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We provide practical, evidence-based recommendations derived from organizational support theory to enhance the effectiveness of human resource (HR) strategies designed to treat employees well. We also include the first ever benchmarking information for perceived organizational support (POS), the extent to which employees believe their organization cares about them and values their contributions. We discuss what is distinct about POS compared with fairness and employee engagement. We then discuss 5 principles from organizational support theory to enhance the effectiveness of HR strategies, followed by specific examples and information on how to support each principle within one’s work organization. We hope this article serves as a resource for HR practitioners interested in theoretically derived HR principles and examples to help enhance POS. We also hope this article facilitates collaborations between researchers and practitioners for developments in POS research.

The current research compares the Need to Belong Scale (NTBS; Leary et al., 2013) and the Antecedents subscale of the Sense of Belongingness Inventory (SOBI-A; Hagerty & Putusky, 1995) to determine whether they represent approach or neuroticism-driven avoidance orientations in the need to belong. This research also extends previous research on these constructs to examine direct and moderating associations involving the need to belong and the quantity and quality of personal close relationships. Students (N=869) from a large university in the Southwest USA completed a battery of measures. Results indicated that the NTBS was associated with lower quality “partial” relationships rather than those of high quality “whole” relationships; this was not the case for the comparative SOBI-A. In addition, greater numbers of whole relationships buffered the effects of the NTBS on depression. The results are discussed in terms of the Belongingness Orientation Model.

To understand decisions regarding stimulant use, it is important to consider how college students perceive the positive and negative effects of the medication with respect to sense of self and social relationships.

SBIRT training that employs diverse educational methodologies as part of customizing the training to residency specialties can similarly enhance SBIRT-related knowledge, confidence, and practice. Trainee report of limited prior clinical or academic exposure to substance use and/or low confidence regarding SBIRT skills and their professional role responsibilities related to substance use predicted trainee success and sustained SBIRT strategy application. When customizing SBIRT training, curriculum developers should consider leveraging and capacity building related to those factors predicting continued use of SBIRT practices.