Valentino Emil Chai

Valentino Emil Chai

PhD Candidate in Organizational Behavior at Stanford University

Organizational life constantly presents competing pressures
COOPERATE
Win-Win
How can they achieve the optimal balance?
COMPETE
Win-Lose

My research addresses a fundamental challenge in organizational life: understanding and balancing the competing forces of cooperation and competition. Through two complementary research streams, I tackle obstacles that prevent organizations and individuals from cooperating and competing optimally.

In both streams, I employ diverse research methods—including archival data analyses, quantitative surveys, experience sampling, quasi-experiments, and controlled experiments—across various samples beyond undergraduates and crowdsourced online samples.

My Research Streams

1

Understanding Cooperation & Competition

How much do cooperation and competition weigh? I investigate the unexplored consequences of cooperative and competitive environments to help organizations make informed decisions.

2

Navigating Inconsistent Signals

How do the scales work? I study how people weigh competing pressures to cooperate and compete, examining the tendency to overweight competitive cues and how to mitigate it.

Research

My research explores a fundamental tension in organizational behavior: the competing pressures to cooperate and compete.

In organizations, people face constant pressures to both cooperate with others and compete for resources. My work seeks to answer two critical questions: (1) What are the heretofore undiscovered benefits and drawbacks of cooperation and competition? (2) How do individuals integrate the conflicting cues to cooperate and compete to determine how cooperatively and competitively to behave?

Research Streams

What are the heretofore undiscovered benefits and drawbacks of cooperation and competition?

For organizations to make informed decisions about how cooperative or competitive the environment should be, they need to have a comprehensive understanding of their effects. Although decades of research have greatly contributed to this endeavor, we are far from fully grasping the influence of actual or perceived cooperation and competition. In this line of research, I aim to further our understanding of how signals of cooperation and competition in different settings affect individuals’ psychological and instrumental outcomes.

How do individuals integrate the conflicting cues to cooperate and compete to determine how cooperatively and competitively to behave?

Even if we fully understood the effects of cooperation and competition in different contexts and could implement them at will, it would be rash to combine cooperation and competition in the hopes of maximizing their benefits without understanding how people navigate such contexts. Therefore, this stream of research directly investigates how individuals perceive and behave in environments with inconsistent cooperation and competition

Publications

Stream 1

Cooperative environments bolster feelings of autonomy in dyads, teams, and organizations (2026)

Chai, V.E. & Halevy, N.

Proceedings of the National Academy of Sciences, 123(8), e2524773123.

Autonomy promotes important psychological outcomes. Although cooperation and competition are the building blocks of social interactions, little is known about how they shape feelings of autonomy in dyads, teams, and work organizations. We hypothesize that cooperation liberates relative to competition and situations that are neither cooperative nor competitive. We theorize that this effect emerges because cooperation facilitates social support and psychological safety, whereas competition promotes social threat and stress. We found support for this hypothesis in nine studies (Ntotal = 16,669) that used survey, archival, and experimental methods, diverse samples, and different operationalizations of cooperative and competitive environments, as well as two kinds of environments that are neither cooperative nor competitive (i.e., independence and unknown interdependence). Studies 1 to 3 found that perceived situational cooperation correlated positively with feelings of autonomy among varsity athletes and employees. Study 3 also provided initial evidence for the proposed mechanisms. To provide causal evidence, Study 4 used an incentivized decision-making task in which we experimentally created cooperative, competitive, and independent situations. Participants felt greater autonomy under cooperative vs. competitive and independent incentive structures. Study 5 found evidence for our hypothesized mechanisms in an experiment conducted in the context of negotiation. Four supplemental studies replicated our experimental findings, extended them to another incentivized decision-making task, and established the causal effect of social threat and stress on autonomy. Overall, our findings underscore the liberating effects of cooperative situations relative to competitive situations and situations that are neither cooperative nor competitive, with consequences for people’s feelings, motivation, and well-being.

View Paper
Stream 1

Rivals with benefits: Friendly rivals motivate without compromising ethicality (In Press)

Chai, V.E., Chen, P., Converse, B.A, & Garcia, S.M.

Journal of Applied Psychology.

