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Public library staff increasingly assist patrons with psychosocial needs (e.g. food or housing insecurity). To address growing demands for psychosocial support, libraries are engaging in social work (SW) collaborations; however, successful collaborations depend on library staff's openness to intervention. This quantitative study examines the relationship between burnout and openness to SW collaboration, and whether resilience and empowerment protect against burnout. Results show that career resilience mediates the relationship between psychological empowerment and burnout. Burnout was not associated with openness to SW collaboration. Findings suggest resilience plays a role in preventing burnout, and that library staff are open to SW collaborations. [ABSTRACT FROM AUTHOR]

This study examines the relationship among work engagement, psychological empowerment, and perceived organizational support in fostering innovative work behavior (IWB) within sustainability-oriented organizations. Using latent class analysis (LCA), employees were classified into distinct profiles based on their levels of engagement, empowerment, and perceived support. The findings indicate that employees with higher engagement and organizational support exhibit significantly greater innovative work behavior, while those with lower psychological and organizational resources face challenges in contributing to innovation. This study also reveals that sustainability practices enhance the positive impact of these resources on innovation, improving both employee well-being and organizational performance. Grounded in Structural–Interactionist Innovation Theory, Self-Efficacy Theory, and Social Exchange Theory, this research provides practical insights for organizations to develop targeted strategies, such as tailored training programs and leadership support, to promote innovation and sustainability. [ABSTRACT FROM AUTHOR]

This study examines the relationships between psychological empowerment, employee engagement, and intention to leave. Employing structural equation modeling, this study analyzes survey data from both academic and non-academic staff in Thailand. Findings reveal that psychological empowerment positively relates to employee engagement, which, in turn, negatively relates to the intention to leave. In addition, psychological empowerment directly affects the intention to leave. This highlights the potential of empowerment-focused interventions as an innovative strategy for improving employee retention, particularly relevant in today's dynamic and challenging work environments. Our study contributes to the growing body of knowledge on positive organizational psychology by demonstrating the efficacy of empowerment initiatives in a non-Western context. Furthermore, it offers practical implications for organizations seeking nonmonetary rewards to foster a thriving workforce by cultivating a sense of meaning, competence, autonomy, and impact among their employees. Future research can explore the broader applicability of empowerment-based strategies across diverse organizational contexts. [ABSTRACT FROM AUTHOR]

Purpose: Paying attention to the psychological characteristics of soldiers is a matter of concern for planners and senior commanders. Therefore, this study was conducted to investigate the mediating role of personality traits in the relationship between psychological empowerment and mental health in soldiers stationed in the Kerman Province barracks. Method: In this cross-sectional study, 604 soldiers serving in Kerman Province barracks in the year 2021 were examined. The soldiers were selected from a cluster sampling of two barracks. Data were collected using a demographic information checklist, the Sportzier Psychological Empowerment Questionnaire (PEQ), the General Health Questionnaire (GHQ), and the NEO Personality traits (NEO). Pearson's correlation coefficient and structural equation modeling were used for data analysis. The Judd and Kenny's framework was also employed to investigate the mediating role. Results: Of these individuals, 390 (46.6%) had completed their military training, while 433 (71.7%) were single. The correlation between PEQ and GHQ was inverse and non-significant (P = 0.348), between PEQ and NEO was direct and significant (P = 0.002), and between NEO and GHQ was inverse and significant (P < 0.001). In the structural equation model, the PEQ variable had a significant impact on NEO (P = 0.002), but it did not significantly affect the GHQ variable (P = 0.850). The NEO variable also had a significant impact on GHQ. Conclusion: The NEO variable has a full mediation effect on the relationship between PEQ and GHQ. Therefore, the use of psychologists and clinical physicians for appropriate interventions to enhance mental health, such as education, counseling, and psychotherapy, appears to be necessary. [ABSTRACT FROM AUTHOR]

This study aimed to assess the relationship between management commitment, psychological empowerment, and job performance among Palestinian academic employees in higher education institutions. A multi-wave survey was utilized and 665 academics were recruited from several public and private universities in West Bank, in which the stratified sampling method was adopted to select universities. Findings demonstrated that participants reported moderate levels of management commitment and job performance and agreeable levels of psychological empowerment. Management commitment and psychological empowerment positively correlated with job performance (p < 0.01). However, management commitment had a direct influence on job performance and management commitment had a relationship with psychological empowerment (p < 0.01). Thus, strategies should be carried out to enhance management commitment and psychological empowerment to improve job performance among academic staff. [ABSTRACT FROM AUTHOR]

