Emotional Maturity and Employer Satisfaction

The present research study examines emotional maturity and its relationship with employer satisfaction in recruiting fresh engineering Information Technology graduates. Four hundred sixty-five employers of multinational and national information technology companies in India were considered as respondents. These employers conduct the campus placement drives in the public and private technical universities of India for the recruitment of fresh engineering graduates with specialization in information technology. The collected data was analyzed using structural equation modelling (SEM). Results revealed that all the four dimensions of emotional maturity are defined by emotional stability, emotional progression, social adjustment, and personality integration. Emotional maturity had a significant positive relationship with employer satisfaction. The study is useful for employers investing in India to recognize employability skills in young graduates. The findings of the study will also give insight to academicians to recognize the need for soft skills in their course curriculum.

Philosophy and Psychology Engaged: The Sincere, Practical, Timely and Felicitous Proposal of a Highly Suitable Marriage

Multiple impending threats signify a pressing need for improved social relations globally. School leavers, curious about people and life, are naturally attracted to philosophy and psychology. An open alliance of the two will enhance their contributions towards a healthier future for humanity. A six-stage scheme of developmental psychology towards ‘individuation’, ‘full personality integration’ and ‘universalism’—including a description of transition processes between stages—defines shared goals for both disciplines. A paradigm change introduces a hierarchically superior, seamlessly encompassing, ‘spiritual’ dimension to the established physical, biological, psychological and social dimensions of human experience and understanding, and shifts dominance from worldly, materialist priorities towards a set of universal values associated with wisdom. Influencing education, science, politics and economics, this development produces worldwide benefits. To further character development towards wisdom and maturity, thus promoting humanity’s psychological and philosophical evolution, undergraduate courses can be modified simply and gradually by introducing students to ‘wisdom practice’ routines aimed at broadening horizons of experience and promoting helpful skills, including those of contemplation, meditation, discernment, empathy, and self-control. Following the Conclusion, an Addendum ends the paper with a closing allegory to convey the wisdom of such a suggestion, pointing towards a timely, practical and potentially profitable new beginning.

Obrazovanje i samopotvrđivanje odraslih u slobodnom vremenu

The paper presents the results of research related to the examination of the relationship between education that adults undertake in their free time, on the one hand, and the scope, degree and manner in which they self-affirm in their leisure time on the other. By self-affirmation we mean the realization or actualization of oneself as a single being through the degree of satisfaction of various needs relevant from the point of view of personality integration. The notion of self-affirmation understood in this way, viewed in the context of leisure time, represents a constituent of the quality of leisure time in adulthood. Specifically, this paper presents the results related to the examination of the general level of the self-affirmation in leisure time, as well as the contribution of educational activities to self-affirmation in leisure time. The most significant of them advocate the existence of a universal need for self-affirmation in leisure time. More specifically, they concern self-affirmation in the context, of emotional well-being, commitment to the activities, in which adults choose to engage themselves in their leisure time and creativity. According to the dimensions of self-affirmation, the largest number of surveyed participants of educational activites is self-affirmed in the in the cognitive, yet the smallest number, in the emotional sence.

Innovation and Brands: The Managers’ Perspective in a Multiple Case Study in a Brazilian Region

This article aims to identify what an innovative brand is from the perspective of business managers in a region of Brazil, and describe how they manage innovative brands. A multiple case study was carried out with five innovative companies from four economic sectors: telecommunications, information technology, chemicals, and electricity. The interviews with these managers were processed with content analysis, being established sixteen categories which include: definition of innovation; innovative brand features; reasons for innovation; relationship between brands and innovation; area responsible for innovation; dissemination of innovation; organizational culture of new ideas; types of innovation; reduction of time, costs and risks to innovation; relationship between the company and the market; brand strategies; brand personality; integration of the end consumer into innovation; rewards for the consumer; and brand heritage. At the end, theoretical and managerial contributions are presented that can be applied or adapted to other organizations in their process of innovation and brand management. In this sense, it is important to highlight that, in the studied cases, incremental innovation is dominant; the stage at which successful innovations improve consumer brand awareness, attitude, and usage prevails; and the companies studied could be distributed in two of the innovation possibilities proposed by Brexendorf et al. (2015): follower brands and craft-designer led brands.

Special Issue “The Ability–Personality Integration”

Humans display varied behaviors, and scientists put enormous research efforts into finding explanations for them [...]

And the Story Evolves: The Development of Personal Narratives and Narrative Identity

The present chapter reviews research on the development of narrative identity in childhood, adolescence, and across adulthood. Rooted in McAdams’ (2013) three-level framework, narrative identity is defined as a level of personality that is more idiographic, dynamic, and contextual than traits and characteristic adaptations. Beginning in early childhood children begin to learn how to tell stories in past-event conversations with their parents. The manner in which parents talk with their children predicts those children’s own narrative representations of themselves into adolescence. Across adolescence a depth in autobiographical reasoning grows, which allows individuals to begin to construct a life story, or narrative identity. Across adulthood change and stability in stories is discussed, concluding with speculations on links between developmental and personality approaches to narrative, as well as a consideration of personality integration in adulthood.