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The need for an authority figure who makes decisions for others in organisations is under scrutiny. Employees are demanding a part in making decisions that affect them. If managers are to move towards a participative method of management they will need a different model. In the 1960s Likert systematically described a total participative management system based on principles that could be applied to any organisation or group, called System 4. An extension of System 4, System 5, is likely to include decision making and leadership. Likert believed that it would be possible for an organisation to move towards System 5 only if its leaders and members understood System 4 principles and were proficient in their application. This is now occurring in American society. The development of a system without a boss may now be realised.

The purpose of this paper is to explore the factor structure of the Resiliency Scales for Children and Adolescents (RSCA, Prince-Embury, 2006, 2007) and to provide supporting evidence that this is a psychometrically sound measure for practitioners and researchers to use to assess resilience in incarcerated male adolescent offenders in the UK.

Confirmatory factor analysis (CFA) was used to determine if the factor structure could be replicated among incarcerated male adolescent offenders. Concurrent validation of the measure was also conducted, utilising the Beck Youth Inventory, second edition (BYI-II-II; Beck et al., 2005).

CFA of the RSCA was unable to confirm the structure of the measure at an item level, therefore parcelling techniques were utilised similarly to Prince-Embury and Courville (2008), using the subscales for the factors as indicators for the factors. While a three-factor model was found to be an acceptable fit to the data, there was also some support for a two-factor model. Despite this, there was more statistical support for the three-factor model and arguments are made for retaining this structure. Expected associations between the three subscales of sense of mastery, sense of relatedness and emotional reactivity were found with the Beck Youth Inventory demonstrating support for the concurrent validity of the measure in incarcerated male adolescent offenders.

This paper provides support for the internal structure of the RSCA with incarcerated male adolescent offenders within the UK, although some caution should be used when interpreting scores from the subscales. The findings suggest that the RSCA can be utilised by practitioners to identify young people who may benefit from additional support and also in assessment and treatment/intervention planning. This may be particularly useful when practitioners wish to explore the potential protective nature of resilience.

The current study is the first of its kind to formally explore the factor structure of the RSCA with incarcerated male adolescent offenders.

The study aims to examine the nature of gaslighting and how it relates to interpersonal aggression.

It does so first through application of a Rapid Evidence Assessment (REA) to understand how gaslighting is understood academically. This RAE captured 50 articles, with 12 retained for thematic review. Results were then used to develop a gaslighting behaviour measure, which was then applied in an online study of adults (n = 386; 77.2% women).

Five themes were identified from the REA: components of gaslighting; gaslighting as a tool for abuse; perpetrators as damaged manipulators; experiences and characteristics of victims; and institutional and racial gaslighting. In the ensuing study, results demonstrated that emotional abuse was broadly related both to the perpetration and experiencing of gaslighting, indicating that it may represent an extension of emotional abuse. The relationship to trait aggression was limited and primarily isolated to victims presenting with higher levels of trait aggression capturing more emotional components (e.g. anger/hostility).

The importance of context in understanding the relationship between gaslighting, emotional abuse and aggression was indicated, with some complexity found. Suggestions for future research are made.

Accounting for context in understanding gaslighting is key. Developing and validating measures for gaslighting would assist with the evaluation of this behaviour. When working with those who have a history of emotional abuse, considering gaslighting as a further element is potentially important. It should not be assumed that gaslighting has an association with non-emotional aggression; the type of relationship where it is occurring is important.

This study is the first to consider the development of a gaslighting measure, which is informed by a methodological review of the literature.

In a supplier‐dominated channel system, how a supplier manages the channel has profound influence on its retailers’ overall operations. The effect of supplier channel management behavior on retailers’ market orientation and overall business performance is examined in the context of automotive supplier‐dealer relationship. Investigating the effect of channel management behavior along three dimensions, directive, participative, and supportive, the results support that the participative and supportive management styles have a positive effect on market orientation. Further analysis shows that both supplier management leadership and market orientation are linked to various perceptual, productivity, volume, and profit performance measures. The results offer important managerial implications and future research directions.

This study aims to explore the causes, characteristics and consequences of workplace anger expression and suppression, with an additional aim of testing the emotional dimension of Affective Events Theory.

Participants (n = 187) from management and non-management positions completed an event-contingent anger diary over a period of four working weeks, alongside measures on trait anger and job satisfaction.

Over 50 per cent of the sample disclosed anger-causing events. In keeping with Affective Events Theory, disposition was important, with trait anger higher in those disclosing anger-causing events. There appeared a range of factors predicting the expression of anger, with these focused primarily on individual issues and pre-existing emotion rather than work characteristics.

Through consideration of management and non-management workers and by using a longitudinal design, the study highlights the importance of individual factors in understanding workplace anger. It notes the value in focusing on discrete emotion. The findings offer a clear direction for future research that could assist with enhancing models of workplace emotion, particularly if the aim is to account for discrete emotions.

While a layman's theory supports the view that “a smile goes a long way,” the authors argue that “not all smiles are created equal” in the sense that the server's smiles need to be genuine and authentic, in particular when the customer has a relationship with the server. The purpose of this study is to test such hypotheses.

