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The purpose of this paper is to determine if self-rated and peer-rated organizational citizenship behavior mediated the relationship between affective commitment and intention to leave in Malaysia.

A survey yielded 516 responses from multiple locations in Malaysia across varied industries for a response rate of 64.5 percent. Validity based on confirmatory factor analysis and reliability were confirmed.

Affective commitment influenced self- and peer-rated organizational citizenship behavior and intention to leave. Only self-rated organizational citizenship behavior partially mediated affective commitment and intention to leave. While self-rated organizational citizenship behavior increased intention to leave positively, peer-rated organizational citizenship behavior did not influence intention to leave.

The findings confirm earlier research that self-ratings and peer-ratings are different, and, surprisingly, organizational citizenship behavior is not a factor supporting talent retention. Human resource practitioners need to shift their focus to affective commitment that reduces intention to leave and increases organizational citizenship behavior.

Past studies on organizational citizenship behavior relied on self-ratings, supervisor-ratings, or both ratings used in Western contexts. Little was known about the assessment of organizational citizenship behavior from peer perspectives and its relationship between affective commitment and intention to leave. Moreover, the relationships between affective commitment and self-rated and peer-rated organizational citizenship behavior were inconsistent. This study responded to those gaps by integrating affective commitment, self-rated, and peer-rated organizational citizenship behavior, and intention to leave into a single hypothesized model.

The purpose of this paper is to examine the attitudes of students following the completion of an online doctoral level multicultural diversity course at a university in the Midwestern USA based on Banks' transformative approach to learning in an effort to determine if the online environment could successfully intervene to change student attitudes. Few studies examine the impact of a transformative approach to learning diversity in the online environment.

This mixed methods study employed the Munroe multicultural scale and phenomenological analysis. The Munroe multicultural attitudinal scale questionnaire (MASQUE) is based on Banks' approach to multicultural learning and was administered in a pre‐ and a post‐test, and 594 pages of student journals were qualitatively analyzed using phenomenology.

Of the 28 questions on the MASQUE scale, students showed a significant difference between pre‐ and post‐scores on two questions: “I am knowledgeable regarding differences among economic classes,” and “I react positively to cultural differences.” A phenomenological analysis of journal entries showed that students perceived benefits in rural living, understood privilege, and felt compelled to act on what they learned from the course. The students in this course came to understand cultural difference through the lens of dominant Euro‐American culture.

This study was limited in several ways. First, the discussion board was not analyzed. If the discussion board had been analyzed, it would have been possible to triangulate the data and further validate the findings. Second, longitudinal analysis would strengthen study findings. The study was limited to one snapshot of one course and would be stronger if future courses were analyzed over time, including long‐term analysis of student journals. Third, while phenomenology restricts qualitative analysis to one person, the study would be stronger if someone other that the professor teaching the course administered the survey, allowing more honesty from students in their responses. Inter‐rater reliability would be necessary for this approach.

The curriculum for this study was designed to be replicated and may be used in future courses to address prejudicial attitudes in students.

Transformational learning that addresses prejudicial attitudes has far reaching implications for eliminating inequality and discrimination.

This study showed that transformative learning can take place in the online environment.

The purpose of this paper is to use the perspective of ego to investigate the spirituality of a salesperson and its influence on customer orientation and adaptive selling behavior. Meaningful work is proposed as a mediator.

Cross-sectional data were collected from 218 insurance salespeople in India. Bootstrap with SEM was used to test mediation.

The paper finds that there is full mediation through meaningful work on both the outcome behaviors.

The findings will encourage researchers to link various salesperson outcomes such as ethical sales behavior, salesperson service behavior, and so on to spirituality.

The findings can provide some relevant inputs for sales leadership actions aimed at facilitating employees’ spiritual experiences.

This is among the first few studies, as what the authors believe, in the sales literature to find out that spirituality and sales job not only can co-exist, but they do complement each other.