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This paper reviews 18 workplace spirituality scales developed over a period of 23 years from year 2000 to early 2023. The objective is to provide inputs which can guide future researchers in choosing an existing appropriate workplace spirituality scale and in adopting sound scale development procedures for the development of new workplace spirituality scales.

This paper outlines the need for and importance of carrying out a review of workplace spirituality scales. Thereafter, it carries out a review of each of the 18 workplace spirituality scales. It describes 10 overall limitations of the collective set of workplace spirituality scales. Finally, five future research directions are outlined.

The review indicates that most of the workplace spirituality scales have limitations associated with them. The collective set of workplace spirituality scales also has several overall limitations.

The review suggests that workplace spirituality researchers need to exercise caution in choosing an appropriate existing workplace spirituality scale for their research. The review also provides directions for the future research for developing more adequate workplace spirituality scales.

The inputs from this review will contribute to improve the practice of workplace spirituality research.

As workplace spirituality can make organizations more beneficial for employees and the society, this review's contribution to improving workplace spirituality research has an indirect social significance.

This is, to the author's knowledge, the first comprehensive review of 18 workplace spirituality scales developed over a period of 23 years from year 2000 to 2023.

The study discusses the importance of workplace learning in the current era of work and how organisations are shifting their focus toward employee learning and development. It highlights the need for employees to continuously up-skill themselves to keep up with the demand for skills. The purpose of this study is to introduce a modern approach to evaluating workplace learning to promote and enhance better performance within the workplace.

It introduces a deep modern learning approach called “behavior-oriented drive and influential functions of formal and informal learning”. The study also develops the concept of the “Study, Plan, Do, Check, and Act” framework to simulate practise and theory within and outside of work to allow continuous improvement, learning new workplace tools, and bridging digital transformation challenges. The study highlights that workplace learning occurs in a variety of contexts and uses various tools, which poses challenges for the design and development of technology that supports and analyses workplace learning.

Based on behaviour-orientated drive and influential functions for formal and informal learning, a grade of 6.54% days was registered for formal learning tools and 4.89% days for informal learning tools. From the statistics in this study, This study concluded that informal learning tools contribute more to the development of the workplace than formal learning. In informal learning, employees act autonomously at their own will and pace to obtain the required knowledge. The time to acquire knowledge through informal learning tools is shorter than in formal learning. Future relevant research should review more learning tools for formal and informal learning.

Modern workplace learning is a key tool for organisations to gain a competitive advantage. Learning based on formal training and development programs, informal learning and knowledge sharing influence the development of human capital resources.

The study combines social science and engineering approaches to enable non-engineers to pioneer execution of tasks and examine their performance based on the approach detailed in the results, methodology and discussion sections. It contributes to the field of learning organisations and organisational learning by exploring the learning processes of modern professionals. By investigating the learning practices and experiences of knowledge workers, this study seeks to identify the factors that promote or learn and the impact of learning on the workplace.

This study aims to identify the present development of workplace spirituality (WPS) by synthesizing the findings from the WPS literature, identifying gaps and proposing a research agenda.

This study reviews 72 articles on WPS published in scholarly journals to review their findings on how it has developed over time.

This review reveals a dearth of qualitative studies like the phenomenological approach, ethnographic research, mixed methodology and experimental research. Besides, the findings reveal various dimensions of spirituality in regard to the workplace. The synthesis reveals a paucity of research to examine WPS at the level of mesospiritual. The findings reveal the scope for cross-cultural studies in WPS that could support and advance inclusion and diversity in the organization. Also, there is scope to examine the relationship of WPS with mental and behavioral health, mindset, innovative behavior, sustainable behavior and trust. Further, the findings reveal the scope of studying the darker side of spirituality in the workplace.

This study offers significant implications to researchers, management and human resource management (HRM) practitioners by providing a holistic understanding of WPS. The literature review findings are limited to the analysis performed on seventy-two papers from Web of Science (WoS) and Google Scholar databases.

This study provides suggestions and future research directions for researchers, HRM and management practitioners for the inclusion of spirituality. The review findings suggest the implications for management and HRM practitioners by understanding the research done in cognitive science and neuroscience related to spirituality to humanize the workplace. HRM practitioners can draw on the insights offered in this analysis to develop learning and development interventions in support of WPS, e.g. training programs for cultivating mindset through spiritual mentoring.

The study provides WPS development over time. It also provides a comprehensive outlook on WPS that highlights its positive and negative sides. The study contributes to the literature by categorizing the literature and proposing a research agenda to guide future WPS research.

This paper aims to discuss innovations in the training and development practices of companies and delineate a new approach to training and development in the context of the hybrid workplace using the ADDIE and Kirkpatrick training models.

This paper discusses innovations in training and development in modern times and builds on the instructional training design approach or the ADDIE Model and the Kirkpatrick Model of training evaluation.

The paper presents new approaches to training and development in the context of the hybrid work model applying the ADDIE Model and the Kirkpatrick Model. These new approaches are both necessitated and also made possible due to the technological advancements of modern times.

With the rapid transition of companies to the hybrid model of work in recent times, several human resource management practices need to be transformed to suit the requirements of the new work model. Training and development is one function that needs to change in the hybrid work model to ensure its effectiveness. This paper analyses innovations in the training and development practices of companies and discusses new approaches while applying existing training models, the ADDIE and Kirkpatrick Models, to adapt to the changes associated with the hybrid work model.

