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The purpose of this paper is to focus on the changing nature of healthcare service encounters by studying the phenomenon of triadic engagement incorporating interactions between patients, local and virtual networks and healthcare professionals.

An 18-month longitudinal ethnographic study documents interactions in naturally occurring healthcare consultations. Professionals (n=13) and patients (n=24) within primary and secondary care units were recruited. Analysis of observations, field notes and interviews provides an integrated picture of triadic engagement.

Triadic engagement is conceptualised against a two-level framework. First, the structure of triadic consultations is identified in terms of the human voice, virtual voice and networked voice. These are related to: companions’ contributions to discussions and the virtual network impact. Second, evolving roles are mapped to three phases of transformation: enhancement; empowerment; emancipation. Triadic engagement varied across conditions.

These changing roles and structures evidence an increasing emphasis on the responsible consumer and patients/companions to utilise information/support in making health-related decisions. The nature and role of third voices requires clear delineation.

Structures of consultations should be rethought around the diversity of patient/companion behaviours and expectations as patients undertake self-service activities. Implications for policy and practice are: the parallel set of local/virtual informational and service activities; a network orientation to healthcare; tailoring of support resources/guides for professionals and third parties to inform support practices.

Contributions are made to understanding triadic engagement and forwarding the agenda on patient-centred care. Longitudinal illumination of consultations is offered through an exceptional level of access to observe consultations.

The faculties are crucial to education. They should have enough training facilities and be encouraged to actively contribute to high-quality education and successful learning. Faculty engagement and development activities should be explored and included in learning organizations and employee engagement in India. This paper aims to describe higher education as a learning organization. The research will also assess how faculty development programs affect faculty engagement behaviors in these institutions and if professional development mediates this effect, which has not been previously examined.

This study was conducted with quantitative data collected from 267 faculties through reliable and validated adapted questionnaires. Semistructured interviews were conducted with heads and professor-level faculties to gain insights into faculty development and engagement. Partial least squares structural equation modeling technique (PLS-SEM 3.3.6 version) was used to test the conceptually drafted model.

Faculty professional development programs shown to improve higher education faculty engagement and professional progress. The studies also showed that higher education institutions must prioritize faculty development to become learning organizations. Professional development reduced the direct effects of faculty development program (FDP) on faculty engagement. This suggests that professional growth mediates the research.

This research emphasizes and professional development to boost teacher involvement in B-Schools. Management must design faculty development programs to construct professional development and learning organizations, according to the results. Developing and writing rules that encourage faculty engagement in such internal and external programs would also enhance their academic and administrative abilities and assist higher education institutions become learning organizations.

The study is one of the few to examine the impact of faculty development programs and professional development on faculty engagement in higher education institutions, particularly B-Schools, and its competitive mediating role.

Organizational innovation relies on the employees' active participation in improving extant processes and practices. In particular, it has been argued that employees' engagement triggers innovation-oriented behaviors at work. Nevertheless, there is a paucity of evidence of the implications of work engagement on the health professionals' innovation propensity. The article intends to push forward what we currently know about this issue, providing some food for thought to scholars and practitioners.

A path analysis based on ordinary least square (OLS) regression and 10,000 bootstrap samples was designed to investigate the direct and indirect implications of employees' engagement on innovative behaviors at work in a large sample of health professionals operating in Europe. The quality of employee–manager relationships and the organizational climate were included as mediating variables affecting the relationship between work engagement and propensity to innovation-oriented behaviors.

The research findings highlighted that being engaged at work fosters the willingness of health professionals to partake in the improvement of organizational processes and practices. The positive implications of employees' engagement on innovative behaviors at work are catalyzed by good employee–manager relationships and a positive organizational climate.

Healthcare organizations should uphold the health professional's engagement to enhance their innovation potential. Targeted interventions are needed to merge work engagement with the enhancement of the organizational environment in which health professionals accomplish their activities. A positive organizational climate enacts an empowering work environment, which further incentivizes innovation.