Rivalries motivate competitive performance but can also increase unethical intentions. Although extant theorizing treats this moral-motivational trade-off as inevitable, we show that rivalry’s effect on unethical intentions depends on the tenor of the rivalry. Colder competitive relationships (hostile rivalries) exhibit the competitive profile documented in the literature: stronger motivation and increased unethical intentions. But warmer competitive relationships (amicable rivalries) involve a different competitive profile: stronger motivation without increased unethical intentions. Study 1 supported the assumption that participants could identify both amicable and hostile rivalries in their lives. These different rivalries evoked different judgments of warmth, but they did not differ in relationship duration, importance, or competitive domain. Study 2 demonstrated that amicable and hostile rivalries involve higher motivation compared to nonrival competition, but only hostile rivalries provoked stronger unethical intentions. This divergence can be partly explained by individuals’ relative focus on the outcome of winning versus the process of competing against hostile (relative to amicable) rivals (Studies 2 and 3). Prompting participants to reflect on the value they derive from the process of competing against their hostile rival significantly reduced unethical intentions (Study 3). These findings encourage more nuanced theorizing about rivalry and identify pathways for organizations to leverage the motivational benefits of rivalry without the ethical trade-offs.

View Paper

Manuscripts in Preparation

Stream 2 • Dissertation

The role of paradoxical thinking when navigating inconsistent cooperation and competition in organizations (Status: In Preparation)

Chai, V.E. & Halevy, N.

Drawing on theories of organizational paradox, we advance a new theory to explain why individuals might overweight competitive relative to cooperative cues. Specifically, they believe cooperation and competition are contradictory. The presence of both sets of cues suggests the environment is both cooperative and competitive, which produces the aversive experience of uncertainty and ambiguity. To reduce this uncertainty, they rely more on one type of cue, which would prevent the perceived contradiction from arising. Because it is adaptive to overweight competitive cues, individuals rely more on them. Based on this theory, I predicted that individuals who embrace and value contradictions, i.e., those with a paradox mindset, would be less likely to overweight competitive relative to cooperative cues.

Stream 2

A dynamic model of the romance of leadership (Status: In Preparation)

Chai, V.E. & Flynn, F.J.

We introduce a dynamic model of the romance of leadership, which predicts that observers’ prior expectations shape their attributions, thereby increasing the degree to which they attribute unexpected organizational performances to leaders. However, after attributing performances to leaders, observers form a stable schema of the leaders’ effectiveness. Subsequent, unexpected performances are schema-incongruent, which reduces the degree to which they attribute organizational performance to leaders.

Stream 1

Shape it or leave it: Partial final offers improve negotiation outcomes (Status: In Preparation)

Chai, V.E., Halevy, N., Gelfand, M., Jha, S., & Ramirez Marin, J.

Negotiators sometimes face ultimatums: final offers that they can accept or reject but not negotiate. Ultimatums deny responders the ability to express their preferences or to influence the terms of the deal, thereby undermining responders’ perceptions of the fairness of the offer. We introduce the idea of partial ultimatums that involve sending final but incomplete offers to counterparties. Partial ultimatums allow responders to decide on certain terms of the agreement, thereby increasing responders’ fairness perceptions relative to regular ultimatums. . Studies 3 and 4 experimentally examined the effects of partial ultimatums on negotiation outcomes relative to regular ultimatums. To this this experimentally, we introduced the multi-issue ultimatum bargaining game (MIUB)—a modified ultimatum bargaining paradigm that involves five issues, has integrative potential, and provides negotiators with private information. In two incentivized experiments, partial ultimatums increased agreement rates (from 76.5% to 92% and from 62.9% to 70.5%), joint gain, and individual gain relative to regular ultimatums. These findings emerged with college students in the U.S. and with a cross-cultural sample of English- and Spanish-speakers across eight different countries.

Stream 1

In good company: How the brokers around us shape our well-being (Status: In Preparation)

Chai, V.E. & Halevy, N.

