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Research suggests that supervisor expectations regarding the need to respond quickly to work-related messages (SE) tend to be positively related to employees' levels of emotional exhaustion. In the present research paper, the authors examine the indirect – through emotional exhaustion – effects of these expectations on employees' levels of family satisfaction, life satisfaction and sleep quality. They also explore whether and how these associations differ between employees working on-site (n = 158) or remotely (n = 284).

A total of 442 employees completed an online survey that covered measures on SE, emotional exhaustion, family and life satisfaction and sleep quality.

As hypothesized, the results of the study revealed that the indirect effects of SE on family satisfaction, life satisfaction and sleep quality were significantly mediated by emotional exhaustion. Finally, the relations between SE and the mediator (emotional exhaustion) were stronger among employees working on-site than among employees working remotely.

SE prevention could be encouraged to decrease employees' emotional exhaustion, in turn increasing their sleep quality, family satisfaction and life satisfaction.

These results revealed that working remotely helped buffer the undesirable effects of SE on emotional exhaustion.

Although one of the central premises of authentic leadership theory is that authentic leaders mobilize their followers, the underlying motivational mechanisms of this process remain poorly understood. Drawing on self-determination theory, this study aims to fill that gap by examining authentic leadership practices (ALP) as theoretical antecedents of employees' motivation profiles.

Latent profile analyses conducted on a sample of 501 employees revealed four profiles: self-determined, unmotivated, highly motivated and moderately motivated.

ALP were associated with a higher likelihood of membership into the most adaptive motivation profiles. Employees in these profiles displayed more optimal job functioning: higher organizational commitment and performance, and lower intentions to leave their organization.

These findings underscore the predictive power of autonomous motivation for employee functioning and provide new insights into how ALP can improve work motivation, and hence job functioning. Our results account not only for how ALP affects the complete range of behavioral regulations at work but also the different patterns in which these regulations combine within employees.

Research has shown that colleagues' norms promoting the need to respond quickly to work-related messages (CN) have a negative effect on work recovery experiences. In the present study, the authors examine the direct and indirect – through affective rumination and problem-solving pondering – effects of these norms on work–family conflict, family–work conflict and job satisfaction, and verify whether and how these associations differ between employees working onsite (n = 158) or remotely (n = 284).

A total of 442 employees completed an online survey that covered measures on CN, affective rumination, problem-solving pondering, work–family conflict, family–work conflict and job satisfaction.

As hypothesized, the study results revealed that CN were positively related to work–family conflict and family–work conflict, but not to job satisfaction. Moreover, the indirect effects of CN on work–family conflict and job satisfaction were significantly mediated by affective rumination and problem-solving pondering, whereas the indirect effects of these norms on family–work conflict were significantly mediated by affective rumination. Finally, the relations between CN and the mediators (affective rumination and problem-solving pondering) were stronger among employees working onsite than among employees working remotely.

These results revealed that working remotely buffered the detrimental effects of CN on affective rumination and problem-solving pondering.

This systematic review aims to examine integrating innovative work behavior through transformational leadership in the Saudi healthcare sector. A thorough literature research was carried out to address this problem.

A total of 50 papers reporting research on innovative work behavior, healthcare organizational performance and transformational leadership were included in the review.

As employees are motivated and developed, their innovative work behaviors are boosted, which improves organizational performance. It can be concluded that innovative work behavior and transformational leadership are correlated. The capacity of a healthcare company to create and execute benefits to the employees may assure service delivery efficiency in employees' performance.

This systematic review will allow contemporary advancements, efficient health status monitoring and reliable solutions that aid optimal, equal and effective treatment in Saudi’s healthcare industry.

In an innovative workplace, workers may pitch fresh ideas to their management. Hence, employees see their employer as more transformational.

The purpose of this paper is to provide a transcript of a dialogue among literacy educators and researchers on the impact of generative aritficial intelligence (AI) in the field. In the spring of 2023, a lively conversation emerged on the National Council of Research on Language and Literacy (NCRLL)’s listserv. Stephanie initiated the conversation by sharing an op-ed she wrote for Atlanta Journal-Constitution about the rise of ChatGPT and similar generative AI platforms, moving beyond the general public’s concerns about student cheating and robot takeovers. NCRLL then convened a webinar of eight leading scholars in writing and literacies development, inspired by that listerv conversation and an organizational interest in promoting intergenerational collaboration among literacy scholars.