With increased application of service robots in the hospitality industry, many employees nowadays are required to work with service robots. Existing studies mainly focused on the impact of service robots on customers, but ignored the existence of employee-service robot (ESR) interaction. This study explores the relationship between ESR co-work experience and psychological empowerment. Data were collected from 318 hospitality employees in China and PLS-SEM was employed for a causal-predictive analysis. Our results show that ESR co-work experience can not only improve employee trust toward service robots, but also affect trust toward organizations, and these two types of trust further affect psychological empowerment (i.e. goal internalization, authority and capability). Some of these relationships are significantly affected by gender, with the proposed impacts being stronger among male employees. The theoretical contributions and managerial implications of our paper for hospitality robotics and human resource management are subsequently discussed. [ABSTRACT FROM AUTHOR]

The study aimed to identify the impact of psychological empowerment in its dimensions (importance of work, independence, efficiency, influence) on institutional excellence from the point of view of employees of the General Authority for Media Regulation in the Makkah Al-Mukarramah region. The study relied on the descriptive analytical approach, and used the questionnaire as the main tool to collect data from all members of the study community, as the questionnaire was distributed to all members of the community concerned with the study and (38) employees responded, and the data were analyzed using the SPSS program. The current study concluded with important results that may help psychological empowerment in Saudi organizations; Where it was found that the level of psychological empowerment among the employees of the General Authority for Media Regulation in the Makkah Al-Mukarramah region was high, and the efficiency dimension received the highest responses, then the importance of work dimension, then the impact dimension, and finally the independence dimension. The results also showed that the level of institutional excellence among the employees of the General Authority for Media Regulation in the Makkah Al-Mukarramah region was high. The study also concluded that the four hypotheses of the study and their various dimensions were accepted. The results also showed that there were statistically significant differences in the average responses of the respondents towards (psychological empowerment) according to the educational level variable, as well as the existence of statistically significant differences in the average responses of the respondents towards (institutional excellence) according to the age variable. The study recommended that the feeling of psychological empowerment of the employees of the Authority be strengthened, which is reflected in enhancing their self-confidence and independence in performing work, increasing their motivation, and their feeling that the tasks required of them to implement are meaningful. [ABSTRACT FROM AUTHOR]

Promoting a thriving and productive workforce is a core task for human resource development (HRD) researchers and practitioners. Drawing on the job demands-resources model, this study aims to provide a balanced view of how high performance work systems (HPWSs) influence employee performance through different aspects of employee well-being. Data were collected from 346 employees through a three-wave survey in China. Structural equation modelling was used to test the hypotheses. The results reveal that HPWSs positively predict employee performance through psychological empowerment and negatively predict employee performance through emotional exhaustion. Workplace friendship minimises the positive effect of HPWSs on emotional exhaustion and attenuates the indirect effect of HPWSs on employee performance via emotional exhaustion. This study challenges the prevailing idea that HPWSs can always improve employee performance. It informs HRD researchers and practitioners to dialectically assess the impact of HPWSs and include workplace friendship as an intervention measure to reduce the detrimental outcomes of HPWSs and better promote employee development. [ABSTRACT FROM AUTHOR]

Based on the conservation of resource (COR) theory, our study investigates the effect of women-friendly human resource management (HRM) practices and inclusive leadership on the career progression of female employees through psychological empowerment. Time-lagged data from 308 respondents were analyzed using structural equation modeling (AMOS 24) to test Hayes’ model 7. The results demonstrate that women-friendly HRM practices significantly impact female employees’ career progression directly and indirectly through psychological empowerment. Furthermore, inclusive leadership positively moderates the effect of women-friendly HRM practices on the career progression of female employees through psychological empowerment. These findings have substantial implications for achieving the United Nations’ sustainable development goals (SDGs), particularly goal 5, which focuses on gender equality, and goal 8, which promotes decent work for all. [ABSTRACT FROM AUTHOR]