A 2 (display authenticity: authentic vs inauthentic) by 2 (state of service relationship: existing service relationship vs no service relationship) experiment was used to test the proposed hypotheses. In total, 768 surveys were distributed and 278 responses were received. Two-way ANOVA analyses were deployed.

Data collected from customers reveal that authentic smiles have a direct positive impact on customers' willingness to tip. Further, such an effect is even stronger when the customer has an existing relationship with the server.

Servers should receive appropriate training regarding “deep acting” techniques. The most important limitation is the use of written scenarios as stimuli.

Showing an authentic smile can be an effective tip-collecting strategy. Employees who are in contact with guests and customers should not only be instructed to provide service with a smile but should also be advised to make that smile appear authentic. Therefore, appropriate training of frontline employees, regarding authenticity of smiles, could be beneficial both for the company and for the employees themselves.

No research has been done investigating whether authentic smiles generate larger tips and if so, whether any boundary conditions exist for such effects.

The purpose of the present study is to examine the connection between the self‐concept and fashion consumer behaviors of senior females.

Participants for the study (n=200) were recruited from 12 chapters of the Red Hat Society located in the Southeastern USA; they completed a self‐administered survey. Relational, individual and collective identities were measured via well‐established, pre‐existing scales. Statistical findings were used to examine how senior females with unique identities (i.e. relational, individual, and collective self‐concepts) differ in terms of their shopping behaviors and fashion orientation.

Statistical results from this study indicate that apparel purchase decisions for senior females are complex and involve issues beyond style, fit, and price. Information on how the identity groups differed from one another in the various shopping behaviors and their interest in fashion is identified.

This study provides an examination into the complex self‐concept of older females and its link to fashion‐related consumer behaviors. Recommendations on how specific apparel retailers can better target senior females are presented.

Research regarding the complex fashion needs, and purchase decisions of senior females, is sparse. This research contributes to the literature on fashion and apparel by examining how different identities relate to various fashion consumer behaviors for women over 50.

This research aims to study the students' perspectives on synchronous and asynchronous learning during the COVID-19 Pandemic. Both synchronous and asynchronous learning approaches used in online education have positive and negative outcomes. Hence, the aim is to study online education's positive and negative consequences, reflecting sync and async approaches. This research followed a mixed research approach. The key stakeholders of this research are the Indian educational institutions and students.

This research collected data from the students undergoing synchronous and asynchronous learning amidst the COVID-19 Pandemic. The data were collected (N = 655) from various students taking online classes during the pandemic. A questionnaire survey was distributed to the students through online platforms to collect the data. In this research, the authors have collected data using simple random sampling, and the same has been used for data analysis using SPSS version 26. The collected data were exposed to a factor analysis using a principal component analysis technique to reduce the vast dimensions.

The study findings show that synchronous learning is sometimes stressful, placing more responsibility on students mainly because of the increased screen time. At the same time, asynchronous learning allows the students to self-explore and research the topics assigned to them. Students also felt that asynchronous activities create a burden because of many written assignments to be submitted within a short period. Overall, the COVID-19 pandemic has been challenging for the students and the teachers. However, teachers have helped students to learn through digital platforms. The majority of the respondents opined that technological disruptions and death in the family circle had been significant reasons for not concentrating during online classes. However, the combination of synchronous and asynchronous learning has led to a balanced education.

Higher education has undergone multiple transformations in a short period (from March 2020, 2021 and beyond). Educational institutions underwent a rapid transition in remote teaching and learning in the initial stages. As time progressed, educational institutions did course navigation where they relooked into their course plans, syllabus and brought a structural change to match the pandemic requirements. Meanwhile, educational institutions slowly equipped themselves with infrastructure facilities to bring academic integrity. At present, educational institutions are ready to face the new normality without disrupting services to society.

Educational institutions create intellectual capital, which is important for the development of the economy. In the light of COVID-19, there are new methods and approaches newly introduced or old methods and approaches, which are reimplemented, and these approaches always work for the benefit of the student community.

The authors collected data during the COVID-19 pandemic; it helped capture the students' experience about synchronous and asynchronous learning. Students and faculty members are newly exposed to synchronous and asynchronous learning, and hence, it is essential to determine the outcome that will help many stakeholders.

The purpose of this chapter is to provide researchers a summary of some of the latest developments in item response theory (IRT), and to help these groups realize that psychometric tools can now be used for theory testing in addition to the traditional role of improving construct measurement. The author first reviews some of the fundamental tenets of classical test theory to contrast with IRT. He then describes recent advances in goodness-of-fit tests that have helped turn IRT into a model-testing tool. Finally, the author reviews several new test models that provide new flexibilities, summarizing summarize several examples of research that has used these new models in organizational research. At the end of this review, the author provides suggestions to help researchers better use these new IRT tools. Although there have been significant advances in IRT in the past decade, there has not been a systematic review of these developments. This review places those developments in context to provide readers a real appreciation of these breakthroughs.