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The purpose of this study is to explore the military team members’ (mid-senior multinational officers’) perceptions of shared leadership and analyze the facilitation of shared leadership in military teams.

The sample size was 20 interviewees that participants must hold leadership positions at the mid-senior management level and from NATO member countries. To analyze the data, the authors used Gioia’s thematic analysis methodology (Gioia et al., 2013) and manual coding rather than computer usage for the analysis, due to the small data pool and their proficiency in literature.

Complexity and the new information era force military organizations toward the change and that with shared leadership they can even change the organization’s culture. The final framework highlights five main dimensions that emerged from mid-multinational military officers’ experience: driving forces of change, triggers to shared leadership, specific cases shared leadership, operational team environment and operational team characteristics. Results of the study supported that driving forces of change comprised the primary factor affecting shared leadership in military project teams.

The Headquarter environment (strategic and operational planning) and planning were critical factors for the successful implementation and development of shared leadership in military project teams. Thus, military organizations could easily implement the shared leadership approach in the military research teams and planning teams.

The authors present a framework of leadership change context for military teams, which depicts how shared leadership could be implemented differently in military teams.

Over the past few decades, the environment for organisations has been frequently described using the acronym VUCA: a volatile, uncertain, complex and ambiguous environment. In spite of the popularity of this acronym, it is not unusual to find some overlap concerning the meaning of those terms, as well as poor definitions of each in the literature. Consequently, the main purpose of this paper was to conduct a systematic literature review to obtain a conceptual map of the components of VUCA and their relationships and to highlight some avenues for future research.

The authors conducted a systematic review of various databases between 1999 and 2021. A total of 833 papers were identified and 26 of them met the inclusion criteria for the current study.

The subsequent analysis revealed several overlaps and relationships between the four terms. Based on this analysis, the authors propose a conceptual map that could serve as a basis for future research and practice.

Because of the exploratory nature of the study and the scarce number of empirical studies, the impact that the use of the VUCA framework has had on businesses could not be addressed.

By clarifying the different components of VUCA and specifying the relationships between them with a comprehensive conceptual map, this paper may contribute to more rigorous empirical research, as well as help managers and executives more effectively deal with turbulent environments.

Drawing upon the conservation of resources theory, the authors expected that daily micro-events, daily hassles and uplifts at work influenced well-being via work engagement at the daily level.

The authors conducted two diary studies. In study 1, 181 workers answered a daily questionnaire for four working days (N = 181 × 4 = 724). In study 2, 51 workers filled in a questionnaire for ten consecutive working days (N = 51 × 10 = 510).

In study 1, the results demonstrated that work engagement fully mediated the effects of daily uplifts on well-being and partially mediated the effects of daily hassles on well-being. The results of study 2 revealed a full mediation for both kinds of daily micro-events. Hence, daily uplifts stimulated work engagement, which, in turn, enhanced well-being, and daily hassles minimized work engagement and, consequently, well-being.

The relationships explored provide new theoretical elements for models that explain well-being.

Drawing on the conservation of resources theory, this study aims to explore how individuals’ perceptions of telework effects associate with their adaptive performance by shaping their negative emotional experiences, with perceived leadership effectiveness acting as a critical moderator in this relationship.

A cross-sectional design was used, with data collected from a final sample of 209 teleworkers via an online survey.

The results demonstrated a significant indirect effect of the perceived effects of teleworking on adaptive performance through negative affect. Furthermore, leadership effectiveness moderated the indirect effect, in a way that the indirect effect was only significant for those who had ineffective leaders and moderate effective leaders; therefore, the indirect effect was strengthened for those who had less effective leaders (versus effective leaders).

This study examines the positive link between teleworking perceptions and adaptive performance through the reduction of negative affect, in line with the conservation of resources theory. Moreover, a reduction in negative emotions among employees during telework is associated with enhanced performance. Notably, the study reveals that leadership effectiveness moderates this connection as playing a crucial role in moderating these effects, particularly when leaders are perceived as less effective, offering insights for organizations considering telework strategies.

The purpose of this paper is to introduce the concept of team entrepreneurial competence, a team-level construct representing the level of shared abilities toward entrepreneurial activities within a new venture team. A multilevel model of the influence of team entrepreneurial competence and team entrepreneurial experience on the cognitive strategies of team members is developed and tested.

Using a sample of 47 early stage entrepreneurial teams (144 individuals), a set of hypotheses regarding the effect of team entrepreneurial competence on team member reliance on effectual and causal reasoning, together with the moderating effect of team entrepreneurial experience, are tested.

