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The purpose of this study is to review literature on the relationship between leadership and workplace learning, to critically analyze and discuss findings and to suggest future research paths based on the synthesis.

This study applied a refined literature review process leading to a selection of 40 articles, which originated from 14 internationally acclaimed journals.

When explaining leadership influence regarding individual and team learning, the concepts of role modeling behavior, relational support and negotiation of meaning is significant. If leaders provide support, show exemplary behavior and negotiate individual arrangements with employees, workplace learning development is positively affected.

Future studies should focus on empirical cases further illustrating how the leader–employee relationship is formed in practice, to further understand differences in leadership influence on employee workplace learning.

The gathered knowledge implicates that carefully designed leadership training programs and personalized work arrangements between leader and employees are beneficial for leader’s ability to influence employee workplace learning.

The reviewed studies were solely published in top management journals, which resulted in an original literature selection. This study also discusses implicit or articulated assumptions about the view of learning in the selected studies, offering additional understanding about the underlying learning views in leadership–workplace learning research.

Informal learning networks are critical to response to calls for practitioners to reskill and upskill in off-site construction projects. With the transition to the coronavirus disease 2019 (COVID-19) pandemic, social media-enabled online knowledge communities play an increasingly important role in acquiring and disseminating off-site construction knowledge. Proximity has been identified as a key factor in facilitating interactive learning, yet which type of proximity is effective in promoting online and offline knowledge exchange remains unclear. This study takes a relational view to explore the proximity-related antecedents of online and offline learning networks in off-site construction projects, while also examining the subtle differences in the networks' structural patterns.

Five types of proximity (physical, organizational, social, cognitive and personal) between projects members are conceptualized in the theoretical model. Drawing on social foci theory and homophily theory, the research hypotheses are proposed. To test these hypotheses, empirical case studies were conducted on two off-site construction projects during the COVID-19 pandemic. Valid relational data provided by 99 and 145 project members were collected using semi-structured interviews and sociometric questionnaires. Subsequently, multivariate exponential random graph models were developed.

The results show a discrepancy arise in the structural patterns between online and offline learning networks. Offline learning is found to be more strongly influenced by proximity factors than online learning. Specifically, physical, organizational and social proximity are found to be significant predictors of offline knowledge exchange. Cognitive proximity has a negative relationship with offline knowledge exchange but is positively related to online knowledge exchange. Regarding personal proximity, the study found that the homophily effect of hierarchical status merely emerges in offline learning networks. Online knowledge communities amplify the receiver effect of tenure. Furthermore, there appears to be a complementary relationship between online and offline learning networks.

Proximity offers a novel relational perspective for understanding the formation of knowledge exchange connections. This study enriches the literature on informal learning within project teams by revealing how different types of proximity shape learning networks across different channels in off-site construction projects.

Project-based learning is one of the most effective methods of transferring academic knowledge and skills to real-world situations in higher education. However, its effectiveness is not much investigated focusing on the students' narrative. This study aims at evaluating the students' experience and perspective on adopting project-based learning in master by research and doctoral programmes for proactive skills development.

This study evaluates the self-reflection of 10 postgraduate students and their supervisor who have participated in developing a software tool for solar photovoltaics (PV) integrated building envelope design, management and the related education.

Findings reveal that the students have effectively improved their knowledge on the subject via collaborating with the industry, self-learning/observation, peer learning, problem-solving and teamwork. Dividing the project into student-led tasks has improved the decision-making and leadership skills, risks identification, planning and time management skills. The overall experience has (1) built up confidence in students, (2) enhanced their creativity and critical thinking and (3) improved their proactive skills and context knowledge.

A clear research gap can be seen in exploring the effectiveness of project-based learning for master by research and doctoral programmes, which mainly focus on extensive research. These programmes do not necessarily focus on developing students' proactive skills, which is the main requirement if they intend to work in the construction industry. This paper addresses the above research gap by demonstrating the effectiveness of project-based learning for developing the proactive skills in a research-intensive learning environment.

