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The purpose of this paper is to identify three key areas where autistic people may find themselves impacted through COVID-19, namely, education; employment; and anxiety.

This paper provides some views based on the extensive experience of using immersive technologies for the utilisation and application with autistic groups during COVID-19.

This paper offers some examples of immersive technology application that might be helpful for practitioners, services and others to consider in overcoming possible challenges faced by people with autism.

This opinion piece offers expert insights to the role immersive technologies and virtual reality might play during COVID-19 in the lives of autistic groups.

The purpose of this paper is to present evaluation findings from a proof-of-concept virtual reality adaptive skills intervention called Virtuoso, designed for adults with autism spectrum disorders.

A user-centric usage test was conducted to investigate the acceptability, feasibility, ease-of-use and relevance of Virtuoso to the unique needs of participants, as well as the nature of participants’ user experiences. Findings are presented from the perspectives of expert testers and participant testers with autism.

This paper offers findings that suggest Virtuoso is feasible and relevant to the unique needs of the target population, and that user experience was largely positive. Anecdotal evidence of skills transfer is also discussed.

The research was conducted in limited settings and with a small number of participants. Multiple VR hardware systems were used, and some experienced instability. This could be accounted for in future research by deploying across multiple settings and with a larger number of participants. Some evidence of cybersickness was observed. Future research must carefully consider the trade-offs between VR-based training and cybersickness for this vulnerable population.

This paper reports on cutting-edge design and development in areas that are under-represented and poorly understood in the literature on virtual reality for individuals with autism.

This article provides a review and conceptual comparison between self‐report and performance‐based measures of emotional intelligence. Analyses of reliability, psychometric properties, and various forms of validity lead to the conclusion that self‐report techniques measure a dispositional construct, that may have some predictive validity, but which is highly correlated with personality and independent of intelligence. Although seemingly more valid, performance‐based measures have certain limitations, especially when scored with reference to consensual norms, which leads to problems of skew and restriction of range. Scaling procedures may partially ameliorate these scoring weaknesses. Alternative approaches to scoring, such as expert judgement, also suffer problems since the nature of the requisite expertise is unclear. Use of experimental paradigms for studying individual differences in information‐processing may, however, inform expertise. Other difficulties for performance‐based measures include limited predictive and operational validity, restricting practical utility in organizational settings. Further research appears necessary before tests of E1 are suitable for making real‐life decisions about individuals.

Emotional intelligence (EI) has been embraced by many practitioners and academicians without clear empirical support for the construct. In this rejoinder and extension of an earlier comment, I highlight the importance of using methodologically defensible scientific criteria for conducting or evaluating research. I review literature demonstrating that EI models are beset with problems concerning their validity and show that support for the EI construct may be based more on tangential speculation than on empirical findings. Although I find some common positions with EI researchers such as Prati et al., I underline contradictions and inconsistencies which may cast doubt on the necessity of EI for understanding and predicting leadership effectiveness.

The purpose of this paper is to develop an analytical framework toward facilitating the quantitative measurement of interdisciplinary understanding regarding sustainable energy systems with an application in the area of capacity-building projects in higher education.

The analytical framework is developed using the portfolio representation measurement approach in combination with a survey questionnaire. The subsequent assessment is carried out using the statistical measure of mean signed deviation to capture variation from an established baseline across the project group and visualized via radar diagrams.

The results provide a quantitative assessment framework for evaluating the degree of interdisciplinary understanding in the project groups. The application of the framework to the DESIRE project indicates the most significant degree of variation across economic and regulatory dimensions of sustainability. Discrepancies in general and educational contexts are observed.

The exploitable value of the results is sensitive to the derivation of composite indicators of the dimensions defined as well as the survey design. The case study was carried out on an ex-post basis, potentially biasing the results reported and limiting their interpretability and theoretical value.

The analytical framework can be used as a basis for assessing and engaging in discussions on interdisciplinarity understanding at the outset of capacity-building projects.

The contribution of this paper is practical in scope and entails the development of a quantitative framework for measuring interdisciplinarity in the specific context of capacity-building projects in the field of sustainability research in higher education institutions.

This qualitative exploratory study focuses on the leadership experiences of college men who held leadership roles in campus organizations. The researchers examined the students’ experiences of leading their organizations and group members and the students’ perceptions of gender roles influencing their leadership practice. Four male participants at a medium-sized, religiously-affiliated university engaged in in-depth interviews and a focus group with the researchers, who used a blend of qualitative approaches to conduct the study and analyze the data. Key themes emerged around a balance between task and relationship-building; the distinction between power and influence; a desire to do better; understanding leadership as generative; and resisting the masculine/feminine leadership dichotomies. Implications are presented for professional practice and research.

The present study examined multiple antecedents of organizational citizenship behaviors (OCB) in a Mexican sample of retail salespeople. Although a quota based measure of sales performance was correlated with OCB, the correlation was relatively low. However, personality and attitude measures, with conscientiousness having the cleanest relationship, were significantly correlated with OCB. A situational judgment measure was significantly correlated with sales performance. These findings indicate that individual personality facets may be stable predictors of OCB in Mexican samples.

