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The purpose of the present study is to explore the relationship between emotional intelligence and sources of occupational stress and outcomes on a sample of professionals in mental health institutions. A total of 212 participants were administered the Emotional Intelligence Questionnaire as well as the Organizational Stress Screening Tool (ASSET), a new organizational screening tool, which measures workplace stress. The results were in the expected direction showing a negative correlation between emotional intelligence and stress at work, indicating that high scorers in overall EI suffered less stress related to occupational environment. A positive correlation was also found between emotional intelligence and organizational commitment, which according to the ASSET model is considered as a consequence of stress, suggesting a new role for EI as a determinant of employee loyalty to organizations. Finally, the relationship between EI, job stress, and various demographic variables such as gender, age, and education was investigated and results are discussed in the light of the organizational framework.

Introduction: Society has undergone rapid changes due to advancements in technology, addressed across all sectors. So, the current period is called the ‘Digital Era’. New technologies affect the organisation in several ways. Organisations can perform their functions more effectively by benefitting from the latest developments. E-human resources management (HRM) has emerged as a new concept due to the digital revolution. Various web-based tools have been used by HR professionals. New recruitments are being placed on employees regarding digital competence, problem-solving or human–machine communication.

Purpose: This study explores the factors necessary for the successful digitalisation of human resources. It will further discuss the consequences of the digitalisation of HR.

Methodology: An exploratory research design is used for the study. Papers published on information and communication technology (ICT) and higher education from Research Gate, Google Scholar and other resources have been reviewed to achieve the aim of this study. Factors affecting the successful digitalisation of HR include various technological and organisational aspects.

Findings and Originality: The findings further revealed that the digitalisation of human resources has both positive and negative consequences.

The main factor that leads organizations to implement Building Information Modeling (BIM) is customer demand. While this is a frequent topic in the BIM literature, few studies address BIM organizational readiness. Due to this gap in BIM implementation literature, this paper aims to understand what affects organizational BIM readiness and how the BIM readiness process occurs.

The present paper adopts design science research as a methodological approach. A literature review examined 69 journal articles. The analysis focused on multiple theories, such as organizational readiness for change, adoption and diffusion of innovations and project management.

By investigating BIM organizational readiness, this study presents a construct and a conceptual model for driving BIM readiness.

This study can benefit researchers and organizations. The results presented may drive further research and discussions on the topic. But it is important to state that these results must be tested on real situations.

This study aims to analyze the role of trust in the leader as a contextual factor and the personality of the employee as an individual factor in the relationship between transformational leadership (TFL) and resistance to change (RC).

A total of 170 surveys were applied to employees in two organizations that had recently implemented a change. Using hierarchical regression and Hayes’ PROCESS macro, both direct and indirect relationships were analyzed.

The results show that TFL is negatively related to RC. Nevertheless, such a relationship is partially mediated by trust in the leader and moderated by two employee personality traits (openness and neuroticism), both of which strengthen the relationship. Similarly, employee’s openness to experience is negatively related to RC.

This research contributes to understand the relationship between leadership and RC, incorporating both contextual and individual factors, as literature has debated over whether resistant to change obeys to factors surrounding the employees, or within them. While this research contributes to this approach, its contributions extend beyond the leadership–resistance relationship to include indirect (mediation and moderation) relationships. Consideration of the moderating role of the employee’s personality in the effect of the leader’s behavior on the employee’s resistance, for instance, contributes to the development of a theoretical logic that helps to explain the leader–follower interaction and its effect on the follower’s attitudes and behaviors.

The aim of the paper is to propose an integrative model of the leader competences through the analysis of the several models of competence found in the literature review.

The methodology used was qualitative, based partially on an integrative literature review (Torraco 2016). This paper aims to review, update and criticize the literature related to the competences approach in the organizational context and, on the other hand, to review, criticize and synthesize the literature, namely, the models and competences.

Difficulties in choosing and implementing a leader competency model led to the integration of competencies in a single model, seeking to simplify the choice and implementation process in organizations. The integrative model of leader competences arises from the literature review, more specifically from the analysis of the different approaches found. This model is grouped into four dimensions – intellectual competences, management competences, social competences and emotional competences. This research is a contribution to reduce the fragmentation of leadership and management theories and facilitates the choice and implementation of a leader competence model suited to the organization’s needs, contributing to the leadership effectiveness.

The integrative model of the leader competences allows the choice and implementation of a competence model with a wide range of competences considered as essential in the organizational context by several researchers. This model simplifies the process of identifying the competences that need to be developed, feeding the human resources development process within the organization.