Background: This study aimed to investigate the relationship of psychological empowerment and enjoyment of physical activity with changes in physical activity levels, sleep quality, and muscular endurance following a high-intensity interval training (HIIT) program in physically inactive young women. Methods: A total of 61 physically inactive young women (age: 20.1 ± 2.7 y) were recruited to participate in a six-month HIIT intervention delivered via a smartphone app. Outcome measures included physical activity levels (MET-min/week), muscular endurance (plank test), and sleep quality through the Pittsburgh Sleep Quality Index (PSQI). The Healthy Lifestyle and Personal Control Questionnaire (HLPCQ) and the Physical Activity Enjoyment Scale (PACES) were used to assess psychological empowerment and enjoyment, respectively. Repeated measures ANOVA and covariate analyses were performed to evaluate the impact of the intervention and the role of psychological empowerment and enjoyment. Results: At 6 months, significant improvements in physical activity (p < 0.001; ηp²=0.336) and muscular endurance (p = 0.005; ηp²=0.085) were observed, with large and moderate effect sizes, respectively. The PACES showed a significant interaction with time for MET-min/week (F = 11.67, p = 0.001, ηp²=0.129), suggesting that enjoyment influenced the increase in physical activity. No significant differences in sleep quality were observed (p > 0.05). Conclusion: Enjoyment plays a crucial role in the response to HIIT programs among physically inactive young women, particularly in improving weekly physical activity levels. Psychological training showed no significant relationship with the outcomes studied. [ABSTRACT FROM AUTHOR]

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With the use of digital technologies in today's innovation era, the financial sector has transformed how they facilitate customer business and generate a high level of revenue. This study aims to explore the relationship between innovative work behavior (IWB), digital transformation (DT), and organizational financial performance (OFP) to analyze the mediating role of workers' psychological empowerment (PE) between independent and dependent variables. Further, we examined the moderating role of smart technologies (ST) between PE and OFP. This study collected data from Saudi banking sector employees using a well-structured questionnaire adopted from previous literature. Next, Smart-PLS was used to analyze the data using the structural equation modeling-partial least squares (SEM-PLS) approach. The results reveal that IW positively relates to OFP, with PE mediating this relationship. Furthermore, DT positively affects OFP. ST acts as a positive moderator that enhances workers' PE and OFP. Meanwhile, PE, as a mediator, positively relates DT and IWB to OFP. Overall, this study makes valuable theoretical, empirical, and practical contributions, which can benefit bank management, policymakers, and future academic research. [ABSTRACT FROM AUTHOR]

This study examines the influence of organizational resources on the survival of startups in Thailand, and the mediating role of competitive advantage between the relationships of organizational resources and survival of startups in Thailand. Data were collected from a 2-level sample group of 174 executives and 522 employees. The findings emphasize the importance of the organization's resources in gaining a competitive advantage, specifically reinforcing the role of organizational creativity and psychological empowerment. Organizational resources assist startups to acquire competitive advantage and to survive even under difficult settings such as the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This study explores the psychological empowerment of students at Prince Sattam bin Abdulaziz University and the differences by specialization and study level. It also attempts to identify if dimensions of psychological empowerment predict personality traits. The study followed a descriptive and correlational design and used two scales to collect data on the participants' psychological empowerment and personality traits. The two scales were administered to a stratified random sample of 202 female students from Sattam bin Abdulaziz University. Means, standard deviations, the t-test for independent samples, and regression analysis were used to answer the research questions. The results revealed that the students had a high level of psychological empowerment. There were no statistically significant differences by study level in all dimensions of psychological empowerment, except human relations and the total score. The differences were in favor of the seventh-level students. Similarly, there were no statistically significant differences by specialization in all dimensions, except human relations and the total score. These differences were in favor of arts students. The regression analysis revealed that psychological empowerment, particularly the dimensions of goal internalization and human relations, could predict personality traits. It is recommended that psychological empowerment dimensions that contribute to positive personality traits be targeted in training and academic counseling services provided to students. [ABSTRACT FROM AUTHOR]