The purpose of this study is to investigate the barriers that prevent workers in the software industry from experiencing flow in their work.

This study was conducted by using a qualitative critical incident technique-inspired questionnaire.

The findings suggest that workers in the software industry perceive that the most obvious obstacles to experiencing flow are related to work not presenting enough cognitive challenges and situational barriers related to the characteristics of the job (e.g. workdays having too many interruptions and distractions, timetables often being considered too tight for creative exploration and problem solving and having negative user experiences with development tools).

The findings provide insights into flow barriers, specifically barriers that prevent workers in the software industry from experiencing flow.

This study aims to describe the fundamentals of teaching risk management in a classroom setting, with an emphasis on the learning interface between higher education and the workplace environment for business management students.

The study reviews literature that uses spreadsheets to visualize and model risk and uncertainty. Using six distinct case-based activities (CBAs), the study illustrates the practical applications of software like Palisade @RISK in risk management education. It helps to close the gap between theory and practice. The software assists in estimating the likelihood of a risk event and the impact or repercussions it will have if it occurs. This technique of risk analysis makes it possible to identify the risks that need the most active control.

@RISK can be used to create models that produce results to demonstrate every potential scenario outcome. When faced with a choice or analysis that involves uncertainty, @RISK can be utilized to enhance the perspective of what the future might contain.

The insights from this study can be used to develop critical thinking, independent thinking, problem-solving and other important skills in learners. Further, educators can apply Bloom’s taxonomy and the problem-solving taxonomy to help students make informed decisions in risky situations.

Proposing a strengths-based perspective for innovative work behaviour (IWB), the purpose of this paper is to explore character strengths (CS) as antecedents to IWB. Extending the literature and operating in the framework of positive organisational behaviour, this paper considers creative self-efficacy a crucial link between CS and IWB. The role of growth mindset and learning organisation in facilitating IWB, presented as a conceptual model, contributes to the theory in this field, aiding in developing an overarching theory to understand IWB.

A narrative literature review was performed on the CS, IWB and positive organisational behaviour literature to adapt theories and develop propositions for the conceptual model.

This paper develops a conceptual framework proposing direct relationships between CS and IWB. This study posits creative self-efficacy (CSE) as the mediator between this relationship and growth mindset, learning organisation as the moderators for the link between CS and CSE and CSE and IWB.

The paper presents a conceptual framework focusing on the positive personality traits of employees, precisely their CS. This study explores how leveraging these strengths can enhance their capacity for IWB. The suggested model also prompts additional research in understanding IWB.

To the best of the authors’ knowledge, the conceptual framework proposed is the first to explore the diverse individual differences factors and the role of contextual facilitation in enhancing employees’ IWB. This study contributes to the growing field of positive organisational behaviour and assists HR managers in tapping into employees’ internal resources. This paper’s theoretical and practical discourse can inspire future research and encourage a strengths-based view of workplace processes.

The purpose of this study is to document the process of transformative learning during students’ internships.

A qualitative study was conducted with 13 interviewed students to gain deeper insights into their learning experiences during their internships. Their weekly reflections from their 6 month’s internship experience were also coded for common themes.

The study found numerous trigger events ranging from task-related challenges to interpersonal challenges to environmental challenges led to mindset shifts in students during their internships. The mindset shifts are enabled by students engaging in the trigger events through asking questions, seeking information and reflecting. Other enablers of these mindset shifts are workplace psychological safety, social support and individual learning orientation. The conclusion drawn is that trigger events and enabling resources such as external support are central to healthy mindset shifts and learning.

This paper provides important guidance for supporting transformative learning during student internships.

This paper provides important guidance for supporting transformative learning during student internships.

The literature on help-seeking at work has experienced significant growth in the past decades. However, our knowledge about this research domain remains fragmented and lacks sufficient theoretical integration. Therefore, this paper aims to comprehensively integrate the extant literature on help-seeking behavior at work and propose an overarching, organized framework to propel this field forward.