Drawing from organizational learning theory, social exchange theory and positive psychology approach, this study aims to examine the relationship between commitment to learning and prosocial silence, as well as the mediating role of perceived organizational support (POS) in this relationship.

The authors used path analysis to examine the relationships between research variables. Data were collected from 275 employees of private sector companies in Turkey through an online survey platform. To test the proposed hypotheses, the authors conducted regression and mediation analyses using the bootstrapping method.

The results indicate that the organization’s commitment to learning positively and significantly impacts employee prosocial silence, and POS partially mediates this relationship.

Managers who aim to promote other-oriented and helping behavior in the organization should understand how prosocial silence can be golden. They should cultivate and model a learning mindset by focusing on strengths instead of weaknesses, reward experimentation and provide employees with timely feedback allowing them to think and reflect on their failures.

Although the dominant position of previous studies endorses the detrimental sides of organizational silence, less research has focused on employees’ prosocial silence behavior and the underlying mechanisms that may explain employees’ tendency to remain silent with helpful intent, a gap this research attempts to fill.

In the present paper direct as well as indirect relationships between organizational changes and exposure to bullying at work are investigated. Interpersonal conflicts are hypothesized to mediate changes on bullying. Data from a sample of 2408 Norwegian employees confirmed that different organizational changes were moderately associated with task-related bullying at work, and that exposure to more changes increased the likelihood of being bullied. Structural equation modelling supported the assumption that changes were directly related to bullying. However, the hypothesis that changes were mediated on bullying through interpersonal conflicts was not supported. Results indicate that organizational changes and interpersonal conflicts are separate, and mainly independent, precursors of bullying at work.

The purpose of this paper is to define a model that both describes the evolution of the emotional stages of individuals during perceived negative organizational change and explains the evolution of their behavioral patterns and the effects on relationships with social environments (family, friends, co-workers, supervisor and organization).

A qualitative methodological research design was adopted, using individual interviews as the primary method of qualitative data collection. In total, 15 people who experienced perceived negative organizational changes participated in this research.

Through empirical qualitative research, an adapted Kübler (1969) model was used as a starting point. Co-occurrence analysis of the interviews led to the combination of the first two stages (denial and anger) of this model because they always appeared together. Two new stages (revising and deserting), based on the research of Schalk and Roe (2007), complete the model. Subsequently, the model comprised six emotional stages: denial and anger, bargaining, depression, revising, deserting and acceptance. The results show that individuals can move freely between the first four stages, but deserting and acceptance are always the final stages. Experiencing these emotional stages can influence the relationships between individuals and their social environments. During “denial and anger” and “bargaining,” the relationships with family, friends and co-workers improve; but during depression, the relationships with family and friends deteriorate, but because co-workers become much more important, those relationships improve. Relationships with supervisors deteriorate during denial and anger and depression but remain stable during bargaining.

Time’s passage became an inconvenience accounted for during data collection. Over time, separate events can be confused, and nuances that were once determinants can be eliminated. Longitudinal studies at various stages of the change process would complement these results.

These results can guide managers in foreseeing and anticipating the actions that would reduce the emotional impact of organizational change and mitigate the impact of individuals’ negative emotions on the organization.

This paper extends the existing theory about the strategies of coping and organizational changes.

Complex and sudden change that healthcare organizations often have to respond to, such as during the recent pandemic, can create major disruptions and a prolonged state of alert. Although the impact of such crises can be predominantly negative, rapid adjustments during this time can also yield positive change that can support organizational response to crisis, if managed well. Using insights from organizational learning and organizational change theory, the aim of this study was to understand organizational learning during sudden change. Specifically, the authors aimed to understand the experiences and types of gains and losses in the processes of complex and disruptive change in one large healthcare organization in the UK.

Focus group data were used from 23 focus group discussions with 575 participants representing all functions and departments in one Healthcare Trust.

The participants revealed the rich gains, losses, and lessons experienced in response to sudden change that can promote organizational learning. Perceived losses are more likely to drive a desire to refreeze “back to normal” and perceived gains more likely to lead to an emphasis on embedding gains and changing to better. Therefore, on balance, the substantial, in number and variety, gains and learnings point to a learning organization. This is an essential attribute for responding to disruptive change successfully and facilitating organizational recovery in a post-pandemic world.

The findings highlight the importance of timely harnessing of the organizational learning emerging from crises and how this can inform a more resilient organization, as well as supporting sustainable organizational cross-learning.

By extending these insights on workers’ adaptation to sudden change, the findings can help to advance the science and practice of organizational learning and support organizational recovery, especially as they describe the new status in UK healthcare organizations.