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A specific area of interest in the coaching literature is focused on exploring the intersection of personality and coaching; however, research has yet to explore whether coaching exerts reciprocal effects on personality traits (i.e. if personality trait change can accompany coaching). Utilizing the explanatory theoretical framing of the Demands-Affordances TrAnsactional framework (Woods et al., 2019), we propose that coaching may indirectly facilitate personality trait change by firstly enabling the coachee to reflect on their behaviors, second, implement desired behavioral changes which consequently facilitate personality trait change.

A quasi-experiment was conducted to explore coaching and personality trait change. Students participating in a demanding, work-based team simulation (N = 258), were assigned to either an intervention group (and received one-to-one coaching) or a control group (who received no intervention). Personality traits were measured before and after coaching and positioned as the dependent variable.

Results indicate that participants in the coaching group exhibited significant changes in self-reported agreeableness, conscientiousness, extraversion and core self-evaluations, which all significantly decreased after coaching; however, no change was observed for the control group.

We provide the first exploration of coaching and personality trait change, contributing to both the coaching literature, by providing evidence regarding the efficacy of coaching to facilitate personality trait change in coachees, and the personality literature, by highlighting coaching as an important tool for those interested in personality trait change. Our research also has implications for other interventions such as mentoring, as we provide support for the notion that interventions can support personality trait change.

Given the increasing organizational need for having a thriving workforce due to the fast-growing and competitive knowledge-based service economy and growing demand to explore new factors that may benefit individuals to excel at work. Drawing upon the intrinsic motivation perspective, with a Chinese sample (N = 309), the authors aimed to investigate whether work-related curiosity (WRC) may create conditions that indirectly promote employees' workplace thriving via task focus and whether this mediation was moderated by an individual's personality difference, i.e. core-self evaluations.

A time-lagged study among full-time employees who happen to be part-time students in the executive development program was used to test the hypothesized model by employing a structural equation modeling approach.

WRC showed a significant positive association with task focus which in turn was positively related to workplace thriving. Furthermore, as predicted, the positive association between WRC and workplace thriving via task focus was stronger for employees with high core self-evaluations compared to those with low core-self evaluations.

The results of this study suggest that an individual's WRC can be instrumental in augmenting workplace thriving by providing a scientific explanation for the underlying psychological process of task focus and identifying the factors associated with the process, such as core-self evaluations. This study contributes to extending the literature on significant employee outcomes, i.e. thriving at work, by offering new empirical and theoretical insights that WRC may play a critical role in the process and identifying a boundary condition of personality factor, i.e. core-self evaluations.

Although many studies emphasize the need to design programs to help students manage post-pandemic burnout, few address personal resources' mediating role in the relationship between positive self-evaluation and experienced academic burnout. The present study aims to investigate the mediating role of two personal resources (i.e. psychological capital and proactive coping) on the relationship between core self-evaluations and academic burnout.

The research was carried out in the first part of 2022, at the end of two years of online teaching. The sample consisted of 183 Romanian university students who voluntarily filled in four questionnaires that measured core self-evaluations, academic burnout, psychological capital and proactive coping. To verify the hypotheses, a mediation analysis using the PROCESS 4.0 macro in SPSS 23.0, Model 6 was conducted. The indirect effect was tested based on a bias-corrected bootstrapping procedure with 5,000 samples, and a bootstrap confidence interval (95% CI).

Results showed that students with a high level of core self-evaluations report a low level of burnout. Also, students with positive core self-evaluations are more likely to use their psychological resources (i.e. psychological capital) and act proactively (i.e. proactive coping) in dealing with challenging situations, which can increase their burnout. However, the overall effect of the core self-evaluations on burnout was lower in the case of mediation by students' personal resources.

These research findings highlight the role of personal resources in coping with a challenging context, being among the few studies that have focused on student burnout in the immediate post-pandemic period. Furthermore, by working with malleable personal resources that can be enhanced through instruction, this research underlines how students can be taught to assess and develop these resources to cope with a highly demanding educational context.

The present research aims to empirically test the “Barriers to abusive supervision model” to find how employee-related (core self-evaluations) and situational factors (perceived job dependency) make an employee trapped in the spiral of supervisory abuse. In addition, the work–family spillover lens is used to explain how employees' retaliation is targeted at their families in response to abuse from their bosses.

The current study has employed a three-wave longitudinal moderated mediation design and analysed data from 265 employees working in the hospitality industry of Pakistan.

The results of this study have shown that low core-self evaluations put employees in a spiral of supervisory abuse and they instil aggression towards their families. This association is further strengthened when employees are dependent on their job.

This study is one of the first to use the “Barriers to Abusive supervision” model to answer who and in which conditions tend to trap in the spiral of abuse and integrate the work-to-family interface model for elaborating the outcomes to the family domain.

The purpose of this paper is to integrate job demands–resources theory with core self-evaluation theory to examine how and when sustainable project leadership stimulates sustainable project performance. Psychological empowerment is used as a mechanism between sustainable project leadership and sustainable project performance, whereas core self-evaluation acts as a moderator between sustainable project leadership and psychological empowerment.

This study adopts a time-lagged two-phase approach to collecting data from 257 software engineers working in medium-sized and large companies in the Polish financial sector.

This study reveals the direct and indirect (through psychological empowerment) effects of sustainable project leadership on sustainable project performance. It also confirms that the “sustainable project leadership–psychological empowerment” relationship strengthens with increasing level of project team members’ core self-evaluation.