As former doctoral students of two of the panel participants, webinar facilitators Grace and Victoria positioned themselves primarily as learners about this topic and gathered questions from colleagues, P-16 practitioners and those outside the field of education to assess the concerns and wonderings that ChatGPT and generative AI have raised. The following webinar conversation was recorded on two different days due to scheduling conflicts. It has been merged and edited into one dialogue for coherence and convergence.

Panel participants raise a host of questions and issues that go beyond topics of ethics, morality and basic writing instruction. Furthermore, in dialogue with one another, they describe possibilities for meaningful pedagogy and critical literacy to ensure that generative AI is used for a socially just future for students. While the discussion addressed matters of pedagogy, definitions of literacy and the purpose of (literacy) education, other themes included a critique of capitalism; an interrogation of the systems of power and oppression involved in using generative AI; and the philosophical, ontological, ethical and practical life questions about being human.

This paper provides a glimpse into one of the first panel conversations about ChatGPT and generative AI in the field of literacy. Not only are the panel members respected scholars in the field, they are also former doctoral students and advisors of one another, thus positioning all involved as both learners and teachers of this new technology.

This paper intends to explore the significant growth and multifaceted benefits of e-learning within the technology sector in Middle Tennessee, particularly in the transformative context of the COVID-19 pandemic. It seeks to highlight the fundamental shift from traditional training methods to e-learning modalities and emphasize the potential of e-learning to revolutionize technical skill development and expand learning opportunities in the post-pandemic era.

The study employs a comprehensive review of existing literature to glean insights into the use and effectiveness of e-learning in the technology industry, particularly within Middle Tennessee. It synthesizes research findings to understand the growing preference for e-learning and online self-directed training as primary methods for technical skill development in the technology sector.

The literature review reveals a growing trend toward e-learning in the technology industry, driven by its flexibility, accessibility, and ability to rapidly update training materials. E-learning is increasingly integrated into academic programs related to technology, preparing students for the evolving job market. The COVID-19 pandemic has further highlighted the necessity for adaptable and resilient training methods, reinforcing the pivotal role of e-learning in the industry.

This paper contributes to the understanding of the expansion and impact of e-learning in the technology industry in Middle Tennessee, especially in light of the COVID-19 pandemic. It provides valuable insights for organizations and educators on the significance of e-learning in addressing the training needs of the technology workforce and its potential to shape the future of education and skill development in the region.

This study investigates healthcare administration students’ perspectives on integrating artificial intelligence (AI) in fluid healthcare work environments, focusing on its potential impact on future healthcare practices.

The research utilizes a mixed-methods strategy, combining quantitative surveys and qualitative interviews to collect data from healthcare administration students at a mid-sized urban university. This comprehensive approach allows for an in-depth analysis of students’ understanding of, attitudes toward and expectations of AI in healthcare settings.

Results reveal that students have a nuanced understanding of AI’s capabilities to enhance healthcare operations and patient care, showcasing readiness to adopt these technologies. Nonetheless, there are significant concerns about job security and the depersonalization of care with the integration of AI. The study highlights the critical need for healthcare curricula to evolve to incorporate AI training that equips future professionals to use these technologies in increasingly flexible work settings.

This research offers new perspectives on how future healthcare professionals view AI integration within evolving work arrangements. It emphasized the need for educational institutions to update and adapt educational frameworks to prepare a workforce that can effectively navigate the challenges and opportunities presented by AI in the healthcare sector. This is particularly relevant in fluid work dynamics, where adaptability and responsiveness are key.

This paper aims to examine how LinkedIn’s structure and features contribute to anxiety among Generation Z professionals. It explores how social comparison, fear of rejection and perfectionism shape their engagement on LinkedIn, leading to diminished workforce readiness. The study addresses these anxieties to improve Gen Z’s career confidence and professional development.

The research adopts a literature-based approach, using Self-Determination Theory and Social Comparison Theory to analyze LinkedIn’s psychological impact on Gen Z users. Key themes include autonomy, competence, relatedness and the effects of upward social comparison. Practical strategies for human resource professionals and educators are also explored to reduce anxiety and promote healthier LinkedIn engagement.

LinkedIn’s public metrics and profile-building process intensify Gen Z’s anxiety by reinforcing perfectionism and comparison behaviors. These pressures lead to imposter syndrome, reduced self-esteem and disengagement from the platform. Addressing these challenges through workshops, mentorship programs and digital well-being strategies can reduce LinkedIn-related anxiety and improve workforce readiness.

