While scholars have focused on exploring what predicts subjective career success (SCS), we built on conservation of resources theory to study SCS not only as the ultimate outcome but also as a resource for achieving further valued work outcomes. To this end, we analyzed the gain spiral between SCS, work engagement, and creativity (SCS -> work engagement -> creativity -> SCS) in a four-wave longitudinal design (one-year intervals). Based on a sample of N = 1228 German academic scientists, we conducted a cross-lagged panel model analysis. As expected, SCS showed positive time-lagged effects on work engagement, and work engagement showed positive time-lagged effects on creativity. However, creativity showed no time-lagged effects on SCS. From a series of exploratory multigroup analyses, this pattern of results emerged as robust across sociodemographic and work-related variables. The results help to further our understanding of how SCS functions as a resource.

This article in “Gruppe. Interaktion. Organisation. (GIO)” introduces the TENSE leadership model. It starts from the premise that managers are increasingly confronted with paradoxical tensions in a dynamic and contradictory world of work. Drawing on a qualitative study with three expert groups, the paper confirms established paradoxical tensions and identifies new ones, including control vs. empowerment, harmony vs. conflict, structure vs. flexibility, and internal vs. external focus. Together with five competence areas for dealing with paradoxes, these tensions form the TENSE leadership model. The model integrates structural and personal requirements and thus provides a practice-oriented framework for leadership development, training, and organizational interventions. It advances paradox research by expanding existing models and simultaneously offers concrete approaches to fostering key competencies such as ambiguity tolerance, reflection, emotion regulation, and situational navigation in leadership practice.

Instead of following an "end-of-life" concept, the circular economy focuses on reducing, or alternatively reusing, recycling, and recovering materials in production, distribution, and consumption processes. Despite its potential to contribute to organizational environmental sustainability goals, there is much uncertainty about how the circular economy can be effectively implemented. So far, industrial and organizational (I-O) psychological science and practice have largely neglected how factors such as employee attitudes and motivation, teamwork, leadership behavior, and work design may contribute to the implementation of circular economy practices. Accordingly, the aim of this focal article is to outline how expertise from I-O psychology could be used for effective circular economy implementation. To achieve this goal, we first briefly summarize the history and current practices of the circular economy. Second, we expand the current understanding of the circular economy by adding an I-O psychology perspective. Third, we link the circular economy to other relevant topics in I-O psychology, such as corporate social responsibility and employee green behavior. Finally, we outline how I-O psychologists could address one of the major challenges in the circular economy transformation: intra- and interorganizational cooperation within and across the circular value chain.

Purpose: The aim of this research is to provide an overview of farmers' competency needs and their perceptions of the importance of these competencies for innovation. Design/Methodology/Approach: In Study 1, a competency model is developed, based on interviews with German farmers and agricultural experts (N = 34), to assess farmers' competency needs. In Study 2, an online survey (N = 211) examined farmers' perceptions of the importance of competencies in the model for innovation. Findings: The findings indicate that sixteen competencies, categorized into four facets of professional, methodological, social, and personal competence, are perceived as important for innovation processes. The facets of personal, methodological, and professional competence were rated as significantly more important than social competence. Practical Implication: The competency model developed in this study provides practical guidance for identifying, developing, and applying innovation competencies among farmers, supporting education, training, recruitment, and succession planning to strengthen innovation capacity in the agricultural sector. Theoretical Implication : This study advances the theoretical understanding of innovation competencies in agriculture by contextualizing the FINCODA model, highlighting the need to consider sector-specific factors when modeling individual innovation competence. Originality/Value : This paper is the first to identify and model innovation competencies specific to farmers.

Dieser Beitrag in der Zeitschrift „Gruppe. Interaktion. Organisation. (GIO)“ beschreibt vor dem Hintergrund fortschreitender Transformationsprozesse in der Arbeitswelt einen Ansatz, um Beschäftigung zu sichern und Fachkräftebedarfe zu adressieren. Während in manchen Unternehmen Arbeitsplätze abgebaut werden, suchen andere händeringend nach qualifizierten Mitarbeitenden – ein systematisches Matching zwischen diesen Bedarfen fehlt bislang weitgehend. Eine sogenannte Arbeitsmarktdrehscheibe kann hier eine Lösung bieten, indem sie den strukturierten Transfer von Beschäftigten zwischen Unternehmen ermöglicht. Anhand eines Fallbeispiels der Siemens Mobility GmbH und der AUMOVIO Germany GmbH (bis September 2025 Teil des Continental-Konzerns) in Gifhorn zeigen wir, wie eine solche Drehscheibe konzipiert und umgesetzt werden kann. Wir stellen zentrale Prozessschritte dar, von der strategischen Geschäfts- und Personalplanung über den systematischen Kompetenzabgleich bis zum Onboarding, und identifizieren dabei Erfolgsfaktoren wie transparente Kommunikation, strukturierte Bewerbungsprozesse und interorganisationale Vernetzung. Der Beitrag verdeutlicht, wie durch kooperative Ansätze neue Wege der Beschäftigungssicherung und organisationale Lernprozesse im Rahmen von Transformationen entstehen können.

