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This study aims to examine how positive supervisory support plays a role in attenuating employees’ knowledge-hiding behavior via the underlying mechanism of psychological ownership and workplace thriving. Integrating the social information processing perspective and conservation of resource theory, this study suggests that due to the mediating role of employee psychological ownership and workplace thriving, positive supervisor support may negatively affect knowledge-hiding behavior.

Hypotheses were tested with multiwave three-round survey data collected among 432 individuals in various Pakistani hotels.

This study found that supervisory support attenuated knowledge-hiding behavior by enhancing psychological ownership and workplace thriving serially. As expected, the supportive conduct of the supervisor positively influenced psychological ownership which, in turn, helped workplace thriving and eventually influenced employees’ knowledge hiding.

This study contributes to the extant body of knowledge on knowledge hiding by highlighting a significant antecedent that supervisory support may be instrumental in discouraging knowledge hiding. Furthermore, this study detailed an underlying serial mediating mechanism in the shape of psychological ownership and workplace thriving that connects supervisory support with reduced knowledge hiding.

This chapter defines a learning culture and discusses the relationship between knowledge and learning. The authors explain why learning is essential to bringing knowledge to life and incentivizing knowledge flows and use. The chapter addresses the interplay between knowledge and learning cultures. A key point in the chapter is the value of mistakes as learning opportunities. The authors explain how mistakes are viewed in the industrial economy and how this perspective impedes critical organizational learning. Specifically, we define mistakes, explain the double cognitive bias of mistakes, explain the tendency and impact of hiding mistakes, the side effects of double mistake bias, learn to learn from mistakes, and take on the challenge of reconciling mistake acceptance and avoidance. Finally, the chapter addresses the importance of cultivating a learning climate to realize your learning culture.

The purpose of this study is to adapt and validate Edinburgh social cognition test (ESCoT) for Indian children. In addition, exploring the effect of demographics on ESCoT.

For content validity, 10 practicing psychologists and clinical psychologists gave their feedback about the test scenarios based on which the items were retained. The adaptation process involved 100 participants aged between 6 and 12 years. Informed consent from parents and verbal assent from the participant were taken. Demographics were collected. Measures were individually administered. Data was scored and analyzed.

Seven out of 10 scenarios were retained in content validity. Convergent validity, internal consistency and interrater reliability were found to be acceptable. Regression analysis indicates that age significantly predicts performance on ESCoT. Age is associated with the cognitive theory of mind, affective theory of mind and interpersonal social norms understanding.

The study provides evidence for validation of ESCoT. Results indicate acceptable psychometric properties of ESCoT. Thus, it is suitable for Indian settings and amongst children.

The purpose of this paper is to explore the marketing opportunities for after-school educational services in the Chinese context by examining children’s perceptions of intelligence using visual methodology.

Altogether 30 Chinese children aged 9–12 studying in grades four to six were asked to draw what comes to mind for two statements: “This is an intelligent child” and “This is a child of average intelligence.” After doing the drawings, the children were interviewed face-to-face to answer questions about the personalities and social relationships of the children depicted in the two drawings that they had produced.

A child described as intelligent was imagined wearing glasses, studying hard and obtaining excellent academic results. A child described as of average intelligence was imagined as having many friends, playing a lot and experiencing tension with parents over studies. Participants had a restrictive view of intelligence and associated intelligence with academic success. They endorsed both a growth mindset and a fixed mindset of intelligence. On the one hand, they endorsed a growth mindset of intelligence as they associated intelligence with personal efforts and practices. On the other hand, participants endorsed a fixed mindset of intelligence as they tended to avoid challenges and appeared to be threatened by the success of others. Participants imagined that an intelligent child would experience poor relationships with friends.

The findings were based on a nonprobability small sample. The study did not investigate the socialization process of such perceptions.

Educational services and nonschool activity service providers can position themselves as agents to help students develop meta-analytical skills in embracing challenging tasks. Marketers can develop courses and learning materials that teach children different learning strategies. They can use incentives to encourage persistence and resilience in meeting challenges. This study uncovered the emotional and social needs of intelligent children. A new market segment was identified that targets children with high intelligence. Educational service providers can design curricula and activities to support high-performing children in developing empathy and good communication skills. Educators can assist those who perform well academically to nurture genuine friendships and improve social relations with peers.

The prevalence of the private tutoring industry in the Chinese context may introduce educational disparity, as families with low resources will not be able to afford these services. Nonprofit organizations can provide similar educational services at a low cost to bridge the gap. The narrow view of intelligence expressed by participants, and their lack of awareness of the wide range of types of intelligence, indicates that education service providers can develop the confidence of a child with average intelligence through appreciation of his or her unique talents beyond academic achievements.

This study explores attributes associated with intelligence among Chinese children using an innovative visual method. The marketing implications can apply to other societies where the after-school tuition market is prevalent.

The purpose of this paper is to explore the prospect of using neurophenomenology to understand, design and test phygital consumer experiences. It aims to clarify interpretivist approaches to consumer neuroscience, wherein theoretical models of individual phenomenology can be combined with modern neuroimaging techniques to detect and interpret the first-person accounts of phygital experiences.

The argument is conceptual in nature, building its position through synthesizing insights from phenomenology, phygital marketing, theoretical neuroscience and other related fields.

Ultimately, the paper presents the argument that interpretivist neuroscience in general, and neurophenomenology specifically, provides a valuable new perspective on phygital marketing experiences. In particular, we argue that the approach to studying first-personal experiences within the phygital domain can be significantly refined by adopting this perspective.

