Purpose This study aims to examine how the role of the Agile Coach is enacted across diverse organisational contexts, with a focus on software (SW) and non-software (N-SW) teams operating within engineering-influenced environments. This paper provides a context-sensitive understanding of coaching practices associated with employee engagement and development, in line with the human-centred orientation of Industry 5.0. Design/methodology/approach The study adopts an exploratory qualitative case study approach in a multinational organisation. Data were collected through semi-structured interviews with 17 team leaders, a co-creation workshop with 20 team members from both SW and N-SW domains and field observations of 6 Agile Coaches. The data were analysed using inductive thematic analysis and triangulated across sources to support a comparative interpretation of coaching practices across contexts. Findings The findings suggest that while Agile Coaches engage in similar types of activities across SW and N-SW teams, the ways in which these practices are interpreted and embedded differ depending on structural and cultural conditions. SW teams tend to operate within environments where agile principles are more readily integrated, whereas N-SW teams appear to require greater contextual adaptation. The study presents two Agile Coach Journey Maps and representative personas that synthesise observed practices, challenges and contextual differences across the two domains. Originality/value This study provides an empirical and comparative account of Agile Coaching practices beyond software-centric settings. Rather than proposing a universal model, it offers a structured interpretation of how coaching practices are adapted across contexts, along with practical insights for organisations seeking to implement agile approaches in complex and traditionally structured environments.
Purpose This study aims to examine the effectiveness of a brief, structured intervention aimed at developing psychological capital (PsyCap) to enhance job satisfaction and reduce turnover intention. Grounded in the state–trait framework, the intervention treats PsyCap as a malleable psychological resource that can be strengthened through development efforts. Design/methodology/approach One hundred working individuals participated, split into an intervention group and a non-randomised control group (n = 50 each). The intervention included two workshops and a follow-up session, focusing on self-assessment, goal setting and psychological skills training. PsyCap, job satisfaction and intention to quit were measured before and after the programme. Linear mixed-effects models assessed the effects of group, time and their interaction. Findings Significant interaction effects were found for all outcomes: the intervention group showed greater increases in PsyCap and job satisfaction, and a larger decrease in intention to quit. These findings support PsyCap’s state-like malleability and suggest underlying trait-like stability. Overall, the results highlight the relevance of PsyCap development for improving workplace attitudes. Practical implications While PsyCap interventions may offer promise for HR and leadership use, these conclusions warrant caution due to the non-randomised design, limited sample and lack of follow-up. Further research is needed to confirm their effectiveness and durability. Originality/value This pilot study offers initial controlled data on a PsyCap intervention conducted in an applied setting. While preliminary, the results contribute to the empirical literature on PsyCap development and its potential links to job satisfaction and retention. Findings should be interpreted in light of methodological constraints, and future replication is encouraged.
Purpose The purpose of the study is to understand the interrelationship between Job satisfaction, quality of work life and talent retention among HEI educators. Teaching-learning quality in higher educational institutions (HEIs) plays a vital role in moulding the professional career of the learning community. Teaching-learning quality is driven by various factors such as academic and physical infrastructure, industry–academia collaboration, achieving stakeholder satisfaction and committed academic fraternity. Among all factors, the most important resource is the teaching fraternity, as they are directly involved in ensuring impactful delivery of knowledge and holistic development to the student community. This outcome becomes possible only when the teaching fraternity has high job satisfaction, morale and commitment in the HEIs for an extended time; otherwise, maintaining high quality and consistent teaching-learning services could become a great challenge and reduce the overall productivity of the organisation. Design/methodology/approach This study identifies the association among quality of work life (QWL), employee/job retention and job satisfaction with special reference to educators working in HEIs using Structural Equation Modelling. Findings The findings of this study indicated a significant positive association between QWL and job satisfaction. In addition, job satisfaction is found to have a significant mediating effect (indirect effect) in the relationship between QWL and employee/job retention. This indirect effect is found to be higher than the direct effect between QWL and employee/job retention. Research limitations/implications Several managerial implications stem from this study. First, for HEIs to build trust with their staff, they must guarantee dependable indicators of contentment in the workplace. Based on the findings, businesses should prioritise improving employee morale and retaining more of their existing staff. Practical implications Several managerial implications stem from this study. First, for HEIs to build trust with their knowledge employees, they must guarantee dependable indicators of contentment in the workplace. Based on the findings, institutions should prioritise improving employee morale and retaining existing staff. Using this research as a roadmap, the authors will probe the most conventional factors contributing to job satisfaction, job retention and QWL in the HEI and strategic use of it within the company’s framework to motivate staff participation. Therefore, to give an extraordinary and memorable working life, management must take into account the important components of QWL. When these factors are implemented, both parties will become aware of the benefits of the connection and work to strengthen it. Originality/value This study provides useful guidelines to HEIs for enhancing job morale and higher retention rates while also achieving the institutions’ goals.
Purpose This study aims to examine how human-based artificial intelligence (AI) technologies could influence the process of recruiting and developing humans in the Jordanian manufacturing sector. The proposed study works by using the human-centered design theory and the resource-based view to test the hypothesis concerning the implications of three AI dimensions, including AI-powered recruitment tools, AI-driven talent analytics and AI-supported candidate experience, determining the recruitment effectiveness and talent development. Design/methodology/approach The study also evaluates the mediating role of HR decision-making quality. A quantitative approach was used using data collected from 547 HR professionals through a structured online questionnaire. Structural equation modeling (SEM) using Smart-PLS 4.0 was applied to test the research model. Findings The results affirm that the three AI dimensions have a positive impact on the quality of the HR decision-making and the quality of the recruitment and talent outcomes. The indirect impacts of AI applications facilitated through enhanced decision-making are simplified via the use of mediation analysis. These results imply the potential of making AI more user-friendly and ethical to enhance the effectiveness of the human resource management (HRM) practice in rapidly changing industrial contexts. Originality/value The current study can positively benefit organizations in terms of theoretical contributions and practical guidance on how organizations can responsibly deploy AI and still help them achieve the goals of agility and strategic alignment within their functions of HRM.
PurposeThis study aims to examine the relationship between servant leadership (SL) and employee engagement (EE) and highlight the role that different mediators and moderators play in influencing their relationship. This study provides a thorough understanding of the existing literature, synthesizing the results of 30 empirical articles published between 2014 and 2025 and identifying research gaps for further investigation. Design/methodology/approachUsing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework, the review carefully performs a systematic screening and selection procedure to find the most pertinent research articles. Finally, 30 articles were identified examining the direct and indirect relationships between SL and EE, focusing on individual and contextual contexts. FindingsThe majority of the analyzed studies − 23 out of 30 − show a direct and significant correlation between SL and EE conducted across industries. Nonetheless, the research studies demonstrate a deep understanding of the indirect link between SL and EE by studying mediators such as organizational support, meaningfulness and job satisfaction. Additionally, various moderators, including autonomy and employee proactivity, were found to either enhance or impede the relationship between SL and EE. Some studies suggest that the effectiveness of SL in fostering EE is contingent upon contextual or individual factors, thus questioning the link between SL and EE. Originality/valueThis study represents the first systematic literature review of SL and EE, with the direct and indirect relationships between these two constructs. It highlights the need for further exploration in underrepresented areas such as cultural context, mixed-methods research and the long-term effects of SL on EE. The review enriches academic literature and provides actionable insights for scholars and practitioners seeking to enhance leadership effectiveness and EE.
