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This study examined the dynamical and positive effects of leader consultation on employee proactivity from a motivational perspective.

Survey data were collected twice a day from 107 employees in a week by using an experience sampling method.

On a daily basis, leader consultation had a positive effect on employees’ state work engagement, which in turn promoted employees’ proactivity. Moreover, authoritarian leadership weakened the positive relationship between leader consultation and employees’ state work engagement.

The findings provided a new perspective regarding the potential dynamic motivational effect of leader consultation on employees and generated interesting implications for paradoxical leadership theory.

This study aims to examine if relational attachment could be considered as a mediator in the relationship between social support and career regret. The theoretical framework is based on Kahn’s (2007) work on meaningful connections.

The authors used a three-part survey for data collection, spread over two months from 368 employees for co-worker social support and 324 employees for supervisor social support working in different sectors in India.

The results indicate that for co-workers, relational attachment acts as a mediator between instrumental support and career regret; but for personal support, the mediation effect is absent. However, instrumental support is not directly related to career regret. Notably, in case of social support from the supervisor, there does not seem to be any mediation effect for personal or instrumental support. But social support is related to career regret for both categories of support.

The authors contribute to literature that examines the mechanism, driving social support and career regret. By understanding how these factors interact and impact one another, researchers can develop interventions and strategies to help individuals navigate career decisions, improve their personal relationships and increase their access to social support. Ultimately, this research can lead to improved well-being and career satisfaction for individuals. As the sample is generalized, there is scope to examine if the relationships differ based on the work structures and idiosyncrasies of the industries.

This study examines the unmapped mechanism that mediates the social support and career regret relationship, and in the process, provides new directions for research.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.

Scenarios are cognitive aids for thinking about the future in a sustained and disciplined manner. Because scenarios must be facilitated, scenarios must be considered in the context of their practice. In the strategic management literature, there has been a considerable conversation on the practical difference between “hot” and “cold” cognition. Thinking in this conventional literature demonstrates how the facilitators of scenario planning workshops establish and channel the productive cognition of their clients away from hot cognition and toward cold cognition. But how? As a thought experiment, we examine whether the sociological concept of “emotional labor” helps explain the cognition management of clients by facilitators during scenario planning. We end by considering how a deeper practical understanding of emotional labor might help facilitators identify mechanisms and adapt their tools to better manage the cognitive-affective dimensions of scenario planning in practice.

Marketers often select unique color names for products to heighten shopper interest. The purpose of this study is to use self-referencing as the foundation for assessing how a product color name that involves the self impacts product evaluation. This paper also investigates the salient element that might moderate consumers’ responses, in particular for product categories where color serves mainly as decoration and is of secondary importance.

Two between-subjects experiments examined how self-referencing mediates the influence of generic versus identity color names on product evaluation (Study 1) and also tested whether the effect of naming product colors in identity terms is limited to the scenario where cognitive load is low rather than high (Study 2).

The results of this study show that identity color names are more persuasive than generic color names. Self-referencing mediates the results, and the favorable effect of identity color names is diminished in the case of high cognitive load. Such evidence suggests that consumers might face impediments for self-referenced processing when factors exhaust their cognitive resources. The decreased elaboration results in less favorable evaluation.

This research enriches knowledge of how an element as modest as a creative product color name influences consumer evaluation, with suggestions for approaches to color naming.

The faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning. Faculty engagement and development activities should be explored and included in learning organizations and employee engagement in India. This paper aims to describe higher education as a learning organization. The research will also assess how faculty development programs affect faculty engagement behaviors in these institutions and if professional development mediates this effect, which has not been previously examined.

This study was conducted with quantitative data collected from 267 faculties through reliable and validated adapted questionnaires. Semistructured interviews were conducted with heads and professor-level faculties to gain insights into faculty development and engagement. Partial least squares structural equation modeling technique (PLS-SEM 3.3.6 version) was used to test the conceptually drafted model.

Faculty professional development programs shown to improve higher education faculty engagement and professional progress. The studies also showed that higher education institutions must prioritize faculty development to become learning organizations. Professional development reduced the direct effects of faculty development program (FDP) on faculty engagement. This suggests that professional growth mediates the research.

This research emphasizes and professional development to boost teacher involvement in B-Schools. Management must design faculty development programs to construct professional development and learning organizations, according to the results. Developing and writing rules that encourage faculty engagement in such internal and external programs would also enhance their academic and administrative abilities and assist higher education institutions become learning organizations.

The study is one of the few to examine the impact of faculty development programs and professional development on faculty engagement in higher education institutions, particularly B-Schools, and its competitive mediating role.

Recently, both researchers and practitioners have been very interested in the impact of leadership on employee engagement. Thus, I aimed to examine the relationship between spiritual leadership and work engagement through the mediating role of spiritual well-being at work.

I assessed spiritual leadership, engagement, and well-being in an empirical study based on a sample of 223 employees. I collected data through a survey-based method and analyzed them using structural equation modeling (SEM).

The present study contributes to the existing knowledge in the leadership field, especially spiritual leadership. The results revealed that spiritual leadership impacts employees’ work engagement by indirectly influencing employees’ spiritual well-being.

Theoretically, the findings imply that spiritual well-being can be one of the factors considered in enhancing work engagement through spiritual leadership.

Finding evidence that spiritual leadership, like other leadership styles, can foster employee engagement. Therefore, leaders should take care of employees’ spiritual needs.

Many researchers have indicated that well-being is associated with employee engagement. However, they overlooked employees’ spiritual well-being in the research. The study confirmed the unexplored mediating role of spiritual well-being between spiritual leadership and employee engagement.

The study aims to look into the mechanism by which perceived human resource management (HRM) practices impact nurses' engagement, by specifically looking into the role of psychological availability and psychological safety.

A cross-sectional questionnaire survey was conducted among nurses (n = 465). Data were collected from nurses of National Accreditation Board for Hospitals and Healthcare Providers (NABH) accredited hospitals by employing two stage sampling.

Results indicate significant positive association between HRM practices and employee engagement. Role of psychological safety and psychological availability as mediators was also confirmed. The study supported the proposition that HRM practices affected employee engagement through psychological safety and then psychological availability thus approving serial mediation.

This research also contributes to a more comprehensive understanding of the ways to achieve employees' psychological safety, availability, and thus nurse engagement.

The paper aims to focus on underpinning the moderating role of work meaningfulness in alleviating the impact of general job demands on burnout directly and via work–family conflict by drawing on the conservation of resources theory.

Survey methodology was used for this study, using standardized instruments to assess general job demands, meaningfulness, work–family conflict and burnout. The survey was administered to school teachers (n = 800), and the data set was analyzed through SmartPLS 4.0.

This study ascertained that work meaningfulness moderated the relationship between general job demands and burnout. This study also found that general job demands under conditions of low work meaningfulness positively affected burnout through work–family conflict, thereby validating the moderated mediation model.

While several studies have established the relationship between general job demands, work–family conflict and burnout, to the best of the authors’ knowledge, this is the first study that examined the moderating role of work meaningfulness in the relationship, where work meaningfulness has emerged as a suitable moderator in lowering the impact of job demands on burnout via a work–family conflict. This study contributes to the extant literature on work meaningfulness and adds utility to practice.