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Neurodiverse conditions, or developmental disorders, are neither well-known nor understood by the general population in Trinidad and Tobago. Awareness of, or sensitivity toward, children with autism spectrum disorder (ASD), in particular, is lacking in Trinidad and Tobago. Generation A is those persons who will reach adulthood in the next decade or so and be seeking employment opportunities. Given the current challenges faced by persons with ASD in securing and maintaining employment and the fact that this is a generally underexplored area of research, focusing on Generation A provides an opportunity to explore what provisions are in place for individuals with ASD to assist with future transitions into the workplace in Trinidad and Tobago. This chapter focuses on the existing policy, legal, and institutional framework in Trinidad and Tobago for ASD in the workplace, with particular reference to Generation A, to determine how it is currently addressed and what accommodations are being made to facilitate this demographic. A review of ASD-related data and select, relevant policy, law and institutions in Trinidad and Tobago has revealed that very few preparations, if any, are being made to facilitate Generation A individuals' entry into the workplace. The most relevant sector for addressing ASD needs falls to the NGO movement, but these organizations do not focus on employment preparation. Several recommendations for the key stakeholders in this process have been made that can assist in this regard.

Canadian institutions of higher education have long touted their dedication to inclusivity and diversity. The Academy, however, exists in a mix of new managerialism and collegialism, environments that demand conformity and the prioritization of sameness over difference. For employees with autism spectrum disorder (ASD), the very nature of their condition means that conforming to a standard is a difficult, if not impossible task. If passed, the proposed Accessible Canada Act means universities in Canada will have a legal responsibility to accommodate employees with disabilities, including ASD.

ASD is a neurodevelopmental condition of varying severity characterized by difficulties with communication, social interactions, and repetitive behaviors. While it is difficult to determine how many adults live with ASD in Canada, current statistics show that 1 out of 66 children are on the autism spectrum (PHAC, 2018). Many have physical and mental comorbidities that complicate their health status.

Though conformity may streamline human resources processes and standardize staffing issues, it is essential for administration to identify areas where they are weak in supporting potential and current employees who veer from the norm. Libraries need human resources policies and procedures that reflect and celebrate uniqueness. Long-held tendencies toward valuing fit and conventionality need to give way to transformational mentoring and empowering in order for a diverse workforce to reach its fullest potential. Embracing inclusivity will result in numerous benefits, not just for the employee but for the library. This chapter shows how personnel with high-functioning autism can be best supported in Canadian academic libraries.

Researchers in the field of leadership are increasingly turning their attention to the concept of emotional intelligence (EI) to better understand how aspects of individual difference may help to explain variations in leadership behavior. Importantly leadership practices that foster positive affectivity have been found to be associated with important job- and work-related outcomes. This study aims to investigate whether EI moderates the relationship between a measure of leader–member exchange (LMX) and important work-related outcomes within Malaysia. LMX was found to be positively associated with organizational citizenship behavior, job satisfaction, organizational commitment, psychological well-being (PWB), and in-role performance. However, the relationship between LMX and job satisfaction, LMX and organizational commitment, LMX and PWB, and LMX and in-role performance was also found to be moderated by EI. The findings suggest that EI can help leaders and subordinates to facilitate stronger identification and emotional attachments with each other.

In this overview, the editors trace the history of 10 books they have helmed in what has become the legacy of the Emonet conferences. From the seeds planted in 1998 by a small group of international scholars assembled together at the first Emonet conference, the shift of the study of emotions in organizational studies from the almost “undiscussable” to mainstream scholarship is traced. Following this historical analysis, the story of “What have we learned? Ten years on,” the latest volume in the Emonet book series, is given. In a brief summary of each chapter in the current edition, the editors draw attention to eight topic areas to showcase the remarkable and broad-ranging advances in the field of organization studies that have been enabled by attention to the role of emotions in theory and practice in 10 years since the first publication in the book series. From advances in our knowledge and understanding of work, workers and consumers, to team behavior, leader-member exchange, and In Extremis work contexts, and methodological contributions in the assessment of noncognitive traits through to advances in knowledge of positive work environments, the reader is left in no doubt that organizational scholarship and practice has been deeply enriched through bringing emotions center stage.