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Emphasizing the increasing role of talent management (TM) as a global phenomenon and a source of sustainable competitive advantage for organizations, this study aims to present a scoping review of empirical literature on TM, examining the transition of TM from a phenomenon-driven to a theory-driven field.

Using a scoping review, this study analyzed 200 empirical studies published between 2010 and 2023 on TM.

The results indicate that TM is extensively studied in nationally operated, large, private, engineering-led organizations in Anglo-Saxon countries. The study highlights the necessity for more empirical studies and statistically robust evidence to establish the effectiveness of TM.

This review intends to provide a vision and direction for future researchers, guiding TM towards becoming a theory-driven field characterized by widely accepted theoretical frameworks and research designs.

The findings of this study may not be generalizable to other types of organizations or cultural contexts, as it primarily focused on large private engineering-led organizations in Anglo-Saxon countries.

This paper offers a comprehensive view of the definitions, contextualization, conceptualization, frameworks, practices, processes and under-explored areas of TM, which are essential for its development as a discipline.

This study aims to examine the influence of the talent management (TM) process on employee ambidexterity (EA) and the moderating role of learning organizations in Indian IT and ITes organizations.

The study is descriptive and based on empirical data from 390 IT and ITES employees from India. Data were collected using three valid and reliable questionnaires. Data were analysed using partial least squares structural equation modelling.

The findings show that the TM process significantly impacted EA. The moderating effects of the four dimensions of learning organization (LO) on the relationship between the TM process and EA were also noteworthy, even though no direct association was found to be significant. Regarding demographic variables, male and female employees do not vary considerably in their perception of TM process and EA in LO.

The study’s novelty lies in creating and discussing a synthesis of exploration and exploitation stemming from EA in learning organization.

This paper aims to understand whether the relationship between psychological empowerment, psychological well-being and higher person–job fit based on the self-determination theory could have mitigated the Great Resignation crisis.

A cross-sectional study was conducted by collecting data from 351 respondents working in Indian organizations (Nifty, 2020) using a standardized questionnaire by using the multifaceted psychological construct within the work context.

This study highlights that a moderated mediation relationship between psychological empowerment (specifically “impact” or “choice”) and psychological well-being (specifically “environmental mastery”) is impacted by the person–job “demand-abilities” fit and enhances the intention to stay in the current “great resignation” context.

The authors map the theoretical and empirical research of the “intention to stay” by developing the “demand-abilities” fit, which leads to higher levels of psychological empowerment and psychological well-being to build adaptability through effective learning practices.

The authors establish the underlying linkages and future research agenda to strengthen the “intention to stay” during the extraordinarily stressful context of the covid-19 pandemic.

Literature regarding recovery has focussed on diagnoses such as schizophrenia, with few papers focussing on borderline personality disorder (BPD). This is a significant area in need of change because a lack of research concentrating on recovery from BPD could be seen to perpetuate the view that recovery from this condition may not be possible. Recovery Colleges (RCs) in the UK began in 2009and aim to offer co-produced and co-facilitated psychoeducational courses to encourage recovery and enable people to develop skills and knowledge so they become experts in the self-management of their difficulties. Given the gaps within the recovery literature, it is unclear how Recovery Colleges can support recovery for people diagnosed with BPD. The purpose of this study was to explore the impact of a Recovery College course for people diagnosed with BPD.

Using participatory methods, this paper aims to explore the question of what personal recovery looks like for people with BPD and how this may prove useful in developing future practice in RCs. Qualitative feedback data was collected from 51 managing intense emotions courses delivered to 309 students using a patient reported experience measure between Autumn 2015 and Autumn 2021.

The results of this study indicate that people with BPD can experience recovery, whilst still experiencing symptoms, as long as they receive appropriate co-produced, recovery-orientated support and services.

Further research in this area could help shape future clinical practice by embedding a recovery-focussed programme into community services.

Literature regarding recovery has focussed on diagnoses such as schizophrenia withfew papers focussing on BPD. This is an area in need of change because a lack of research on recovery from BPD could be seen to perpetuate the view that recovery from this condition may not be possible. RCs offer co-produced and co-facilitated psychoeducational courses around recovery, enabling people to develop skills and knowledge to become experts in the self-management of their difficulties. Given the gaps within the recovery literature it is unclear how RCs can support recovery for this group of service users.