Women leaders operate within multiple roles, managing both work and nonwork obligations. Exploring work-life balance constructs, this study examined role integration, social support sources, and work-family conflict to determine their influence on women leaders. Findings suggested that women leaders felt the benefit of a variety of social support services, but especially from sources external to the organization. Women leaders were diverse in role integration strategies, with respondents largely divided between blurring and segregating their work and nonwork roles. Time-based work-family conflict was slightly more apparent than strain-based conflict. Women leaders also indicated that their work interfered with their family more than their family interfered with their work. Findings provide valuable insights as to how women view work-life balance within their roles as leaders.

Employing a service-profit chain (S-PC) framework, this manuscript investigates the relationship between employee engagement (EE) and customer engagement (CE) within service contexts and explores how a mediating mechanism, service employee work performance (SEWP), links EE with CE.

Meta-analytic procedures ascertain the magnitude of the relationship between EE and SEWP (k = 102, ρ^ = 0.45) and between SEWP and three dimensions of CE: customer purchases (k = 42, ρ^ = 0.47), customer knowledge (k = 4, ρ^ = 0.33) and customer influence (k = 7, ρ^ = 0.42). The current meta-analysis reports an effect size for the EE-overall SEWP relationship nearly 1.50 times greater than related extant meta-analyses.

Results suggest SEWP, consisting of service employee task performance and contextual performance, serves as an important intervening mechanism between EE and CE by considering nine dimensions of SEWP. Such findings suggest that to maximize SEWP, service employees must go beyond simply being satisfied in their work roles; instead, service employees must feel energized, find fulfillment and meaning and be engrossed in their work to maximize the service they provide to customers.

This research extends previous meta-analytic efforts, bridges the multi-disciplinary gap between EE and CE research, provides an empirical link allowing for informed decision-making for managers and stakeholders, underscores the importance of service employees surpassing required job responsibilities to meet and exceed customer needs and suggests an agenda for future service research integrating EE and CE.

The purpose of this study is to validate multiplicative cycle that exists between the job readiness and satisfaction model explored by Matthews et al. (2018), the satisfaction and performance paradigmatic nuances analyzed by Judge et al. (2001) and Gu and Chi (2009), in addition to the expectancy model theorized by Vroom (1964). The motivation to transfer learning serves as a conveyable variable transmitted within a learning continuum that sustains cyclical outputs.

An archetype to explore the connection between the three hypothesized theories is created through a neural network program. Exploring this connection develops deeper understandings of the derivatives of employee motivation as it pertains to its effect on readiness, satisfaction, performance and achievement dyads. A detailed analysis of the literature leads to the hypothesis that the motivation to transfer learning creates a multiplicative effect among hypothesized relationships.

The neural network program scaffolds the proposed general belief that positive effects of transfer motives cause a cyclical effect that continues to perpetuate among hypothesized dyads. Conversely, if this motivation decreases or ceases among one or more dyads, the cyclical effect will retract and, eventually stop.

Based on the neurologic outcome, one central theme emerged: managers must offer opportunities to acquire knowledge through assistive mechanisms (i.e. training) by providing external stability through controlled channels that activates the motivation to transfer learning into new opportunities. The transference of this knowledge produces reconstructive growth opportunities through continuous learning thus increasing performance.

本研究的目的、除了驗證弗魯姆 (Vroom) (1964) 建立的「期望模型」理論外，也去驗證存在於工作準備就緒與馬修斯等人 (Matthews et al.) (2018) 所探索的滿足感模型之間的倍增週期，及質治等人 (Judge et al.) (2001) 和古與池 (Gu & Chi) (2009) 所分析的滿足感及表現之範式細微差別。學習轉移的動機作為一個被傳送至學習漸變體內的可輸送變量而運作，而這個學習漸變體是會維持週期性的輸出的。

透過神經網絡程序，創造一個用以探索這三個假設性理論之間的關係的原型。探究這些關係，會使我們更能深入了解僱員動機的衍生品，因這涉及僱員動機對準備就緒、滿足感、表現及功績二元體的影響。仔細分析文獻帶出了一個假設，就是: 學習轉移的動機會在各假設的關係裏創造一個倍增的效果。

這個神經網絡程序續步闡釋了一個被倡議的普遍觀念，那就是轉移動機的正面影響會帶來一個在假設性的二元體中會繼續持續下去的週期性效應。相反地，如果這動機在一個或多個二元體中減弱或停止，這週期性效應將會撤回及最終停止。

基於神經病學的結果，一個核心主題浮現了， 就是：管理人員必須提供透過輔助機制 (就是說：培訓) 而獲取知識的機會。方法是給會引發把學習轉為新機會的動機之受控渠道、提供外在穩定性。這知識的轉移，透過不斷學習而創造重建的成長，表現因而得以提升。