The Wheel Model of humor: Humor events and affect in organizations

Robert, Christopher; Wilbanks, James E

doi:10.1177/0018726711433133

Cited by 162 publications

(173 citation statements)

References 116 publications

(148 reference statements)

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“…By approaching work as a game in which they try to reach self-set targets, workers may experience more volition and autonomy, whereas meeting those targets may satisfy their need for competence (Deci and Ryan 2000). Moreover, by engaging in playful and fun interactions with colleagues, playful work design may also fulfill the need for relatedness (Robert and Wilbanks 2012;Sailer et al 2017). …”

Section: Playful Work Designmentioning

confidence: 99%

Flow at Work: a Self-Determination Perspective

2017

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Flow at work refers to a short-term peak experience that is characterized by absorption, work enjoyment, and intrinsic work motivation, and is positively related to various indicators of job performance. In an organizational context, research has predominantly focused on situational predictors of flow -including challenge job demands and resources. In this article, we propose that workers may also proactively create their own optimal experiences. We use self-determination theory to argue that all human beings have basic needs for autonomy, competence, and relatedness, as well as an inherent tendency towards proactivity and growth. We propose that workers may use four self-determination strategies to satisfy their basic needs, facilitate flow experiences, and, in turn, increase their job performance: self-leadership, job crafting, designing work to be playful, and strengths use. Furthermore, we argue that factors within the organizational context -such as human resource practices and leadership, as well as personal resources -such as self-efficacy and optimism, moderate the effectiveness of these strategies. Implications for theory, research, and practice are discussed.

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Section: Playful Work Designmentioning

confidence: 99%

Flow at Work: a Self-Determination Perspective

2017

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“…In the light of the affective events theory, these kinds of affective experiences have received attention in the study of workers' well-being and performance (Fisher and Noble 2004;Robert and Wilbanks 2012). Positive affect is a key focus of affective events theory, as espoused by Weiss and Cropanzano (1996).…”

Section: Positive Affectmentioning

confidence: 99%

Daily Uplifts, Well-Being and Performance in Organizational Settings: The Differential Mediating Roles of Affect and Work Engagement

2016

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Affective events theory suggests that affective events at work arouse emotional reactions that influence employees' attitudes and behaviour in the workplace. In the present study, we apply this theoretical framework to clarify the interplay of variables that explain well-being and performance. We analysed the mediating role of positive affect and work engagement between daily uplifts and well-being, and between daily uplifts and performance. Results from a sample of 293 employees revealed that daily uplifts were positively associated with well-being and performance. While the effects of daily uplifts on wellbeing were fully mediated by positive affect and work engagement, the effects of daily uplifts on performance were only partially mediated by positive affect and work engagement. In both cases, the effect of positive affect was bigger than that of work engagement. The relations explored provide new theoretical elements for models that explain which variables influence well-being and performance in organizational contexts. The implications for employee health and organizational success are discussed.

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“…If humour is at the service of the student's discursive needs, rather than those of the educator, it follows that the investment in successful humour can bring about great dividends. It has, for instance, been recognized that in the workplace, the power differential between leaders and subordinates can be managed through humour: "humor, a ubiquitous human interpersonal behavior, can help initiate and perpetuate a cycle of individual and social-level positive affect" (Robert & Wilbanks, 2012, p. 1072. Indeed, it is argued that the careful utilization of humour can overcome language gaps, generate affective links between staff, and facilitate productivity, by "improv [ing] performance… humor creates positive affect [and] suggests a shared set of personal values…and increases trust" (Mesmer-Magnus, Glew, & Viswesvaran, 2012).…”

Section: )mentioning

confidence: 99%

The risks and rewards of teaching with humour in Western Sydney: Adapting pedagogy to complex demographics

Hale

2016

E-JournALL

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ENThe University of Western Sydney (UWS) services Australia's most multicultural region, where a large proportion of students are either migrants or the children of migrants, and many are from non-English speaking backgrounds. It is also an area of chronic social disadvantage. Apart from generic literacy issues, there is also what could be termed a deficit in student motivation. Thus, teaching in this context requires a more creative approach to engage and retain students at both the undergraduate and postgraduate levels. Humour, as used in topical content and delivery, has been very successful as a vehicle for these aims. This paper will present a summary of central findings over four years of teaching with humour in two courses. It will be asserted that negotiating students' literacy levels is best performed through effective use of humour: students are more motivated to learn when they feel that humour use is in their best interests. Key words: HUMOUR, FACE THEORY, MOTIVATION, AFFECT, SOCIAL-LITERACY DISADVANTAGEES La University of Western Sydney (UWS) presta sus servicios a la región más multicultural de Australia, donde una gran parte del alumnado es extranjero o de padres inmigrantes y, además, en su mayoría, proveniente de contextos no anglófonos. Asimismo, se ubica en un área de marginación social crónica. Aparte de problemas de alfabetización genérica, se añade lo que se podría denominar un déficit de motivación en el alumnado. Enseñar en este contexto requiere un enfoque más creativo para involucrar y retener a los estudiantes en los niveles de grado y posgrado. El humour, tal como se viene utilizando en los contenidos y en la instrucción, ha resultado de gran éxito como medio para conseguir estos objetivos. El presente trabajo proporciona un resumen de los principales hallazgos obtenidos a lo largo de cuatro años de enseñanza con humour en dos cursos. Se concluye que la negociación de los niveles de alfabetización del alumnado es más eficaz si se usa el humour de forma efectiva: los estudiantes se sienten más motivados para aprender cuando ven que el humour se usa en su beneficio. Palabras clave: HUMOUR, TEORÍA DE LA IMAGEN SOCIAL, MOTIVACIÓN, AFECTO, DESVENTAJA SOCIAL EN LA ALFABETIZACIÓNIT La University of Western Sydney (UWS) serve l'aerea più multiculturale dell'Australia, dove una larga fascia di studenti e studentesse è costituita da immigrati/e di prima o seconda generazione e molti/e di loro provengono da contesti in cui non si parla inglese. È anche un'area socialmente svantaggiata. Peraltro, oltre ai generali problemi connessi all'alfabetizzazione, esiste, in quest'area, quello che potremmo definire un deficit nella motivazione delle studentesse e degli studenti. La didattica in tale contesto richiede un tipo di approccio creativo che coinvolga e trattenga gli studenti e le studentesse durante i percorsi di laurea e post-lauream. Il comico, usato come contenuto disciplinare e come strumento espressivo nell'esposizione delle lezioni, si è rivelato un mezzo molto indicato per il raggi...

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The Wheel Model of humor: Humor events and affect in organizations

Cited by 162 publications

References 116 publications

Flow at Work: a Self-Determination Perspective

Flow at Work: a Self-Determination Perspective

Daily Uplifts, Well-Being and Performance in Organizational Settings: The Differential Mediating Roles of Affect and Work Engagement

The risks and rewards of teaching with humour in Western Sydney: Adapting pedagogy to complex demographics

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