Extant research has typically examined the instrumental effects of being a broker. In this research, we adopt a complementary approach in studying how the frequency with which others in one’s network connect them with others (intermediary brokering), incite competition or animosity against others (divisive brokering), and resolve conflicts in your relationship with others (conciliatory brokering) influences well-being. In cross-sectional surveys of students and full-time employees, I found that frequently being a target of intermediary brokering is associated with greater meaning in life. To establish the temporal precedence of the role of brokering, we conducted follow-up longitudinal and experience sampling studies that followed participants over several weeks. We observed a similar pattern of results—the more often one was a target of intermediary brokering at Time t, the greater their perceived meaning in life at Time t + 1, even after controlling for meaning in life at Time t.

Stream 1

Don't hesitate to ask: Help-seekers ask for help later than givers would like (Status: In Preparation)

Chai, V.E. & Flynn, F.J.

One obstacle that might hinder cooperation at work is a mismatch in when people ask for help and when potential help-givers want to be asked for help. In this research, I draw on past findings that a mismatch in what help-seekers and help-givers focus on that suggests that help-givers will prefer for help-seekers to ask for help earlier than they tend to do. Help-givers want to be helpful, but they overlook the discomfort associated with asking for help. Conversely, help-seekers’ discomfort prevents them from asking for help until they absolutely need to, but they overlook help-givers’ desire to be helpful.

Teaching

My teaching philosophy centers on fostering a true understanding of the material by comprehensively explaining the causal connections between concepts and encouraging students to reflect not only on what they learn but how they learn.

Teaching History


2025

OB581: Negotiations

Stanford University | Level: Graduate | Role: Teaching Assistant

This course is designed to improve students' skills in all phases of a negotiation: understanding prescriptive and descriptive negotiation theory as it applies to dyadic and multiparty negotiations, to buyer-seller transactions and the resolution of disputes, to the development of negotiation strategy and to the management of integrative and distributive aspects of the negotiation process. The course is based on a series of simulated negotiations in a variety of contexts including one-on-one, multi-party, and team negotiations.

Teaching Rating: 4.50/5.0

OB205: Managing Groups and Teams

Stanford University | Level: Graduate | Role: Teaching Assistant

This course introduces students to the science of teams. Particularly, the class focuses on the structures and processes that affect team performance, highlighting common pitfalls associated with working in teams and introducing strategies to maximize team potential. Topics include team composition and diversity, team creativity and decision-making, team leadership and influence, intra-team and inter-team conflict, and team member coordination. Students participate in a number of exercises to illustrate principles of teamwork and to practice not only diagnosing team problems but also taking action to improve total team performance.

Teaching Rating: 4.80/5

OB289: Negotiations

Stanford University | Level: Graduate | Role: Teaching Assistant

This course is designed to improve students' skills in all phases of a negotiation: understanding prescriptive and descriptive negotiation theory as it applies to dyadic and multiparty negotiations, to buyer-seller transactions and the resolution of disputes, to the development of negotiation strategy and to the management of integrative and distributive aspects of the negotiation process. The course is based on a series of simulated negotiations in a variety of contexts including one-on-one, multi-party, and team negotiations.

Teaching Rating: 4.40/5.0

OB206: Organizational Behavior

Stanford University | Level: Graduate | Role: Teaching Assistant

This course serves as a practical guide to managing workplace behavior. Drawing upon insights from social science research, we delve into key leadership challenges, from motivating employees and making sound decisions to navigating conflict. Our curriculum involves a blend of case studies, experiential exercises, in-class discussion, and real-world examples.

Teaching Rating: 4.38/5.0

2024

OB533: Acting with Power

Stanford University | Level: Graduate | Role: Teaching Assistant

This course combines insights from theater practice and psychological research to demonstrate how power plays a role in everyday social and professional interactions. Students gain insight in how they come across now, and experiment with novel ways of showing up to help them reach their goals. In-class exercises drawn from actor training illustrate how power is decoded and performed, while debriefings and short lectures highlight the most relevant conceptual frameworks and empirical findings from social psychology and management science.

Teaching Rating: 4.90/5

OB205: Managing Groups and Teams

Stanford University | Level: Graduate | Role: Teaching Assistant

This course introduces students to the science of teams. Particularly, the class focuses on the structures and processes that affect team performance, highlighting common pitfalls associated with working in teams and introducing strategies to maximize team potential. Topics include team composition and diversity, team creativity and decision-making, team leadership and influence, intra-team and inter-team conflict, and team member coordination. Students participate in a number of exercises to illustrate principles of teamwork and to practice not only diagnosing team problems but also taking action to improve total team performance.