A state-of-the-art review and theoretical development on help-seeking at work are conducted.

First, the authors provide the conceptual clarity of its definitions, key characteristics, types and measurement techniques. Second, the authors develop a fine-grained and integrative process-based framework consisting of antecedents, proximal psychological mechanisms, subsequent influencing processes and distal outcomes to advance our understanding of seeking help in the workplace. Third, the authors offer a detailed agenda for future research to target opportunities within the field.

The current study is comprehensive in surveying the full body of knowledge on help-seeking at work. It uniquely provides a coherent overarching framework that organizes prior findings and channels future research. Additionally, this review paints a complete picture of what has been done and what needs to be done in the field. More research can be spurred based on our conceptual framework.

Studies have so far focused on learning in organizations, factors affecting learning, learning effectiveness and so on but the concept of learning in a hybrid work arrangement is yet unexplored. The purpose of this study is to measure the perception of faculty members in higher education institutions towards learning in a hybrid work arrangement and also to measure the differences of perception towards hybrid work arrangement based on employees’ gender and organization type.

The data was collected from a sample of 390 faculty members composing of Assistant Professors, Associate Professors and Professors, purposely chosen from two of the premier higher education institutions (one private and one public) located in Punjab, India. A self-structured questionnaire was administered to the faculty members who are working on a regular basis and have minimum of two years of work experience with the chosen university. For analysing the collected data exploratory factor analysis and other descriptive statistics have been applied.

The findings of the survey show that in terms of gender differences, it is the female employees who are more satisfied with different aspects of hybrid/remote work arrangement as compared to male employees. In regard to organizational differences in the perception towards learning in a hybrid work arrangement it is found that public university employees have a more positive attitude so far as individual factors are concerned, but in terms of organizational factors, it is the private university that is scoring better than the public university.

The study is limited to only two higher education institutions, and its findings to be applicable in all higher education institutions, further studies may be required on a larger canvas. Future studies may be undertaken using advanced statistical tools like structural equation modelling to explore various variables associated with learning in a hybrid work arrangement.

Applicability of hybrid work arrangement is very high in higher education institutions and to the best of the authors’ knowledge, this is the first study which adds to the literature on perception of employees towards organizational learning in a hybrid work arrangement.

The purpose of this study is to develop a conceptual model explicating the development of expatriate social capital and its influence on expatriate effectiveness in terms of knowledge transfer and adjustment. Drawing upon social capital theory and weak tie theory, we elucidate the process through which expatriate social capital facilitates expatriate knowledge transfer and adjustment via greater access of role information and social support.

This study reviews and distills research on expatriate social capital development and proposes a conceptual model of expatriate effectiveness and suggests potential research avenues for global mobility scholars.

This study contributes to the understanding of the development of expatriate social capital in the host country and its impacts on expatriate effectiveness as a process. With regard to expatriates’ social capital accumulation, this study also highlights the important but less-known role of accompanying spouse/family members as expatriates’ weak tie enablers. We articulate a framework that outlines the sources of social capital for expatriates and the processes through which social capital transmits (via expatriates’ access to role information and social support) and then enhances expatriate effectiveness. This conceptual model aims to establish a basic “roadmap” for use by practitioners and researchers.

Before the proposed conceptual model can be theoretically refined or extended by future research, its veracity needs to be tested empirically. Although we do not incorporate “time,” “personal characteristics” and “context” in our model, we recognize their potential importance and urge future researchers to incorporate them in studying the role of social capital on expatriate effectiveness.

A conceptual model is presented that enables multinational corporations (MNCs) to map their current (and future) strategies to enhance expatriate effectiveness by further strengthening the expatriate social capital.

Drawing upon social capital theory and weak tie theory, this paper links various sources of expatriate social capital to expatriates’ access to role information and social support in supporting expatriate effectiveness. From this, several avenues of future research are drawn.