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The purpose of this paper is to examine the relationship of perceived transformative human resource (HR) practices and employee task performance. Drawing on evidence-based approach, the transformative HR practices intend to transform employees’ behavior to cope with organizational change. This study intends to answer how does the perceived transformative HR practices influence employees’ behavioral capability to enhance their task performance. This investigation proposes that the perceived transformative HR practices positively affect employees task performance, however, employee adaptivity mediates the relationship between them.

The authors used a random sample of 224 employees, from a large high-tech company in China, to test the hypotheses. Exploratory and confirmatory factor analyses were conducted to determine the perceived transformative HR practices in the context of a high-tech firm. The authors performed multiple linear regression analysis to examine the proposed model.

The results of this study indicate that the perceived transformative HR practices positively influence employee adaptivity and task performance. Furthermore, employee adaptivity mediates the relationship between the perceived transformative HR practices and employee task performance. Therefore, employee adaptivity illuminates and explains the underlying mechanism of how the perceived transformative HR practices lead to employee task performance.

Data collected from single firm may limit the generalizability of the findings and cross-sectional research design may raise the concern of common method bias. Future studies should test and validate the operationalization of the perceived transformative HR practices in different research contexts and with larger sample size. Organizations should design and implement transformative HR practices to cope with change. Furthermore, organizational managers should encourage and facilitate employee adaptivity to achieve better performance.

This study contributes to change management and the HR literature by identifying and operationalizing the perceived transformative HR practices as a predictor of employee adaptivity and task performance. Through the underlying mechanism of employee adaptivity between the perceived transformative HR practices and employee task performance, this study provides a new perspective to look at the HR-performance relationship in the change process.

The purpose of this chapter is to document how a new learning technic may create transformative learning in leadership in an organisational practice.

The learning methods developed in the learning in practice (LIP) project include aesthetic performances combined with reflections. The intention has been to explore how leadership may be transformed, when leaders work as a collective of leaders. The learning methods developed and tested in the LIP project are art-informed learning methods, concepts of liminality and reflection processes carried out in the leaders’ organisational practice.

One of the most important findings in the LIP project in relation to transformative learning is a new learning technique based on guided processes rooted in aesthetic performance combined with reflections and separation of roles as performer and audience. Reflection processes related to aesthetic performance serve as argument for the impact of ‘the audience wheel’.

Leaders who perform and reflect in a collective of leaders can better deal with complex organisational problems and enhance growing of welfare-in-the-making from an inside and out perspective. Moreover, the separation between classroom teaching and practical intervention will diminish when leaders learn aesthetic performance and reflections as a practical technique.

Using a qualitative research design, this study examined the impact of a course that utilized transformative pedagogy to foster preservice teachers’ transformative learning in a social studies methods course. The study was framed around the construct and practice of transformative education and pedagogy. Transformative pedagogy was defined as an activist pedagogy that combines the elements of constructivist, critical pedagogy, multiculturalism and practices that promote dialogical relations, engage and empower students as critical inquirers, participatory, active, and self-reflective learners who confront their prior beliefs, perspectives, frames of reference and attitudes in order to foster the development of critical consciousness, visions of possibilities, and action. Drawing on multiple sources, the data revealed that participants evidenced transformative learning such as follows: (a) deepened perspectives and new understanding of social studies; (b) shifting dispositions and awareness of a new sense of responsibility; (c) evolving self-examination and redefinition of teaching role, and (d) emerging sense of social critique and conscientization. Finally, the article discusses practices of key elements of transformative pedagogy that foster transformative learning such as a community-based learning context, experiential learning activities and project, reflective journaling, modeling, and scaffolding.

Due to a change in higher education and adult education ideas and practices globally that have become more learner-centered, higher education is undergoing a transformation at a rate never before seen. Education has also evolved into a lifetime endeavor as the importance of higher education and adult learning has grown. In light of the fact that it offers guidance on how people can find purpose in their lives, transformative learning theory has a prominent position in higher education and adult education. By critically examining their presumptions and expectations and updating them to support higher education students' successful learning, educators can transform their theory and practice of instruction through active and transformative learning. Adapting to the changing capacities brought on by digitization, technological advancements, growing technological connectivity, global market expansion, mobility and migration, and workplace diversity is becoming more and more difficult for higher education institutions. The idea of active and transformative learning and transformative learning strategies are discussed in detail in this chapter to help readers understand their importance and function in effective teaching and learning in the transforming world of higher education. This chapter's major contribution to Active and Transformative Learning: Digital Transformation in Education is the provision of a comprehensive guide and strategy on how to successfully incorporate digital technologies into the teaching and learning process in order to improve student engagement, knowledge acquisition, and the growth of critical thinking skills.

This study aimed at exploring mathematics teachers’ reactions, learning, school leaders’ support, and the use of the lesson study for transformative assessment (LSforTA) program ideas in practice.

The LSforTA program was new and therefore, a local and grounded approach was needed to examine teachers’ knowledge and their skills acquired using LSforTA. A design-based research approach was therefore selected to evaluate and refine the LSforTA approach.

The program affected teachers’ practices of transformative assessment and enhanced their knowledge and skills in assessing students transformatively in a positive way. The paper concludes how LSforTA procedures were adapted in response to this evaluation and provides suggestions for future development and research.

With its original combination of conceptual and theoretical lenses, the research contributes to the academic literature by linking transformative assessment, lesson study and school context. This connection provides new opportunities for teachers to develop strategies to create meaningful assessment practices embedded with their instructional process in the context of their schools.

Positive transformative leadership development practices in health care are perhaps the most important pathway that, collectively, can be pursued while heading towards a post-corona virus disease 2019 world, and race towards 2030. As a practitioner paper, based on front line and leadership experience, this study aims to argue that we need transformational leaders who will go beyond knowing to practice and implementation. While the findings from research is presented from different organisations and companies, they all have something in common – people. Hence, important lessons can be extrapolated to health-related organisations in the future.