This study advances and tests a micro‐foundations model that reveals when and how corporate social responsibility (CSR) will enhance organizational innovation. Challenging the prevalent assumption that CSR uniformly leads to positive outcomes, we posit that the impact of CSR on innovation is contingent upon the interplay between employee‐level psychological processes and organizational‐level factors. Specifically, we argue that under conditions of good internal organizational communication, CSR facilitates employees' intrinsic motivation. Then, this motivation can increase organizational‐level innovation, but only if employees are also allowed to thrive, when they are psychologically empowered. We examine the multi‐level model by utilizing a 4‐wave, time‐lagged data from one of the largest Korean commercial banks, featuring 2545 employees across 379 branches. The data consist of both survey data and centrally audited CSR data. The results of the analyses bolster our hypotheses, but also highlight unexpected backlash effects where CSR negatively affects organizational innovation. Our findings contribute to the CSR literature by unveiling the complex micro‐level mechanisms and boundary conditions that shape the CSR‐innovation relationship, thereby addressing the inconsistencies in previous research. Practically, our study suggests that managers should carefully align their CSR initiatives with internal communication strategies and employee empowerment practices to foster innovation. Failing to do so may inadvertently undermine the very outcomes CSR is intended to promote. These insights also speak to the ongoing debate on the role of CSR in driving organizational competitiveness and social impact, underlining the need for a more nuanced and contextualized understanding of CSR's effects. In sum, our results facilitate the integration of previously disparate literatures, while simultaneously also underlining that CSR efforts need to be orchestrated with other improvements if any innovation benefits are to be reaped. [ABSTRACT FROM AUTHOR]

Abstract This study examines the interplay between humble teacher leadership and student creative process engagement, grounded in Social Exchange Theory and Self-Determination Theory. Additionally, it analyzes the sequential mediating roles of student trust and psychological empowerment, as well as the moderating effect of proactive personality. Data were collected at three time points from 384 participants across Chinese universities and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with Smart PLS 4.0 software. The findings reveal that humble teacher leadership significantly enhances students’ participation in creative processes. Student trust and psychological empowerment serve as sequential mediators in the relationship between humble leadership and creative engagement. Moreover, the presence of a proactive personality notably strengthens the positive influence of humble teacher leadership on students’ creative process engagement. By exploring the psychological states and individual differences, this research elucidates the mediating mechanisms and boundary conditions between humble teacher leadership and students’ creative engagement, providing theoretical foundations and practical guidelines for implementing humble leadership in educational settings.

Employee mental health is a central issue in today's global workplace. This paper analyzes the effect of high performance work systems (HPWSs) on employee mental health. We integrate HPWS concepts with job demands‐resources (JD‐R) theory to examine competing theoretical perspectives—a positive HPWS influence and a negative HPWS influence on employee mental health. We examine employees' perceptions of psychological empowerment as an indicator of the motivational pathway of the JD‐R and work‐role overload as an indicator of the strain pathway to explain the differential effect of HPWSs on mental health. We also incorporate organizational identification theory to demonstrate how one's identification with the organization can either accentuate or attenuate feelings of both psychological empowerment and work‐role overload. Findings from a study of 999 employees in 174 South Korean organizations indicate that HPWSs are positively associated with employee mental health via employee perceptions of empowerment and that HPWSs are negatively associated with employee mental health through perceptions of work‐role overload. Furthermore, the study finds that organizational identification attenuates the relationship between HPWS and both empowerment and overload. Practice‐level post hoc analyses also reveal that the job design characteristics, pay level, and participative decision‐making are linked to empowerment. In addition, participative decision‐making is most strongly associated with work overload. [ABSTRACT FROM AUTHOR]

