Capture of value by stakeholders and firm performance: Does family management have a moderating impact?

This work analyses the impact of gaps in stakeholder aspiration levels concerning value capture and company performance, especially regarding the impact on this relationship by family management. The work offers empirical evidence from a sample of 114 Spanish companies of a collaborative attitude among stakeholders when the gaps of generated value appropriations increase, thereby positively affecting company performance. In addition, when stakeholders receive less value than expected, empirical evidence indicates that the management of internal resources and stakeholder demands is more efficient in a family business, and this efficiency increases future performance. These results are useful for management because they demonstrate the relevance of efficient management of relational capital, and family businesses are examples of such relational management.

Understanding the Belt and Road Initiative from the Relational Perspective

Western International Relations (IR) theoriests have examined the Belt and Road Initiative (BRI) through different theoretical lenses and produced inconclusive interpretations. This paper suggests that the relational theory of world politics, developed by the Chinese IR scholar Qin Yaqing, tends to look at IR from a different perspective. The logic of relationality and the relational concepts, such as relational management, relational governance and relational system, are applied to analyze the BRI. First, the relational perspective sheds light on Beijing’s efforts to manage and improve the relations with its neighbouring countries, rather than to pursue regional domination and compete with Washington. Second, the relational perspective suggests relational governance as a new possibility of regional governance to facilitate regional development and cooperation, which is different from the Western rule-based governance. Last, should BRI be carried out successfully, there might exist a relational international system in Asia, which is also different from the Westphalian nation-state system.

Focus on Weaknesses or Strengths? Determining Factors for an Inclusive and Relational Management in Public Community Social Service Organizations

This article, which is result of a research and development (R&D) project financed by the Spanish administration, studies the difficulties in managing social inclusion programs in Social Service (SS) Centers located in areas with high rates of exclusion in Andalusia (Spain). The research follows a qualitative methodology, based on observation, semi-open interviews (SOI), and focus groups (FG) aimed at the different actors in four Social Service Centers. Three dimensions are addressed: normative, functional, and perceived. The main results are four groups of incident factors: the mismatch between the expectations of non-professional actors (politicians, etc.) and those of technicians; the knowledge management of implemented dynamics; the position of the SS in local action networks; and the professional–client relationship. We concluded that, although these programs should be managed in an inclusive context, they are conditioned by scenarios with little possibility of social activation and a high level of interference and additional demands. Aspects that generate a great deal of organizational pressure divert professional practices to social assistance work.

Metapragmatic comments on relating across cultures

This paper analyses postings made by student applicants on Korean online communities about how best to handle interactions with potential future PhD supervisors at UK universities. The questions they posed reveal the lack of relevant contextual information they experienced, especially around the rights and obligations of supervisors. This paper thus analyses students’ metapragmatic comments and argues for greater attention to be paid within interpersonal and intercultural pragmatics to interactional goals and conceptions of role relations, especially the rights and obligations associated with them. The analysis has revealed that background information on role relations is of great importance for relational management and communication planning in high stakes intercultural interaction. This suggests that potential cultural variation in the perceived rights and obligations associated with a given role (in this case, PhD supervisor) and their implications for assessments of role relations are of central concern.

Management in the Hypermodernity

This study will discuss the transformation to a new paradigm of management in a world of volatility, uncertainty, complexity und ambiguity, that is called the VUCA-world [13] and have have great effects on organizations that face externally and internally changes and struggle between old and new management philosophies. Organizations with path-dependencies on trivial assumptions reach their limits in a VUCA-world so that they have to rethink their future vitality. Conventional management approaches interpret companies as easy handling machines with obvious behavior. In this context, monocultural companies are past-orientated, too rigid and less able to learn from experiences and adapt accordingly with a lack of creativity and innovation. There are several proposals to reinvent organizations such as living systems that have evolutionary purpose [11]. Ortmann [15] defines the time after the postmodernity as the hypermodernity that requires to manage contingency and dynamic complexity. That has effects on new management paradigm. This explorative literature review presents the relational management approach in the hypermodernity that is based on systemic-relational assumptions as this proposal is characterized by high sensitivity for complex fields such as Big Data. This leads to an iterative learning process design of enabling and empowering management of capabilities towards handling multioptions and contingent environments in the digital age. Keywords: Hypermodernity, management, complexity, process design.

Building Emotional Intelligence for Student Success: A Pilot Study

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Does Positive Relational Management Benefit Managers Higher Up the Hierarchy? A Moderated Mediation Study of New Zealand Managers

Interpersonal relationships play an important role in work success, and this is especially so for managers. The present study tests the Positive Relational Management (PRM) Scale and its influence on organizational trust, with the effects potentially mediated by work-life balance. Hence, more positive relationships at work shape better management of work-life issues, and ultimately build trust perceptions. We test this on a sample of 600 New Zealand managers and include managerial hierarchy as a moderator to determine whether positive relationships become less important as management level increases. Ultimately, we test a moderated mediation model in PROCESS and confirm the dimensionality and reliability of the scale. We find PRM is positively related to work-life balance and organizational trust, while work-life balance partially mediates this effect. In addition to two significant two-way interactions, we find support for a moderated mediation effect, with the indirect effect of PRM being positive and strongest for low-level managers, but a reduction in the strength of the indirect effects for middle- and senior-managers. Hence, the importance of interpersonal relationships is especially powerful for low-level managers. The implications for understanding the importance of PRM for managers are discussed.