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Cognitive Behavioural Therapy (CBT) is an evidence-based treatment for common mental health problems that affect children, young people and adults. The suitability of CBT for children has been questioned because it requires children to think about their thoughts, feelings and behaviours. The purpose of this paper is to investigate which cognitive and affective capacities predict children’s ability to relate thoughts, feelings and behaviours.

A total of 59 typically developing children aged between 8 and 11 years took part in the study. CBT skills were assessed on a story task that required children to relate the character’s thoughts to their feelings and behaviours. Children also completed an assessment of IQ, a feeling-of-knowing metamemory task that assessed metacognition, and a higher-order theory of mind task. Furthermore, parents rated their child’s empathy on the children’s empathy quotient.

The findings suggest that CBT is developmentally appropriate for 8–11 year old children; however, young children and children with mental health problems may have impaired metacognition and CBT skills. Metacognition and empathy may moderate the efficacy of child CBT and warrant further investigation in clinical trials.

This study provides evidence for the cognitive and affective skills that might predict the outcome of CBT in children. Metacognition and empathy predict children’s ability to relate thoughts, feelings and behaviours, and therefore may moderate the efficacy of CBT.

Roger L. Martin, one of the most respected strategists, is questioned by veteran S&L interviewer Brian Leavy. The questions range from the how and why of integrative thinking methodology to academic arguments over resource-based view of strategy.

Martin, co-author with Jennifer Riel of the new book Creating Great Choices, shares the insights they have developed while learning how to guide executives through integrative thinking methodolgy.

The necessary raw materials for an integrative solution are two opposing models. By exposing your model to other models through interaction, together you can utilize pieces of those models to generate a new one.

We see the value of prototyping solutions – expecting to be only partially right with the first prototype and learning a lot from putting the ideas into action, seeing what works and what doesn’t, and improving iteratively.

Martin’s guide to break though thinking shares the insights he has learned from working with brilliant CEOs and others who have sought to find a better solution to a dilemma or paradox than the unsatisfactory solutions confronting them.

The authors translate their the concept of integrative thinking into a repeatable methodology, supported by a set of tools for thinking through difficult or “wicked“ problems, a process that offers a better chance of rejecting false choices and of finding a way through to an innovative alternative.

The authors divide their process into four phases. A case example illustrates each phase.

The four phases that make up the integrative thinking 10;process: articulating opposing ways to solve a vexing problem; analyzing those opposing models to truly understand them; attempting to resolve the antithetical approaches of the opposing models by creating new models that contain elements of the original alternatives but are superior to either one and testing the potential new solutions.

Additional examples and detailed guidance is provided in the authors new book “Creating Great Choices: A Leader’s Guide to Integrative Thinking,” (Harvard Business School Press, 2017).

Several corporate examples of “wicked” problems to which integrative thinking might be applied are: After a merger, the combined sales organization is riven by dissension between proponents of two opposite approaches – one using direct sales and the other channel partners. The CEO of a retail bank struggling to manage the conflicting goals of increasing efficiency and improving customer service.

Applied thoughtfully, this new and tested methodology gives leaders at all levels a fighting chance at solving challenging problems and creating breakthrough choices.

The purpose of this paper is to focus on the leadership competencies of the Z generation (born after 1997) in the VUCA business environment. In today’s scenario, the business works differently than it used to previously. The young workforce wants not just to contribute their energy to the organisation but to their colleagues and themselves too, with the leading global sceneries.

An unstructured questionnaire was prepared by testing the reliability and validity of the data. Multiples linear regression analyses were used to derive results and to check whether the competencies are dependent on the VUCA skill sets. Entrepreneurial leadership, enabling leadership, operational leadership and architectural leadership are chosen to be the independent variables for this study.

The findings reveal that the dependability is on all the four factors for the VUCA business environment and hence the need is to practice the same in the organisation.

The test has been done on a sample having 260 respondents. This study reveals data of the workspace environment only and not how Gen Z will behave to the conditions as individuals. Gender-perspective is not taken into account in this study.

The implications can be seen for the organisations’ understanding of how to deal with generation Z and empower them. The organisation-structure and processes that were developed previously will not be limited now just to making the organisations function but also impact self-development for Gen Z, the development that is focussed on work-teams of Gen Z and so the global market eventually.