One of the primary goals of this paper is to stimulate a novel approach to interpretivist phygital research, and in doing so, provide a foundation by which the impact of phygital interventions can be empirically tested through neuroscience, and through which future research into this topic can be developed. As such, the success of such an approach is yet untested.

Phygital marketing is distinguished by its focus on the quality of subjective first-personal consumer experiences, but few papers to date have explored how neuroscience can be used as a tool for exploring these inner landscapes. This paper addresses this lacuna by providing a novel perspective on “interpretivist neuroscience” and proposes ways that current neuroscientific models can be used as a practical methodology for addressing these questions.

The purpose of this chapter is to provide a comprehensive analysis of how sentiments may be a part of, or adjacent to, status generalization. We demonstrate why this problem is so difficult to solve definitively, as many resolutions may exist. Sentiments may present the properties of graded status characteristics but may also be disrupted by processes of the self. Sentiments may have status properties enacted within dyadic interactions. However, sentiments may also be status elements during triadic constellations of actors. Finally, we discuss current research that is underway to provide more empirical evidence to offer confirmation or disconfirmation for some of our proposed models.

We provide a synthesis of literatures, including pieces from group processes, neuroscience, psychology, and network scholarship, to address the relation between sentiment and status processes. Accordingly, this is a conceptual chapter.

We attempt to motivate future research by exploring the many complications of examining these issues.

Understanding how social inequalities may emerge during group interaction allows researchers to address their deleterious effects. Positive sentiments (in other words, “liking”) should bring actors closer together to complete tasks successfully. Ironically, when paired with negative sentiments within task groups, inequalities in group opportunities may result. To address these social inequalities, a thorough understanding of how they develop is necessary, so that efficacious interventions can be adopted.

This deep dive into the relation between sentiment and status processes joins the 25-year quest to understand the issues surrounding this relationship.

Despite widespread recognition of the importance of mindfulness in organizational science literature, little is known about how mindfulness motivates individuals to configure information processing and team member exchange relationships to increase creative process engagement. Drawing on motivated information processing theory, this study conceptualizes and empirically examines whether and how mindfulness motivates individuals toward creative process engagement.

The authors collected data through an online survey from 311 respondents working in the Research and Development (R&D) departments of organizations in multiple industries in Pakistan. For analytical purposes, the authors have applied the structural equation modeling technique.

This study advances a different view of individual mindfulness on the creative process engagement in the following ways. First, mindfulness enables individuals to self-regulate in specific situations and become effective in fostering creative process engagement. Second, this study extends research on relational information processing by linking it to mindfulness and creative process engagement. Relational information processing partially mediates the relationship between mindfulness and creative process engagement. Third, this study highlights that mindfulness motivates individuals to focus more on developing quality working relationships, but they seem less willing to participate in idea generation and problem-solving solutions.

The study findings provide implications for research on mindfulness, creativity and motivated information processing to enhance individuals’ creative process engagements. The authors also discuss the implications for executives on the relational and creative benefits of mindfulness.

The purpose of this study is to investigate the effects of the remote training process on distance learning with the application of neurometrics and investigate the features of the training that promote better synchronization between trainers and trainees in terms of cognitive and emotional processes favorable to learning, during a condition of remote professional training.

The authors proposed a hyperscanning paradigm together with a conversational analysis to assess remote online training by collecting neurophysiological measures (frequency band analysis: delta, theta, alpha and beta) via multiple wearable electroencephalograms (EEGs) during a session of remote training.

Results showed increased delta activity in the trainer when he was leading the session and when the participants were exchanging feedback. The delivery of feedback was also linked to increased theta activity compared with the normal activity of the trainees. Finally, synchronization of EEG between trainer and trainee groups was found for the beta band.

This study proposes to adopt a new multi-methodological approach that combines conversational analysis with the detection of remote neurometric parameters, in the field of educational neuroscience applied to organizational contexts.

Findings can help trainers in the development of their skills as trainers and in modeling remote training in organizations.

Findings highlight the crucial role of particular phases of the e-learning process, such as the feedback phase and the interaction trainer group, and they pointed out the relevance of neurophysiological measures to test the e-learning process.

This study aims to investigate the indirect relationship between exploitative leadership (EL) and psychological distress through emotional complexity. This study also predicted that belief in organizational conspiracy theories moderates the association between EL and emotional complexity. Furthermore, forgiveness climate acts as a boundary condition between emotional complexity and psychological distress.

The respondents of this time-lagged study (N = 325) were working in five-star and four-star hotels in three cities located in Pakistan, namely, Rawalpindi, Islamabad and Lahore. Data were collected through the questionnaire.

Results revealed that exploitative leaders cause emotional complexity among hotel employees, enhancing their psychological distress. The study further showed that hotel employees who believe in organizational conspiracy theories are more likely to experience emotional complexity under an exploitative leader. Additionally, the perceived forgiveness climate moderates the relationship between emotional complexity and psychological distress.

Hotel managers should avoid hiring those candidates for leadership positions who have a tendency to engage in exploitative behavior. Managers should maintain regular communication with hotel workers to minimize beliefs in organizational conspiracy theories. Managers should also develop a forgiveness climate to minimize psychological distress among hotel employees.

It is one of the few studies investigating the negative consequences of EL, particularly in the hospitality industry. This study has also identified the underlying causes of psychological distress among hotel workers.