The article adopts a micro-level perspective to investigate the triggers of innovative behaviors among healthcare professionals, providing evidence which is relevant for theory and practice.

The purpose of this paper is to identify leader behaviors that foster intrinsic rewards (IRs) in technical professionals, sustain their felt and behavioral engagement, and relate the career outcomes of performance, satisfaction with the organization, and retention.

Employing an action research approach, four studies were undertaken to: first, identify what intrinsically motivates professionals in a large R & D organization; second, create a survey of the leader behaviors that foster a sense of IR and engagement; and third, use the survey with two samples (Canada, Europe) to examine the relationships of engagement with three desired career outcomes.

Leader behaviors can foster a sense of IRs which are related to performance, satisfaction with the organization, and retention. These relationships were partially mediated by felt and behavioral engagement, with felt engagement more strongly associated with satisfaction and retention, and behavioral engagement with performance.

Leaders play a significant role in fostering a sense of IR in technical professionals, which helps to sustain their engagement. Important distinctions among IRs, felt engagement, and behavioral engagement are made that contribute to a better understanding of how these constructs affect the careers of professionals.

Professionals and other knowledge workers are often thought to be self-motivated, or motivated by the tasks they perform. Leaders can greatly enhance this motivation and important career outcomes of satisfaction, performance, and intent to stay.

Healthcare professionals are key in healthcare organisations but are subject to long working hours and may have to make complex life-and-death decisions. As frontline agents dealing with human lives, giving them a voice is paramount. This study explores the impact of employee voice (assessed based on employee perceptions on how much they are consulted and how much influence they have on task-related decisions) on health professionals' work engagement and burnout when mediated by relational outcomes (perceived organisational support, workplace trust, workplace recognition and meaningful work).

A sample of 3,266 health professionals retrieved from the European Working Condition Survey was used. The quantitative analysis was performed using the partial least square structural equation modelling and multiple regression analyses.

The results indicate that employee voice has a direct positive impact on work engagement, but employee voice's direct effects on burnout still need to be confirmed. Relational outcomes are found to mediate the relationship between employee voice and burnout (decreasing it) and between employee voice and work engagement (increasing it).

Practices of employee voice in the workplace are fundamental to promoting health professionals' well-being. Trust, recognition, support and the feeling of doing meaningful work increase the influence of employee voice, especially in reducing the levels of burnout.

This is the first study that assesses, at a European level, the importance that ‘giving health professionals a voice' has on crucial employee outcomes: work engagement, burnout and relational outcomes.

Employee engagement literature pertaining to professional salespeople has revealed several antecedents and consequences that lead to greater performance and turnover reduction. However, engagement literature in the field of human resource development (HRD) does not account for Generation Z (Gen Z), the latest in the workforce who has been noted to be vastly different from previous generations. This study aims to explore how to engage Gen Z in the context of professional selling by identifying the antecedents and consequences of employee engagement based on individual characteristics and organizational needs of this group.

A systematic literature review was conducted. In total, 21 papers relevant to employee engagement, professional selling and Gen Z were critically analyzed.

Findings indicate that Gen Z’s organizational need for mentoring and their individual characteristic of wanting job control and ownership are vital antecedents that could increase employee engagement. In addition, competitive rewards are important consequences that could improve individual sales performance.

HRD practitioners and organizational leaders must understand the unique characteristics of Gen Z to effectively engage them in the workplace. For sales organizations, there is a critical need to offer mentoring opportunities and competitive rewards from the start of Gen Z salespeople’s employment.

This research expands current engagement literature by addressing an emerging, under-explored issue – how to engage the newest workforce, Gen Z, in the context of professional selling.

Work–family conflict (WFC) is rife among construction professionals, leading to a significant negative impact on their work engagement. Building on an extant body of research, this study provides nuanced insights into the link between WFC, work–life balance (WLB) and work engagement and identifies the boundary conditions of these relationships.