The results provide support for a positive multilevel association between team entrepreneurial competence and the reliance by team members on both causal and effectual reasoning strategies; members of teams with higher entrepreneurial competence and more entrepreneurial experience are more likely to engage in effectuation.

Understanding how team-level predictors and moderators have a role in determining individual effectuation and causation strategies offers promise in advancing effectuation theory.

Teams develop entrepreneurial competencies that transcend those of individual team members; where teams have more collective entrepreneurial experience, the effect on the tendency of individuals to engage in effectual reasoning is enhanced, which can be beneficial in highly uncertain contexts.

The results of this study are a step forward for effectuation theory, as it demonstrates the role of team-level variables in explaining individual causal and effectual reasoning.

This study draws on the affective events theory (AET) to understand how telework may influence workers' well-being. Hence this study aimed to (1) analyze the indirect relationship between telework and well-being via daily micro-events (DME), and (2) test whether procrastination would moderate this indirect effect.

To test the goals, data were gathered from a sample of teleworkers in the IT sector (N = 232). To analyze the data, a moderated mediation analysis was performed in SPSS with PROCESS macro.

The results showed that micro-daily events mediated the positive relationship between telework and well-being; however, this relation was conditional upon the levels of workers' levels of procrastination, that is, this link became weaker for those who were procrastinators.

By highlighting the importance of telework, DME and procrastination, this study offers managers distinct strategies for enhancing their employees' well-being.

Despite the existing research investigating the effect of telework on well-being, studies investigating the intervening mechanisms between these two constructs are scarce. Moreover, there is a lack of research investigating the moderating effect of procrastination in these relations. Hence, this study fills these gaps and advances knowledge on the process that explains how (via DME) and when (when procrastination is low) teleworking influences workers' well-being.

According to Sistecal, a Spanish quality management consultancy, Spain is going through a TQM boom. Companies are looking both home and abroad for experiences of successful practise.

The customer‐supplier strategic alliance established by RENFE, the Spanish national railway company relies on an adapted and customized version of the European model for business excellence developed to rate the performance of every part of the business.

The purpose of this paper is to analyze the construct validity of learning transfer system inventory (LTSI) for use in Portugal. Furthermore, it also aims to analyze whether LTSI dimensions differ across individual variables such as gender, age, educational level and job tenure.

After a rigorous translation process that included forward and backward translation, subjective evaluations of the translated items, and pilot testing, the Portuguese version of LTSI was completed by 484 trainees, who attended different kinds of training courses. Two separate exploratory factor analyses were run to analyze the specific and general domains covered by LTSI. An initial analysis with the validated items and a second one with the validated and research items were also completed.

The results of the initial factor analyses showed a 16‐factor structure that accurately paralleled the 16‐factor structure of the original English version and revealed that this one is the most parsimonious factor structure. Statistically significant differences in some LTSI dimensions were found across gender and education‐level variables.

Data were collected through self‐reported measures using a single instrument applied immediately after the training, which might have affected the internal validity of the study. Although this study covered a wide variety of trainees' business areas and types of training, it might be possible that some types of organizations and training were not included in the analysis, thus limiting the generalization of the results to those contexts.

Based on the results of this study, Portuguese companies are now able to develop their training evaluation practices and to assess the training transfer factors through a valid and reliable instrument.

The paper expands LTSI validity in Europe, demonstrating that it has construct validity for use in Portugal.

The purpose of this article is to analyse the mediating effects of perception of learning between occupational satisfaction, affective reactions, utility reactions and perceived training transfer.

The participants in the study were 185 Portuguese teachers who attended a professional training programme.

The results of this study show that occupational satisfaction, affective and utility reactions are associated with perception of learning and perceived training transfer. Furthermore, the results also reveal that perception of learning fully mediates the relationship between occupational satisfaction and perceived training transfer and partially mediates the relationship between affective reactions, utility reactions and perceived training transfer.

Results are based on self‐reported measures to evaluate training transfer.

Organisations interested in maximising their return on investment on training and development should regularly monitor the employees' level of satisfaction with their occupation and determine whether new actions need to be taken regarding human resources practices or the working conditions. To enhance training transfer, careful attention should be given to the training design in order to ensure that it reflects the trainees' needs previously identified and to guarantee that trainees acquire a good level of learning in the programme.

The present study extends the empirical literature about the predictors of training transfer, showing that learning can play a mediating role between some predictors and transfer.