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The purpose of this study was to investigate the influence of cognitive tasks on mentoring provided and the moderating influence of having an educational leadership position.

This cross-sectional survey was based on a questionnaire sent to 435 employees of 29 preschools in Norway. A total of 284 responses were returned, with a response rate of 65.3%. A total of three research hypotheses were formulated. A confirmatory factor analysis (CFA) was used to develop three measurement models, and structural equation modelling (SEM) based on the multigroup analysis was used to test the hypotheses.

Results revealed that cognitive tasks increase the occurrence of mentoring provided at work for employees with and without an educational leadership position. Furthermore, educational leadership moderates the relationship between cognitive tasks and mentoring provided.

The use of convenience sampling and self-reports are discussed, especially related to representativeness and reporting biases. Implications for practice and future research are also discussed.

This is an understudied area, and no previous research has used a confirmatory approach to investigate how cognitive tasks and educational leadership influence the occurrence of mentoring provided.

Information technology has been recognized as one of the keys to improved productivity in organizations. Yet, existing research has not paid sufficient attention to how information systems (ISs) influence the creative performance of individual users. The paper aims to discuss this issue.

This study draws on the theories of flow and cognitive load to establish a model of the predicted influences. The authors hypothesize that the information technology supports creativity by engaging individuals in a creative process and by lowering their cognitive load related to the process. To test these hypotheses, the authors employ a meta-analytical structural equation modeling approach using 24 previous studies on creativity and ISs use.

The results suggest that factors that help the user to maintain an interest in the performed task, immerse the user in a state of flow, and lower a person’s cognitive load during IS use can affect the user’s creative performance.

The findings imply that a combination of the theories of flow and cognitive load complements the understanding of how ISs influence creativity.

This paper proposes an explanation on why ISs affect creativity, which can be used by scholars to position further research, and by practitioners to implement creativity support systems.

The purpose of this study is to explore a balanced understanding of the relationship between perceived occupational stigma and social workers’ proactive behaviors in China. Drawing on cognitive appraisal theory, this study explored the mediating role of threat and challenge appraisals, as well as the moderating role of trait resilience.

Data were collected using a time-lagged research design. The hypotheses were examined using a sample of 338 social workers in China.

Perceived occupational stigma is appraised as both a challenge and a threat simultaneously. Challenge appraisal positively mediated perceived occupational stigma and proactive behavior, whereas threat appraisal negatively mediated this relationship. Trait resilience moderated the effect of threat appraisal, suggesting that perceived occupational stigma was appraised as a threat when trait resilience was lower (rather than higher), which then reduced social workers’ proactive behaviors.

This study enriches the literature on perceived occupational stigma by identifying the relationship and mechanism of perceived occupational stigma-proactive behaviors and a boundary condition from the theoretical perspective of cognitive appraisals. It demonstrates both the positive and negative aspects of perceived occupational stigma as appraised by social workers in relation to an important workplace outcome of proactive behaviors. In addition, it offers a fresh approach by exploring perceived occupational stigma from the perspective of social workers.

Neuropsychologically informed rehabilitation (NIR) is one approach to supporting people with intellectual disabilities, cognitive impairment and challenging behaviour. This study aims to evaluate a five-day training course in NIR for staff working with adult male offenders with intellectual disabilities in a high secure hospital. The impacts on both the staff who undertook the training and the patients with challenging behaviour were explored.

Participants were psychology, nursing and day services staff and male patients. The staff completed a post-training questionnaire and three measures at pre-NIR training, post-NIR training and one-year follow-up. Patients completed four questionnaire measures within the same periods.

NIR training was positively evaluated by staff. Staff members’ perceived efficacy in working with challenging behaviour significantly increased post-training which was maintained at follow-up. Thematic analysis showed that the training staff members built their confidence, knowledge and skills. Because of these being high to start with, the study could not evidence statistically significant changes in these. Thematic analysis yielded two main themes, namely, benefits and quality of training, each with their own subthemes. The impacts of the training on patients were difficult to assess related to various factors.