Teaching Rating: 4.82/5

OB289: Negotiations

Stanford University | Level: Graduate | Role: Teaching Assistant

This course is designed to improve students' skills in all phases of a negotiation: understanding prescriptive and descriptive negotiation theory as it applies to dyadic and multiparty negotiations, to buyer-seller transactions and the resolution of disputes, to the development of negotiation strategy and to the management of integrative and distributive aspects of the negotiation process. The course is based on a series of simulated negotiations in a variety of contexts including one-on-one, multi-party, and team negotiations.

Teaching Rating: 4.44/5.0

OB206: Organizational Behavior

Stanford University | Level: Graduate | Role: Teaching Assistant

This course serves as a practical guide to managing workplace behavior. Drawing upon insights from social science research, we delve into key leadership challenges, from motivating employees and making sound decisions to navigating conflict. Our curriculum involves a blend of case studies, experiential exercises, in-class discussion, and real-world examples.

Teaching Rating: N/A

2023

OB205: Managing Groups and Teams

Stanford University | Level: Graduate | Role: Teaching Assistant

This course introduces students to the science of teams. Particularly, the class focuses on the structures and processes that affect team performance, highlighting common pitfalls associated with working in teams and introducing strategies to maximize team potential. Topics include team composition and diversity, team creativity and decision-making, team leadership and influence, intra-team and inter-team conflict, and team member coordination. Students participate in a number of exercises to illustrate principles of teamwork and to practice not only diagnosing team problems but also taking action to improve total team performance.

Teaching Rating: N/A

2022

PL3240: Group Dynamics

National University of Singapore | Level: Undergraduate | Role: Teaching Assistant | *Nominated for Teaching Award

This course covers theories, studies and empirical findings related to groups to give students a basis for understanding group phenomena and a foundation for carrying out research on groups. Emphasis is placed on applying relevant social psychological concepts to analyse groups in real world.

Teaching Rating: 4.2/5.0

2021

PL2131: Research and Statistical Methods I

National University of Singapore | Level: Undergraduate | Role: Teaching Assistant | *Nominated for Teaching Award

It is an essential course for psychology major students. It consists of two sections: the first deals with the design of psychological research; the second covers basic descriptive and inferential statistical techniques. Students will be taught how to design their own empirical study, to carry out appropriate statistical analyses on the data collected so as to draw valid conclusions, and how to write up their findings.

Teaching Rating: 4.2/5.0

PL3239: Industrial and Organisational Psychology

National University of Singapore | Level: Undergraduate | Role: Teaching Assistant | *Nominated for Teaching Award

This course provides an introduction of how psychological principles are applied in the work setting. It focuses on both the system components as well as the human components that constitute the disciplines of personnel psychology and organisational psychology, respectively. The topics covered span from human resources management to organisational behaviors, with an emphasis on how psychological factors would influence and shape the processes involved.

Teaching Rating: 4.1/5.0

2020

PL2132: Research and Statistical Methods II

National University of Singapore | Level: Undergraduate | Role: Teaching Assistant | *Received Teaching Award

An essential course for psychology major students, it aims to provide knowledge and experience in conducting a psychological study. Methods of data collection in laboratory and field settings are taught alongside commonly-used statistical techniques for data analysis. Students are introduced to issues of design and analysis in factorial experiments and correlational studies. Students also do experiments in class and learn the use of computer statistical packages for data analysis. A group empirical project under the guidance of the teaching assistant is required.

Teaching Rating: 4.4/5.0

Teaching Awards & Recognition

  • Graduate Students' Teaching Award - 2020 - Faculty of Arts and Social Sciences, National University of Singapore
  • Graduate Teaching Fellowship - 2020 - National University of Singapore

Curriculum Vitae

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Contact

I'm always happy to discuss research collaborations and opportunities.

Email: vechai@stanford.edu

Address: Knight Management Center, Stanford University, Stanford, CA, 94305