This article explores a unique research framework. It significantly enriches the literature on sustainable project management, increasing the understanding of effective leadership practices that address the needs of software engineering teams to support sustainable project performance.

The present study examines the effect of supervisor incivility on service employee creativity and the mediating mechanism of negative affect state on the said relationship with the aid of Affective Events Theory (AET) and Social Power Theory. Additionally, the study explores the mitigating role of core self-evaluation in the dual stage of the moderated mediation model.

Survey data were collected from 420 frontline employees working in four-star and five-star hotels across India and PROCESS macro in SPSS 23.0 was employed to test the hypotheses proposed in the study.

The study findings observe that frontline employees experiencing supervisor incivility face a negative affect state and it further diminishes service employee creativity. Also, the indirect effect gets attenuated at dual stages when frontline employees are equipped with a high level of core self-evaluation.

The study findings provide various insights to the managers to understand the deleterious effect of supervisor incivility at work and to develop interventions to manage supervisor incivility and the negative affect state among frontline hotel employees.

The present study is the first and unique attempt to investigate the role of supervisor incivility experienced by frontline hotel employees in India with reference to their creativity towards customers and mediating mechanism of negative affect state. The study adds value to the literature by establishing the role of core self-evaluation in the moderated mediation model. Further, the study also provides a unique contribution to the management of frontline hospitality employees.

The study intends to examine the generational differences between GenY and GenZ Indian generational cohorts on the study variables, i.e. core self-evaluations (CSE), team cohesion, organizational culture and team performance. Further, the present research aims to analyze the impact of CSE, team cohesion and organizational culture on team performance as antecedents.

The study has adopted a descriptive cross-sectional survey method where the data were collected from Indian working professionals who belonged to GenY and GenZ generational cohorts. Further, a total of 370 responses were received, and thereafter, the data were analyzed by employing significant statistical tests such as exploratory factor analysis (EFA), confirmatory factor analysis (CFA), structural equation modeling (SEM) and an independent samples t-test.

The study results revealed that GenY and GenZ cohorts significantly differ on CSE, team cohesion and organizational culture. However, no significant difference was reported in team performance between these two generational cohorts. Also, the study results disclosed that CSE, team cohesion and organizational culture positively influence team performance by acting as its determinants.

The study reports differences between GenY and GenZ that would assist managers in effectively dealing with these generational cohorts and formulating human resource (HR) policies that can accommodate the needs of these two cohorts. Additionally, the study benefits managers by highlighting the importance of core-self evaluations, team cohesion and organizational culture to enhance team performance.

Existing research depicts that there lies a paucity of generational studies in the Indian context. The present study attempts to address this lacuna by putting pioneering efforts into this field. The main contribution of the study lies in empirically investigating the Indian generational cohorts (GenY and GenZ) in the organizations. Further, the study has also conceptualized and examined a team performance model by considering factors at three levels (individual, team and organization).

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

A study of Indian working professionals showed GenY and GenZ cohorts differed significantly in their approaches to core self-evaluations (CSE), team cohesion and organisational culture, but no significant difference was found in team performance. Meanwhile, the study also showed that CSE, team cohesion and organisational culture had a positive effect on team performance

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Based on authentic leadership (AL) theory and research on lesbian, gay, bisexual and transgender (LGBT) workplace experiences, this study proposes that AL explains variance beyond transformational leadership (TL) in attitudinal outcomes for LGBT managers compared to non-LGBT managers. It is further predicted that core self-evaluations (CSEs) bound relationships between AL, LGBT status and outcomes.

A time-lagged survey of 193 LGBT and 218 non-LGBT (i.e. heterosexual and cisgender) managers was conducted. The first survey assessed respondents' evaluations of their leadership behavior and CSEs whereas the second survey, conducted one month later, assessed role engagement and career satisfaction.

Regression and moderation analyses revealed support for the hypotheses. AL seems especially relevant for LGBT leaders, particularly at low levels of CSEs.

Leadership development programmes emphasizing AL could be particularly beneficial for LGBT managers, especially those low in CSEs. Harnessing a leader’s sense of identity could help those who have been marginalized.

The current study proposes, explains and demonstrates that relationships between AL and leader outcomes will likely be different between managers with and without stigmatized identities, in this case those who are (not) LGBT.

Sustainable employability has emerged as a multifaceted construct that measures individuals' abilities to function in the labour market throughout their working lives. Therefore, it is no longer just about analysing how to achieve a successful transition from school/university to employment, but also about identifying the conditions that will allow people to continue to be capable and motivated in the long term. The aim of this work was to identify and rank the personal factors of an individual that contribute to his or her perceived sustainable employability.

The authors used a quantitative methodology to estimate the structural model proposed. A stratified random procedure was used to administer an online questionnaire to 202 university master’s degree students. Before testing the structural model, the validation of each scale was performed, both at the exploratory and confirmatory levels.

The results indicate that four groups were key to improve individual sustainable employability: (1) Health Status; (2) Career Competencies; (3) Core Self-Evaluations and (4) Overcoming Competencies.

The results are of interest to any individual, employed or not, insofar as they can reflect on the relevance of each category and how to improve them at the individual level.

This study contributes to research on sustainable employability focus on the analysis of young people by providing empirical evidence on its relationship with other key variables, in an area where the literature remains mainly conceptual and centred in workers.