Orientation: The distance learning professional Master of Industrial and Organisational Psychology (IOP) student faces the challenge of balancing a demanding academic workload with work and life responsibilities. Research purpose: The objective of the study was to better understand students’ coping by crafting an archetypal coping persona of the professional Master of IOP student. Motivation for the study: As research on the coping mechanisms students adopt for safeguarding academic and professional success is scant, further researching the coping persona will promote richer insight into and appreciation of the student population’s needs, goals, anxieties and experiences. Research approach/design and method: The study adopted a qualitative, descriptive-interpretive research design with an open-ended questionnaire survey approach. The persona methodology with qualitative theme analysis enabled the integration of 11 distance learning professional Master of IOP students’ responses into an archetypal coping persona. Main findings: The persona methodology yielded two distinctive and overlapping personae characteristics that describe the core academic and professional goals, fears, needs, coping mechanisms and psychological well-being attributes among M1 and M2/3 professional Master of IOP students. Practical/managerial implications: A better understanding of coping personae uncovers considerations for student selection, retention and success through a curriculum that fosters personal and professional coping capacities among master’s students. Contribution/value-add: The identified personae contribute new insights that extend the student coping literature and inform empathic student academic and professional learning journey support.

Employee engagement remains a growing interest in the academic research literature and especially in the practitioner-industry mainstream literature and practice. Despite the increase in literature on constructs of and associations between enablers and indicators of employee engagement, the empirical examination of employee engagement measures offered by the mainstream practitioner-industry market has received little attention. The study redresses this shortcoming by examining the internal construct validity and reliability of the Flow@Work Engagement Survey (FWES) as applied to a global aggregated cross-sectional data set of (N = 39 310) clients. We further employed structural equation modelling and relative weight analysis to assess the extent to which the proposed FWES engagement enabling working conditions functioned as predictors of the measure's employee engagement indicators on a randomly selected data subset of (n = 3000) clients. The study established the internal convergent and discriminant validity and reliability of the FWES. The findings contributed new insights to the engagement research literature by revealing the nature and relative importance of different engagement enablers in predicting employee willingness and commitment as indicators of organisational employee engagement. Practically, the study uncovers opportunities for future engagement research and well-informed employee engagement measurement and intervention planning in industry.

Orientation: Future-proof human resource (HR) competency models are receiving attention to promote more value-adding, digital-driven employee- and business-centred services and practices. Research purpose: The study explored HR business acumen as promoter of HR workplace stewardship through the competency mechanism of people advocacy and with the moderating effect of digital agility. Motivation for the study: Presently, there is a dearth of research on future-proof HR competencies as vital inter-relating capability mechanisms for successfully performing HR roles in the evolving digital-era work world. Research approach/design and method: The quantitative study involved an availability-based data set of N = 850 HR professionals who completed the short version of the T-shaped HR competency questionnaire developed by the Academy to Innovate HR. Main findings: Confirmatory factor analysis and moderated-mediation analysis revealed new insights into the synergetic complementarity of HR business acumen, people advocacy and digital agility in boosting HR workplace stewardship. Practical/managerial implications: Human resource professionals’ business acumen and people advocacy capability can strengthen their workplace stewardship capability when they carefully gauge their digital agility for goals of employee and organisational thriving. Contribution/value-add: The new insights contribute to future-proof HR competency theory and inform HR professionals’ development as credible members and stewards of the organisation.

University coursework master's studies are an inherently stressful and demanding educational experience that potentially impacts students' successful completion of the qualification. Accordingly, the ability of university students to self-regulate and manage academic strain, adversities and role demands remain a top concern for higher education institutions. This study sought to identify the core resilient coping mechanisms that distance learning industrial and organisational psychology first-year coursework master's students employ to handle the adversities and strain of a demanding master's coursework programme. We adopted a mixed-method research design with a survey questionnaire that captured participants' (N = 19) narrative responses on an open-ended question and their responses on 11 question items pertaining to key facets of their resilient coping resources. The qualitative findings added evidence of participants' capacity for resilient coping through the employment of psychological adaptive mechanisms (support seeking, boundary management, academic resilience and grit, and holistic self-care). The quantitative descriptive statistics revealed an overall average coping profile that was mostly attributed to positive emotions and psychological wellbeing, grit and personal mastery and support seeking efforts. Participants' noncoping was attributed to low levels of mental and emotional vitality while their resilient coping was attributed to study meaningfulness and engagement. The research enriched the graduate coping literature and reiterates the importance of integrating targeted academic support in the coursework curriculum to help students develop and reflect on the resilient coping mechanisms that advance their self-care and academic wellbeing and ensure their success as prospective professional industrial psychologists.

