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This paper aims to discuss a survey, carried out by the authors, of 256 employees employed in public and private manufacturing organizations in north India, to determine if emotional maturity factors have positive association with self-disclosure in the Indian context. Specifically, capitalization and social exchange theories support as major theoretical framework to examine the proposed relationship.

The sample data used were collected through a cross-sectional survey-based research design and a convenience sampling method. Totally, 290 questionnaires were distributed during office hours, administered with a paper and pencil survey. However, in the final analysis, only 256 responses were considered for analysis using multiple hierarchical regression analysis.

Results reveal that all dimensions of emotional maturity positively associated with self-disclosure. This study fully supports the applicability of capitalization and social exchange theories while explaining the proposed relationships in Indian context.

The present study used a cross-sectional survey-based research design; future studies may use longitudinal research design.

The study shows how to develop collective work culture and supportive work climate through emotional maturity and self-disclosure. Thus, employees become accustomed to multicultural team and cultural diversity issues at the workplace. The study also recommended that the organized employees social gathering will create positive feeling, and that such feelings of belonging to a group among employees will give reasons for self-disclosure and finally, in turn, to employee effectiveness.

More predominantly, the proposed association has not been examined before and the findings serve as a potential policy guideline for the self-disclosure literature through the perspective of capitalization and social exchange theories in understudied non-US cultures such as India.

While some institutionalists have highlighted the explanatory power of organizational actors, others stress their social construction. In line with the latter perspective, the author states in the first part that, except from meta-theoretical reflections, the social sciences tend to utilize actor concepts without further reflection. The author also shows how actors are reproduced in social practice, excessively in media semantics and more rigid in legal affairs, and that experts and professional helpers constantly reproduce actor images and identities. The second part focuses on the differences between the three dominant types of actors: states, organizations, and individuals. Although rationalization constructs the three different types of actors, which share much in common as institutionally derived entities, each type – still – has its own distinctive qualities: welfare issues are crucial for states; emotional qualities are a characteristic feature of individuals; and stakeholder sensitivity is paramount for organizational actors.

The technological advances worldwide are posing challenges for the teaching fraternity. However, certain competencies can enable the teachers to enhance their performance by managing self and adopting flexible teaching and learning tools. The purpose of this paper is to identify, analyse and model such competencies with special reference to emotional intelligence and social media competencies (SMCs). A competency framework is developed and a subsequent performance ranking system is derived in this study.

The statistical approach of multiple regression using partial least square based strucutural equation modelling is used for model development by estimating the impact of various competencies on performance. The technique of analytical network process is applied to derive a performance management system for ranking employees.

The paper estimates the relative impact of various competencies on superior performance of teachers, thus enabling to develop a competency model. A performance management and ranking system has also been developed.

A working practical model for performance management and ranking of teachers is developed on the basis of different criteria having different weightage. The ranking model can enable to develop suitable strategies for making effective recruitment and appraisal decisions.

The performance management model integrates emotional intelligence competencies, SMCs along with knowledge, skills and attitude, to develop fair and weightage-based performance ranking system.

The purpose of this paper is to determine the cross‐cultural reliability and validity of the Emotional Competence Inventory (ECI‐2) in a cross‐cultural context.

Using a competency‐based approach to social and emotional intelligence (EI), the paper presents data on Indian managers from the manufacturing and service industries collected using self‐report and multi‐rater assessments. Factor analysis explored the latent structure of social and emotional intelligence competencies on the Indian sample. Divergent validity was assessed using a Stress Personality test. Internal reliability of the ECI‐2 was also determined for a sample of 400 Indian managers.

A two‐factor structure has emerged in the cross‐cultural context similar to the latent structure of the construct explored by the test developers of the ECI‐2. However, six items did not have significant loading. ECI‐2 has been found to have statistically significant reliability coefficient and divergent validity with Stress Personality test on the Indian sample.

The competency‐based approach to emotional and social intelligence, with a two‐factor structure, has found empirical evidence on the managerial sample in the Indian context. Future research can test this on other professional groups. Norms can be developed for various professional groups using a competency‐based framework of EI.

ECI‐2 can be used with modification based on the findings for talent management, employee development, counseling and succession planning for Indian managers.

Cross‐cultural validation, in the Indian context, of a competency‐based framework of emotional and social intelligence and its measure is useful for researchers and practitioners and for professional and leadership development of managers.

The purpose of this study is to examine how brand attachment is related to brand experience. The model tests the partial mediating role of brand trust and the moderating role of age and income.

A total of 334 participants consuming brands with an experiential offering completed an online questionnaire in a cross-sectional study. The data were analyzed through partial least squares structural equation modeling (PLS-SEM), and advanced methods such as the heterotrait–monotrait ratio and the Henseler’s multigroup analysis were used.