Dieser Beitrag der Zeitschrift „Gruppe. Interaktion. Organisation. (GIO)“ beschreibt ein Konzept zur Durchführung strukturierter Reflexion, um die nachhaltige und effektive Anwendung von Entwicklungsmethoden in der Produktentwicklung zu fördern. Ausgehend von akuten Herausforderungen (z. B. schnell wechselnde Technologien, schnelllebige Kollaboration und komplexe Produkte), die schnelle Reaktionen von Entwicklerteams fordern, bettet diese Arbeit Reflexion in das Leitbild des Advanced Systems Engineering (ASE) ein und positioniert sie als zentrales Element agiler Entwicklungsansätze. Reflexion wird als zielgerichteter Prozess zur Steuerung von Lern- und Veränderungsprozessen definiert und in die Phasen Reflektieren, Planen und Anpassen/Handeln gegliedert. Diese Phasen bilden Reflexionsprozesse ab, die regelmäßiges Hinterfragen von Zielen (z. B. Erreichen eines Projektmeilensteins), Prozessen (z. B. interdisziplinäre Systemplanung) und Aktivitäten (z. B. Risikobewertung) sowie das Ableiten konkreter Anpassungsmaßnahmen ermöglichen. Zur zielgerichteten Planung wird im Rahmen des Reflexionskonzepts eine Taxonomie vorgeschlagen, die anhand verschiedener Merkmale (z. B. Ansatzpunkt oder Ebene der Reflexion) die Ausgangssituation im Team erfasst und darauf aufbauend einen Reflexionsfokus sowie -ziel bestimmt. Ein ergänzender Reflexionsrahmen adressiert Leitfragen in den Dimensionen Sozial, Prozess und Ziel sowohl auf Individual- als auch auf Teamebene. Zur quantitativen Bewertung der Reflexion dient ein Codiersystem, das anhand der Häufigkeit reflexiver Aussagen das Reflexionsverhalten im Team misst. Aufbauend auf der praktischen Anwendung analoger Werkzeuge im Produktentwicklungsprozess werden zudem Anforderungen an digitale Unterstützung abgeleitet und ein erster konzeptioneller Ausblick für eine KI-gestützte Reflexion vorgestellt. Dabei werden Potenziale und Herausforderungen sowie die notwendigen Schritte für die zukünftige Forschung diskutiert.

IntroductionThe transition from school to higher education is often challenging, leading some students to consider dropping out.MethodThis study examines the effectiveness of group coaching for N = 72 students during the study entry phase using a pre-post design with a control group.ResultsWhile no significant reduction in dropout intentions was found, the coaching group reported positive outcomes in social belongingness, confidence in vocational choice, self-reflection, and well-being compared to a control group. In addition, there was a significant increase in personal goal attainment, with students entering the program with diverse goals, particularly in self-reflection and self-organization.DiscussionThese findings suggest that group coaching can be an effective support mechanism during the study entry phase. The findings underscore the need to tailor support services to students' specific goals in order to increase their effectiveness and maximize benefits for students during this transitional period.

IntroductionTo stay competitive in dynamic environments, organizations must integrate formal and informal learning. Training transfer refers to the application of knowledge and skills acquired in formal training to the workplace, whereas knowledge sharing refers to the informal dissemination of learned content to colleagues after training. Understanding the antecedents of these processes is essential for maximizing the long-term impact of training.MethodsDrawing on a two-study design, we examined antecedents of training transfer and knowledge sharing at the individual, training, and organizational clusters. Study 1 (N = 537, German-speaking employees) explored the factor structure of antecedents, while Study 2 (N = 507, U.S. employees) used a two-wave, time-lagged design to test predictive relationships in joint structural equation models. The study particularly focused on motivation and volition as underlying mechanisms linking antecedents to both training transfer and knowledge sharing.ResultsSeveral antecedents across the individual, training, and organizational clusters predicted motivation to transfer and/or motivation to share, although the pattern of effects differed across clusters and processes. At the individual cluster, growth orientation, training reflection, goal clarity, and knowledge sharing self-efficacy emerged as relevant predictors. At the training cluster, transfer design, training materials, content applicability, and exchange within the training group showed process-specific effects. At the organizational cluster, peer support and feedback were relevant across both processes, while supervisor support and transfer capacity showed more specific associations. Across all models, motivation was positively associated with volition, and both motivation and volition were associated with the respective post-training behavior.DiscussionA central contribution lies in highlighting post-training knowledge sharing, an informal process critical for sustaining organizational learning yet rarely studied. Training transfer and knowledge sharing were predicted by overlapping antecedents, with both processes operating through motivation and volition. This shows how formal and informal learning can be shaped by common mechanisms, fostering sustainable workplace learning. The results underscore the value of integrating both perspectives to advance theory and guide interventions.