為培養大學生維持與控制自己學習狀況的行動與決策能力，並承擔起與學習相關的責任，高等教育需要提供賦能的學習環境，培養大學生擁有心理賦能，而戶外冒險教育課程是可以考慮的教學策略之一。本研究以心理賦能為導向，設計一門在高等教育執行的戶外冒險教育課程，採用不等組準實驗研究設計，以質量混合研究方法衡量該課程對大學生心理賦能的有效性與延續性成果。研究參與者共75名，實驗組50人，對照組25人。經單因子相依樣本變異數分析與單因子共變數分析進行資料分析，量化研究結果顯示，實驗組參與者心理賦能 及其各維度（影響力、勝任感、意義感以及自我決定）的後測分數皆顯著比前測分數來得高；在排除前測分數影響後，實驗組參與者在心理賦能總量表及影響力、意義感兩個維度的分數均顯著優於無參加課程之對照組。針對本實驗課程對於大學生心理賦能的有效性問題，質性資料分析採用準統計式分析方法，就訪談對象之團隊訓練心得、期中、期末反思心得與訪談內容進行歸類；針對本實驗課程對於大學生心理賦能的延續性問題，採用模版式分析方法，由資料中檢視與賦能的跨域應用、學習轉移或概念延伸等有關「延續表現」描述的內容進行分析，得到與量化研究結果相呼應與補充的質性研究成果。在後續訪談及文本資料分析中也發現，實驗組參與者不僅在課程中有心理賦能的表現，課程結束後在自我掌控、正向人際關係及學習典範等方面也有延續性的學習遷移表現。然而，相較於一般教育和教學研究，戶外冒險教育課程在教學場域、課程時間、風險管理、人力物力資源等方面有其特殊性，在實驗研究設計與研究對象的選擇上仍有進步空間；此外，量化研究結果雖具有顯著差異，但也存 在效果量與統計考驗力未臻理想的限制，建議未來研究者在開始進行準實驗研究前，事先考慮研究樣本數的問題。 Background The university stage of education is a crucial period of stable and mature physical and mental growth that influences students’ career development. During this stage, students gain autonomy with respect to personal emotion management, living conditions, education, learning, and career planning. In university, students start to think independently, take responsibility for their actions, maintain and expand interpersonal relationships, and participate in public affairs, and therefore, this is a crucial phase of development in terms of cultivating independence and responsibility. For university students to develop self-control, decision-making skills, and responsibility for their learning, they must be provided with an experiential learning environment in which teachers can focus on the learner and empower them to engage in inquiry and reflection. Outdoor adventure education (OAE) is a form of experiential learning designed to promote positive individual and team development by enhancing an individual’s sense of control, encouraging active participation, and encouraging decision-making, all of which are core aspects of empowerment. Literature Review Shellman (2009), Welsh et al. (2020), Down et al. (2023), and Bryce et al. (2023) have demonstrated that OAE programs enhance and sustain the sense of empowerment among participants of such programs and increase their sense of community. Shellman (2009) employed an unequal pretest-posttest quasi-experimental design, recruiting 86 participants (aged 14-30 years) to complete a 10-30 day outreach training program in the summer of 2007 and 69 junior psychology students from Indiana University to form a control group. Data were collected and analyzed using a qualitative mixed-methods approach with a modified version of Spreitzer’s (1995) Psychological Empowerment Scale to determine differences in psychological empowerment after participation in Outward Bound training programs. For this scale, generalized and task-specific assessments are used to measure an individual’s overall feelings about life and generalized beliefs about empowerment. Initially developed for workplace settings, this scale has yet to be tested in the context of OAE. Notably, the findings of the aforementioned study support Zimmerman’s (1995) view that developing a universal measure of psychological empowerment is not feasible because the definition of “empowerment” varies across fields. Thus, OAE programs should align with a definition of psychological empowerment specific to their learning context. A reliable and valid scale for undergraduate students is required to measure the influence of OAE programs on undergraduate students’ psychological empowerment. Studies on OAE programs related to empowerment have primarily examined programs operated by the National Outdoor Leadership School and Outward Bound, which typically span 10 to 94 days (Shellman, 2009; Sibthorp et al., 2007; Sibthorp et al., 2008). However, in Taiwan, few institutions offer programs with such extended durations and sufficient participants for research. Nonetheless, scholars have identified the following key elements for designing semester-long, credit-bearing courses in a higher education context: student ownership, skill development, participant responsibility, group support, guided reflection, and a sense of accomplishment. These elements can be used to empirically assess the effects of OAE on college students’ psychological empowerment. Methods The present study, guided by principles of psychological empowerment, designed an OAE program for higher education. The program ran from September to December 2022, with team cycling as the main activity. The program comprised the following components: course norms and selection, theoretical knowledge and design, grouping, experience sharing by seniors, feedback review, six group training sessions, a 60-km midterm cycling test, bicycle maintenance training, risk management meetings, a final 3-day