Non-solid infill generation in Non-Planar Additive Manufacturing (NPAM) is still an open problem. This is due to mathematical complexities from curvature distortion, as well as bridging limitations inherent in some NPAM processes. Providing solutions to this problem may result in significant energy, build cycle time, and cost savings. In this context, the goal of this paper is to define a workflow for the generation of non-solid infill paths with quasi-uniform density within the layer. This was performed by defining the build geometry through an axisymmetric embedded map methodology, and the infill points were distributed via a geodesic repulsion energy-based algorithm. In addition to these core algorithms, several numeric optimizations were implemented to reduce runtime. The algorithm has been tested on several build platform geometries and slice polygons. The results were satisfactory, achieving a homogeneous kernel density distribution for all cases and reductions in geodesic distance standard deviations of around 70%. A first iteration of a path planning algorithm was also implemented to showcase the intended final results. This methodology is to be combined with other Design for Non-Planar Additive Manufacturing techniques to enable applications in the biomedical field, automotive and aerospace industry, or rapid mold manufacturing.

Purpose: Teamwork is necessary for engineering to address today’s complex challenges. Therefore, team members must improve their teamwork competencies for more significant team development and effectiveness. This study aimed to analyze how a non-directive coaching intervention model for an entire team influences the individual team members’ teamwork competencies.Design/methodology/approach: Action research was used in this study with a quasi-experimental design featuring control and experimental groups comprising final-year engineering students from Universidad Politécnica de Madrid. The sample included 168 students, with 132 in the control group and 36 in the experimental group. The experimental group underwent a non-directive team coaching intervention involving three sessions. Competencies were evaluated using the teamwork competency test (TWCT), administered at the course’s beginning and end to measure progress.Findings: The results show that the individuals who participated in the team coaching significantly increased their competencies, particularly “conflict resolution” and “feedback.”Originality/value: This study’s value contributes to identifying the positive impacts of non-directive team coaching interventions on individual teamwork competencies, fostering collaborative skills and supporting collective goals.

This study examines the effectiveness of an explicitly nondirective team coaching intervention in enhancing team performance and individual teamwork competencies within self-managed teams. The intervention was implemented across multiple sessions with nine teams in three organizations and was evaluated using a convergent mixed-methods design, in which GROW functioned solely as a light process scaffold while coaches withheld content advice. Quantitative results showed significant improvements in conflict resolution and planning . Qualitative data revealed increases in team alignment, communication , and performance evaluation . These findings suggest that nondirective team coaching can foster autonomy, adaptability, and sustainable team development in dynamic work environments.

Modeling complex non-physical systems is essential for understanding the interdependent dynamics of human-centered adaptive environments. This study extends the Goal Tree–Success Tree and Master Logic Diagram (GTST-MLD) framework to represent and analyze these systems beyond their traditional engineering applications. A mixed-methods approach, combining a systematic literature review, expert interviews, and survey-based validation, was employed to test the framework using the teaching–learning process in Higher Education (HE) as an illustrative case study. The results show how function-centered modeling within the GTST-MLD structure decomposes the complexity of the system and reveals pedagogical bottlenecks, providing a structured basis for designing adaptive strategies. Rather than measuring learning gains directly, the model offers a structured representation of the conceptual and methodological pathways that influence learner engagement, conceptual integration, and adaptability. Within this bounded context, this study demonstrates a reproducible GTST-MLD modeling procedure for non-physical systems, an auditable dependency structure, based on explicitly defined nodes and edges, and a coherent alignment between Threshold Concepts (TCs), Learning Outcomes (LOs), and methodological strategies. Together, these contributions offer a basis for diagnosing and optimizing complex non-physical systems and form a foundation for future empirical evaluation.

