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This study aims to empirically examine the effect of employee commitment (EC) (affective, normative and continuance) and emotional intelligence (EI) on work engagement (WE) (vigor, dedication and absorption). Furthermore, the moderating effects of psychological capital (PsyCap) and EI on strengthening WE are investigated.

A carefully crafted survey instrument was developed, and data were collected from 511 employees working in the banking sector in southern India. First, the psychometric properties of the measures were checked. Second, the results were analyzed using Hayes’ PROCESS macros.

The results indicate EC and EI positively predict WE; EI moderates the relationship between EC and WE; and PsyCap (second moderator) moderates the relationship between EI (first moderator) and EC influencing WE.

This study’s limitations include the common method and social desirability biases inherent in any social science research based on surveys. However, the authors have taken adequate care to minimize these limitations. In addition, this study has several implications for practicing managers interested in enhancing WE.

The three-way interaction between EC, EI and PsyCap, which is investigated in this study, represents an original and unique contribution to this study. To the best of the authors’ knowledge, previous researchers have not done the moderated-moderation, especially in the context of a developing country such as India. This research advances the growing literature on EC and WE. Implications for theory and practice are discussed.

This paper elucidates the role of anger in error management (EM) and organizational learning behaviors. The study explores how anger can catalyze learning, emphasizing its strategic implications.

A double-layered moderated-mediated model was developed and tested using data from 744 Chinese CEOs. The psychometric properties of the survey instrument were rigorously examined through structural equation modeling, and hypotheses were tested using Hayes's PROCESS macros.

The findings reveal that anger is a precursor for recognizing the value of significant errors, leading to a positive association with learning behavior among top management team members. Additionally, the study uncovers a triple interaction effect of anger, EM culture and supply chain disruptions on the value of learning from errors. Extensive experience and positive grieving strengthen the relationship between recognizing value from errors and learning behavior.

This study uniquely integrates affect-cognitive theory and organizational learning theory, examining anger in EM and learning. The authors provide empirical evidence that anger can drive error value recognition and learning. The authors incorporate a more fine-grained approach to leadership when including executive anger as a trigger to learning behavior. Factors like experience and positive grieving are explored, deepening the understanding of emotions in learning. The authors consider both negative and positive emotions to contribute to the complexity of organizational learning.