challenge, reflections, and personal insights. On the basis of literature findings, this study designed a program with a focus on creating an environment that fosters participation and support, promotes challenge and competence, nurtures autonomy and responsibility, and facilitates transformation and the development of a sense of meaning. A nonequivalent control group quasi-experimental design was employed, and a mixed-methods model was used to measure the effects and sustained outcomes of psychological empowerment among 75 college students (50 in the experimental group and 25 in the control group). The present study developed a 38-item scale adapted for college students by incorporating the Learner Empowerment Scale, which was developed by Frymier et al. (1996) and assesses the dimensions of impact, competence, and meaningfulness, and the “self-determination” dimension of Spreitzer’s (1995) Psychological Empowerment Scale. After expert validity testing and exploratory and confirmatory factor analyses were conducted, 20 items were retained for assessing four dimensions: impact, competence, meaningfulness, and self-determination. The data were analyzed using one-way repeated measures analysis of variance and one-way analysis of covariance. Semi-structured interviews, the questions of which were validated by experts and based on Shellman’s (2009) outline, were conducted to evaluate the program’s intrapersonal, interactional, and behavioral effects on the participants’ psychological empowerment, specifically the intrapersonal, interactional, and behavioral dimensions. Interviews, reflections, and team training journals were analyzed for formative evaluation and to assess the effectiveness of the program. To validate the effects of this experimental program on the psychological empowerment of university students, Miller and Crabtree’s (1992) Quasi-Statistical Analysis was employed to categorize and rank the collected qualitative data and identify changes in the participants’ psychological empowerment. To address the continuity of psychological empowerment effects among the participants of this experimental program, Miller and Crabtree’s (1992) Template Analysis Style was applied. Results Quantitative analysis revealed that the experimental group’s scores for psychological empowerment and its dimensions (impact, competence, meaningfulness, and self-determination) were significantly higher at posttest than at pretest. Compared with the control group, the experimental group obtained significantly higher scores on the overall psychological empowerment scale and the dimensions of impact and meaningfulness after pretest scores were controlled for. A qualitative analysis based on a quasi-statistical approach was conducted to categorize interview responses on the basis of group exercises, reflections, and interview content. Template analysis was employed to explore themes such as the cross-domain application of empowerment, learning transfer, and concept extension, with the findings complementing the quantitative findings. The results indicated that the participants in the experimental group exhibited sustained psychological empowerment, self-control, positive interpersonal relationships, and improved learning paradigms at posttest. Discussion and Suggestions The OAE experimental program effectively increased the participants’ psychological empowerment with sustainable results. In contrast to previous studies, the present study discovered that a sense of accomplishment functions as a form of positive psychological feedback resulting from psychological empowerment instead of as a moderating effect. This suggests that a sense of accomplishment is not a prerequisite for empowerment. Although the quantitative results of this study were significant, further improvements in experimental design and participant selection can be made in future research to address the limitations of the present study. These limitations include its small effect sizes and insufficient statistical power. In addition, this study’s limitations related to the sample size could be addressed in future quasi-experimental studies. The results of the qualitative analysis of the present study indicated that several variables influenced the participants’ perception and performance with respect to psychological empowerment, including the influence of teachers and the physical and psychological pressures experienced during the program. An unexpected and noteworthy finding was the recurrent mention of gratitude and thankfulness, with 30 statements by the interviewees expressing these sentiments. This suggests that gratitude and thankfulness are linked to psychological empowerment and should be explored in future studies.