The knowledge and confidence measures used were limited in scope with an experienced staff group and required development.

NIR training could assist staff in other secure and community settings in working with people with intellectual disabilities and challenging behaviours.

This study positively contributes to an area that requires more research.

The purpose of this paper is to bring to light the double edges faced by individuals who have international and multicultural experiences. The implication is that these individuals encounter acculturation challenges, and also gain from their multiculturality. The authors adopt Berry’s (2011) integration and multiculturalism framework to analyze the experiences and challenges that multi-culturals face. This paper suggests ways to glean the silver lining within organizations to help manage and master multicultural experiences in the workplace to benefit both individuals and organizations.

The authors used empirical materials from expatriates who have worked across multiple cultural contexts. Based on these the authors present three examples to illustrate how expatriates and multicultural individuals place themselves in situations where they experience contact and challenges associated with adopting multiple cultures. The authors then analyze these examples to show how the experiences involve psychological-level integration challenges for Multi- and n-culturals.

The three multicultural expatriate examples suggest that individuals with international and multicultural experiences who are successful at managing their experiences develop cognitive and behavioral complexity. However, these individuals also face continuous acculturation including cognitive and ethno-cultural identity conflicts such as, rejection from multiple cultural perspectives because they continually cross-multiple cultural microcosms. Suggestions are presented to help maintain one’s sense of self-worth and minimizing ethno-cultural conflicts.

Notwithstanding the value of analyzing the examples of expatriate acculturation experiences, the limitation to the examples is that it is limited to the experience of three individuals. However, the examples were effective in raising points to discuss relevant challenges and/or the double-edged reality faced by boundary spanners, multi-, and n-culturals.

The paper presents possible ways multi- and n-culturals navigate through their multiculturalism, including suggestions to help individuals who struggle with their multiculturalism through mentoring.

The paper highlights the challenges of acculturation and suggests ways that individuals can overcome these challenges. It further suggests how organizations can take advantage of such individuals by utilizing existing personnel within the organization.

The paper is one of the few that acknowledge multiculturalism is highly challenging even for successful multi-culturals and n-culturals. Currently the literature is scant concerning how individuals can manage and master multicultural experiences in the workplace. The paper suggests a number of useful strategies for individuals and organizations to manage the challenges.

This study aims to examine distinct influences of two dimension job stress on job satisfaction and the moderating effects of guanxi-oriented attitude on the relationship between job stress and job satisfaction under cognitive appraisal theory and transactional theory.

In this study, surveys are conducted among state-owned younger bank employees. The author uses the scale of job challenge stress and hindrance stress developed among Chinese younger bank employees to measure the two dimension job stress. After demonstrating guanxi-relative concepts, the moderating effects of guanxi-oriented attitude are examined in this study.

The results demonstrate that guanxi-oriented attitude does not significantly moderate the influence of challenge stress on job satisfaction, while it significantly moderates the noxious influence of hindrance stress on job satisfaction. Theoretical contributions are also discussed.

First, this study suggests specific procedures to conduct hierarchical regression analysis and confirms the effects by parameters. It also proposes and summarizes specific procedures on how to calculate regression equations and draw regression lines to check the interaction received from the hierarchical regression analysis visually. Second, based on cognitive appraisal theory, guanxi-oriented attitude, a Chinese indigenous cognitive concept, was verified in this study. According to the importance of guanxi in Chinese society, the paper shows that employees who value guanxi more will buffer the noxious effects of job stress. Trainings and counseling should be designed to regulate the normal guanxi-oriented-related cognition.

The purpose of this paper is to investigate how cognitive and emotional job demands interact with job resources to influence work engagement, and whether work engagement mediates the association of job demands with job satisfaction. In collectivistic patriarchal societies women have fewer resources to devote to work; thus, based on Conservation of Resources theory, the authors have tested if job demands relate differently to work engagement for women than for men and if the mediation differs across genders.

