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Lens of conservation of resources (COR) theory has been used to study how organizations can create resource passageways for their employees via managers. This has been examined in cross-cultural virtual work teams distributed across time and space within the high-resource loss context of the COVID-19 pandemic.

Longitudinal field design was used in a transnational organization involving data collection at three times over eight months. At Time 1, qualitative methodology was used to propose a conceptual model. At Time 2 and Time 3, an online survey was used to collect data for 205 virtual work teams across 10 countries in the Asia–Pacific region pre and post “manager as coach” training respectively.

Using COR theory, the study highlights that “manager as coach” training is an effective resource for managers in the high resource depletion context of the pandemic. Access to timely support increases saliency for the resource-gain spiral and has a cross-over impact on virtual work team outcomes suggesting transferability of resources from managers to subordinates. Also, managers across all nationalities view coaching training as an equally valuable resource.

The study provides evidence for investment in timely and relevant support for managers to positively and swiftly impact virtual work teams during high-resource loss contexts.

The study expands COR crossover theory across space and time dimensions using a longitudinal field research design.

Transformational leadership (TFL) has been identified by a number of studies as a positive force for business success. However, few studies have explicitly examined its influence on the cooperative employment relationship, such as frontline employees' voice in the workplace. Thus, this study conducts an empirical analysis of dual-level (i.e. group-focused and individual-focused) TFL and its effect on frontline employees' cooperative voice.

This empirical study is based on data from a survey of 468 full-time frontline workers from 38 hotels in China.

The empirical results revealed that both individual-level and group-level TFL are significantly associated with frontline employees' cooperative voice. Person–Organization value congruence and Person–Supervisor value congruence both act as mediators in the linkage between group-level TFL and employees' cooperative voice behaviors. The partial mediating role of Demand–Ability congruence on the relationship between individual-level TFL and cooperative voice is also established.

First, this study investigates the dual-level effects of TFL on the cooperative voice behavior of frontline employees. Second, this study explores whether three dimensions of value congruence mediate the influence of TFL on the voice behaviors of employees.

The study’s aim was to design and test a leadership development approach using blended learning, to equip leaders for strengthening their own resilience and that of their teams.

A contextualised leadership development intervention was produced and evaluated following the principles of design-based research. Participants were from three organisations that work internationally to address the impact of economic disadvantage. Initial research used the behavioural event interview technique. Online assessment incorporated measures of situational judgement, emotion recognition and attributional style. Validity measures were multi-rater feedback (criterion), and NEO-PI 3 (construct). Individual feedback and a simulation-based peer workshop were followed by a four-to-six month period of experience-driven development and a final peer workshop for consolidating and evaluating learning outcomes.

The online assessment was a valid measure of leaders’ personal resilience resources and their resilience-building capability. Overall, the intervention improved participants’ understanding of, and engagement with, the processes of strengthening individual and collective (team) resilience.

The target sample size for the study was relatively small, to ensure it would be practical to replicate the approach when designing similar interventions for a senior leadership population in other contexts. Significant results provided robust evidence for the validity of the assessment approach. Findings for the workshops and experience-driven development phase were more tentative, but the value of the design iterations was clearly demonstrated.

The leadership development approach is suitable for application in other organisations, if similar principles are followed to produce and evaluate materials relevant to each broad sector context. Roll-out is cost-effective, with relatively few hours of blended or virtual delivery supporting experience-driven learning.

The impact leaders have on the wellbeing of those who report to them is well established, but less has been done to develop and formally evaluate practical, cost-effective interventions to improve this impact. The approach validated in this study can be applied more widely to benefit employee wellbeing as well as performance.

The study developed and evaluated a new approach to preparing leaders for the challenge of building team resilience, an aspect of leadership capability that has been given relatively little attention to date.

The purpose of this paper is to analyse the relationship between a supportive organisational climate and training process outcomes; to analyse the mediating effect of job satisfaction between a supportive organisational climate and training process outcomes; and to analyse the moderating effect of a proactive attitude on a supportive organisational climate and training process outcomes.

The participants consisted of 359 employees recruited from 18 companies in Spain. The hypotheses were tested with structural equations via partial least squares regression.

The data indicated a positive and statistically significant relationship between a supportive organisational climate and training process outcomes. The proposed moderating and mediating effects are also verified.

This work contributes to the literature on human resource management and the relationship between organisational behaviour and training outcomes. In addition, it shows the role of attitudes between organisational climate and training outcomes.

Scholars and practitioners have raised concerns that mandatory remote work can lead to feelings of isolation and alienation in employees. Therefore, this study aims to investigate this issue by examining the impact of work communication satisfaction in remote environments on employee alienation and job satisfaction.

Sensemaking and social information processing (SIP) theory are used for formulating the hypotheses. To test the hypotheses, primary data were collected from 418 employees working in various Indian organizations and analyzed using AMOS and Hayes' PROCESS macro for SPSS.

The findings reveal that work communication satisfaction is negatively associated with alienation and positively associated with job satisfaction. Alienation mediated the relationship between work communication satisfaction and job satisfaction. Additionally, employees belonging to organizations with stronger CSR associations reported feeling less alienated than employees of organizations with weaker CSR associations.

Organizations can improve work communication satisfaction by devising remote communication plans that clarify employee expectations regarding the frequency, purpose and channel of communication. Additionally, organizations should communicate their CSR efforts to employees, particularly during times of crisis, as this can help improve employee impressions of the organization.

The study extends the work on alienation by approaching it from the perspective of sensemaking. The research demonstrates how work and non-work-related social information cues (work communication and CSR associations) can influence employee attitudes through their sensemaking. The context of the study adds to its uniqueness.

The purpose of this paper is to present a conceptual framework that explores the determinants, mechanisms and consequences of reporting on the United Nations Sustainable Development Goals (UN SDGs) by universities. The framework considers the relationship between reporting on the SDGs and the three main activities of universities: research, teaching and service. As universities hold a unique position in society, understanding their experiences with SDG reporting offers insights into the promotion and integration of SDGs into reporting and practice more broadly.

The paper adopts a conceptual approach and draws on existing literature to develop a framework for understanding reporting on the UN SDGs by universities. The framework considers the challenges faced by universities in providing sustainability information and examines the motivations and outcomes associated with reporting. It also explores the coordination and collaboration necessary across departments within universities and discusses the risks associated with greenwashing.

The paper highlights that reporting on the UN SDGs can enhance university engagement with stakeholders, improve their reputation, and foster innovation and transdisciplinary research ideas. However, universities encounter challenges such as limited data availability, resource constraints, lack of coordination and competing priorities. The growing scepticism surrounding reporting motives has led to increased allegations of greenwashing within the sector.

This paper contributes to the accounting literature by presenting a comprehensive framework that explores the determinants, mechanisms and consequences of reporting on the UN SDGs by universities. The framework offers insights into how reporting on SDGs can lead to embedding the SDGs in research, teaching and service activities and can be adapted to other organisational contexts. The paper also emphasises the need for further research on the mechanisms of reporting, which play a crucial role in driving long-lasting change.