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Introduction: Human values serve as the foundation for human society. To establish and safeguard our family and community, we practice values such as friendship, love, wisdom, self-control, responsibility, forgiveness and so on. The philosophies of society and life are guided by values. They are necessary for the establishment of social bonds and norms for acceptable behaviour. Values are drawn from socio-cultural and prophetic ideologies. However, the meaning of values varies from person to person, whereas institutional values are more strict and less malleable in nature. Person’s values are shaped by their experiences in a variety of fields, and those values change through time and from different perspectives. Children are growing up in a world that is used to frivolous spending and impulsive purchases as the result of consumerism. Parents in a nuclear family are preoccupied with their jobs and often do not spend quality time with their children. As a result, they try to make up for it by giving their children expensive gifts; children are receiving abundant luxury before asking for it, so they begin to place value on material things and develop little or no emotional bonds. On top of that, these young minds are becoming exposed and addicted to the cell phones and other technological devices. The young children are becoming numb to their surroundings and relationships, and as a result, they are being immersed in a fantasy world of their own makings. The upshot is that these young people build their own universe that is nonrealistic and disconnected from the rest of the world. When these children grow up, they continue to live in their own make-belief world. They become egotistical, with little emotional attachment, loyalty, respect, sensitivity or devotion to other people or things. They are becoming increasingly distant, anxious, troubled and unstable in their personal life due to their high ambitions, thirst for more, attachment to luxury, lack of commitment to relationships, contempt for standards and conventions and separation from other connections. This impacts their personal and professional lives. Research says that the majority of professionals and teachers in Management Schools feel stressed due to target pressure, fear of failure, managing their work-life balance, etc. and often succumb to depression as well as death due to this. The goal of modern management education is to help students develop holistically. However, the challenge is do the teachers themselves believe in the Life Values that they are supposed to inculcate among students. Many good B-Schools are developing programs to teach their students these ‘life-skills’. Are they, however, truly fruitful? Is it possible to create a sustainable young generation that is psychologically robust and capable of overcoming life’s challenges?

Purpose of the Study: The chapter follows the Rokeach Values (instrumental and terminal values) system as a framework for study. The study has examined the (i) pattern of the locus of control (LOC) of professionals and teachers and (ii) relation between LOC and work value and its’ importance in two occupational groups, viz. teachers and professionals of a company and tries to understand their importance to build a sustainable career. The purpose of the study is to realise the perspectives of different stakeholders in society, such as corporate and academicians, about the life values needed to be developed among young budding managers, which will result in a sustainable business.

Research Methodology: A mixed method approach of research methodology will be followed to understand the role of the value system in creating a sustainable young generation. This chapter will administer a questionnaire to gauge professionals and teachers who have grown up in the modern environment of getting ‘anything, anywhere, anytime’, and through some in-depth interviews, it will try to understand their perspectives about the importance of values in their life.

Scope of the Study: This chapter will focus on the young professionals and young teachers and the influencers in their life, as they will be molding the business decisions and decision makers, respectively, of the future.

Originality and Values: The chapter is original in nature, and it will attempt to define ‘life skills’ differently through the lens of sustainable values that must be acquired in order to produce a sustainable future.

Outcome: Work values are culture-specific. The chapter suggests that by changing the importance of path values and terminal values of their human resources towards more internal control can help the organisation to solve some human resource problems as well as improve the organisational performance to achieve sustainable behaviour. This research will help to provide an insight into the difference between skills and values. The aim is to highlight that skills pursued without values can never attain the sustainable world which is the urgent need of the hour. It will also serve as a guide for the management of colleges in terms of which values and skills should be instilled in their teachers to build a sustainable future so that they can disseminate the same to the students and how this might be accomplished.

This chapter addresses the potential for knowledge, learning, and collaboration (KLC) cultures in public sector organizations. Public sector organizations are among the most complex for introducing or nourishing a KLC approach because there are multiple levels of cultures with varying levels of influence. We describe these complex cultures as tiers. First, we define public sector organizations’ business goals, purpose, and strategies. Then, the authors translate and interpret all five levels of culture for public sector organizations. The chapter also details the nature of cultural complexity, namely the four tiers of public sector cultures: (1) the company culture (Tier 1); (2) the public service culture (Tier 2); (3) the culture of the external environment (Tier 3); and (4) the internal KLC cultures (Tier 4). This chapter establishes a framework for describing an organization’s complex culture and determining the best KLC approach for the context.

Although educators would likely agree that values and ethics are important in all disciplines, they have particular importance for practice-oriented fields. These applied professionals need to solve complex social problems that require the application of ethical standards and value perspectives. While the importance of value-engaged practice is known to the applied field, there is little research and conversation about how values can be integrated into teaching. This chapter synthesizes values-education approaches in various practice-based disciplines such as public administration (PA), program evaluation, social work, and public health. This chapter draws from empirical and theoretical works as well as the authors' experiences developing, participating in, and conducting values-based research on professionals and professional education.

Spirituality in the workplace is a concept that has been emphasized a lot in recent years. However, the relationship of this concept with gender and discrimination has not been adequately addressed. Individual and organizational positive outcomes of spirituality in the workplace cannot be obtained when discrimination is in question. This is because the concepts of spirituality and discrimination in the workplace are completely opposite to each other. In order to prevent discrimination based on gender, sexual orientation, race, age, religion, disability and to establish spirituality in the workplace, organizations should follow awareness and training programs to eliminate prejudices of their management and employees, give importance to differences, develop an understanding of democracy and justice within the organization and development egalitarian and anti-discrimination policies and application. In this direction, while the differences are managed correctly, spirituality will be established in the workplace.

Managing diversity requires an understanding of culture. The majority of businesses have realised that competitiveness no longer stems from formal organisational structures but rather from the mindsets, competencies, and functioning of individuals who create, develop, and support the organisation and who frequently come from different cultural backgrounds. Understanding the essence of a culture, its components, variations, and how all these things effect the business and the managerial process is very beneficial for international managers. Businesses in global value chains need cross-cultural management practices to obtain a competitive advantage. Global value chains make it possible to benefit from the comparative advantages of other nations, and without cross-cultural management, these multinational corporations would be unable to carry on with their business operations. Although there are many explanations on global value chains in the literature, there is no study on the effect of different cultures in value chain management and how different cultures can be managed in global value chains.

In this chapter, the definition of the concept of culture, which is comprehensive and crucial in managing differences, will be depicted. Then, the concept of cross-cultural management will be emphasised and what cross-cultural management means and why and to what extent it is important will be explained. In addition, the impact of cross-cultural management in the inclusive global value chain will be discussed, emphasising the value chain analysis, how it emerged, its basic concepts, and its importance in the international context.

Spirituality has long played an important role in conflict and crisis management at both individual and organizational levels, and the interest in spirituality is increasing day by day. Spirituality gives meaning or purpose to one's life and minimizes the potential for conflict, so spirituality has a mitigating role in conflict and crisis processes. In addition, spirituality is thought to foster values such as equality, honesty, compassion, avoidance of harm, respect, peace, justice, forgiveness, sense of duty, reliability, good citizenship, gratitude, optimism, gratitude, love, dedication, and empathy. Therefore, it can be said that employees who have internalized such moral values will definitely reflect them in their actions and discourses in conflict and crisis situations and will achieve successful results. In fact, spirituality drives the behaviors of employees in both crisis management and coping with crisis management. In this context, it can be said that employees with a high level of spirituality can choose the integrative conflict style in conflict situations and can manage conflict positively and thus prevent a crisis from occurring. It is also foreseen that religious spirituality will play a positive role in conflicts and create a peaceful environment in organizations.