Using data collected from 724 bank officers in India, the authors used the PROCESS macro developed for SPSS to test the hypotheses.

Gender interacted with job demands to influence work engagement, such that the relationship was stronger for men than for women. Moderated mediation analysis showed that men experience work engagement and through work engagement increased job satisfaction from challenging job demands, whereas these benefits do not accrue for women, and when they do, they are significantly less than for men.

Most models and theories of organizational behavior have been developed in the western world where, relatively speaking, men and women enjoy almost equal privileges at work and at home. In collectivistic patriarchal societies, women are responsible for the lion’s share of household chores (Rout et al., 1999) and thus have fewer resources to devote to work, affecting their work engagement and satisfaction. The results behoove researchers to consider gender as a study variable when designing studies on organizational phenomena.

Each of the four objectives can be applied within the military training environment. Military training often requires that soldiers achieve specific levels of performance or proficiency in each phase of training. For example, training courses impose entrance and graduation criteria, and awards are given for excellence in military performance. Frequently, training devices, training media, and training evaluators or observers also directly support the need to diagnose performance strengths and weaknesses. Training measures may be used as indices of performance, and to indicate the need for additional or remedial training.

The main purpose of this article is to study the influence of cognitive tasks on mentoring provided and the moderating influence of professional teacher education.

This cross-sectional survey was based on a questionnaire that was sent to a total of 435 employees from 29 pre-schools in Norway. A total of 284 responses were returned, a response rate of 65.3 per cent. Two research hypotheses were formulated. Confirmatory factor analysis (CFA) was used to develop three measurement models and structural equation modelling (SEM) based on multi-group analysis was used to test the hypotheses.

The results revealed that cognitive tasks increase the occurrence of mentoring provided at work and professional teacher education moderates this relationship.

The use of convenience sampling and self-reports are discussed, especially related to representativeness and reporting biases.

The findings implicate a need for increased interdisciplinary co-operation both at work and in the teacher education.

This is an under-studied area and no previous research has used a confirmatory approach to investigate how cognitive tasks and professional education influence the occurrence of mentoring provided.

Deviant consumer behavior (DCB) has serious negative effects on organizations, employees and other customers. While research to date has largely focused on understanding why consumers engage in deviant behaviors, less focus has been placed on exploring how to deter them. This paper aims to shift the conversation from research exploring why consumers engage in deviant behaviors to understanding how DCB could be deterred.

In this conceptual paper, a research agenda of deterrence tactics is provided with associated propositions to guide future research in the field of DCB.

A deterrence–neutralization–behavior (DNB) framework is proposed to underpin the seven deterrence tactics outlined in this research agenda. The DNB framework illustrates the positive relationship between neutralization techniques and engagement in DCB, because the techniques reduce the level of cognitive dissonance associated with performing a deviant act beyond an individual’s deviance threshold. The framework adds a new proposed moderating role of deterrence tactics. Deterrence tactics are mechanisms that will reintroduce cognitive dissonance, previously reduced through a neutralization technique, by presenting the consumer with a competing piece of information that challenges their attitudes, beliefs or behavior. Therefore, the authors propose that certain deterrence tactics could diminish the positive effect of different neutralization techniques on DCB if the tactics challenge the justifications consumers are using to excuse their actions – subsequently reintroducing cognitive dissonance.

Practically, this paper is the next step in an effort to provide evidence-based solutions for managers seeking to reduce the negative impact that deviance has on the organization.

To date, research has focused on understanding why DCB occurs with limited attention on how it can be deterred. The value in this paper is in proposing a series of deterrence tactics that are theoretically matched to established antecedents and neutralization techniques associated with DCB. Overall, this paper provides a future research agenda with propositions to build knowledge on effective deterrence tactics for curbing instances of DCB.