In the current fast-paced digital work environment, it has become crucial for individuals to cultivate a deep understanding of the constantly changing nature of the job market. With jobs and career paths becoming increasingly indistinct and unpredictable, developing awareness of the digital work world is more important than ever. This research empirically investigated the degree to which the world of work readiness and competency of distance learning students could serve as predictors for their digital work world awareness. Data were collected from (N = 486) full-time employed undergraduate students at a comprehensive South African distance learning institution. Regression analysis and structural equation modelling were used in the cross-sectional, quantitative study. The study emphasised the significance of developing job certitude, business ingenuity and socio-digital agility as part of students’ career development learning to improve their awareness of the digital work environment. The study enhanced comprehension of the implicit function of students’ work readiness and competency in relation to significant digital-era awareness.

Orientation: The study focuses on emotional intelligence (EI) training, which is known to promote socio-emotional competencies and behaviours for business success.Research purpose: The study seeks to illuminate the extent to which the Minnaar EQ Dynamics Self-Awareness Programme facilitates transformative learning in EI including its spill-over effects in the workplace.Motivation for the study: Qualitative illuminative research on the transformative learning effect of EI training, and especially its spill-over effect into the workplace, is scant.Research approach/design and method: The study employed a retrospective qualitative case study design with semi-structured interviews as guided by an illuminative evaluation methodology. The ATLAS.ti software programme was utilised to analyse the data collected from nine training programme participants employed in a mining company situated in Gauteng.Main findings: The findings illuminated transformative learning pertaining to intrapersonal and interpersonal domains of EI which positively spilled over to social interactions in the working environment. Some aspects of the training methodology appeared to have contributed to the transformative learning effects.Practical/managerial implications: The findings attest to the value of investing in evidence-based EI training programmes that facilitate transformative learning.Contribution/value-add: The findings underscore the role of transformative EI training in fostering personal growth and development, positive relationships, effective communication and a conducive work environment for organisational success.

Orientation: The general goal of the professional industrial and organisational psychology (IOP) master’s coursework and internship programmes is to enable the qualifying student to contribute to organisational strategic and operational human resource practices and people behavioural dynamics, assessment, and intervention design. Research purpose: The study explored the perceived effectiveness of the professional IOP master’s coursework and internship programmes in qualifying intern psychologists as employable industrial and organisational psychologists (IOPs). Motivation for the study: Internships are a practical way for intern psychologists to operationalise their professional purpose, acquire key occupation-related skills and practise their professional capability in real-world work settings. Research approach/design and method: The sample involved South African intern psychologists specialising in IOP (n = 17). Qualitative research methods with thematic data analysis were employed. Main findings: Guided by self-determination theory, the findings suggested that the IOP master’s coursework and internship programmes promote holistic development and embed confidence in practical and theoretical competence on both a personal and a professional level. Intrinsic and autonomous motivation regarding the IOP’s role and identity are also crystallised while the importance of continuous personal and professional growth, as well as a good support network, are acknowledged. Practical/managerial implications: Understanding the intern IOPs experience and required competencies for employment may help to improve the design and development of the professional IOP master’s coursework and internship programmes. Contribution/value-add: The study especially emphasised the need to enhance the effectiveness and support offered within the professional IOP master’s coursework and internship programmes by incorporating the principles of self-determination theory.

Despite the growing research on the usefulness and validity of the four-factor Wong and Law Emotional Intelligence Scale (WLEIS), empirical evidence for its relevance to Black African young emerging adults seems non-existent. The study's objective was to assess the relevance of the original WLEIS factor structure for a sample (N = 365) of South African Technical and Vocational Education and Training (TVET) final year students (mean age = 24.3 years; SD = 2.38). Exploratory and confirmatory factor analyses, and convergent and discriminant validity tests revealed a three-factor first-order structure with uniquely descriptive items characteristic of the sample's emotional intelligence. The findings contribute to the WLEIS measurement of emotional intelligence in young emerging adults who are preparing to enter the digital-age work world.

Orientation: Completing an internship is a requirement for master’s students in Industrial and Organisational Psychology (IOP) to obtain professional registration with the Health Professions Council of South Africa. Students seem to experience a diverse range of factors enabling and thwarting them in their quest to complete their internship and gain the prerequisite practical knowledge and skills. Research purpose: This study explored IOP interns’ perceived experiences of the enabling factors and challenges encountered during the internship programme completion. Motivation for the study: A better understanding of the lived experiences of IOP interns will assist organisations and supervising psychologists to create a supporting environment to optimise interns’ development. Research approach/design and method: A qualitative research approach was adopted and an open-ended question survey was conducted among (N = 17) IOP interns in South Africa. The data were analysed using thematic analysis. Main findings: A lack of financial resources; programme approval, content and time; the coronavirus disease 2019 (COVID-19); and balancing work, dissertation completion and personal life impact IOP interns negatively. Solid support networks and the power within the self are enabling factors. Practical/managerial implications: The findings of this study provide a better understanding of the factors impacting the successful completion of an internship programme and help role-players to gain insight into how this strenuous journey can be improved to create a thriving internship environment supportive of optimal learning and growth for interns. Contribution/value-add: This research highlights the need to revise the internship programme process cycle, including its content, timeframes and reformulating the role of role-players and interns.

