Taking time for patience in organizations

Understanding awe elicitors in the workplace: a qualitative inquiry

Purpose

Despite its practical importance, the emotion of awe has received scant research attention in the organizational literature. To facilitate future scholarship on this important topic, the authors explore and compare the elicitors of awe at work in three countries representing two culture clusters, including the USA and Canada (the Anglo cluster) and China (the Confucian Asia cluster).

Design/methodology/approach

The authors gathered responses from 163 working adults from the USA and Canada and 126 working adults from China using open-response survey, and analyzed each response following the guidance of grounded theory.

Findings

Across cultures, there are 10 common elicitors of awe, including virtue of organization, ability and achievement of organization, beauty of workplace, virtue of colleagues, ability and achievement of colleagues, dedication of colleagues, charisma of colleagues, status and power of colleagues, personal growth and achievement and perceived meaningfulness. Looking within cultures, the authors found two awe elicitors that are specific to China: status and power of organization, and work content.

Practical implications

Organizations and supervisors wishing to induce the emotion of awe would be well-advised to pay attention to the design of their workplace, as well as their attitudes and behaviors toward employees, customers and the general public.

Originality/value

This study contributes to the emotion literature, organizational literature and cross-cultural literature by demonstrating elicitors of awe in the workplace across the Anglo cluster and the Confucian Asia cluster.

Two facets of patience in young children: Waiting with and without an explicit reward

Patience, or the ability to tolerate delay, is typically studied using delay of gratification (DoG) tasks. However, among other factors (e.g., type of reward), the use of a reward to test patience is affected by an individual's motivation to obtain the reward (e.g., degree of preference for the small vs. large reward). In addition, DoG tasks do not assess the extent to which an individual can wait in the absence of an explicit reward-or what we term "patience as a virtue." Accordingly, the current study used a new measure of patience-the "pure waiting paradigm"-in which 3- to 5-year-old children waited 3 min with nothing to do and with no explicit reward. We then examined the relation between performance on this task (as assessed by children's spontaneous patient behaviors) and performance on two DoG tasks (candy and video rewards). Significant correlations were found between DoG performance and patient behaviors in the pure waiting paradigm, especially when controlling for motivation. These results and methodology show for the first time a direct link between patience as a virtue and DoG performance and also provide new insights about the study of patience in children.

A new approach to measuring patience in preschoolers

Patience in children has usually been studied using delay of gratification paradigms. However, another important aspect of patience that has not been well documented is the ability to adjust one's behavior while waiting without an explicit reward as a motivator (e.g., sitting in the doctor's waiting room). To examine this aspect of patience, video-recordings of sixty-one 3- and 4-year olds waiting for two separate 3-min periods were examined and coded for children's spontaneous behaviors. We found that 4-year olds displayed more patient (i.e., staying still) behaviors than 3-year olds during this "waiting paradigm." Interestingly, we also found that children who displayed less patient behaviors during the waiting paradigm were also those who succeeded on a future-thinking task. These findings have important implications for measuring patience in young children and highlight the potential impact of spontaneous behaviors on children's performance in cognitive tasks such as those assessing future-oriented cognition.