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The quality of organizational leadership can have a significant impact on organizational success and employee well-being. Some research has shown that leaders with secure attachment styles are more effective leaders, but the connection between different attachment styles and different leadership styles is unclear. Relationships between attachment styles and leadership styles were examined in this study. University personnel completed the Relationship Questionnaire and the Multifactor Leadership Questionnaire. Pearson correlation and multiple regression analyses revealed positive correlations between transformational leadership and secure attachment and negative relationships between transformational leadership and insecure attachment styles. Results of this study may help leaders recognize the relationship between their attachment style and their ability to increase organizational effectiveness and to decrease turnover.

An exploratory instrumental case study design was used to study interactions between leaders and employees at a large faith-based nonprofit healthcare organization. The study used a four-part intervention to infuse humility into leaders’ language, verbal expressions, and non-verbal behaviors, as well as the physical settings in which the interactions occurred. The study made a unique contribution to the field of leadership education in several ways. The researcher worked closely with two leader-practitioners to develop customized leader humility programs using the intervention tool. Following each leader-employee interaction, leaders had a chance initially to reflect on the experience through a journaling exercise and subsequently to discuss the experience in a one-on-one interview with the researcher. This article shares the key findings from the study along with each leader’s unique development experience, as well as a recommendation for people who are charged with developing leaders in academic or organizational settings.

Colleges of agriculture throughout the United States place an emphasis on leadership courses where undergraduates develop professional skills. Students entering colleges of agriculture experience varied training in terms of leadership and associated skills. However, it is not understood how this leadership training relates to having more power and control while being happy, intrinsically motivated, and engaged in learning. Socio- Psychological measures of flow and power pose during an undergraduate leadership course were used to determine associations of undergraduates within different domains of learning. This study determined associations between: 1) flow and power pose during leadership course activities; 2) happiness, intrinsic motivation, and engagement in learning; and 3) learning experiences where flow and power pose associations existed. There were positive associations between flow and power pose experiences among students in an undergraduate leadership course. Additionally, there were positive associations between power pose and Flow Theory related to constructs of happiness, intrinsic motivation, and engagement of undergraduate leadership students. Power pose and the Experience Sampling Method (ESM) were used determine flow associations of undergraduate students in the cognitive, psychomotor, and affective domains of learning. This research provides a framework for future socio-psychological studies.

This study explores the role of previous occupational identity in the formation of the (new) teacher identity of vocational teachers. The focus is on how vocational teachers discover their teaching identity, how they describe the connection between their previous occupation and teacher identity and how they describe a competent member of the teaching community.

The theoretical approach is inspired by Communities of Practice (CoP) theory. More specifically, the realignment between socially demanded competence in the profession and personal experience as well as identification with the teaching community are discussed. The research material comes from 14 interviews with vocational teachers in different disciplines.

Findings indicate first that the process of professional identity (trans)formation was initiated by finding one's teaching self when the individuals became aware of their interest in teaching by discovering that they had already achieved some sort of teaching-related competence. Second, individuals had been connecting their professional identities – finding common competence between their previous occupation and the teaching role. Third, vocational teachers experienced legitimising their competence and their new identity with reference to what their new CoP instructed as important competence (regime of competence).

While teachers' vocational competence is not scrutinised, their teaching competence needs to be constantly proved. This imbalance often leads to teachers returning to an aspect of their identity that is well established – their vocational competence. Looking back to their occupational competences constitutes a realignment backwards, when teachers attempt to serve their new professional goal by drawing on old competence.

This study intends to understand if managerial coaching, a sustainable competitive strategy, has an impact on sales performance, through customer and results orientation of the salesforce. It also aims to investigate whether pressure for results, one of the predominant demands in organizations today, and the centralisation of decisions, a traditional management demand still present in several organizations, undermine the effect of coaching on performance.

The 167 responses collected, through the distribution of questionnaires among workers in the commercial area, were analysed through a structural equation model using the partial least square (PLS) technique.