Business innovation is centre stage in fostering social and economic growth and entrepreneurial ventures. We explored how entrepreneurial self-efficacy mediates the link between psychological capital and entrepreneurial intent in business innovation. A sample of 365 female and male black African final year Technical and Vocational Education and Training (TVET) college students participated in the study (mean age = 24.3 years, SD = 2.38 years). Following simple mediation analysis and structural equation modelling, results indicated resilient hope and self-regulated optimism as promotors of self-efficacious entrepreneurial planning, which in turn enhanced business innovation (entrepreneurial) intent. Our findings add to entrepreneurship theory by highlighting psychological capital and entrepreneurial self-efficacy as passion attributes of business innovation intent. College modules should include training in business innovation that develops students' psychological capital and entrepreneurial planning skills to enhance their passion for business creation.

IntroductionThis study examines grit as psychological mindsets that explain the link between self-regulatory employability attributes and perceived employability competency expectations in a sample of South African adults (N = 308).MethodsA quantitative, cross-sectional research design approach was used to collect primary data.ResultsResults of a mediation analysis through structural equation modelling revealed grit as an important mechanism to strengthen the association between employability attributes (career agility, cultural ingenuity, proactive career resilience) and employability competency expectations (autonomy/leadership skills and personal employability qualities).DiscussionThis study makes an important contribution to the role of learning and training through understanding the role of grit in enhancing prospects of employability. This study further adds to the grit literature, highlighting the role that grit plays in the contemporary employment context. Practical implications include supportive practices that strengthen individual workers’ grit when confronted with the turbulent changes of today’s work world.

The present study assessed the world of work awareness of a random sample of (N = 486) higher education undergraduate students from an emerging country. In addition, the study explored these students’ needs for information they need from their studies about the technology-driven world of work. The needs were evaluated in terms specific career capital resources that should be addressed in the higher education curriculum to foster the employability of graduates in a rapid evolving digital-era workplace. A mixed methods concurrent triangulation design was employed to analyse quantitative (numeric descriptive statistics and correlations) and qualitative (text) data from the same sample. The quantitative descriptive findings suggested an open-mindedness toward new technology, being responsive to changing work conditions and a need for continuous upskilling opportunities. The participants exhibited sound awareness of the impact of technology on their future employability and careers. Predominantly, the qualitative findings indicated a strong need for 'knowing how' career capital resource development in the form of career planning and job search guidance and gaining deeper knowledge and understanding of the impact of technology on the job market, job and occupation opportunities and employability requirements. Participants expressed a need to understand the relevance of the qualification curriculum and content to the digital-era world of work and shifting employer expectations. The findings also revealed a need for 'knowing what', 'knowing why' and 'knowing whom' career capital resource development for employability as part of university studies. Recommendations are made for incurriculating career and employability development in university courses.

This study explored the interplay between students' career orientations and career guidance need in relation to their employability attributes of graduateness and personal employability qualities. Applying a cross-sectional design, 369 black South African students at a university of technology were sampled for the study. The students completed an adapted version of the Career Orientations Inventory and the Employer Employability Competency Expectations scale. Results following tests for significant mean differences and moderated regression analysis revealed that clarity on career orientation preferences is associated with a high need for career guidance. Career orientations predicted employability attributes more than the need for career guidance. Students with a high career orientation preference had significantly more positive perceptions of their graduateness and personal employability qualities than those with a low career orientation preference. Students with a low career orientation preference and weak desire for career guidance had a significantly weaker awareness of their employability attributes. Premised on the dispositional model of employability, the findings suggest the need for career guidance in employability learning and development to help students gain insight into their career orientation preferences and personal employability qualities.

This research empirically examined the extent to which university students’ perceptions about their readiness for the digital-era work world predict their sense of employability competency. Data were collected from 486 undergraduate students of a comprehensive South African distance learning higher education institution. Regression analysis and structural equation modelling revealed that students’ perceptions of their world of work readiness (i.e. job/occupation certitude and job/occupation fitness) significantly predict their sense of employability competency. The study highlights the importance of building confidence or certainty within students during their academic career about the knowledge, skills and occupations they want to pursue in the digital-era work sphere to positively influence their sense of employability competency. Should they feel positive about their work world readiness, they are more likely to exhibit the employability competency of business ingenuity and social digital agility which are deemed essential for the new normal work context.

