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The purpose of the current study is to determine the extent to which individuals who are being coached to develop emotional intelligence utilize these competencies in their work versus their personal lives.

Individuals, as part of a leadership development program or stand-alone executive coaching, were asked to self-report the extent to which they utilize emotional intelligence competencies in both their work and personal lives. These individuals were questioned at two time periods (Time 1N = 172; Time 2 N = 151), six months apart.

The findings overwhelmingly support that individuals report using emotional intelligence competencies more at work than in their personal lives at both times periods. There was, however, a substantial increase in those reporting utilizing emotional intelligence competencies in their personal life after participating in executive coaching.

Much research has examined the positive impacts that emotional intelligence has in the workplace. However, less research has examined its impact on individuals’ personal lives. Little to no research has examined how organizational interventions can help increase the positive impact of emotional intelligence outside of the workplace.

Peer groups have been established as one of the best tools for leadership learning for family business leaders. However, these groups remain underutilized because business leaders disengage and voluntarily create turnover from these groups. This study explores the perceptions of family business leaders concerning the usefulness, growth opportunities, and equity within peer learning groups to determine what factors impact retention in these groups.

Two surveys were administered to 321 family business owners and leaders through three large family business centers in different regions of the United States. Leaders were grouped into those who left versus those who remained in a peer learning group. Data were collected about their learning experiences and why they remained or voluntarily left a group.

Lack of equity was found to be the main determinant of turnover in peer learning groups. Peer learning groups need to consist of business owners along the same trajectory, career stage, and in similar stages of growing a family business in order to equally contribute to the group’s learning. Business leaders who are in peer learning groups they report as being equal also report that their groups are more helpful, trustworthy and create better-quality learning experiences.

Peer groups are important for peer-to-peer learning and continued education for family business leaders. Having a group of peers whom have dealt with similar issues can help business leaders overcome problems successfully. However, little research exists that examines what factors make these peer groups successful.

The current study explores the necessary leadership skills required for leadership succession in family businesses as well as best development activities for each skill. The current study provides suggestions for best practices in developing and utilizing peer groups as a leadership development method.

A needs assessment was conducted by surveying 150 family-business leaders. Leaders were asked, “What are your most pressing leadership development needs for your organization as you move toward succession? A follow-up question was then asked: “For each of these skills, what method would best help develop this skill for family business leaders?” The responses were content analyzed, placed into themes, and rank ordered.

High agreement amongst business leaders was found as eight leadership skills were cited by high percentages of family-business leaders. Leaders overwhelmingly reported peer developmental activities as being the best method for developing these skills.

Succession planning in family-businesses is critical as many family business fail to make it past the first or second generation. However, little research explores what specific leadership skills are necessary for optimal succession. As well, many leaders in public organizations seek individual methods of development, such as executive coaching, whereas family business leaders seek group activities to learn with/through their peers.

The purpose of the current study is to explore the lessons learned by CEOs during the pandemic on how to develop themselves and their workforce to bring success during this chaotic and uncertain time.

Thirty CEO interviews were conducted with two trained interviewers that lasted an average of 76 minutes. Three independent reviewers conducted a content analysis.

Through the content analysis, six main themes emerged that we have labeled “success lessons”: Your workforce really is your most important resource, leaders, at all levels, must lead effectively and with empathy, leaders must practice 360° two-way communication with honesty and transparency, equip your workforce for success and leverage technology, trust and empower your workforce, and invest more time reinforcing and celebrating victories.

The size and scope of the pandemic provides for lessons on leadership and workforce development never experienced before. The current study provides in-depth insights from CEO experiences during the pandemic.

This study answers the question, “What are the learning experiences and drivers that provide CEOs with the knowledge, skills, and abilities that will allow them to lead their enterprises through crises?”

Thirty chief executive officer (CEO) interviews were conducted with two trained interviewers that lasted an average of 76 min. These interviews covered CEO experiences in challenges faced, adaptation, learning and lessons gleaned during the COVID-19 pandemic.

The interview responses were content analyzed to provide ten main drivers of CEO learning during the pandemic.

The size and scope of the pandemic provides for lessons on leadership learning never experienced before. This study provides in-depth insights from CEO experiences during the pandemic.

This study aims to provide a psychometrically sound measure intended to capture perceived/experienced sexism in the workplace, the perceived/experienced sexism scale (PESS). PESS is used to consider the effects of perceived experiences of benevolent and hostile sexism at work, as well their relationships with perceived organizational support and the job attitudes of job satisfaction and turnover intentions.

This study revised the Ambivalent Sexism Inventory (Glick and Fiske, 1996) to create and validate the PESS. Amazon Mechanical Turk was used to collect two samples (220 and 183) of perceptions of female employees.

Results suggest perceived organizational support and trust perceptions mediate the relationships between perceptions of sexism and organizational outcomes of job satisfaction and turnover intentions.

Existing measures of sexism are intended to identify and measure sexism by examining perpetrators’ actions or thoughts. However, researchers must make assumptions as to the effect such sexist acts or behaviors has on the target. Thus, this study provides a measure of sexism from the perspective of the target.

Research on work status differences has yielded inconsistent results and is not relevant for today's workforce, economic circumstances, or the changing nature of work. Inconsistencies may be due to substantial heterogeneity, rather than homogeneity, within each group (part-time (PT) and full-time (FT)). Thus, researchers created a PT worker typology based on demographics and personal life roles. Systematic differences in attitudes and behaviors across derived groups of PT workers were found. The purpose of the current study is to test the applicability of this PT worker typology on FT workers and to extend the typology's foundational theory, partial inclusion theory (PIT).

The current study employs cluster analysis on three diverse samples (n=3,747) to establish a basis for the generalizability of the FT typology.

Strong support was found for a similar, but distinct, FT employee typology. Attitudinal and behavioral differences were also found among the various FT groups which were similar to the differences found among the PT groups.

The current study has implications both for the application of PIT as well management and human resources. Targeted wellness and retention programs can be designed for various groups of FT employees, including scheduling flexibility and benefit plans.

This is one of the first studies to examine the heterogeneity of the FT workforce, understanding that FT workers also have substantial life roles outside of work that likely affect their involvement and attitudes at work.