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The purpose of this paper is to present the use of simulation in both the development and assessment of Fire & Rescue Service incident commanders. Continuous development and assessment is required due to a reduction in incident numbers causing skill fade.

This paper details the development and implementation of the “Introspect model” of assessment by Oxfordshire Fire & Rescue Service (OFRS) over a five-year time-span, and discusses its key findings in line with current decision-making ideologies and principles.

The “Introspect model” provides a unique assessment and development tool, which adheres to current national guidelines. It is also an accredited component of incident commander development within OFRS. The authors propose that this model becomes “best practice” for other Fire and Rescue Services.

The national use of the “Introspect model” will ensure that all incident commanders benefit from understanding the rationale behind their decisions, striving towards a universal state of unconscious competence within incident command nationally on the fire-ground.

The originality/value of this paper lies in an in-depth analysis of simulation-based software for the development and assessment of incident commanders. This paper is the first to suggest a model of “best practice” regarding the assessment and development of Fire and Rescue Service incident commanders.

This paper aims to look into Islamic CSR, a literature domain that is rarely researched. The article has three goals. First, it provides an overview of the varying conceptualizations and paradigms underpinning CSR. Second, it presents an analogy relating commonalities and deviations between Islam and some of the basic international CSR paradigms. Third, it proposes a novel model of Islamic CSR based on the Islamic legislation (shar'iah) and applies it to an MNC with explicit application of Islamic CSR.

A case study of an explicitly Islamic‐abiding corporation has been investigated to test for the applicability of the proposal model. Semi‐structured interviews have been employed with both the CSR and the HR Heads in Egypt. In addition, various corporate communications have been also utilized in this study.

The research reflects upon international paradigms of CSR versus the Islamic one, highlighting its origins and providing an analogy among both perspectives. Also, a new model is developed and further put into action by the case study employed. Further research is needed to assess further the generalizability of the proposed model, especially with companies operating in Muslim‐majority countries and, hence, with potential implicit application of Islamic CSR.

Generalization of the model cannot be generated at this stage of the model development. Further large‐scale empirical research is needed for further development of the proposed model.

This research would prove useful for corporations operating in Muslim‐majority countries as well as for managers of companies interested in understanding the Islamic perspective on important contemporary world issues like CSR.

This article put forth a comprehensive Islamic CSR model based on the shari'ah while presenting the commonalities and differences between basic international CSR paradigms and the Islamic perspective on CSR.

Technology enables people to enhance the quality of lives, it undeniably improves the standards of living, and it calls for better, speedier and effective communication. Technology can be used for educational purposes, and educational technology calls for an extension of the stereotypical classroom situation, leading to peer group interaction and emphasises on interactivity between teacher and taught; rather than on one way pedagogy and the teacher centred lay out of education. A Master's Programme Initiative in Educational Transformation in New Zealand integrated a computer management system, WebCT into a learner centred interactive community of K‐12 practicing teachers. The learner centred community model was advocated by Weimer, (2002). The initiative was to further dialogue among teachers for better training and upgradation of professional skills. This was a means to reflective practice so that teachers retrospect and introspect on their pedagogical skills. Training, education and the workplace have become significant matrixes of the educational ‘scenario’ in today's corporate world where learners are stakeholders. On line learning provides for teaching/learning which is dialogic. It creates an ambience for effecting space for dialogue and the enhancement of a dynamic learning community. Dabbagh and Bannan Ritland (2005) posit that learning is internet and Web based enabled. Web based technologies thus further the cause of interactive learning in a manner of ‘knowledge construction’. Dialogue is a ‘change agent’ changing us and the context (Wink 2000). For Dewey(1916) knowledge construction is a social process.

This paper aims to explore the relationship between introspection and key competencies for sustainable consumption (KCSCs). It investigates whether mindfulness training can cultivate the ability to introspect and stimulate the development of KCSCs.

Two independent studies were analyzed. Data were retrieved from interviews with participants of a consumer-focused mindfulness training (Study 1, 11 participants), as well as from diaries of students attending a university seminar with mindfulness training (Study 2, 13 students), and made subject to qualitative content analysis.

Both studies show a clear intersection between both constructs and suggest that mindfulness training can contribute to the development of KCSCs and learners’ ability to introspect. The studies also demonstrated that introspection is not equally related to all competencies and that KCSCs must not be reduced to introspection.

Both KCSCs and introspection are complex and latent constructs and hence challenging to observe. The research understands itself as a first exploratory approach for empirically investigating this complex relation.

While increasing (self-)reflectivity is at the core of competence-based education, a systematic engagement with the practice of introspection as a means to enhancing reflectivity is surprisingly lacking. Mindfulness training could be a promising way to cultivate introspective abilities and thus facilitate learning processes that are conducive to competence development.

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

The study aims to determine if the application of a systematic command training system (Effective Command) could influence the organisational competency profile, through the identification, training and assessment of key behavioural markers.

The Effective Command framework is aligned to UK National Fire Service role-maps and is routinely used in both development and assessment of Fire Officers worldwide. Data from 1,261 formal assessments were analysed and descriptive statistics performed.