Purpose: This paper aims to examine how leadership assessment is implemented in contemporary organizations and clarifies the role of values-related practices, with a specific focus on employees' perceived value alignment with their immediate leader at the dyadic level. Design/methodology/approach: Drawing on a multi-edition study of 330 organizations across 4 survey waves conducted between 2020 and 2023, we combine quantitative and qualitative evidence to describe current models, tools and routines used to assess leadership and to identify observable trends. Findings: The 360-degree model remains the most widely used approach and assessments are most often conducted annually. Surveys, structured meetings and their combination are prevalent. Values-based conversations are reported by 62%–75% of organizations. The share reporting high perceived leader–follower value alignment (above 70%) increased from 51% to 63% between the third and fourth editions. Descriptive analyses indicate that systematic, development-linked practices and inclusive promotion criteria tend to co-occur with higher perceived alignment. Practical implications: Organizations can embed values-focused dialogs within development plans while mitigating rater bias and similarity-based favoritism through calibration, behaviorally anchored criteria, monitoring for diversity and justice and temporal separation between developmental conversations and formal ratings. These steps help align developmental value with fairness and decision usefulness. Originality/value: The study integrates dyadic perceived value alignment as a complementary, measurable component of leadership assessment, distinguishing it from person–organization fit and leader–organization alignment, as well as from ethical or authentic leadership. Dyadic alignment captures followers' perceptions that their values broadly align with those of their immediate leader, which can amplify or weaken the impact of different leadership styles. The multi-edition, cross-organizational evidence contributes a concise map of how values-related elements are incorporated into assessment routines.

The increasing complexity of organizational environments, combined with the need for more autonomous and flexible teams, has driven interest in new approaches to team development. In this context, the present doctoral thesis introduces a non-directive team coaching model aimed at strengthening competencies and improving overall group effectiveness. The core of this approach lies in fostering self-management and shared responsibility while eliminating the direct transfer of knowledge by the coach, representing a significant shift from conventional practices. The research was guided by several objectives. First, the current state of non-directive coaching for teams was examined, identifying the most influential theories and the gaps that still require attention. Based on these findings, a structured and adaptable model was developed, designed to fit various organizational contexts. Subsequently, the model was implemented in real-world scenarios, with its impact assessed through both quantitative and qualitative methods. Finally, recommendations were formulated to facilitate the application of this model in professional settings, encouraging its use as an effective and scalable tool. Among the key findings, the initiative demonstrated a significant impact on the development of individual competenciessuch as communication, planning, and conflict resolutionas well as on overall team effectiveness. Its implementation in both academic and professional contexts showed that teams can operate autonomously without relying on direct knowledge transfer from the coach. Moreover, the non-directive approach proved to be adaptable to diverse organizational environments, providing a practical and replicable solution for dynamic contexts. In conclusion, the non-directive team coaching model presented in this thesis addresses the current needs of organizations, offering a versatile alternative to traditional methodologies. Future lines of research include validating the model in more diverse and dynamic teams, as well as conducting long-term follow-ups to assess its sustainability, with the aim of further refining this intervention. RESUMEN La creciente complejidad de los entornos organizacionales, sumada a la necesidad de contar con equipos más autónomos y flexibles, ha impulsado el interés por nuevas propuestas en el ámbito del desarrollo de equipos. En este sentido, la presente tesis doctoral introduce un modelo de coaching de equipos con enfoque no directivo, centrado en fortalecer competencias individuales y en mejorar la efectividad del grupo. La esencia de esta propuesta radica en fomentar la autogestión y la responsabilidad compartida, eliminando la transferencia directa de conocimiento por parte del coach, lo que supone un cambio notable respecto a las prácticas más convencionales. La investigación se desarrolló a partir de diversos objetivos. En primer lugar, se examinó el estado actual del coaching no directivo en equipos, identificando las teorías más influyentes y las brechas que aún requieren atención. Con estas bases, se diseñó un modelo estructurado y adaptable, capaz de ajustarse a distintos contextos organizacionales. A continuación, se procedió a su implementación en escenarios reales, midiendo el impacto a través de métodos tanto cuantitativos como cualitativos. Por último, se formularon recomendaciones para facilitar la aplicación de este modelo en entornos profesionales, alentando su uso como herramienta eficaz y escalable. Entre los principales hallazgos, la iniciativa demostró un impacto significativo en el desarrollo de competencias individuales como comunicación, planificación y resolución de conflictos, así como en la efectividad general de los equipos. Su implementación, tanto en contextos académicos como en el ámbito profesional, evidenció que los equipos pueden operar de manera autónoma, sin depender de la transferencia directa de conocimientos por parte del coach. Además, el enfoque no directivo demostró ser ajustable a entornos organizacionales diversos, ofreciendo una solución práctica y replicable en contextos dinámicos. En conclusión, el modelo de coaching de equipos no directivo presentado en esta tesis responde a las necesidades actuales de las organizaciones, aportando una alternativa versátil frente a metodologías tradicionales. Futuras líneas de investigación incluyen su validación en equipos más diversos y dinámicos, así como el seguimiento a largo plazo para evaluar su sostenibilidad, con el fin de seguir perfeccionando esta intervención.