Employee turnover and talent retention are both key concerns for higher education institutions because they are losing highly qualified staff members to the private sector and other higher education institutions that offer better rewards and benefits. This study explored the mediating effect of perceptions of organisational justice and trust relationships on the link between higher education institution staff’s psychological contract perceptions and satisfaction with organisational retention practices. The study involved a cross-sectional quantitative survey with a sample of ( N = 493) full-time employees, both from academic and support staff, at an open distance learning higher education institution in South Africa. Structural equation mediation modelling and mediation analysis showed that organisational justice and trust relationships function as positive parallel and separate mediating mechanisms in the psychological contract – retention practices’ satisfaction link. The study highlighted the importance of employees’ psychological contract beliefs in the employee–organisation relationship, and especially in determining mutual expectations that guide and shape perceptions of organisational justice and trust. Employees’ satisfaction with retention practices is positively enhanced when they experience mutually satisfactory just and trustworthy relations in the organisation.

The present study drew from the career construction theory of career adaptation and assessed the extent to which career agility and psychological capital (as psychological states of adaptive readiness) activated employees' career adaptability resources and fostered their career resilience and career satisfaction (as modes of career adaptedness). A sample of (N = 412; mean age = 38.79 years) Black African employees in the public services participated in the study. Correlational statistics showed positive associations between the study variables. Mediation effects highlighted technological adaptivity, agile learning, optimism, and hope as activators of career concern, career control, and career curiosity, which in turn boosted self-reliance, personal resilience, and work resilience. Psychological states of career agility and psychological capital had also direct effects on the career adaptedness modes of career resilience and career satisfaction. The findings enriched career adaptation theory and have utility for organisational career development practice in the public services.

Background: Empirical research on career-adaptive attributes that elucidate the dynamic interplay between resources of career self-reactiveness and career self-reflectiveness in career human agency theory (CHAT) is scant. Objectives: The objective of the study was to assess the simultaneous interplay between constructs of career self-reactiveness (career adaptability, psychological capital, career agility) and constructs of career self-reflectiveness (career resilience and career satisfaction). Methods: The cross-sectional canonical correlational design of the study involved a random sample of black African employees ( N = 412) in a South African public service government organisation. Results: Adaptive readiness, goal-directed adaptability and career forethought and intentionality in goal achievement emerged as four common synthetic themes that illustrated the mutually reinforcing dynamics among the study variables. Conclusion: The reciprocal associations among the study variables offer promising support for career counselling interventions that apply the CHAT. The findings may guide the use of career assessments for career-adaptive behaviours that help cultivate career human agency. Contribution: The study contributed to career development in the African context by enriching understanding of the role of individuals’ adaptive readiness, goal-directed adaptability, career forethought and career intentionality in agentic career goal achievement.

Background: Schein’s career orientations inventory (COI) is known to help undergraduate emerging adults develop deeper insight into the master career values that drive study and career choices.Objectives: The study’s objective was to assess the inner career orientations of young emerging adults in a university of technology setting.Method: The study had a cross-sectional design and involved a random sample (N = 368) of black African university of technology students (mean age = 20.76 years) enrolled for further studies at the Faculty of Humanities. An exploratory factor analysis of the COI was applied.Results: Four inner career orientations emerged labelled as security and stability (highest mean score), specialised creativity and problem solving (second highest mean score), entrepreneurship (third highest mean score), and general managerial autonomy (lowest mean score).Conclusion: The findings of this study highlight the importance of uncovering the inner career orientations denoted by the career anchor factor structure of the COI for young emerging adults in a specific setting to ensure relevant and useful career guidance.Contribution: The study contributed to career guidance in the African context by providing new insights into the inner career orientations of black African emerging adults.

Orientation: The way people view and experience their work and workplaces is fundamental to the extent to which employees find meaning in work. Research that examines individuals’ views about the more turbulent and disruptive technology-enhanced work world seems to be scant. Research purpose: The present study sheds light on the extent to which individuals’ personal philosophy and Africanisation views on the work world inform pathways to meaningful work in the digital-era workspace. Research approach/design and method: The study applied a qualitative, grounded-theory research approach to inductively gain deeper insight into participants’ views of the digital era work world from their responses on an open-ended research questionnaire. A randomly chosen sample of (N = 486) undergraduate students participated in the study. Main findings: The findings illuminated four psychosocial pathways and their resources toward meaningful work in the digital-era workspace: Self-agency, other-agency, self-communion and other-communion. Practical/managerial implications: Employers and practitioners should explore strategies for enhancing work meaningfulness in today’s more turbulent technology-driven work world. Contribution/value-add: The study contributed an integrative model of psychosocial pathways and resources toward meaningful work in the digital workspace. The model informs practices for fostering meaningful work in technology-enhanced workspaces.