The effectiveness of hybrid work (a combination of telework and office-based work) has been theorized to operate through improvements in employees' control over their workflow and work environment. However, current knowledge is largely based on static research designs and does not adequately consider the circumstances that drive employees' actual adoption of hybrid work. In this study, we propose that adopting hybrid work improves four work characteristics tied to employees' control over their workflow and work environment, namely autonomy, demanding environmental conditions (e.g. noise), workflow interruptions, and time pressure. At the same time, we also propose that employees' actual hybrid work adoption depends on these same four work characteristics to begin with. Using a quasi-experimental study, we employ latent change score modelling to analyse how autonomy, demanding environmental conditions, workflow interruptions and time pressure influence, and are influenced by, hybrid work adoption, based on a sample of 699 white-collar workers. Results show that whereas autonomy and workflow interruptions drive hybrid work adoption, demanding environmental conditions and workflow interruptions change as a result of it. This suggests that organizational hybrid work policies can largely improve job demands, but that only a select group of employees adopt hybrid work.

Against the backdrop of increasing mental health challenges in the workplace, this study, published in the journal Gruppe. Interaktion. Organisation., applies latent profile analysis (LPA) to identify employee profiles based on perceived work-related demands and available resources. These were grouped into empirically derived categories aligned with the conceptual framework of the Joint German Occupational Safety and Health Strategy (GDA). LPA conducted with 379 employees revealed four characteristic profiles: Coping with Support, Strained and Unbuffered, Managing under Pressure, and Thriving with Support. These vary in their combinations of demands and resources and show significant differences in emotional exhaustion as part of the burnout risk. The findings underline the central protective role of workplace resources—particularly socio-emotional ones—to avoid emotional exhaustion. Profiles with high resources consistently show lower risk for emotional exhaustion, while profiles with moderate demands but only average resource levels were associated with significantly elevated exhaustion. This suggests that resources need to exceed a critical threshold in order to effectively buffer strain. The findings point to the importance of distinguishing employee groups not only by risk level, but by specific constellations of demands and resources. Organizations should therefore prioritize the systematic development of targeted resource-enhancing interventions to reduce the risk for emotional exhaustion of employees.

Young researchers frequently experience career challenges, including low well-being, mental health issues, and burnout, yet these aspects have rarely been investigated in an integrated manner. This study draws on SCCT to examine whether sustainable career outcomes - perceived internal marketability, career satisfaction, and sickness absence - can be predicted by psychological characteristics (career optimism and intrinsic career goals) and contextual factors (hard and soft skill training), with occupational self-efficacy as a mediator. We conducted a five-year longitudinal study with 1,218 early-career researchers in Germany, using Multilevel modelling to separate person-level from year-level effects. The results indicate that career optimism positively influenced career satisfaction and perceived internal marketability but not sickness absence. Intrinsic career goals predicted career satisfaction but had no effect on perceived internal marketability or sickness absence. Surprisingly, training participation at Time 1 did not affect any outcome over time. Occupational self-efficacy mediated all significant relationships and additionally linked intrinsic career goals to perceived internal marketability. These findings underline the importance of career optimism, intrinsic career goals, and occupational self-efficacy in young researchers' career development, but show that the role of training is more complex than expected. Theoretical and practical implications for researchers, leaders, and university management are discussed.

In this article, we examine how learning and transfer in organisations function and how these processes can be supported. First, we trace the lines of change in learning and application. We describe three forms of learning - formal, informal, and self-regulated - and analyse their interplay, social embeddedness, and integration into individual learning paths. We also highlight how learning fosters innovation in organisations. Second, based on these considerations, we discuss the challenges addressed in the special issue "Learning and Transfer in Organisations: How it Works and Can Be Supported", which includes nine articles. These articles employ diverse methodologies - quantitative, qualitative, network analysis, and reviews - to contribute valuable insights into advancing learning and transfer in organisations. Third, we conclude by proposing an agenda for future research, emphasising that different forms of learning should be examined together. In the field of learning transfer, research should not only consider formal training but also informal and self-regulated learning, and socially embedded individual learning must extend beyond personal transfer to drive organisational transformation in disruptive times. Furthermore, we highlight opportunities for integrating artificial intelligence in work-related learning, to foster sustainable learning practices. We link individual learning pathways to organisational transformation and encourage the expansion of existing evaluation approaches.

Dieser Artikel der Zeitschrift Gruppe. Interaktion. Organisation. beschreibt die Entwicklung und Implementierung eines digitalen Tools zur Unterstützung von Onboardingprozessen, den sogenannten Prozesslotsen. Basierend auf einer Anforderungsanalyse wurde der Prozesslotse zur Unterstützung von Onboardingprozessen entwickelt und beim Pre- und Onboarding in einem KMU und einem Institut einer Universität implementiert. Die gewonnenen Erkenntnisse aus beiden Fallbeispielen werden reflektiert und es werden weitere Anwendungsmöglichkeiten sowie potenzielle Weiterentwicklungen des Prozesslotsen aufgezeigt.