Brand experience is positively related to brand attachment, more so for younger consumers. This relationship holds for both hedonic and utilitarian brands. Results demonstrate the partial mediation of brand trust in this relationship, especially for utilitarian brands, and with a weaker indirect relationship for high-income consumers.

The research was conducted in one country (Peru). Generalizability of results should be established by carrying out additional studies in other settings or countries.

Experiential marketing both as a positioning strategy and through marketing operations may help brands to increase consumer attachment. This may be managed both through the direct effect of favoring positive experiences and through the enhancement of brand trust. This is particularly the case for target markets composed of young and low-to-medium-income consumers.

Results confirm the impact of brand experience on brand attachment for both utilitarian and hedonic brands, and establish both the mediating role of brand trust and the moderating role of age and income. These are new insights on the process itself and on boundary conditions of an important established relationship.

This research aims to examine whether there is the chain effect from corporate social responsibility (CSR) and emotional intelligence (EI) to organizational learning and competitive intelligence in chemical companies in a Vietnam business setting.

Structural equation modeling (SEM) approach was used to analyze a set of 403 responses returned from self‐administered structured questionnaires sent to 620 middle level managers.

Research findings reveal the impacts of ethical CSR and EI on organizationally beneficial upward influence behaviors, which promote organizational learning. Learning in organizations then acts as an antecedent to competitive intelligence.

To activate the transformation of individual knowledge into organizational knowledge, managers should role model and inspire members to share, from emotions to ethical values, so that they can transcend their self‐interests to develop organizationally beneficial behaviors. Organizational knowledge, from this learning process, will help members discern competitive opportunities.

The purpose of this paper is to describe the necessary primary emotional development experiences for healthy personality formation.

The paper is a critical synthesis of psychoanalytic theory.

Five experiences are judged necessary for health “primary emotional development”: attachment, containment, communication, inclusion and agency. These can be deliberately recreated in therapeutic environments to form a structure for “secondary emotional development”.

The ways in which these qualities of a psychosocial environment can be produced are described.

Failure to recognise the importance of these qualities of an environment can cause unhealthy, or frankly toxic, psychosocial environments in various settings.

This is the author's original work, and has relevance for all psychosocial environments.

The purpose of this paper is, first, to examine student perspectives of their university experience in terms of the soft employability skills they develop; second, how prepared those students feel for the future employment market and finally investigate whether there are differences in perceptions between Chinese and Malaysian students given their different educational experience.

In this study, 361 predominantly Chinese undergraduate students at two universities, one in China and the other in Malaysia completed the 15-item Goldsmiths soft skills inventory using an online survey.

The results, analysed using factor analysis and confirmatory factor analysis, indicated that the university curriculum develops student soft skills, particularly in the Malaysian university and supports the relationship between soft skill and student preparedness for employment. The results also indicate that compared with the respondents from the Chinese university, the Malaysian university respondents were more likely to be positive to statements concerning their respective university’s ability to develop their soft skills.

Such findings have implications for education providers and business in that it is important for universities to embed soft skills into the curriculum in order to develop graduate work readiness.

What this research contributes is not only consolidation of existing research in the contemporary context of a disruptive jobs market, it takes research forward through analysing student perceptions from two universities, one in Malaysia and the other in China, of the skills they develop at university and the importance of soft skills to them and their perceptions of future employment and employability. Such research will provide insight, in particular, into the role of education providers, the phenomena of underemployment among graduates in China, and be of practical significance to employers and their perception that graduates lack the necessary soft skills for the workplace (Anonymous, 2017a; Stapleton, 2017; British Council, 2015; Chan, 2015).

The purpose of this paper is to provide a framework for assisting individuals in organisations to understand how to engage their senior stakeholders.

The main method for the research is a descriptive case study to test the theories described in the paper. The approach to the topic is based on reflection of the experiences of the author and colleagues, tied in with theories developed by the research of individuals in the field of leadership and organisational strategy. The result is a framework to provide guidance to practitioners working in organisations and a new approach for researchers in organisational management and stakeholder engagement.

While there are many journals and books devoted to assisting management to lead and motivate staff and team members, there is an absence of research and thinking on how staff and team members may gain the attention and support of their managers. This paper addresses this gap. The problem has been expressed in terms of the experiences of the author and colleagues and has been received with interest by those individuals who have attended workshops and presentations given by the author on this topic.

The solutions proposed are based on the experiences and reflection of the author and colleagues. Additional research needs to be conducted to further support the conclusions drawn from the ideas in this paper.

Significant changes should be made in the thinking of staff and team members in their approach to acquiring and maintaining the support of their managers. The recommended approach is a structured process of stakeholder engagement based on building and maintaining robust relationships with important stakeholders leading to the development of timely, appropriate and effective communication.

The paper and the ideas expressed within it take a different approach to most of the published literature in that they seek to view organisational culture and practice from the perspective of staff or team members (followers) and how they might proceed to address issues that require management attention and support.