The use of disparaging humor by group leaders

Laughter and effective presidential leadership: A case study of Ronald Reagan as the 'great communicator'

Former United States President Ronald Reagan's use of media and his charismatic connection with viewers earned him the moniker "the great communicator". One aspect of his charisma, the influence of elicited laughter, during a highly critical 5-minute news story by CBS reporter Leslie Stahl during the 1984 US presidential election is examined here. Two experiments examining the effects of audience laughter on perceptions of charismatic leadership are reported. In the first experiment the effects of audience laughter in response to Reagan's comments were investigated. Here, Reagan's perceived warmth as an effective leader significantly diminished when strong laughter is removed, whereas perceptions of competence remained unaffected. The second study carried out on an older cohort replicated and extended the first in a pre-registered design by considering the perception of trait charisma. Here, the presence or absence of audience laughter did not affect judgements of charisma. Additionally, the affective response before, and then after, the presentation of the news story was measured. Emotions associated with a positive appraisal all decreased after being shown the news story while emotions associated negative appraisal all increased. However, only participant anger was significantly increased when audience laughter was removed. Taken together the findings of both studies converge on the fact that subtle changes in media presentation of political leaders can have a significant effect on viewers. The findings show that even after 40 years in office the social psychological effects of presidential charisma can still influence observers.

Smashing, Shaming, or Polite Fun and Joy? How Workplace Humor Influences Positive Well-Being in South Korean Workplaces

Humor is contextual, ambiguous, and varies within cultures but is widely associated with positive outcomes such as well-being and happiness. While humor is universal and enhances interpersonal relationships which can benefit psychological well-being, we argue that humor can also be diminish psychological well-being in Confucian-based, South Korean workplaces. Our research questions asks: how do hierarchical workplace relationships influence shared humor and positive well-being in Korean workplace contexts? Our contextual, ethnographic research includes in-depth field observations and semi structured interviews in three Korean organizations. Traditional Confucian-based cultures value face-saving, trust, and harmony while emphasizing formality and hierarchy. Korean honorifics maintain harmony, hierarchy, and politeness which creates benefits for group processes and influences the sharing of humor. Humor is enacted in accordance with workers' hierarchical status which has a significant impact upon the types of humor shared and the responses available to subordinate employees. Investigating these dimensions in Korean workplaces we argue that honorifics and hierarchy influence humor interactions in complex ways that have implications for psychological well-being.

Does Leader Humor Influence Employee Voice? The Mediating Role of Psychological Safety and the Moderating Role of Team Humor

Past research indicates that leader humor can bring many positive outcomes; however, its influence on employee voice has been largely neglected. We propose that leader humor can influence employee voice behaviors (i.e., promotive and prohibitive) via the mediating role of psychological safety. Drawing upon the substitutes for leadership theory, we further propose that team humor could moderate the influence of leader humor. Based on the latent moderated mediation structural equation modeling analysis, we found that employees whose leaders used humor more frequently perceived higher levels of psychological safety and in turn engaged in more promotive and prohibitive voice behaviors. Moreover, the indirect effects of leader humor were found to be more pronounced when teams have a low level of humor. On the other hand, leader humor has less influence on employee voice when teams have a high level of humor, which provides support for the leadership substitutes argument. Theoretical and practical implications are discussed.

Vulnerable robots positively shape human conversational dynamics in a human-robot team

Social robots are becoming increasingly influential in shaping the behavior of humans with whom they interact. Here, we examine how the actions of a social robot can influence human-to-human communication, and not just robot-human communication, using groups of three humans and one robot playing 30 rounds of a collaborative game (n = 51 groups). We find that people in groups with a robot making vulnerable statements converse substantially more with each other, distribute their conversation somewhat more equally, and perceive their groups more positively compared to control groups with a robot that either makes neutral statements or no statements at the end of each round. Shifts in robot speech have the power not only to affect how people interact with robots, but also how people interact with each other, offering the prospect for modifying social interactions via the introduction of artificial agents into hybrid systems of humans and machines.

Harmony and Distress: Humor, Culture, and Psychological Well-Being in South Korean Organizations

Humor is a contextual phenomenon that exists in all societies, although the impact of humor may differ across different cultures. The data for this research was collected using an ethnographic-based approach, incorporating participant observation and semi-structured interviews. Based in three different South Korean organizations, this research offered the opportunity to interact in depth with workers of varying ages, genders, hierarchical levels, and organizational roles. Humor styles incorporate both light and dark forms of humor that may be affiliative and self-enhancing or aggressive and detrimental or may contain elements from both styles simultaneously Observations were complimented by 46 in-depth interviews and ad hoc follow-up discussions. This paper adopts a Confucian perspective to understand the perception and use of workplace humor in these South Korean organizations. Confucian philosophy emphasizes the value of formality within society in order to maintain respectful relationships between individuals. We suggest that humor is used in these South Korean workplaces to support traditional Confucian values of harmony and hierarchy, and the changing cultural values in these workplaces influence humor perceptions in complex ways. The Confucian value of harmony maintained through the idea of hierarchy creates pressure for organizational members, to accept and cope with contentious humor in the workplace. In particular, the clash between the need to maintain harmonious relationships in the workplace (through obedience toward superiors) and the desire to reject some types of humor highlights issues for younger organizational members. Internal conflict creates distress for younger employees who may hold more Westernized values and this affects their emotional, psychological well-being. This study presents a cross-cultural perspective to organizational humor, and suggests that humor may not always be a positive experience for organizational members, but instead may create psychological distress in some employees.

The Role of Faculty in Teaching Leadership Studies

The question of whether leadership can be taught has received much attention in the literature. While many authors believe that it can be taught, other disagree. Leadership is a process which is different from the term leader. In that regard, faculty can teach leadership as a process but they may not be able to provide their students with positions as leaders. The purpose of this article is to discuss the role of faculty in teaching leadership studies. The focus will be on why to teach leadership, when to teach leadership, what to teach about leadership, and how to teach it. Since leadership is a process, students are better served if they learn how this process works and use it in their daily interactions with others. Important leadership behaviors can be learned and practiced early on in life. They can be learned from parents, teachers, peers or significant others. Leadership skills may be successfully taught and learned by using the interactive approach. Thus, through instructional integrity, intellectual humility, relevant equality, critical thinking, specific class structure, and self-directed humor, faculty may create the appropriate climate for teaching leadership skills.