This paper contributes to the growing discourse on digital professionalism by focusing specifically on LinkedIn’s unique challenges. It offers culturally relevant and practical solutions for human resource professionals, educators and organizations to support Gen Z in managing digital anxiety. By addressing LinkedIn-related anxieties, the paper highlights how organizations can foster healthier digital engagement and enhance career confidence for younger professionals.

This paper aims to examine the implementation and impact of climate-sensitive training programs tailored to the specific climate risks and business needs of Dickson County, Tennessee. It aims to emphasize the importance of integrating climate adaptation strategies into business training and to propose a replicable model that can be adapted to regions facing similar challenges, contributing to global sustainability efforts.

The research uses Dickson County’s climate profile as a case study, analyzing its impact on local businesses in sectors such as agriculture, manufacturing and tourism. This paper integrates theoretical frameworks, including organizational learning and adaptive capacity, to provide practical strategies for climate-sensitive training. It further incorporates insights from local institutions, industry partnerships and public data, using a qualitative approach to analyze key themes related to training effectiveness and sustainability.

The findings demonstrate that climate-sensitive training significantly enhances the resilience and sustainability of businesses by preparing them to address local climate challenges. Critical factors for successful implementation include stakeholder engagement, industry-specific customization and the continuous evaluation of training outcomes. The model presented shows promise for broader applicability in other regions, especially when localized climate data and collaborative efforts are integrated.

This paper provides a novel, region-specific approach to climate-sensitive training, distinguishing itself by combining theoretical insights with practical strategies for businesses. By focusing on localized adaptation and stakeholder collaboration, the model addresses an existing gap in the literature on climate adaptation training for smaller, climate-vulnerable regions. This work offers a replicable and scalable framework that contributes to the global discourse on sustainable development and climate resilience in business practices.

The purpose of this paper is to examine the recent economic boom in Tennessee and the role of work-based learning WBL opportunities in contributing to this growth. The paper will analyze data from the U.S. Bureau of Labor Statistics to provide an overview of the changes in the labor force and employment in the state over the past ten years. Additionally, the paper will delve into the various WBL programs offered in Tennessee, such as K-12 Career and Technical Education (CTE), Tennessee Chamber Work-based Learning, and more, that are designed to provide individuals of all ages and stages with the skills and knowledge needed to succeed in the workforce. The paper will also discuss how the growth in WBL opportunities has led to an increasing need for new hires and how it could lead to the development of new industry in Tennessee. The paper aims to provide a detailed examination of the economic boom in Tennessee, and the impact of WBL opportunities on the development of local workforce and industry.

The design of this paper is to analyze the recent economic boom in Tennessee and the role of work-based learning WBL opportunities in contributing to this growth. The methodology used in this paper is primarily a review of data from the U.S. Bureau of Labor Statistics to provide an overview of the changes in the labor force and employment in the state over the past ten years. Additionally, the paper will review the various WBL programs offered in Tennessee and their standards, to understand how they are designed to provide individuals of all ages and stages with the skills and knowledge needed to succeed in the workforce. The approach taken in this paper is an analytical one, where the data is analyzed to understand the trends and patterns in the labor market and the impact of WBL opportunities on the workforce. The paper also includes insights from relevant research studies and experts in the field to provide a comprehensive understanding of the subject.

The findings of this paper indicate that there has been a significant economic boom in Tennessee over the past decade, as evidenced by data from the U.S. Bureau of Labor Statistics. The data shows a consistent increase in the labor force and employment in the state, with a corresponding decrease in the unemployment rate. The paper also found that the growth in work-based learning WBL opportunities in Tennessee has played a significant role in contributing to this economic boom. The paper reviewed various WBL programs offered in Tennessee and found that they are designed to provide individuals of all ages and stages with the skills and knowledge needed to succeed in the workforce.

This paper brings an original perspective on the recent economic boom in Tennessee and the role of work-based learning WBL opportunities in contributing to this growth. By analyzing data from the U.S. Bureau of Labor Statistics, the paper provides an overview of the changes in the labor force and employment in the state over the past ten years, which has not been thoroughly examined in previous studies. Additionally, the paper delves into the various WBL programs offered in Tennessee, and how they are designed to provide individuals of all ages and stages with the skills and knowledge needed to succeed in the workforce, which is an original aspect of this paper. The paper also presents the original finding that the growth in WBL opportunities has led to an increasing need for new hires and could lead to the development of new industry in Tennessee. This paper provides an original and comprehensive examination of the economic boom in Tennessee and the impact of WBL opportunities on the development of local workforce and industry.