Coaching-Based Leadership Intervention Program: A Controlled Trial Study

In spite of the potential benefits that coaching-based leadership interventions can bring to organizations, basic questions remain about their impact on developing coaching skills and increasing psychological capital (PsyCap), work engagement and in- and extra-role performance. In a controlled trial study, 41 executives and middle managers (25 in the experimental group and 16 in the waiting-list control group) from an automotive sector company in Spain received pre-assessment feedback, a coaching-based leadership group workshop, and three individual executive coaching sessions over a period of 3 months. The intervention program used a strengths-based approach and the RE-GROW model, and it was conducted by executive coaching psychologists external to the organization. Participants (N = 41) and their supervisors (N = 41) and employees (N = 180) took part in a pre-post-follow up 360-degree assessment during the research period. Quantitative data were analyzed using Analyses of Variance (ANOVA) with a 2 2 design, paired-samples t-tests, and univariate analyses between groups. Results indicated that the intervention program was successful in increasing the participants’ coaching-based leadership skills, PsyCap, work engagement, and in- and extrarole performance. Qualitative measures were also applied, and results from individual responses provided additional support for the study hypotheses. Regarding practical implications, the results suggest that the Coaching-based Leadership Intervention Program can be valuable as an applied positive intervention to help leaders develop coaching skills and enhance well-being and optimal functioning in organizations

Increasing Employee Organizational Commitment by Correlating Goal Setting, Employee Engagement and Optimism at Workplace

The aim of this study is to explore the link among important factors with effect organizational commitment. Secondly this study focuses to make a positive significant relation in setting of goals, engagement of employee and optimistic approach of behavior at work place environment in order to enhance organizational commitment level of employee. The data for that hypothesized model will be collected form individual belongs to from different organizations and research institutions. The results of this study will contribute new improved ways to achieve maximum level of organizational commitment from employees. This study will provide new insight for the field of performance management. Key words: Organizational commitment, Employee engagement, Work place optimism, Enhancing performance, Goal Settin

Eccomi pronto : implementation of a Socio-Emotional Development curriculum in a South Korean elementary school

‘Eccomi Pronto’ (EP), an elementary school socio-emotional learning curriculum that was originally developed and evaluated in Italy was translated in Korean and implemented and evaluated in 4th grade classrooms of a primary school in South Korea. Qualitative data from teachers indicated that EP improved the self-reflection and selfdirection of students, resulted in pedagogically useful insights into the psychological functioning of students, and enhanced the quality of teacher-student interaction. However, statistically significant changes in students’ engaged, academic behavior (as measured by an 8-item survey) were not noted. Teachers reported that the core of the EP curriculum was appropriate for the South Korean educational context. Teachers also recommended modifications in the follow-up learning activities to make these activities more consistent with South Korean education practices.peer-reviewe

How to apply positive psychology at the workplace

Treball Final de Grau en Administració d'Empreses. Codi: AE1049. Curs acadèmic 2015-201

Increasing Employee Engagement and Satisfaction Through Positive Interventions for Human Flourishing

Approximately four out of five employees globally are either disengaged or actively disengaged at work. Recent data shows a rapid drop in engagement in the leadership and management sector of organizations. This literature review explores the efficacy of Positive Psychology Interventions (PPIs) designed to increase the state-like constructs of Positive Emotions and Psychological Capital (PsyCap), a construct combining Hope, Efficacy, Resilience, and Optimism). Results from multiple studies show small to medium effect sizes for Positive Emotion and PsyCap Interventions for increasing employee engagement, productivity, job satisfaction, commitment to the organization, organizational citizenship behavior and reductions in stress, absenteeism, and intention to leave the organization. Individuals low in targeted state-like traits pre-intervention experience greater growth than individuals high in the state-like traits. Brief, online, self-directed interventions were effective and longer, in-person, group interventions showed greater benefit. No negative side effects were discovered. Limitations are discussed and an appendix of evidence-based interventions is provided. PPIs targeting Positive Emotions and PsyCap are a scalable, cost-effective strategy to increase employee engagement and satisfaction at the workplace

Intervenciones Positivas en Organizaciones Positivas

We describe how (positive) organizations can be enhanced from the framework of Positive Psychology, being healthy from a psychological point of view, as well as resilient in times of crisis and turmoil. Thus, Healthy & Resilient Organizations (HEROs) make systematic, planned, and proactive efforts to improve employees' and organizational processes and outcomes (Salanova, Llorens, Cifre, & Martínez, 2012). These efforts involve fostering healthy organizational resources and practices aimed at improving the work environment, especially during changing times. Despite its relevance in modern societies, research on how to develop HEROs is scarce. Therefore, in this article first we focus on its concept and the measurement, and then, we review the main research conducted on interventions to promote HEROs based on Positive Psychology from a collective (teams and organizations) and an individual (employee) point of view. Lastly, we develop a set of best practices on positive interventions in the organizational context

Positive Psychology and Positive Interventions for Nurses

This capstone project draws on concepts from the field of positive psychology and applies them to the practice of nurses. More specifically, the author is interested in the design of positive interventions that could be used by nurses to enhance their experience of work in the health care setting. The intended purpose of such interventions is to foster individual autonomy in the creation of positive emotions, and enhance meaning and engagement in the workplace. Foundational to the design of these positive interventions is relevant research from the fields of positive psychology and nursing. The context of the Canadian health care environment and factors related to quality of work life form the backdrop for the interventions suggested. These positive interventions provide the researcher, educator, leader and direct care provider opportunity to apply the strategies and determine their ability to enhance the nurses’ well-being at work, while potentially building psychological capacities

Revitalizing the HERO within Teachers: An Analysis of the Effects of the PsyCap Development Training

The purpose of the study was to investigate middle school teachers’ perceptions of the effects of a teacher-targeted intervention, that is, Psychological Capital Development Training Intervention (PCDTI), aiming at enhancing positive psychological capacities of teachers. The PCDTI was prepared and implemented by the researchers at a state university in a large city in Turkey during the academic year of 2014-2015. The implementation of the PCDTI lasted for 2 months, once in a week, and after completing the training intervention, interviews were conducted with twelve teachers who were the participants in the experimental group. Data were gathered through one-on-one interviews and were analyzed using qualitative content analysis. The participants stated that the PCDTI had some positive effects in terms of their personal and professional awareness and development. Raising awareness about some key issues in teachers’ lives, experiencing positive emotions, cognitions, and attitudes, and experiencing changes in their attitudes towards students and teaching profession were the perceived effects of the training intervention. The participants also made suggestions to enhance the effectiveness of the intervention. Some implications are offered for the benefits of enhancing teachers’ psychological capital in schools

Innovator resilience potential: A process perspective of individual resilience as influenced by innovation project termination

Innovation projects fail at an astonishing rate. Yet, the negative effects of innovation project failures on the team members of these projects have been largely neglected in research streams that deal with innovation project failures. After such setbacks, it is vital to maintain or even strengthen project members’ innovative capabilities for subsequent innovation projects. For this, the concept of resilience, i.e. project members’ potential to positively adjust (or even grow) after a setback such as an innovation project failure, is fundamental. We develop the second-order construct of innovator resilience potential, which consists of six components – self-efficacy, outcome expectancy, optimism, hope, self-esteem, and risk propensity – that are important for project members’ potential of innovative functioning in innovation projects subsequent to a failure. We illustrate our theoretical findings by means of a qualitative study of a terminated large-scale innovation project, and derive implications for research and management