The approach is based on practical research findings based on the literature. The approach uses real practical examples from companies and organisations to demonstrate the need for a new, radical way forward.

The findings from the literature clearly indicate that mindfulness-based transformative leadership development program is a worthwhile investment for decision-makers and organisations. A new transformative leader for the future of health care needs to be developed with care with investment in that development.

Implications of this paper show that health-care organisations need to begin this journey. There is a paucity in the literature to demonstrate the implementation of mindfulness-based transformative leadership development programs.

Organisations of the future face even greater challenges brought about by intelligent technology, new pandemics and even tighter government regulation. The time to prepare for such eventualities is now. This is not a choice but an imperative for organisations to know what to do rather than react with regret.

There is a paucity in the health-care literature that tracks, measures, and reports on the long-term results of a mindfulness-based transformative leadership development program. This needs to be addressed, and health care should be a leader in the field of mindfulness and transformative leadership of the future.

The impact of education and research skills on the strategic digital transformation of education is straightforward. In this context, the Saudi National Institute of Health plays a pivotal role in the design and implementation of a resilient and robust strategy for the development of skills and competencies to young health professionals. In this chapter, the authors provide a brief overview of the Vision 2030 in Saudi Arabia and its basic priorities in the areas related to the Education and Research in the healthcare domain. The authors also elaborate on the key plans and initiatives undertaken by the education and research skills directory of the Saudi National Institute of Health (SNIH) towards transformative learning with impact on the implementation of the Vision 2030.

Although health-care features prominently in transformative service research, there is little to guide service providers on how to improve well-being and social change transformations. This paper aims to explore actor-level interactions in transformative services, proposing that actors’ complementary health service literacy roles are fundamental to resource integration and joint value creation.

In-depth interviews with 46 primary health-care patients and 11 health-care service providers (HSPs) were conducted focusing on their subjective experiences of health literacy. An iterative hermeneutic approach was used to analyse the textual data linking it with existing theory.

Data analysis identified patients’ and HSPs’ health service literacy roles and corresponding role readiness dimensions. Four propositions are developed describing how these roles influence resource integration processes. Complementary service literacy roles enhance resource integration with outcomes of respect, trust, empowerment and loyalty. Competing service literacy roles lead to outcomes of discredit, frustration, resistance and exit through unsuccessful resource integration.

Health service literacy roles – linked to actor agency, institutional norms and service processes – provide a nuanced approach to understanding the tensions between patient empowerment trends and service professionals’ desire for recognition of their expertise over patient care. Specifically, the authors extend Frow et al.’s (2016) list of co-creation practices with practices that complement actors’ service literacy and role readiness. Based on a service perspective, the authors encourage transformative service researchers, service professionals and health service system designers, to recognize complementary health service literacy roles as an opportunity to support patients’ resources and facilitate value co-creation.

In the digital age, companies require leaders to foster digital transformation entrepreneurship, i.e. the organisational attitude and orientation of the creation of a new business or the development of an existing business by having at the core or embracing digital transformation as the continuous development and application of digital knowledge for companies' value creation. This paper identifies six critical competencies distinguishing the transformative leadership profile supporting enterprises' digital transformation development.

The paper, through a critical literature review focussing on three research streams, i.e. wise, transformative and digital leadership, addresses the following research question: What competencies characterise a digital transformative leader promoting and encouraging digital transformation entrepreneurship? Methodologically, first, explorative analysis of the literature has been carried out exploring the role and relevance of leadership in driving companies' digital transformation. Second, focussing on the three leadership perspectives, wise, transformative and digital, the critical features distinguishing each view have been identified. A set of hypotheses has been formulated to develop a framework to profile a digital transformative leader. In the third stage, the framework of the digital transformative leadership compass has been developed.

The paper profiles the digital transformative leader, a critical figure in companies competing in the digital age to nurture digital transformation entrepreneurship. Six specific competencies are synthesised and proposed throughout the transformative leadership compass. It is presented as an interpretative framework helpful to understand what affects the organisational culture and behaviours driving digital transformation. The proposed model defines theoretical foundations to operationalise an assessment framework and developing empirical research about leadership characteristics hampering and enabling successful companies' digital transformation.

The study proposes a novel framework based upon a critical analysis of the leadership literature. Combining insights gathered from the literature review on transformative, wise and digital leadership, the need for nurturing a transformative digital leadership allowing enterprises to stay competitive and able to change and adapt to the scenario's evolution emerged. Accordingly, the paper defines the digital transformative leader as a leadership profile sustaining organisational and digital transformation. The transformative leadership compass is proposed as a model to outline the critical competencies distinguishing a digital transformative leader capable of driving continuous company innovation and specifically digital transformation entrepreneurship.

This paper aims to explore the role of frontline employees (FLEs) as mediators in transformative service processes within services targeting vulnerable users.

This paper is based on a case study of the development and implementation of a dementia village, and the data consist of documents, in-depth interviews and field observations.

The analysis identifies FLEs as mediators in six different roles. These roles highlight how FLEs perform as mediators, acting in between and for vulnerable users and thus supporting their well-being. Specifically, the roles explicate the mediating role of FLEs in the design and planning of transformative changes and in daily work practices.

The different mediating roles of FLEs presented here should inform care providers and managers of how employees can become assets for supporting vulnerable users’ well-being during the design and planning stages of transformative change and through daily service work.

This paper offers novel insights into the multifaceted roles of FLEs in transformative services. The findings add to the current debate on mediation in transformative services and contribute to the literature by extending and refining the established conceptual and empirical understandings of the role of transformative service mediators in consumers’ well-being.