Does Social and Organizational Support Moderate Emotional Intelligence Training Effectiveness?

Given the dearth of systematic research and inconclusive results regarding the effectiveness of emotional intelligence (EI) training in adult training, this study was conducted to evaluate the effectiveness of EI training. This study aimed to assess the effectiveness of EI training on learning and transfer outcomes, considering underexplored moderation of social and organizational support with experimental and longitudinal research design. Training transfer was measured through changes in organizational citizenship behavior (OCB) and counterproductive work behavior (CWB). Participants self-assessed their OCB and CWB levels, while their supervisors also provided evaluations, allowing for separate analysis. Data, from a sample comprising 176 government officials, were collected across different periods and analyzed employing diverse analytical tools. The results revealed positive effects of EI training on training outcomes in both samples but positive moderation effect of social and organizational support on the effect of EI training on training outcomes was observed in the self-evaluation sample but not in the supervisor evaluation sample. The findings advance the debate on social exchange theory and organizational support theory by showing the boundary condition of their applicability. Furthermore, this study clarifies the impact of EI training on training outcomes by emphasizing the nuanced role of social and organizational support.

How and when team-member exchange influences knowledge hiding behaviors: A moderated dual-pathway model.

Purpose: This study explored the influence of team member exchange on employees' knowledge hiding behaviors via job embeddedness and work alienation, with learning goal orientation acting as the boundary condition. Method: ology: This study adopted a quantitative multi-study research methodology to validate the proposed hypotheses, combining a time-lagged field study with 459 in-service employees and a scenario-based experiment with 128 university students at a northern university in China. Findings: In Study 1 (field study), team-member exchange was negatively associated with knowledge hiding, and job embeddedness and work alienation mediated this relationship. Perceptions of learning goal orientation can amplify the effect of team-member exchange on job embeddedness and work alienation, which in turn reduces knowledge hiding behaviors. A subsequent experiment (Study 2) almost replicated and supported these findings, but work alienation did not play a role as an intermediary in the relationship between team member exchange and knowledge hiding behavior. Practical implications: Managers should stimulate social exchanges among team members to inhibit knowledge hiding behaviors and prioritize individuals exhibiting higher learning goal orientations when deciding whom to hire. Originality: This research identifies and rationalizes how (underlying mechanisms) and when (contingencies) team-member exchange can make a difference in employees' knowledge hiding behaviors, expanding and advancing further research on the knowledge hiding phenomenon from a team perspective.

Entrepreneurs' creativity, information technology adoption, and continuance intention: Mediation effects of perceived usefulness and ease of use and the moderation effect of entrepreneurial orientation.

Despite the potential of information technology (IT) to enhance business efficiency and productivity, many entrepreneurs still refuse to adopt it. Their low adoption rate of IT is often attributed to a lack of awareness of its potential benefits. Extending the technology acceptance model, this study aimed to investigate the effect of creativity mediated by perceived usefulness (PU) and perceived ease of use (PEOU) on the intention to adopt and continue using IT. Additionally, the study explores how entrepreneurial orientation (EO) functions as a contextual factor in the relationship between creativity, PU, and PEOU. In contrast to extant studies, EO is a better-suited variable for our study as it is more extensive. Data were collected through questionnaires distributed to individual entrepreneurial taxpayers registered in tax offices in the Special Region of Yogyakarta, Indonesia. The study employed not only a quasi-experimental method with coarsened exact matching to reduce the degree of model dependence, inefficiency, and bias but also a causal mediation analysis to explore the proposed relationships. The study focused on the adoption of DJP Online, an e-tax service provided by the Directorate General of Taxes as the Indonesian tax authority, and the e-marketplace. In contrast with the factors identified in extant studies, we explain that the variance in PU is attributed to a greater extent to creativity. Similarly, we find that creativity explains a larger portion of the variance in PEOU than that found in extant studies. Our findings thoroughly explain how creativity influences entrepreneurs' willingness to adopt and continue using new technologies. Other studies could employ a more diverse and representative sample to extend these findings.

The Impact of Action Planning after Causation-and-Effectuation-Based Entrepreneurship Education.

The entrepreneurship literature shows inconsistent results in outcome effectiveness, such as entrepreneurial self-efficacy (ESE), entrepreneurial intention (EI), and entrepreneurial behavior. This could be due to the sole focus on the motivational aspects of behavioral change. Action planning, a volitional intervention used to modify health behavior, could resolve the inconsistent results mentioned above. Therefore, this study aims to evaluate the direct impacts of action planning intervention (API) following entrepreneurship education (EE) on ESE, EI, and opportunity recognition and to examine the behavioral change process from motivational and volitional perspectives. In this randomized controlled trial (RCT), we considered action planning to enhance entrepreneurial behavior after EE. The sample included 83 participants from a university in Myanmar. We randomly assigned the students to the API and control groups. We collected data on ESE and EI before and after training. We used objective measures for opportunity recognition through an opportunity evaluation framework. Serial mediation analysis revealed that the volitional impact on opportunity recognition was positively significant. From a motivational standpoint, ESE improved significantly, but we found no significant impact on EI; ESE and EI were serial mediators, with no specific mediation solely by ESE or EI. The findings contribute to the EE literature by presenting a brief and cost-effective API for EE.