The aim of this study is to examine the relationship between job resources, namely autonomy, social support and performance feedback and work engagement. Data were gathered through questionnaire from a sample of academicians (n = 532) who worked in four public universities (Mu'tah University, The University of Jordan, The Hashemite University and Yarmouk University) located in the southern, middle and northern region of Jordan. Results indicate that autonomy, social support and performance feedback were a significant factor in influencing academicians work engagement. These findings generally supported past findings, which suggested that employees are more likely to engage with their work if they are given the autonomy, social support and performance feedback. The findings were discussed and implications were also put forward.

The purpose of this study is to examine the effects of individual, environmental, training design, and affective reaction factors on training transfer and transfer motivation. To determine the relationship between these factors and their influence on training transfer and to test the model, the researchers collected data from employees in the Malaysian banking sector. Structural equation modeling with Amos 16 was used to test the model and determine the relationship. The study suggested that training stakeholders should manage the training program effectively. Transfer is maximized when trainees have social support, high performance self‐efficacy, and transfer motivation. Stakeholders (e.g., trainers, trainees, supervisors, and peers) are important to the training transfer process, as are learner readiness, trainee reaction, instrumentality, and training retention. This study revealed that perceived content validity and transfer design work together and influence the trainee's performance self‐efficacy. In other words, if trainers want to improve the performance self‐efficacy level of trainees, they need to explain how the trainee can transfer the learned skills at the workplace and make sure the content of the training is similar to the actual job. The main objective of training programs is to align the employee's expertise with organizational goals. Organizations can achieve their desired objectives only when employees transfer the learned skills on the job. Unfortunately, employees often transfer only a small percentage of skills they have learned in training. To effectively manage their training programs, organizations need to identify and focus on the factors that resist effective training transfer.

In a knowledge-based environment, the employee's performance has remained a popular demand in all sectors. All types of organizations have realized that workplace value makes businesses flourish. The aim of this paper is to examine the role of organizational culture on an employee's performance within the context of public sector organizations. Data were collected from 250 employees using a questionnaire based on a well-known and extensively used measurement tool developed by Wallach. From the result, two out of the three cultural dimensions identified in this study are found to have a significant positive influence on an employee's performance. This paper contributes to the understanding of organizational culture by providing empirical evidence from a public sector organization in Oman. As a future research direction, we highlight the need for studies on cultural research to examine other types of culture applicable within the public sector domain using a larger sample.

Work–life balance is a main concern for employees and employers alike, because a work–life imbalance can cause stress and health-related problems among workers. This study examines the relationship between emotional intelligence and work–life balance among police officers, and also the impact of organizational support as a moderator in this relationship. The data were collected from 1566 police officers in Peninsular Malaysia. Data was analyzed using the Partial Least Square (PLS) method. The results showed a significant and positive relationship between emotional intelligence and work–life balance. Organizational support was also found to moderate this relationship. These findings suggest that to achieve a work–life balance, police officers must have emotional intelligence, and the presence of organizational support would strengthen this relationship. Hence, in managing police officers’ work–life balance, it is important to enhance their emotional intelligence and implement organizational support policies.

This paper intends to examine the mediating effects of subjective norms on the relationship between career advancement and job characteristics and knowledge sharing behavior. Based on the social exchange theory, we establish a research model which contains job and organizational factors. We distributed 650 questionnaires, but only 439 questionnaires were returned and usable. The hypotheses were tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). The study examines knowledge sharing behavior and its determinants. The results reveal that career advancement, job characteristics and subjective norms are positively and significantly related to knowledge sharing behavior. The findings depict that subjective norms have a partial positive and significant mediating effect on knowledge sharing behavior. This paper intends to identify knowledge sharing behavior and its determinants in Tanzanian healthcare institutions and among healthcare professionals. This is because there are only a few such studies in the context of Tanzania; therefore, this study offers a theoretical foundation for future studies and practical implications for administrators and practitioners.