Despite considerable attention to the creative process and its relationship with personal characteristics, there is no published study focused directly on the relationship between the recently recognized core construct of psychological capital (PsyCap) and creative performance. Drawing from a large (N = 899) and heterogeneous sample of working adults, this study investigates PsyCap and its components (i.e., efficacy, hope, optimism, and resilience) as predictors of creative performance. Overall PsyCap predicted creative performance over and above each of the four PsyCap components. Theoretical and practical implications of these findings are considered. Copyright © 2010 ASAC. Published by John Wiley & Sons, Ltd.

Increasing recognition is being given to the role that employee overall well-being plays in desired outcomes of today's organizations. To help organizational leaders searching for understanding and answers, we propose that the positive core construct of psychological capital (or simply PsyCap), consisting of the positive psychological resources of hope, efficacy, resiliency, and optimism can be extended into the well-being domain. Although PsyCap has been clearly demonstrated to be related to employee attitudes, behaviors, and performance, linking it with other life domains relevant to overall well-being has yet to be tested. After first building a comprehensive conceptual foundation for extending PsyCap into the well-being domain, we empirically found that a cross section of employees' (N = 523) "Relationship PsyCap" and "Health PsyCap" were related to both their respective satisfaction appraisals and desired objective outcomes. In addition, these two extended life satisfactions, along with the already well-established work satisfaction, combined to relate to the appraisal of the study participants' overall well-being. This well-being was in turn found to be related to their overall level of PsyCap. These findings have implications for helping leaders meet the challenges they face in both understanding and helping develop the overall well-being of their employees.

A concern exists that mixed methods studies do not contain advocacy stances. Preliminary evidence suggests that this is not the case, but to address this issue in more depth the authors examined 13 mixed methods studies that contained an advocacy, transformative lens. Such a lens consisted of incorporating intent to advocate for an improvement in human interests and society through addressing issues of power and social relationships. Included for review were 10 criteria for a transformative study and rigorous procedures for mixed methods research. The findings of this study suggested that several transformative criteria are being used in published mixed methods studies but that some are underutilized. This analysis helped advance eight key elements that authors might use for incorporating a transformative lens into a mixed methods study.

Both conventional understanding and positive psychology recognise an important link between people's character strengths and how they perform their jobs. However, no research to date has focused on the relationship of employees' wisdom strengths, potential mediating effects and creative task performance. Utilising a large heterogeneous sample (N = 974) of working adults, this study found that participants' levels of the character strengths of wisdom were positively related to their performance on a creative task and negatively related to their reported level of stress. In addition, stress was found to be negatively related to creative task performance, with reported stress partly mediating the relationship between participants' wisdom and their performance on the creative task. Implications for incorporating character strengths in the development of HRM theory and practice conclude the article.

This article provides practical perspective and guidance for transitioning from in-person to virtual learning. Student engagement is emphasized through providing synchronous and highly interactive virtual learning sessions. This approach not only improves student outcomes related to class, but also is related to strong student mental health. Technological considerations are explored surrounding how to select a video conferencing platform that will enable engagement. Key functionality recommended includes the ability to share audio and video of both instructor and students, virtual hand raising and other signaling capabilities, hosting of small group discussions within the larger class, concurrent chat capabilities, and the crowd-sourcing of questions. The implications of this functionality from a learning perspective are discussed. Empathy and flexibility in accommodating diverse and evolving student scenarios is also discussed. The importance of setting norms and expectations provides a foundation for the class, both during class sessions as well as in providing a framework within which students conceptualize group work. This article ends by looking ahead and near-term implications of teaching during a global pandemic.