Abstract Employee innovative behaviour shapes the core competitiveness of an enterprise. Leadership style has been shown to influence employee innovative behaviour significantly. This research paper fills the gap by exploring the relationship between distributed leadership as an emerging leadership style and employee innovative behaviour along with psychological empowerment as mediator and organizational innovation climate as a moderator. 567 responses were collected from 29 different regions in China based on their availability through an adapted questionnaire. The data were analyzed using statistical software Mplus 6.0 and SPSS 19.0. The research results show that distributed leadership not only positively affects the innovative behaviour of employees but also has a positive impact on psychological empowerment and such empowerment positively influences employee innovative behaviour. The results also confirm that psychological empowerment mediates the relationship between the innovative behaviour of employees and distributed leadership. In addition, the organizational innovation climate moderates the relationship between psychological empowerment and the innovative behaviour of employees. The study not only contributed by confirming the moderating effect of organizational innovation climate on the relationship between psychological empowerment and employee innovative behaviour but also added directions for future researchers to explore more about the relationship between psychological empowerment and employee innovative behaviour along with theoretical research on enterprise leadership and management.

Introduction: Encouraging proactive behavior among employees is a crucial pathway for companies to adapt swiftly and gain a competitive edge. In contrast to other forms of organizational citizenship behavior that tend to preserve existing work practices within the organization, Challenge-Oriented Organizational Citizenship Behavior (COCB) aims to improve upon these by offering constructive suggestions and altering employees' work methods, policies, and procedures for the benefit of the organization. However, not all employees are willing to engage in COCB, even when the organization actively encourages participation. Departing from traditional perspectives on workplace environments and leadership, we propose that psychological empowerment at the individual level may be a precursor to employees' engagement in COCB. Methods: Based on social exchange theory, this study examines how employees' psychological empowerment affects their challengeoriented organizational citizenship behavior (COCB), including the mediating roles of perceived insider status and affective commitment, as well as the moderating role of Chinese traditionality. Data was collected from 223 employees of manufacturing, IT, finance and service enterprises in Southern China using a multi-source and multi-wave survey. Results: Results of the Structural Equation Modeling (SEM) show that psychological empowerment can positively affect COCB. Both perceived insider status and affective commitment act as mediators in the relationship between psychological empowerment and COCB. Moreover, Chinese traditionality has a moderating effect on the relationship between psychological empowerment and these mediators, and also the indirect effect of psychological empowerment on COCB. Specifically, the indirect effect was stronger when employees with lower levels of Chinese traditionality. Discussion: This study provides a theoretical foundation for the individual-level antecedents of COCB, elucidating how the social exchange process between employees and the organization is transformed into COCB through psychological empowerment. [ABSTRACT FROM AUTHOR]

Objectives. Interest regarding the associated impact of leadership style on employee safety and well-being across organizational settings is on the rise. Transformational leadership forms part of the six leadership constructs with significant research-focused settings. On this premise, this study examines the role played by the transformational leadership style in enhancing a positive safety climate that promotes safety participation and employee well-being in organizations. Method. Data were generated using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA). A qualitative literature review of 350 published studies between 2013 and 2023 was performed and 31 studies informed the study outcome. Results. Based on the analysis of each article, the study concluded that transformational leadership does have a positive role in the development of a strategic workplace safety climate and enhancement of employees’ psychological well-being and productivity. The study also reveals existing research gaps in this context and provides useful suggestions for future research in both academia and industry. Conclusion. Further research that examines other factors that mediate the relationship between leadership behaviour and employee well-being will assist with understanding of the role of transformational leadership and the promotion of job satisfaction and performance. [ABSTRACT FROM AUTHOR]

Purpose Design Methods Results Conclusion Clinical Relevance To evaluate the effectiveness of the education program developed based on the structural empowerment (SE) and psychological empowerment (PE) theories and flipped classroom model for the empowerment of new graduate nurses (NGNs).Single‐center, parallel‐group, randomized controlled trial.The study was conducted between June 2021 and September 2023 in two phases: developing the education program to empower NGNs and evaluating its effectiveness. An education program consisting of two parts, online and face‐to‐face, was developed. The online part consists of eight modules implemented for two weeks. The face‐to‐face part was implemented for two days and included the in‐class activities. NGNs were randomly assigned to the intervention group (n: 32) and control group (n: 32). An education program was applied to the intervention group, whereas the control group continued their routine orientation program. A range of outcome measures of SE, PE, and education programs' effectiveness were evaluated. Data were analyzed using descriptive, chi‐squared, and t‐tests.The study determined that the intervention and control groups showed homogeneous distribution in the pretest. A statistically significant difference was identified between the intervention and control groups regarding the mean scores of PE and SE three months following the implementation of the education program, and the total mean score of the intervention group was higher.The education program developed to empower NGNs was a highly effective intervention in increasing nurses' perceptions of SE and PE. There is a need to carry out studies and activities to disseminate this program.The findings of this study will guide educators, researchers, and administrators in future strategies and innovative programs for empowering NGNs. [ABSTRACT FROM AUTHOR]