The results of this study confirm that managerial coaching has a positive impact on sales force performance through customer and results orientation, with customer orientation having a greater impact on performance. It was also found that centralised decision-making and pressure for results do not undermine the relationship between managerial coaching and performance, and they even reinforce the positive impact of results orientation on performance.

Managerial coaching practices can impact sales, especially when associated with customer orientation, freeing employees from the pressure for results and the centralisation demands. This scenario favours a more sustainable and emancipatory sales force management.

This study is the first to integrate organizational demands, namely pressure for results and centralisation, to better understand the effect of managerial coaching on sales performance, through customer and results orientation, thereby extending previous research on this topic.

Ensuring quality is one of the most significant challenges in microtask crowdsourcing tasks. Aggregation of the collected data from the crowd is one of the important steps to infer the correct answer, but the existing study seems to be limited to the single-step task. This study aims to look at multiple-step classification tasks and understand aggregation in such cases; hence, it is useful for assessing the classification quality.

The authors present a model to capture the information of the workflow, questions and answers for both single- and multiple-question classification tasks. They propose an adapted approach on top of the classic approach so that the model can handle tasks with several multiple-choice questions in general instead of a specific domain or any specific hierarchical classifications. They evaluate their approach with three representative tasks from existing citizen science projects in which they have the gold standard created by experts.

The results show that the approach can provide significant improvements to the overall classification accuracy. The authors’ analysis also demonstrates that all algorithms can achieve higher accuracy for the volunteer- versus paid-generated data sets for the same task. Furthermore, the authors observed interesting patterns in the relationship between the performance of different algorithms and workflow-specific factors including the number of steps and the number of available options in each step.

Due to the nature of crowdsourcing, aggregating the collected data is an important process to understand the quality of crowdsourcing results. Different inference algorithms have been studied for simple microtasks consisting of single questions with two or more answers. However, as classification tasks typically contain many questions, the proposed method can be applied to a wide range of tasks including both single- and multiple-question classification tasks.

The purpose of this study is to better understand factors related to turnover intention (TI) and job satisfaction (JS) in the information technology and engineering sectors. Specifically, this study investigates the role of workplace learning opportunities (WLO) afforded by the environment and individual’s subjective career success (SCS). The connections between learning opportunities and career success are examined, as well as their connections to JS and TI.

The current research was based on self-report questionnaire data (N = 153). The questionnaire included existing instruments measuring WLO, SCS, JS and TI. The analyses of the data included Pearson product-moment correlations, path analysis (based on multiple regression) and analysis of relative importance (dominance analysis).

Results indicated that higher access to resources that support learning, more opportunities for professional growth and satisfactory career decisions made by employees were connected to lower TI. The processes of well-being and learning are strongly intertwined and mutually reinforce each other, reducing the willingness to change a job in the near future.

This study adds to the previous research by providing more detailed knowledge on the connections between the various dimensions of WLO and SCS. The findings of the present study can offer insights for developing work environments where employees wish to remain, learn and are satisfied with their job and careers, thus ultimately supporting their well-being.

This paper aims to examine the effects of perceived desirability for entrepreneurship (PDE) and perceived self-efficacy (PSE) on the entrepreneurial intentions (EI) of business students, with the moderation effect of entrepreneurial knowledge (EK) in the context of the theory of planned behaviour.

We used a self-administered survey of 200 students registered in the business schools of Pakistani universities. The causal association between the variables was estimated through SmartPLS by using hierarchal linear modelling.

The study findings indicate that PDE and PSE significantly influence EIs. Furthermore, EK significantly strengthens the nexus between PDE and EIs and between PSE and EIs. Those students who had already acquired self-efficacy and exhibited desirability for the business venture were more inclined towards entrepreneurship if they had acquired some EK and vice versa.

This study reveals that a model of EIs is needed to configure the students’ goals and motivations. Also, using new education programmes will help students acquire new knowledge for business startups. Further implications are also discussed.

This research fills a gap by using the moderating role of EK on the nexus between PDE, PSE and EIs, which has remained untouched in the educational sector.