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This paper aims to explore the differential role that organizational support (perceived organizational support (POS)), supervisory support (perceived supervisory support (PSS)) and colleague support (perceived colleague support (PCS)) – as perceived by newcomers – play in the transfer of the latter's training as well as the development of affective and normative commitment towards their work organization.

Using a sample of 251 new hires, a series of regression analyses was conducted to test direct and moderating effects.

Findings showed that all three forms of organizational support examined had independent and direct effects on the dependent variables. Only perceived peer support did not add incrementally to the prediction of normative commitment when the other two support sources entered the equation. Further, the results supported the role of POS as a moderator in the supervisor support‐training transfer relationship as well as its role as a moderator in the colleague support‐affective commitment relationship. Specifically, high POS was found to strengthen the PSS‐training transfer and PCS‐affective commitment relationships, while low POS weakened these relationships.

Since data are based on self‐reports, common method bias may have inflated the relationships among the variables. The paper contributes to both research and practice by providing support for the distinction between the three forms of organizational support.

The paper contributes to both research and practice by providing support for the distinction between the three forms of organizational support.

This investigation extends previous research by demonstrating the existence of the moderating effect of POS on the relationship between PSS and newcomers' training transfer, and between PCS and newcomers' development of affective commitment towards their work organization.

The aim of the study was to examine the relationship between transformational leadership and organizational cultural orientations, as well as the joint effect of transformational leadership and organizational culture on business unit performance.

About 300 employees of a large financial organization in Greece filled in a number of questionnaires measuring organizational culture orientations and transformational leadership. The measurement of business unit performance was obtained by the organization under study.

A path analysis showed that the achievement and adaptive cultural orientations had a direct effect on performance. Moreover, transformational leadership and humanistic orientation had an indirect positive impact on performance via achievement orientation.

A research limitation is that the causal direction of the relations between the predictors and the criteria has been partially established by controlling for the effect of past performance on the perceptions of organizational culture and leadership.

On a practical level the findings suggest that constructive and positive social relations at work need to be accompanied by goal setting and task accomplishment if high organizational performance is to be achieved.

The originality of this study concerns the finding that organizational culture mediates the effect of transformational leadership on business unit performance.

The aim of this paper is to explore the role of social socialization tactics on the relationship between task‐ and organization‐related information (socialization content) and newcomers' affective commitment to their work organization.

A total of 280 new hires in a Greek service company participated in a survey. Moderated regression analyses were conducted to test research hypotheses.

The results supported the role of investiture‐divestiture tactics as a moderator in the relationship between newcomers' task‐related information acquisition and organizational affective commitment. In addition, serial‐disjunctive tactics were found to moderate the relationship between organization‐related information acquisition and newcomers' affective commitment. The study also demonstrated that both task‐related and organization‐related information acquisition are important to the development of newcomers' affective commitment at the early stages of the socialization process.

Owing to the cross‐sectional design of the research, causality cannot be drawn.

The knowledge of whether, and the extent to which, particular socialization tactics and content areas contribute to newcomers' adjustment would provide organizations a competitive advantage by incorporating them into their socialization programs.

Provision of feedback affirming newcomers' personal characteristics as well as assignment of established role models were found to provide the framework within which the acquisition of task and organization‐related information respectively are related to new hires' affective commitment towards their work organization.

The purpose of the study was to explore the moderating role of organizational learning culture in the relationship between training transfer and work performance.

A convenience group of 164 workers filled in an online questionnaire based on retrospective data about the last training experience they attended. Participants were 87 workers who attended an online course within the last six months. A moderated path analysis was tested to highlight the moderating role of learning culture in the relationships between training transfer and three dimensions of work performance (i.e. proficiency, adaptivity and proactivity), controlling for gender, age, training contents and length.

Training transfer and learning culture were positively related to each dimension of work performance. Learning culture showed a significant moderation effect in the relationship between training transfer and each dimension of work performance, namely proficiency, adaptivity and proactivity.

The study highlighted the role of organizational learning culture in influencing the process of training transfer: culture was proved to be associated not only with proficiency, adaptivity and proactivity but also to contribute creating the positive conditions that may allow training transfer.

The purpose of this study is to investigate the complexity of how demands and stress are mitigated to enhance employee performance in remote working arrangements.

A time-lagged snowball sample of 223 full-time remote working adults in the United States participated in an online survey. Data were analyzed using R 4.0.2 and structural equation modeling.

Results suggest remote job resources involving organizational trust and work flexibility increase performance via serial mediation when considering information communication technology (ICT) demands and work–life interference (WLI). The findings provide insights into counterbalancing the negative aspects of specific demands and stress in remote work arrangements.

This study provides insights for managers to understand how basic job resources may shape perspectives on demands and WLI to impact performance. Specific to remote working arrangements, establishing trust with the employees and promoting accountability with their work flexibility can play an important part in people and their performance.

This study contributes theoretically to the literature by evidencing how components of the E-Work Life (EWL) scale can be used with greater versatility beyond the original composite measurement because of the job-demand resource (JD-R) framework and conservation of resources theory (COR). This study answers several calls by research to investigate how ICT demands and WLI play a complex role in work performance.