Organisations are becoming increasingly aware of the importance of employees in gaining and maintaining competitive advantage. The happy worker-productive worker thesis suggests that workers who experience high levels of well-being also perform well and vice versa; however, organisations need to know how to ensure such happy and productive workers. The present review and metaanalysis identifies workplace resources at the individual, the group, the leader, and the organisational levels that are related to both employee well-being and organisational performance. We examine which types of resources are most important in predicting both employee well-being and performance. We identified 84 quantitative studies published in print and online from 2003 to November 2015. Resources at either of the four levels were related to both employee well-being and performance. We found no significant differences in employee well-being and organisational performance between the four levels of workplace resources, suggesting that interventions may focus on any of these levels. Cross-sectional studies showed stronger relationships with wellbeing and performance than longitudinal studies. Studies using objective performance ratings provided weaker relationships between resources and performance than self-rated and leader/ third-party-rated studies. ARTICLE HISTORY

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The authors study how an aerosol technology research group constructed a research agenda for itself and how its activity was changed in the process. The group's research agenda was heterogeneous, comprising several research areas in which the knowledge of aerosols was applied in different industrial contexts. The authors analyze the development of one of these areas, the research on the production of ultrafine particles from 1992 to 1997, employing the concept of mediated activity that has been developed in the cultural-historical theory of activity. In the analysis, the activity is seen as the coevolution of the subject, the means, and the research object and the networks of collaboration with other activities. The applications developed in the collaborative networks significantly influence the identity and learning of the researchers, the construction of tools and instruments, and the selection of the phenomena to be studied.

Innovations and new project ideas often emerge in networks of researchers, users of research, and societal actors. This article analyzes and discusses how research scientists learn to conduct research that has an impact on their clients, scientific community, and society. We describe a new developmental impact evaluation method based on the theory of expansive learning. The pilot process was conducted for bioenergy researchers at MTT Agrifood Research Finland. Developmental impact evaluation offers networks a process for evaluating completed projects, learning from them, and constructing a new research concept via pilot projects. The method opens up the concept of 'research impact' as a qualitative learning challenge, rather than an accountable target to be judged. It may be adopted as a continuous way of managing and renewing crossdisciplinary research programs, research groups, or networks.

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