international partnerships and exchange: initiatives from the Division of Education

In the following report we try to show how our international links and practice in the Division of Education enable students and staff to present a wider perspective on knowledge and pedagogy, in keeping with the notion of the ‘global citizen’. Crossley (2002, p.81) argues that the ‘impact of intensified globalisation is possibly the most often cited challenge facing the field of comparative and international education at this point in time.’ Henceforth, education can no longer be perceived as a localised, or even national, agenda but rather, that global forces are, ‘dramatically changing the role of the state in education, and demanding increased attention to be paid to factors operating beyond the national level’ (Crossley, 2002, p.81). We are keenly aware of Northumbria University’s wider objectives in helping our students prepare for the international and global market. Further, we are anxious to inculcate the wider notion of being a ‘global citizen’ amongst the student body, providing them with authentic international experiences and making an international element a central tenet of our wider pedagogical philosophy for emergent teachers. We have realised that, by providing a context of wider European and associated cultural awareness, and embedding such elements into our programmes, we can enable our students to be better placed as European and global citizens, as they approach the job market at the conclusion of their degree studies. Such an awareness and actual experiences can also enable students to critically reflect on their emerging pedagogies through the possession of wider and differing perspectives upon their own cultures and identities. The ‘global’ and ‘national’ modes of education might seem to be mutually exclusive and Crossley acknowledges the consequences of power and influence moving away from local communities towards a more global context. However, he reiterates that the opposite is also true, and that ‘globalisation not only pulls upwards, it pushes downwards, creating new pressures for local autonomy’ [and that] ‘national and local cultures . . . play a significant role in mediating global influences’ (Crossley, 2002, p.82)

Seeing More than Orange: Organizational Respect and Positive Identity Transformation in a Prison Context

This paper develops grounded theory on how receiving respect at work enables individuals to engage in positive identity transformation and the resulting personal and work-related outcomes. A company that employs inmates at a state prison to perform professional business-to-business marketing services provided a unique context for data collection. Our data indicate that inmates experienced respect in two distinct ways, generalized and particularized, which initiated an identity decoupling process that allowed them to distinguish between their inmate identity and their desired future selves and to construct transitional identities that facilitated positive change. The social context of the organization provided opportunities for personal and social identities to be claimed, respected, and granted, producing social validation and enabling individuals to feel secure in their transitional identities. We find that security in personal identities produces primarily performance-related outcomes, whereas security in the company identity produces primarily well-being-related outcomes. Further, these two types of security together foster an integration of seemingly incompatible identities—”identity holism”—as employees progress toward becoming their desired selves. Our work suggests that organizations can play a generative role in improving the lives of their members through respect-based processes

“I Identify with Her,” “I Identify with Him”: Unpacking the Dynamics of Personal Identification in Organizations

Despite recognizing the importance of personal identification in organizations, researchers have rarely explored its dynamics. We define personal identification as perceived oneness with another individual, where one defines oneself in terms of the other. While many scholars have found that personal identification is associated with helpful effects, others have found it harmful. To resolve this contradiction, we distinguish between three paths to personal identification—threat-focused, opportunity-focused, and closeness-focused paths—and articulate a model that includes each. We examine the contextual features, how individuals’ identities are constructed, and the likely outcomes that follow in the three paths. We conclude with a discussion of how the threat-, opportunity-, and closeness-focused personal identification processes potentially blend, as well as implications for future research and practice

'We're not like that': Crusader and Maverick Occupational Identity Resistance

This article explores the occupational identities of hairdressers and vehicle mechanics working in small and micro-firms. Using qualitative interview data from two UK cities, it examines the ways that workers expounded, reflected on and discursively reframed public perceptions of their occupation. A novel distinction between two types of identity reframing is proposed. ‘Crusaders’ are workers who reject characterisations as inappropriate for the occupation at large, whereas ‘mavericks’ accept that popular characterisations apply to other workers but differentiate themselves. The analysis identifies differences in occupational identity resistance strategies (crusader or maverick) when workers interact with two different publics: customers and trainees

The social psychology of citizenship, participation and social exclusion: introduction to the special thematic section

The aim of this special thematic section is to bring together recent social psychological research on the topic of citizenship with a view to discerning the emerging trends within the field and its potential contributions to the broader interdisciplinary area of citizenship studies. Eight papers spanning diverse theoretical traditions (including social identity, social representations and discursive approaches) apply an array of methods to consider different aspects of citizenship across a variety of cultural and national contexts. Some focus on individuals’ perceptions and discussions of citizenship, others examine the group dynamics which flow from these understandings, and the rest examine the potential for citizenship to exclude as well as include marginalised communities. While diverse, the contributions share some core commonalities: all share a concern in trying to understand citizenship from the perspective of the citizen; all conceptualise citizenship as an active and reflective process occurring between members of a community; and all highlight the irreducibly social and collective nature of the experience and practice of citizenship in everyday life. We propose that these elements of convergence have the potential to give the social psychology of citizenship a solid basis and recognisable profile in order to contribute to the broader arena of citizenship studies

Emotions in business-to-business service relationships

Emotion in business-to-business service relationships regarding cargo services is explored. The service relationship is characterised by mutual trust and cooperation. Contact is mainly via telephone or e-mail with some face-to-face interactions and participants providing a complex, multi-skilled seamless service. Experience rather than training plays a vital role with long-term service relationships built up and maintained. Emotional sensitivity is acquired partly by experience and a repeat customer base but mainly through a genuine desire to help and get to know others. In contrast to the view of emotional labour bringing managerial control or adverse affects to service staff, the emotion engendered by this work is authentic expression bringing personal satisfaction

Affection not affliction: The role of emotions in information systems and organizational change

Most IS research in both the technical/rational and socio-technical traditions ignores or marginalizes the emotionally charged behaviours through which individuals engage in, and cope with the consequences of, IS practice and associated organizational change. Even within the small body of work that engages with emotions through particular conceptual efforts, affections are often conceived as a phenomenon to be eradicated – an affliction requiring a cure. In this paper, I argue that emotions are always implicated in our lived experiences, crucially influencing how we come to our beliefs about what is good or bad, right or wrong. I draw from the theoretical work of Michel Foucault to argue for elaborating current notions of IS innovation as a moral and political struggle in which individuals’ beliefs and feelings are constantly tested. Finally, I demonstrate these ideas by reference to a case study that had considerable emotional impact, and highlight the implications for future work

Emotion and performance

The study of emotions in organizational settings has attained considerable prominence in recent years, but I critical issue remains unresolved. This is the relationship between emotion and performance. in this special issue, 5 articles address this topic from a variety of viewpoints. Two are theoretical essays that deal, respectively, with emotion and creativity and the relationships between individual and team performance. Three are empirical studies that canvass the emotion-performance nexus across levels of analysis: within person, between persons, and in groups. Between them, the 5 articles present a strong case for the nexus of emotions and performance, but, more important, they provide a platform for potentially fruitful future research in this burgeoning area