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Many organizational problems are poorly defined, emotionally laden, and ambiguous. These types of problems rarely have one right answer and the criteria for evaluating the appropriateness of solutions is likely to be context dependent. Further, although cognitive skills are important to effective problem solving, the nature of these problems may also require emotional skills as well. This chapter presents a study which set out to determine whether emotional intelligence as an ability contributes above and beyond cognitive intelligence to the quantity, flexibility, and quality of solutions generated to ill-structured problems. Although support was not found for the notion that emotional intelligence explains the indices of solution generation beyond that of cognitive intelligence, the findings did show that emotional intelligence was a significant predictor of one of the solution metrics, namely the average resolving power of solutions across the two problems. The findings demonstrate that emotional intelligence and cognitive intelligence are separate constructs and suggest that caution be used in proposing the pervasive effects of emotional intelligence. In particular, the results of this study suggest that emotional intelligence may not equally influence all activities, highlighting the need to investigate which steps of the problem-solving process it does indeed impact.

Multiple intelligence, cognitive thinking, and sensory theories provide the framework for understanding how to improve learning and learning environments for students. Research involving the use of a multimodal video game to enhance student learning is discussed. It is proposed in the chapter that multimodal and multiplayer video games make use of sensory-rich interactions to engage users, create meaningful experiences, and often facilitate communication between people located all over the world. Multiple learning theories are addressed and evaluated in order to bring to light issues and areas for investigation when designing technology-rich learning environments. Implications of the findings in relation to connections with gaming technologies, capacity for community building, and next steps for investigating ideal designs for 21st century learning environments are discussed.

This chapter examines the principles behind law enforcement intelligence and identifies best practices established by other local and state law enforcement organizations. Then, it conducts a close analysis of the law enforcement intelligence process to determine, in light of best practices, how policies and procedures might be changed to better address law enforcement operations. A redefined intelligence process, as described in this chapter, will provide all participating agencies with a universal definition of law enforcement intelligence, will maintain and enhance community-policing efforts, and will establish a platform for contribution to the domestic intelligence cycle – which is essential for leveraging resources to detect and disrupt organized criminal organizations and terrorism.

Inherent in the meaning of global mindset is the dilemma of an appropriate level of analysis at which we define, measure, and research this construct. This chapter addresses the individual level of analysis using social cognition, which explains how the development process of global mindset helps individuals make sense of unfamiliar stimuli, broaden their cognitive capacities, adjust their behavior accordingly, and have a positive influence on others. Our recently developed core construct of positive psychological capital, or PsyCap (Luthans, Youssef, & Avolio, 2007), and the overarching process of authentic leadership development (Avolio & Luthans, 2006) are used to explicate the theoretical social cognitive framework. The “influence on others” implies a leadership process, and that is why we address the role that global mindset may have in the authentic leadership development process (Avolio & Luthans, 2006).

This chapter introduces the concept of an intelligent organization in the context of the twenty-first-century knowledge economy. An intelligent organization is one in which individuals behave intelligently, work is grounded in intelligent methods and choices, and rich stocks of intelligence in the form of knowledge capital to support intelligence work and choices. Intelligence is defined as both a thing and attribute and behavior and way of working. The chapter also highlights examples of intelligent behaviors and or organizational pathologies. The chapter also highlights the importance of becoming aware of intelligent and unintelligent choices.

Globalization requires business leaders who can manage effectively in multicultural environments. Although many organizations assume leaders will enhance their multicultural skills through international assignments, it is unclear how leaders translate these international experiences into knowledge and skills that enhance their effectiveness. Based on experiential learning theory (ELT), we propose that cultural intelligence (CQ) is an essential learning capability that leaders can use to translate their international experiences into effective experiential learning in culturally diverse contexts.

Inclusion, defined as nondiscriminatory education for all, involves embracing gifted students whose special needs should be considered in curriculum planning and in the teaching methods used. However, inclusion has often been connected with disability and special needs education. It has been claimed that inclusion neglects the needs of the gifted. This chapter identifies ethical challenges in inclusive education, with gifted students as a case example. Several critical misconceptions about gifted students and gifted education are identified as leading to ethical challenges for teachers. These misconceptions are discussed in the ethical framework of distributive justice in teaching, and recommendations are given for ways to support teachers in meeting the needs of gifted students in inclusive educational settings.

Educators who work in K-12 educational settings have only begun to make sense of the many consequences the COVID-19 pandemic has had for students. Months of remote teaching and learning have made one thing quite clear; the academic, physical, and mental health benefits of in-person schooling are difficult to replicate through online learning. The COVID-19 pandemic has elevated the importance of social emotional learning (SEL) as children have experienced substantial reductions in social contact with peers while attending school remotely. Given the profound impact this past year has had on children’s social emotional (SE) health, it has never been more important for educators, parents, and caregivers to support student’s SE health. While it may be tempting to put student’ SE well-being on the back burner as we scramble to make up for lost learning; we stand at a crossroad. We can radically weave SEL into the school day to ensure students continue to develop critical SE skills in a socially distanced world or we can fall back on business as usual.