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The purpose of this paper is to assess the success factors in a large organization that contributed to the success of organizational transformation (OT) through business diversification using a complex adaptive systems (CAS) framework. This assessment is done to determine how well the CAS framework can explain the success factors that contribute to the success of large-scale organizational change in complex organizations. If the CAS framework is capable of explaining the organizational factors that lead to the success of change implementation, the managers can employ this framework to increase the likelihood of success while implementing change.

This study uses qualitative research methodology. The data were collected from the case study organization (CSO) through 40 in-depth semi-structured interviews and analyzed using thematic deductive analysis approach.

The CAS framework explains the success factors that contribute to the success of OT through business diversification.

This paper provides a comprehensive guide for change implementation by combining the insights from the CAS framework with identified success factors (for change implementation) from the case organization.

The originality of this paper lies in extending the principles of existing change models, for successful change implementation by using the CAS framework. The prescribed change models and the CAS framework/complexity theory are two distinct sets of literature; this paper successfully merges the two to develop a comprehensive set of guidelines for change implementation. By doing so, this paper highlights the fact that alternative, non-linear, change approaches, instead of conventional multistep change models, can be effective in implementing large-scale organizational change successfully given the complexities of current organizational environments.

The purpose of this study is to investigate existing and emerging technology-driven stressors using the transactional model of stress and coping (TMSC).

In-depth semi-structured interviews with 36 professionals were performed to obtain qualitative data to explore emerging techno-stressors. The findings were validated a year into the pandemic with human resource (HR) professionals.

The authors identify a previously unreported techno-stressor, Techno-Isolation (TIS), which arises from a heavy dependence on information communication technologies for professional social interactions. Additionally, several considerations of interaction characteristics are identified that, based on the platform used, affect the experience of TIS, further expanding the TMSC with the addition of medium-interaction compatibility. The authors present a testable model and discuss implications.

This study identifies three new information communication technology (ICT)-based antecedents leading to a new techno-stressor, as well as the importance of medium-interaction compatibility in the experiences of stressors as strains. The authors discuss how these elements fit with and extend the existing stress literature.

The purpose of this exploratory case study was to investigate the role of School Leaders (SLs) in building Professional Learning Communities (PLCs) in schools, as well as to expand a literature-driven PLC model within the Pakistani context.

The study involved the purposive selection of two schools affiliated with a university. The sample comprised one school leader, one academic coordinator and five teachers from each school, altogether 14 participants. The participants shared similar demographic characteristics. Semi-structured interviews were conducted to collect data, which were analysed thematically.

The findings of the study revealed that both schools have created PLCs to some extent and that school goals and culture were contributing factors in building these communities. Additionally, the SLs played a key role in promoting PLCs by encouraging teacher collaboration. The study concludes that SLs have the potential to strategize their actions to foster positive professional relations among teachers and ensure their well-being.

The study contributes to the literature on professional communities in Pakistan by validating a literature-driven PLC model. The model emphasizes collaboration among teachers, which can be facilitated by SLs. As such, the study implicates SLs in prioritizing the professional development of teachers to enhance student learning and achieve school success.

This study is unique in expanding a literature-driven PLC model within the Pakistani context, with a focus on teacher collaboration as facilitated by SLs. The model has the potential for replication in other contexts and can serve as a useful tool for future research.

This study relied on the job demands and resource model to understand employees’ turnover intentions. Recent studies have consistently lent support for the significant association between role ambiguity and turnover intentions; however, only a handful of studies focused on examining the potential mediators in this association. The authors argued that role ambiguity positively influences turnover intentions through affective mechanisms: job involvement and satisfaction.

To test the model, a large sample of working adults participated (N = 505).

Structural equation modeling results showed that role ambiguity, job involvement and job satisfaction were significantly associated with turnover intentions. Moreover, a serial mediation was found among the variables: employees with low levels of role ambiguity tended to report higher job involvement, which further increased their satisfaction with the job and subsequently decreased their turnover intentions.

The cross-sectional design is a limitation.

Practical suggestions regarding how organizations can reduce employee turnover are discussed.

The findings provide support for theory-driven interventions to address developing the intention to stay at work among working adults.