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This conceptual article outlines the known effects of employee monitoring on employees who are working remotely. Potential implications, as well as practitioner suggestions, are outlined to identify how practitioners can create more supportive employee experiences as well as apply these to workplace health management scenarios.

This overview is based on a selective and practically oriented review of articles that hitherto considered the health implications of remote workers being monitored electronically over the last two years. This overview is subsequently complemented by a discussion of more recent findings that outline the potential implications of monitoring for remote employees, employees' work experience and workplace health management.

Several practitioner-oriented suggestions are outlined that can pave the way to a more supportive employee experience for remote workers, who are monitored electronically by their employers. These include the various health and social interventions, greater managerial awareness about factors that influence well-being and more collaboration with health professionals to design interventions and new workplace policies. Organizations would also benefit from using audits and data analytics from monitoring tools to inform their interventions, while a rethink about work design, as well as organizational reviews of performance and working conditions further represent useful options to identify and set up the right conditions that foster both performance as well as employee well-being.

The article outlines practitioner-oriented suggestions that can directly and indirectly support employee well-being by recognizing the various factors that affect performance and experience.

The onboarding stage of new hires represents a unique opportunity for mutual learning between the new hires and the organisation regardless of the company size. The current paper aims to address these learning opportunities.

The authors reflect on current practice, draw on recent literature and their experience with recruitment and selection processes in the industry to generate new insights and identify opportunities for practitioners and new hires alike.

Today's new hires expect onboarding experiences that allow for a much greater degree of flexibility, customisation and personalisation. Similarly, many new hires expect hiring, onboarding, and learning and development to be interconnected to generate new learning and career opportunities. However, these expectations require changes in the way in which onboarding is implemented, evaluated and connected to other human resource practices, specifically with the dramatic (and successful) increase in remote work arrangements in 2020 in response to the global impact of the pandemic.

The current paper provides readers with an overview of potential learning opportunities, outlines specific success factors and highlights a variety of pointers for practice and further professional development.

The purpose of this study is to examine the relationship between job characteristics that foster learning (experience with and demand for continuous learning at work, skills variety and autonomy) as potential predictors of self-reported outcomes, such as future learning ability and employee disengagement at work for a cohort of employees with no or very limited job change experience. Further consideration was given to employees’ experiences at work (meaningfulness and recognition at work) as potential mediators in this relationship between job characteristics and employee outcomes.

A cross-sectional design was applied. Participants (N = 284) were recruited from Northern Germany and asked to complete a paper-and-pencil survey. The results were subsequently analyzed using path models to examine direct and indirect effects associated with mediation.

Path model analysis indicated that job characteristics promoting learning at work are positive predictors of self-reported future learning ability and negative predictors of disengagement. Both meaningfulness and recognition predict future learning ability as well. However, these variables only operated as significant mediators in the relationship between job characteristics and employee disengagement (but not self-reported future learning ability).

The study outlines the importance of job characteristics and employee experience to understand employees’ beliefs about their learning ability and engagement at work. The findings highlight the importance of meaningfulness and recognition for employees, as well as the role of learning-supportive job characteristics.