I am an Assistant Professor of Organizational Behavior at McGill University in the Desautels Faculty of Management. My research is on the future of work. I teach Negotiation and Organizational Behavior classes.

Academic Background


  • Assistant Professor, McGill University, 2014 – Current
  • Visiting Scholar, New York University, 2012 – 2014
  • Research Fellow, University of Luxembourg, 2009 – 2012


  • Ph.D. in Management, Paris-Dauphine University – PSL, 2014
  • M.Sc. in Management (Grande École), ESSEC Paris, 2009
  • M.Sc. in International Business, Sciences Po Paris, 2008
  • BA in Economics and English, Paris-West University, 2005


My research focuses on the relationship between the distances people consider (e.g. when working remotely) and important work outcomes including creativity, exploratory learning, and interpersonal influence. 

I published my work in management journals such as the Academy of Management Journal, Organizational Behavior and Human Decision Processes, and the Annual Review of Organizational Psychology and Organizational Behavior.


Construal level theory in organizational research

Construal level theory (CLT) offers a rich and rigorous conceptual model of how the context shapes mental representations and subsequent outcomes. The theory has generated new understanding of cognitions and behaviors such as prediction, evaluation, and decision making in the fields of psychology and consumer behavior. Recently, management and organizational scholars have begun to leverage CLT to derive novel insights regarding organizational phenomena. This article describes CLT and its theoretical underpinnings, provides a focused and integrated review of organizational research incorporating CLT, and offers an agenda for future work in which CLT opens the door to new avenues of inquiry in organizational research and reinvigorates scholarly interest in cognition in organizations.

Wiesenfeld, B. M., Reyt, J. N., Brockner, J., & Trope, Y. (2017). Construal level theory in organizational research. Annual Review of Organizational Psychology and Organizational Behavior4, 367-400.

Big picture is better: The social implications of construal level for advice taking

Advice taking is of growing interest to organizational scholars because it is a critical pathway for knowledge transfer and learning. Based on construal level theory, we hypothesize that high construal advisors are viewed as experts and, in turn, others are more likely to take their advice. In a field study of an online community of programmers and a laboratory experiment measuring psychological mechanisms, we find that signaling higher construal by communicating more abstractly is positively associated with expert reputation, which in turn explains others’ advice-taking behavior. Implications for research on the social consequences of construal level and novel antecedents of perceived expertise and advice taking are discussed.

Reyt, J. N., Wiesenfeld, B. M., & Trope, Y. (2016). Big picture is better: The social implications of construal level for advice taking. Organizational Behavior and Human Decision Processes135, 22-31.

Seeing the forest for the trees: Exploratory learning, mobile technology, and knowledge workers’ role integration behaviors

Role integration is the new workplace reality for many employees. The prevalence of mobile technologies (e.g., laptops, smartphones, tablets) that are increasingly wearable and nearly always “on” makes it difficult to keep role boundaries separate and distinct. We draw upon boundary theory and construal level theory to hypothesize that role integration behaviors shift people from thinking concretely to thinking more abstractly about their work. The results of an archival study of Enron executives’ emails, two experiments, and a multi-wave field study of knowledge workers provide evidence of positive associations between role integration behaviors, higher construal level, and more exploratory learning activities.

Reyt, J. N., & Wiesenfeld, B. M. (2015). Seeing the forest for the trees: Exploratory learning, mobile technology, and knowledge workers’ role integration behaviors. Academy of Management Journal58(3), 739-762.s


I founded the research network “Distances in Organizations” (DIO) in 2017. We aim to be a platform where DIO scholars can discuss new research opportunities and understand where the field is going as a whole.


I teach organizational behavior and negotiations classes at the bachelor’s, master’s and doctoral levels.

Teaching Assistants

Since I have been a faculty member at McGill, I have been blessed to collaborate with amazingly talented teaching assistants:

McGill University

I started teaching Organizational Behavior and Negotiations at McGill University in 2014.

MGCR 222 – Introduction to Organizational Behavior

Organizational Behavior is an interdisciplinary field that draws on Anthropology, Sociology, Economics, Psychology and Political Science to understand what people do, think, and feel in organizations. We will explore topics such as motivating and leading others, making effective decisions, and creating effective teams in organizations. Learning about these and other topics will help you function effectively in today’s complex environments, local or global, where information is incomplete, and there is no one right way to lead or manage. Therefore, deciding which approach or practice is best in a given situation requires you to think critically, work collaboratively, and act imaginatively yet realistically. Developing these abilities, which link directly to your role as future organizational members, managers and leaders, is our goal in the Introduction to Organizational Behavior course.

ORGB 325 – Negotiations and Conflict Resolution

Negotiation is the art and the science of creating good agreements between parties. As such, negotiation is an essential part of your academic, professional and personal lives. The overarching goal of this course is for you to understand the theory and practice of negotiation, and how to use negotiation to reach your personal and professional goals. Negotiating skills are best acquired through practice. Thus, the class environment is experiential in nature, whereby you will be introduced to negotiation through applied learning activities. You are expected to take charge of your own learning in this class. You are expected to prepare your assignments before class, learn the required materials, actively participate in class activities and discussions to apply what you have learnt, and provide constructive feedback to your peers. What you gain from this class will be directly related to the effort you put in.

ORGB 633 – Managerial Negotiations

Negotiating is a critical managerial skill. The purpose of this course is to allow students to learn to be more effective negotiators. The class environment used to accomplish this goal includes many exercises, personality inventories, and cases. The focus of the course will be on the processes of bargaining and the emphasis is “hands on” learning, although theories of negotiation and research examining negotiation will also be covered. Each student will have a great deal of control over how much he or she will develop into a better negotiator as a result of participating in this course.

ORGB 705 – Doctoral Seminar in Behavioral Sciences

The purpose of this PhD seminar is to familiarize students with the theories, methods, and approaches that characterize micro organizational behavior (micro OB), the study of individuals in organizations. We will explore classic and contemporary theories, enduring controversies, and emerging empirical research on a variety of major topics in OB. This PhD seminar will help students planning on a career in OB to kick start their own research agenda. Students planning a career in a related discipline will better understand of the field of OB, and will be able to integrate approaches and insights from OB to their own research agenda. 

New York University

I taught Organizational Behavior at New York University in 2012-2013

MGMT-UB.0001 – Management & Organizations

Why do some organizations succeed while others flounder? Why do some employees rise in the ranks and others stagnate (or fall)? Why do some people love their jobs while for others work is sheer misery? As future employees, it is critically important for you to have an understanding of the key factors that contribute to both organizational success and the role that managers play in helping their organizations succeed and employees thrive. The structure of the course encourages learning in multiple ways: through lecture, readings, in-class discussions, exercises, case analyses, and a team project. These approaches provide opportunities for students to enhance their analytic and interpersonal skills, both of which are essential to effective management and to success in the workplace.