Structured analysis of incident command assessment data should inform subsequent training cycles of individuals, organisations and procedures. Key behavioural markers were identified in Level 1 (L1) and Level 2 (L2) commanders which influence assessment outcomes. Reduced competence scores between L1 and L2 officers were recorded, providing a strong argument for a supported development process for L2 officers.

Six key behavioural markers were identified in L1 commanders, all were associated with information comprehension and evaluation, which ultimately impacted the outcomes of formal assessments. This study provides empirical evidence that frequent incident or scenario exposure, coupled with metacognitive understanding of the decision rationale could reverse these weaknesses and turn them into individual strengths. This in-depth analysis of data generated in individuals who pass or fail these assessments should strengthen organisational learning.

The use of a structured command training framework contributes significantly to operational assurance by providing a robust assessment and training methodology, which ensures that organisations can appoint, train and assess their incident commanders.

Drawing upon the social identity theory (SIT), the present study aims to examine the moderating role of abusive supervision (AS) and job embeddedness (JE) in the relationship between career plateau (CP) and counterproductive work behaviour (CWB). The research also aims to investigate whether JE moderated the moderating effect of AS on the CP–CWB relationship.

The hypotheses were tested with two-wave survey data collected from 290 employees working in India’s banking, financial services and insurance sector. Data were analysed using moderation and moderated moderation analyses on PROCESS v 4.1 macro.

Results showed that AS moderated the CP–CWB relationship, whereas the moderating role of JE was not observed. However, JE was seen to moderate the moderating effect of AS, supporting the moderated moderation framework.

The present study adds value to the existing literature by connecting SIT with hierarchical layers. The supervisor themselves may stay longer in their current positions and block the subordinates’ progress. This impacts the social image of the subordinates. The study enriches the CP literature by highlighting that CP may lead to CWB, as the employees who perceive CP hit back at the organisation for being unfairly treated and not getting the career progression due to their supervisor.

The study provides important implications for the supervisors who need to introspect if their behaviour is viewed as abusive by the career-plateaued employees. They need to mentor the employees, especially those with higher career aspirations, and provide them with various career avenues. Furthermore, organisations should make all possible efforts to embed the employees within their jobs as the embedded employees can better take the shock of CP.

Drawing on the SIT, the study contributes uniquely to the employee behaviour literature by investigating the impact of CP, AS and JE on CWB in hierarchically flatter organisations. This is the first study to investigate the moderated moderation model of AS and JE in the CP–CWB relationship in the context of employees’ social status within the organisation.

The determinants of investor sentiment based on stock market proxies are found in numbers in empirical studies. However, investor sentiment antecedents developed from primary survey measures by constructing an investor sentiment index (ISI) are not done till date. The purpose of this paper is to fill this research gap by first developing an ISI for the Indian retail investors and then examining the investor-specific, stock market-specific, macroeconomic and policy-specific factors’ individual impact on the investor sentiment.

First, the authors develop the ISI by using the mean scores of six statements as formulated based on popular direct investor sentiment surveys undertaken throughout the world. Then, the authors employ the structural equation modeling approach on the responses of 576 respondents on 40 statements (representing the index and four study hypotheses) collected in 2016 across the country.

The results show that investor- and stock market-specific factors are the major antecedents of investor sentiment for these investors. However, interestingly macroeconomic fundamentals and policy-specific factors have no role to play in driving their sentiment to invest in the stock market.

The major implication of the results is that the Indian retail investors are showing a mixed approach of Bayesian and behavioral finance decision making. So, these implications can guide the investment consultants, regulators, other stakeholders in markets and overwhelmingly the retail investors to introspect their investment decision making across time horizons.

The formulation of ISI in an emerging market context and thereafter examining possible antecedents to influence retail investors in their investment decision making are not done till date. So, the study is unique in its research issue and findings and will have significant implication for the retail investors at least in emerging market contexts.

The leaders’ perception about self and the opinion of the subordinates about them is crucial to understand why some leaders qualify for hate. Much has been discussed on the positive and ethical side of leadership. However, the research on the darker side of leadership needs more attention. Therefore, the purpose of this paper is to explore the factors along with their impact responsible for hate-for-leaders, a relatively scant area of leadership. This study may facilitate understanding why some leaders become subject to hate despite many efforts by the organization.

For exploring the different factors responsible for hate-for-leaders, a survey was conducted by developing a scale using the focus group, Delphi technique, exploratory factor analysis and confirmatory factor analysis. The results were analysed using structural equation modelling.

The factors responsible for qualifying the leaders for hate were identified. Moreover, the results indicated that the subordinate hate the leaders for his/her unacceptable behaviour/actions which they assume the leader has control over it and exhibited otherwise intentionally on targeted employees. Moreover, some undesirable behaviour of leaders is attributed to fundamental attribution errors i.e. situational factors.

A fully developed scale for assessing the hate-quotient for leaders is proposed. This research will facilitate the managers/leaders as to why some of the followers/employees hate them. This scale provides an opportunity for managers and leaders to introspect themselves for improved workplace relationships and not to encourage sunflower management that seeks to get submissive and aligned-thought employees around the leader.

The fact that the decisions taken by managers/leaders adversely affecting the employees are not always because of malice or wrong intentions but sometimes due to situational factors i.e. fundamental attribution error. Moreover, the scale act as a reference to evaluate the hate-for-leaders in the organizational context.