In spite of the potential benefits that strengths-based coaching can bring to organizations, basic questions remain regarding its impact on work engagement and job performance specially among ...non-executive employees. In a controlled trial study, 60 employees from an automotive industry company participated in a strengths-based micro coaching program over a period of five weeks. The intervention followed a strengths-based coaching approach, grounded in the identification, development, and balanced use of personal strengths to foster positive outcomes. Mixed methods, using quantitative and qualitative measures, were taken. Both the participants and their supervisors completed pre, post, and follow-up questionnaires, and the results indicated that the intervention program was successful in increasing all the study variables after finishing the program. The results also showed the durability of the effects on the outcome variables over time (follow up). Qualitative data supported the study hypotheses. Through open questions inquiring about the outcomes of the program, the participants stated that it helped them to increase performance and well-being. Practical implications suggest that this program can be a valuable short-term applied positive psychology intervention to help employees increase their work engagement and performance and promote optimal functioning in organizations.
The present study examined the relationship between positive emotions and academic performance, and the mediated role played by academic psychological capital and academic engagement, in a sample of ...497 Chilean high school students. Participants´ ages ranged from 14 to 17 years old, with a mean of 15.71 (SD = 1.15). Findings supported our hypothesized model that academic psychological capital and academic engagement mediate the relationship between positive emotions and academic performance (GPA). The proposed model has theoretical implications for future research and practical implications for school settings. The promotion of positive emotions in students is a relevant challenge for principals, teachers, and parents in attempting to build academic psychological capital and academic engagement, which in turn may lead to higher academic performance.
This study examined the mediating role of service climate in the prediction of employee performance and customer loyalty. Contact employees (
N
= 342) from 114 service units (58 hotel front desks and ...56 restaurants) provided information about organizational resources, engagement, and service climate. Furthermore, customers (
N
= 1,140) from these units provided information on employee performance and customer loyalty. Structural equation modeling analyses were consistent with a full mediation model in which organizational resources and work engagement predict service climate, which in turn predicts employee performance and then customer loyalty. Further analyses revealed a potential reciprocal effect between service climate and customer loyalty. Implications of the study are discussed, together with limitations and suggestions for future research.
This brief report examines the within-network construct validity of the UWES-9S in a convenience sample of 1502 Chilean students (52% were female) ranging between 18 and 25 years old. The results of ...confirmatory factor analysis supported a solution with three related factors that fit significantly better than a one-factor solution. The three subscales (i.e., vigor, dedication, and absorption) and the overall UWES-9S showed satisfactory internal consistency. The results of multiple-group confirmatory factor analysis supported gender invariance. Overall, the UWES-9S was found to be a reliable and valid scale to assess academic engagement in Chilean undergraduate university students.
Introduction In a post-pandemic environment, characterized by volatility and uncertainty, organizations need to adapt to it for their survival. Methods Following a systematic review method, the aim ...of this study is to assess the relationship between talent management practices, employee engagement, and turnover intention. Carried out using PRISMA guidelines, this systematic review includes 43 studies. Results Results showed a lack of consensus on the talent management concept, definition, and measurement. Also, talent management practices seem to increase employee engagement and decrease turnover intentions. That is, when organizations provide effective talent management practices to employees, they become more engaged and less likely to abandon the company. It is important to highlight the mediating role of engagement in the relation between talent management and turnover intention. Furthermore, the most studied talent management practices for promoting engagement and reducing turnover intention were identified. Regarding control variables, data highlighted the importance of age and organizational tenure in the aforementioned relationships. Discussion This review draws attention to the need of designing and implementing talent management practices in an effective way in order to generate a healthy and engaged workforce that is willing to remain in an organization.
Academic Psychological Capital, or PsyCap, - a set of positive psychological resources encompassing hope, efficacy, resilience, and optimism - has begun to gain attention in academia, showing ...positive relationships with desirable academic outcomes. However, studies in the field have paid limited attention to the social factors that may increase PsyCap and therefore may lead to positive outcomes. In the present study, we examine whether academic PsyCap mediates between teacher-student relationships and academic performance as assessed by student's GPA, using a three-wave longitudinal design. Through structural equation modeling, as expected, a statistically significant indirect effect was found between teacher-student relationships and academic performance
academic PsyCap. Theoretical and practical implications of the results are discussed; strengths and weaknesses are mentioned; and future research directions are proposed.
Most people would agree with the maxim that "success breeds success." However, this is not the whole story. The current study investigated the additional impact of psychosocial factors (i.e., ...performance obstacles and facilitators) as well as psychological well-being (i.e., burnout and engagement) on success (i.e., academic performance). More specifically, our purpose was to show that, instead of directly affecting future performance, obstacles and facilitators exert an indirect effect via well-being. A total of 527 university students comprised the sample and filled out a questionnaire. We obtained their previous and future academic performance Grade Point Average (GPA) from the university's records. Structural equations modeling showed that the best predictor of future performance was the students' previous performance. As expected, study engagement mediated the relationship between performance obstacles and facilitators on the one hand, and future performance on the other. Contrary to expectations, burnout did not predict future performance, although, it is significantly associated with the presence of obstacles and the absence of facilitators. Our results illustrate that, although "success breeds success" (i.e., the best predictor of future performance is past performance), positive psychological states like study engagement are also important in explaining future performance, at least more so than negative states like study burnout.
Positive Psychological Coaching is receiving increasing attention within the organizational field because of its potential benefits for employees' development and well-being (Passmore and Oades, ...2014). The main aim of this study was to test the impact of a Positive Psychological Micro-Coaching program on non-executive workers' psychological capital, and analyze how goal-related self-efficacy predicts goal attainment during the coaching process. Following a control trial design, 60 non-executive employees (35 in the experimental group and 25 in the waiting-list control group) from an automotive industry company participated in a Positive Psychological Micro-Coaching program over a period of 5 weeks. The intervention was grounded in the strengths-based approach and focused on setting a specific goal for personal and professional growth. The program consisted of a group session, three individual coaching sessions, and individual inter-session monitoring. Pre, post, and 4-month follow up measurements were taken to assess the impact on the study variables. Our results reveal that psychological capital increased significantly at post and follow-up times compared to baseline levels. In addition, results confirmed that goal-related self-efficacy predicted goal attainment during the micro-coaching process. Practical implications suggest that short-term positive psychological coaching is a valuable method for developing personal resources, such as psychological capital and to facilitate the goal achievement in non-executive employees, in order to reach work-related goals.
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