Data were collected from 257 dyads of construction professionals and their immediate supervisors from a sample of five construction firms based in India using an online survey.

The results found that WLB mediates the relationship between WFC and work engagement, and the relationship is controlled by professionals' gender and perceptions of psychological contract breach (PCB). An important finding is that PCB accentuates the negative influence of WFC on work engagement via WLB. The study also reveals that the negative impact of WFC on WLB is stronger for women.

The findings are relevant for construction firms since they are primarily dominated by men and continue to struggle to attract more women professionals. The study insights provide avenues to expand existing research on the relationship between WFC and work engagement and offer managerial implications for improving construction professionals' work engagement in the high-pressure context of the construction industry.

The study significantly advances the underdeveloped literature on work–family interface, especially in the unique work settings of the construction industry, by establishing WFC as a predictor and revealing how engagement at work is affected. It highlights the importance of boundary conditions such as gender and PCB. It is one of the first to assess the relationship between WFC, WLB, PCB and work engagement among construction professionals in India.

As an important group of internal stakeholders, communication professionals carry the responsibilities to communicate with multiple groups of audience and foster trusted and satisfied relationships, both internally and externally. However, while busy with taking care of various stakeholders, the trust–satisfaction perception of communication professionals is underrated. Therefore, this paper aims to shift the investigation of the trust–satisfaction relationship from general employees to this unique group of communicators. By incorporating three key factors in an institutional environment (i.e. job engagement, leadership performance and organizational culture and support), the authors further investigate the moderated mediating effects of those factors on the trust–satisfaction relationship.

A national online survey of communication professionals working and living in the USA was designed to test the trust–satisfaction relationship. Surveyed communication professionals were asked to evaluate their own perceptions on various institutional factors. A conceptual moderated multiple-mediation structural model was proposed and tested to identify the impact of a complicated institutional environment on the perceived trust–satisfaction relationship.

Results confirmed a strong positive impact of trust in organization on communication professionals' perceived job satisfaction. Results also confirmed the mediating effects of job engagement and communication leaders' performance on such a trust–satisfaction relationship. The authors' moderated mediation analysis indicated the important role of organizational culture in this complicated institutional environment and its indirect impact on the trust–satisfaction relationship.

The research explored several important factors within a complicated institutional environment and their potential impact on trust–satisfaction relationship. More significantly, the authors focused on one unique group of internal stakeholders, communication professionals, by analyzing how these institutional factors affect their very own perceptions. Even though communication professionals carry the responsibilities of acting as the communication and strategy facilitators on behalf of their organization, their perceptions on trust and satisfaction are equally important and deserve more attention. Results of our research promote the understanding of the complicated mechanisms within corporate communication for an enhanced trust–satisfaction relationship between communication professionals and their organization.

This study aimed to examine the influence of four factors (intellectual, instrumental, self-actualizing and CPD cultural factors) on teachers' engagement in continuing professional development (CPD), specifically in the context of three lesson study activities: teaching research team activity, teaching research group activity and research lesson study activity in Chinese school settings.

A mixed-methods design was employed to examine the perceived effects of these factors on the engagement levels of 33 primary school teachers who participated in lesson study activities. The research used a questionnaire survey and semi-structured interviews as data collection instruments.

The results indicated that participants demonstrated higher levels of engagement in research lesson study and teaching research group, whereas their engagement in teaching research team was comparatively lower. Intellectual and CPD cultural factors emerged as the strongest predictors of engagement in all the activities. Self-actualizing factors highly influenced teachers' engagement in research lesson study. Instrumental factors mainly affected novice teachers and some mentors in the teaching research group, but not others.

This study addresses a gap in the existing literature by investigating factors influencing teachers' engagement in lesson study professional development. The observed variation in teachers' engagement behaviors and attitudes provides policy makers and school leaders with a deeper understanding of the underlying mechanisms and effects of these engagement factors on teachers' professional development.