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This paper aims to detail why emotional intelligence is important for all organizations.

The paper describes how talent‐management company StepStone ExecuTrack improved the emotional intelligence of two key employees – the client‐services director and the implementation consultant – and the rewards this brought both for the individuals concerned and for the company as a whole.

The paper reveals that the implementation of individual development plans for these two employees led to a number of identified competence gaps being closed, and clear improvements in the area of emotional intelligence.

The paper shows that the training not only improved the performance of the two individuals, but also that of the company as a whole.

The paper reveals that, following significant benefits in terms of organic growth, improved customer satisfaction and consistent customer retention rates, the program is to be rolled out to the wider organization.

The purpose of this paper is to discuss why emotional intelligence is important for all organizations.

This paper outlines the program the author developed for his own team and explains how it realized the tangible benefits of organic growth, improved customer satisfaction and consistent customer retention rates that mean that the program is soon to be rolled out to the wider organization.

The implementation of the individual development plan for the client services director led to a number of identified competence gaps being closed or improved upon, as was identified during the gap analysis. The results clearly show significant improvements in the area of emotional intelligence.

The paper discusses why emotional intelligence is important for all organizations.

Martin Percival is global HR director at StepStone, where he is responsible for 620 people across 15 countries. He has a strong background in the technology sector and was previously HR director at Progress Software.

The European Central Bank (ECB) is one of the increasing numbers of companies relying on software‐based solutions to make their recruitment processes more efficient. In 2004, HR staff at ECB introduced i‐GRasp, a talent management solution from StepStone, a specialist in technology enabled recruitment. Since its introduction, the recruitment workload of the bank has been significantly reduced.

Poor management blamed for inefficiency problems, Europeans recognize importance of corporate strategy, 51 percent of UK employers offer flexible working hours, Traditional employer characteristics remain popular

Corporate identity can set a company apart from competition in a way that is hard to duplicate. The result can be a host of profitable benefits.

The purpose of this study is to investigate to what extent the professional identity of accountants, as manifested in a set of advanced cognitive, emotional and social intelligence competencies relevant to their professional activities, varies with the respective accounting position.

The systematically developed, formally clearly structured job advertisements for accounting positions provide content-rich representations of those holding the advertised position and thus contribute to revealing the professional identity. This study conducts a content analysis of 600 profiles of accountants presented in job advertisements of German organizations to identify the characteristic set of advanced cognitive, emotional and social intelligence competencies, juxtaposing different accounting positions at various stages of professional life. German organizations were targeted because they traditionally clearly differentiate between financial accounting and management accounting.

The job advertisements suggest that accountants develop a multifaceted professional identity reflecting their area of specialization and their level of entry. Financial accountants are more likely to be team-oriented than management accountants, and non-executive accountants are more likely than executive accountants. Analytical thinking seems to characterize management accountants rather than financial accountants. An independent way of working appears to be more pronounced among financial accountants than among management accountants.

This study refines the understanding of the professional identity of accountants by exploring the recruitment of accountants, the initial step of professional socialization. It identifies the most relevant advanced cognitive, emotional and social intelligence competencies based on a broad sample of job advertisements for accounting positions in organizations of different sizes and industries. By contrasting the competencies relevant to different positions and at different stages of their professional lives, it becomes evident that distinct professional identities of accountants coexist. The relevant competencies may be developed during higher education and continuing professional education. They may also be incorporated into individual performance evaluations and used as the basis for promotion decisions.

The purpose of this paper is to analyze the relationship between participation in further training courses and job satisfaction, focussing in particular on gender differences.

Using data from the German Socio-Economic Panel (SOEP), a Probit-adapted OLS (POLS) model is employed which allows to account for individual fixed effects. The analysis controls for a variety of socio-demographic, job and firm characteristics.

The authors find a difference between males and females in the correlation between training and job satisfaction which is positive for males but insignificant for females. This difference becomes even more pronounced when applying individual fixed effects. To gain insights into the reasons for this difference, the authors further investigate training characteristics by gender. The authors find that financial support and career-orientation of courses only seems to matter for the job satisfaction of men but not for the satisfaction of women.

In Germany, financial support and career-orientation of training courses only seem to matter for the job satisfaction of men but not for the satisfaction of women. This has important implications for the investment in and outcomes of these training endeavors from both, a participant and an employer perspective.

This paper extends the existing literature in several ways. The authors use job satisfaction as an outcome of training which comprises non-pecuniary returns in addition to monetary returns. In addition, the authors point out gender differences and examine the heterogeneity of training courses by gender. This seems important since job satisfaction processes differ to a large extent by gender and since it is well-known that training participation also differs by gender. The panel structure of the data enables a methodological advancement in terms of accounting for time-invariant unobserved heterogeneity which is likely to matter for the results.

The selection of the research topic and design crucially determines the success of conducting a research. Thus, the purpose of this paper is to explore the process by which undergraduate students select their research topic and design, as viewed from the lens of motivation theory proposed by Ryan and Deci (2000), which focuses on motivational propensity and consistency.

A longitudinal narrative inquiry was employed to address the gap. In total, 10 Indonesian graduates from different educational backgrounds were purposively selected. The interview focused on their longitudinal experiences from the freshman period to skripsi (undergraduate thesis) supervision period. Data analysis included inductive thematic analysis, member checking by the researchers, and cross-checking by the participants.

The motivational propensity and consistency in selecting research topic and design are highly dynamic. Specifically, autonomy, high curiosity, self-reflection of past interest and perceived competence, and library research become the major factors toward the manifestation of intrinsic motivation in the selected topics and designs. Meanwhile, friends’ preferences, lecturer’s expertise and suggestion, and unclear input from the relevant previous courses result in the manifestation of various types of external motivation.

Therefore, the implementation of dialogic discussion might be more effective when tensions prevail between the department, academic advisor or skripsi supervisors, and students with respect to the selected topics and designs. Moreover, the provision of constructive tasks like case studies, group discussion, and/or research proposal writing can be applied in research methodology course to enhance their repertoire about research topic and design. Autonomy and self-reflection should become the driving objectives.

The exploration of the issue has to be intensively oriented toward prescriptive handbook development in selecting research topic and design. This study sheds light on the explanation of the actual cyclical process of the undergraduate students’ motivational propensity and consistency generated from internal and external regulations, as viewed from the lens of motivation theory.