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Work organizations and the employees within these organizations face considerable environmental pressures requiring adaptive change. Several forces have contributed to this need for great adaptation. These are described in many excellent sources (e.g., Cascio, 2003; Ilgen & Pulakos, 1999); here we briefly review their implications for individual adaptability.

This work contributes to the literature on career adaptability by examining the criterion validity of the Cooperation dimension, supporting the inclusion of cooperation into the career adaptability construct and informing the nomological network of career adaptability (Nye et al., 2018; Savickas and Porfeli, 2012). The authors also evaluate the improvements in cross-cultural generalizability argued for by Nye et al. (2018) by conducting a criterion validity study of the CAAS including cooperation using a non-Western sample.

Survey responses from a Chinese adult working sample (N = 208, 53.4% male) were analyzed via relative weights analysis, facilitating the comparison of the Cooperation dimension to other career adaptability dimensions and general adaptability.

Results demonstrate the added value of the Cooperation dimension across several work outcomes (i.e. work engagement, career commitment, occupational well-being, occupational stress) and highlight Cooperation in predicting interpersonal outcomes (i.e. supervisor and coworker satisfaction).

The inclusion of Cooperation, a dimension originally conceptualized as a career adaptability factor but only recently subjected to additional psychometric evaluation, within the career adaptability paradigm should promote both predictive validity and cross-cultural generalizability.

The purpose of this study is to develop a reliable and valid measurement of employee learning agility for use in human resources development.

This paper analyzed a total of 365 cases collected from Korean organizations. This paper conducted exploratory factor analysis, confirmatory factor analysis and Rasch analysis to validate the measurement. This paper conducted a measurement invariance (MI) test to confirm the generalizability of the measurement and used Harman’s single factor test to assess the common method variance (CMV).

This paper derived a learning agility measurement with six subfactors (Cronbach’s α = 0.893). This paper verified that it could be applied equally to supervisors and subordinates using an MI test. Factor analysis confirmed the feasibility of CMV. Based on I-ADAPT theory, the learning agility measurement can be applied to assess not only leader competency but also general employee competency.

Practitioners may use this model of learning agility for developing competency-based training programs and evaluations. This study is meaningful because it extends the concept of learning agility. In particular, the MI test indicated that there are no differences between supervisors and employees regarding the utility of the concept.

This study is meaningful because it extends the concept of learning agility. In particular, the MI test indicated that there are no differences between supervisors and employees regarding the utility of the concept. The concept in this paper is distinguished from other studies by applying the Rasch model from an item response theory perspective.

Burnout has been known to negatively affect volunteers. However, information involving various factors that influence their burnout is severely lacking. This study aims to examine how volunteers displayed adaptability, the ability to change their thoughts, actions and/or behaviors in uncertain situations, to offset the negative relationship with burnout. This study also examined the amount of training a volunteer reported as one factor that may act to moderate this negative relationship between adaptability and burnout.

Using the conservation of resources (COR) theory, the author investigated how volunteers try to maintain their current level of resources, which aids in coping with stress and lowering their risk of burnout.

Using regression, the author discovered that adaptability was negatively related to burnout and this relationship was stronger for volunteers who reported less training. Training was confirmed as a moderator in this relationship. In sum, training acted as a buffer in the negative relationship involving adaptability and burnout.

The current study is one of the few to adopt theories often used to understand employee experiences, and apply them to volunteers. Interestingly, across a variety of volunteer environments, these employment theories and relationships, including adaptability, appear to matter.

Although models have been published in the literature covering various aspects of the job performance domain (e.g., technical performance, contextual performance), researchers have recently recognized a void in these models and have called for their expansion to include adaptive performance components (Campbell, 1999; Hesketh & Neal, 1999; London & Mone, 1999; Murphy & Jackson, 1999). Toward this end, Pulakos, Arad, Donovan, and Plamondon (2000) developed a taxonomy of adaptive job performance similar to the model of job performance developed by Campbell, McCloy, Oppler, and Sager (1993). This model contained eight dimensions of adaptive job performance. Pulakos et al. began their research with a review of various literatures on adaptability and identified six different aspects of adaptive performance. These are shown in Table 1, along with the research references from which they were derived. The diversity of substantive areas that are represented in the research articles cited in Table 1 is a testament to the perceived importance of adaptability across a number of behavioral disciplines. Although the idea that adaptive performance is multi-dimensional was reasonable based on the wide range of behaviors “adaptability” has encompassed in the literature (for example, adapting to organizational change, different cultures, different people, new technology), no published research prior to Pulakos et al. had systematically defined or empirically examined specific dimensions of adaptive job performance. Pulakos et al. conducted two studies to refine the six-dimension model of individual adaptive job performance derived from the literature. In Study 1, over 1,000 critical incidents from 21 different jobs were content analyzed, yielding an eight-dimension taxonomy of adaptive performance. That is, the critical incident analysis produced two additional adaptive performance dimensions that are shown at the bottom of Table 1.