The purpose of the article is to provide further evidence for the work environment hypothesis. According to the work environment hypothesis and as documented by empirical evidence, organizational factors play a crucial role in the development of workplace bullying. However, to better understand and prevent bullying at work and establish sustainable, responsible and ethical workplaces, it is crucial to understand which organizational factors are particularly important in the development of bullying and how these factors, independently and combined, act as precursors to bullying over time. One prominent theory that explains how organizational and individual factors interact is the affective events theory (AET).

In a two-wave, time-lagged study (N = 364), the authors apply AET to test and explain the interplay of organizational factors in the development of bullying at work.

The results revealed that supportive and fair leadership moderates the relationship between role stress and exposure to workplace bullying.

Knowledge of the buffering role of supportive and fair leadership practices is important when implementing organizational interventions aimed at preventing bullying at work.

Although previous studies have shown the general protecting effects of supportive leadership on exposure to bullying, the current study indicates that high level of supportive and fair leadership practices decreases the level of exposure to bullying, even when role ambiguity and role conflict are relatively high.

Utilizing datasets of Ecuador, Hungary, Kazakhstan, Mexico and Peru from the Programme for the International Assessment of Adult Competencies survey from 2017 to 2018, this study aimed to develop and validate a profile indicating core workplace skills in developing countries.

DeVellis' guide of scale development navigated the development of the profile. Multiple techniques including item analysis, exploratory factor analysis, confirmatory factor analysis and multigroup confirmatory factor analysis were used on a sample of 7,166 participants to validate the profile of core workplace skills in developing countries.

A resultant five-dimensional profile with 18 items was developed: oral communication skills, reading skills, math skills, information and communication technology skills and learning skills. The estimates of composite reliability showed the profile was reliable. The validity estimates of the profile were obtained from several sources including content, convergent, discriminative and construct validity. The measurement invariance was also held for the profile.

Based on the researcher's knowledge, the study is the first attempt to develop a profile to indicate core workplace skills in developing countries. The profile theoretically framed the core workplace skills in developing countries and provides a new measure for identifying, evaluating and thus improving core workplace skills in developing countries for different stakeholders in the era of Education 4.0.

This paper aims to develop and test an instrument to measure workplace bullying in the Thai context.

The research has three phases. Phase 1 involved the development of an instrument and constructs/items as well as testing of content validity and reliability. Phase 2 used exploratory factor analysis to identify the appropriate constructs and items to be included in the instrument. Phase 3 consisted of confirmatory factor analyses to confirm that the measurement instrument built in this research is effective for measuring workplace bullying. Data were collected through interviews of experts and stakeholders in human resource (HR), and through online questionnaires completed by 340 HR employees in Thailand.

Results revealed that workplace bullying can be classified into three types: work-related bullying, personal-related bullying and physical-related bullying. Findings confirmed the constructs using theoretical concepts and empirical evidence with values of χ² = 120.473, df = 98, p = 0.061, χ²/df = 1.229, goodness of fit index = 0.961, adjusted goodness of fit index = 0.938, Tucker-Lewis Index = 0.992, comparative fit index = 0.994 and root mean square error of approximation = 0.026.

The findings of this study add further knowledge to the field of organizational behaviour and could be valuable for developing management theories regarding building an effective work climate. The three types of workplace bullying (work-related, personal-related and physical-related bullying) can be studied as independent, dependent or mediating variables that can both influence and mediate. Results can be used to explain behavioural aspects of workplace bullying in clear and accurate terms.

The developed instrument can accurately measure levels of workplace bullying behaviours of employees in different organizations with high levels of validity and reliability. Results can be used to develop interventions and guidelines for managing or reducing workplace bullying of employees. The instrument can also be used as a research tool for further studies of bullying behaviour.

Diversity, equality and sustainability are characteristics of organizations that have developed an effective and happy work culture. Allowing workplace bullying to occur can negatively affect such a productive organizational climate. Therefore, the research findings have social implications in terms of their ability to monitor workplace, as well as community bullying.

The instrument to measure workplace bullying was developed and improved by blending Western concepts with interview data about workplace bullying behaviours experienced by HR employees in Thailand. The instrument can facilitate the measurement of employee bullying levels in companies and can contribute to future studies of bullying behaviours in organizations or workplaces.

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.

This paper examines the relationship between linguistic profiling and English language teachers’ career development.

This paper collected data from 20 participants using a qualitative approach. Semi-structured interview guides were used to collect qualitative data on this topic.

After collecting and analyzing the data, the results showed that linguistic profiling results in demotivation and low self-esteem and can spur career development among non-native English teachers.

This paper advances scientific knowledge by providing empirical evidence showing that while linguistic profiling has some negative influences, it can spur career development among non-native English teachers.

This paper reviews what has been written on leadership development from the leadership-as-practice (L-A-P) perspective, which views leadership as emerging in everyday activities and interactions of a collective in a specific context. This paper aims to deepen the theoretical understanding of how leadership can be learned and developed from the L-A-P perspective.

An integrative literature review was undertaken to review and synthesise what has been written on the topic in journal articles and scholarly books.

The importance of the context and the practices that are embedded in it is the most central aspect affecting leadership development from the L-A-P perspective. This places workplace leadership development centre stage, but several papers also showed that leadership programmes have an important role. Not only collective capacity building is emphasised in the papers, but the importance of individual-level leader development is also recognised.

The contribution of this study is twofold: First, it brings the currently fractured information on L-A-P development together to enhance theory building by providing a synthesis of the literature. Second, a conceptual framework is constructed to show how the L-A-P perspective on leadership development can take both leadership development at the collective and individual levels into account, as well as the learning that takes place either inside or outside the workplace. This study’s results and framework show that the development has its own specific purpose and suggested methods in both levels, in both learning sites.