The originality is in the variables that have been taken for this study. As the world is growing rapidly, the mind-set and the style in which the manager works are changing. Therefore, it is necessary to take into account what leadership style will affect the current business environment.

The purpose of this study is to examine the unique effect that shared metacognition has on negotiation – over and above the effect of simply having similar views.

An experiment was conducted where it was systematically varied whether the negotiators explicitly knew or did not know that their opponent had a similar view of the negotiation task.

Results showed that having shared metacognition promoted: cooperative negotiation, accurate insight into the opponent's point values (which was correlated with increased joint gain), and increased satisfaction regarding the negotiation outcome. Moreover, this was the case across different conditions in which negotiators' negotiation task view and motivation were varied.

The paper suggests that negotiators and mediators can benefit by developing a common understanding of the negotiation and explicitly exchanging this understanding with each other (establishing shared metacognition) prior to engaging in the negotiation. Future studies should examine closely the underlying process of shared metacognition in terms of its impact on negotiation.

Prior research suggests that successful, integrative negotiation depends on negotiators' view of the negotiation task and whether they hold similar views of the negotiation task (shared cognition). Implicit in this research is that the negotiating parties not only had similar views of the negotiation task but also may have explicitly known that they did so (shared metacognition).

The construct of cultural intelligence has recently been introduced to the management literature as an individual difference that may predict effectiveness and a variety of interpersonal behavior in the global business environment. This construct has enormous potential in helping to explain effectiveness in cross-cultural interactions. However, progress has been limited by the adequacy of existing measures. In this chapter, we describe the development and preliminary validation of a web-based assessment of cultural intelligence based on our conceptualization of cultural intelligence.

The purpose of this conceptual paper is to integrate two previously disparate areas of research: mindfulness and the entrepreneurial process. This present study conceptualizes the impact of mindfulness on the choices entrepreneurs face. Specifically, the research theorizes the positive effects of mindfulness on the opportunity recognition process, including evaluation of entrepreneurs. Furthermore, we propose that metacognition mediates this relationship, and emotional self-regulation moderates it. This conceptual research also suggests that mindfulness is positively related to the ethical decision-making and opportunity recognition and evaluation. Finally, compassion is proposed as a factor that mediates the relationship between mindfulness and ethical choices in opportunity recognition.

The purpose of this paper is to discuss the concept of cultural psychological capital, its impact on motivational cultural intelligence (CQ), the influence of motivational cultural intelligence on metacognitive awareness, and the moderating role of perspective taking on the relationship between motivational cultural intelligence and metacognition.

Collected data from international management program alumni to test the hypotheses.

The results show that cultural psychological capital has a positive relationship with motivational cultural intelligence, which in turn relates to metacognitive awareness, and perspective taking does not moderate the relationship between motivational cultural intelligence and metacognition.

The data were collected from a single source. The study supports broaden-and-build theory (Fredrickson, 2001) by demonstrating that cultural psychological capital has an important association with motivational cultural intelligence.

Cultural psychological capital can be improved. Therefore, organizations that desire to increase the motivation of employees may consider improving the cultural psychological capital of employees. Learning is an important outcome of motivational cultural intelligence, and it is an asset for today's organizations.

The study takes a positive perspective for cross-cultural experiences and identifies cultural psychological capital as an important resource for expatriates. Metacognitive awareness, as an outcome, provides support that cross-cultural experience results in higher learning for individuals who are motivated.

The present study aimed to present a structural model of the relationships between personality traits, metacognitive awareness, creativity and academic achievement in virtual students.

The statistical population of the study consisted of all students of the electronic Islamic Azad University in Tehran, where 240 of them were selected as sample group by random sampling method. Research instruments included the short form of the Creative Behavior Inventory (Linger), the Metacognitive Awareness Questionnaire (Schraw and Dennison) and NEO Personality Inventory (McCrae and Costa). Data were analyzed using LISERL software and the path analysis method.

The findings indicated a mediating role of metacognitive awareness and creativity in the relationship between extraversion, openness to experience and conscientiousness personality traits with academic performance. It was also found that metacognitive awareness has a direct, significant positive effect on creativity.

According to the results of the present study, the level of creativity in virtual students can be developed through training and strengthening meta-cognitive skills. The findings also suggest that meta-cognition and creativity are traits that can have intrinsic and personality roots.