Colleges and universities in the United States are common sites of social movement activism, yet we know little about the conditions under which campus-based movements are likely to meet with success or failure. In this study, I develop the concept of educational opportunity structures, and I highlight several dimensions of colleges and universities' educational opportunity structures – specifically, schools' statuses as public or private, secular or religious, highly or lowly ranked, and more or less wealthy – that can affect the outcomes of campus-based movements. Analyzing a religious freedom movement at Vanderbilt University, which mobilized from 2010 to 2012 to demand the ability of religious student organizations to discriminate on the basis of sexual orientation and religious belief, I argue that Vanderbilt's status as a private, secular, elite, and wealthy university ensured that conservative Christian activism at that school was highly unlikely to succeed. The findings hold important theoretical implications for the burgeoning literature on student activism.

As cities choose entrepreneurial strategies to lure the mobile corporate service sector and its professional workforce, they also present more forbidding faces to the working class and poor. Scholars and activists have pointed to the passage of public conduct laws as evidence of how modern cities signal to the poor that their downtown cores are reserved for the privileged classes. Yet, even as scholars and advocates attest to the growing “meanness” of American cities, their reports have also routinely showcased cities that develop alternatives to criminalization. This chapter presents data from a historical case study of homeless politics in Philadelphia to shed light on the complex local dynamics undergirding or challenging the modern urban phenomena of “anti-homeless” legislation. Though a pro-development paradigm has slowly transformed Philadelphia since the early 1990s, the local business community has been consistently unsuccessful in its attempts to have new public conduct legislation passed or to have existing laws stringently enforced. Urban regime theory helps explain how a network of local homeless service provider and advocacy organizations has been able to use collaborative strategies to effectively shape the politics and policies of street regulation in the city.

Prior research has documented a generally positive relationship between employees’ standing on constructs that are commonly studied by positive psychologists and workplace outcomes, such as job performance and retention. Constructs such as adaptability, empowerment, hope, optimism, and resilience are believed to reflect psychological resources that employees can draw upon when facing adversity and challenges in their work, while also reflecting a general tendency or disposition to experience positive emotions and engage with others in ways that reflect such positive emotions. As such, positive psychology constructs may be particularly important for performance in jobs characterized by high levels of social interaction, stress, and challenge. In order to explore the manner in which different positive psychology constructs are related to sales performance, this chapter presents findings from a meta-analytic investigation into the relationships between sales performance and a variety of positive psychology constructs. Findings based on data from 59 unique samples and 14,334 salespeople indicate that some positive psychology constructs exhibit moderate to even strong relationships with the performance of salespeople, although the strength of these relationships appears to have been substantially inflated by common-source bias. The authors discuss the implications of these findings for selection and training within sales occupations, and advance an agenda for future research.

The explosion of the deadly coronavirus (COVID-19) has led to an unprecedented crisis lately, which has adversely affected the performance level of professionals in the educational sector worldwide because of numerous constraints, imposition of the lockdown being one of those. Organizational resilience (OReg) and emotional intelligence (EI) discretely have been identified as indicators of employee performance (EP) over the years, but during the period of crisis, it has scarcely been analysed. Therefore, this study aims to examine the mediating role of EI on the relationship between OReg and EP in such a global pandemic.

In total, 390 samples including teaching and non-teaching professionals working in higher educational institutions (HEIs) were collected from different HEIs located in India through online survey questionnaires. The collected data was further analysed using regression analysis, factor analysis, structural equation modelling along with bootstrapping technique, reliability and validity analysis, mediation analysis and model fit indices analysis.

The results of the study confirmed the partial mediation effect of EI on the OReg-EP relationship, and further results also exhibited that employees with a higher level of EI, contribute more positively to the OReg level, which further enhances the performance level at the workplace.

The samples collected for the current study pertain to the HEIs only, and therefore the present study results have limited general applicability. Furthermore, the study does not investigate the influence of time.

This study would assist practitioners of HEIs in improving the resilience capabilities of the organization. EP can be improved by enhancing the levels of OReg and individual emotional intelligence, which is in line with the findings of the current study.

In the COVID-19 pandemic, worldwide the students are affected due to the transition to online teaching. This study will help HEI’s to cope up with the student’s loss by being flexible in approach for the retention of performance of employees by taking care of their emotional needs and focusing on their skill development by providing a learning culture in a depressing time of the pandemic so that students will not suffer due to this rapid change without any preparation or previous experience in a pandemic.

The current study examines the mediating effect of EI on the OReg and EP relationship for the first time in HEIs in India.

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