Purpose: Although environmental factors at the organizational level are of importance for individual employability, very few studies have investigated how the practices an organization implements can facilitate employability. The purpose of this paper is to analyze how high-involvement human resources (HIHR) practices (i.e. recognition, competence development, empowerment, information sharing and fair rewards) influence employee learning, which contributes to employability.Design/methodology/approach: The data were collected from 288 pairs of employees and their direct supervisors in Chinese companies. In this study, we measure perceived employability from both employees and their direct supervisors. Structural equation modeling (SEM) analysis is conducted to test the hypotheses.Findings: The results indicate that employees’ perceptions of the HIHR practices of recognition, competence development, empowerment and information sharing are positively related to employee learning, and then facilitate self- and supervisor-ratings of employees’ employability. Practices of fair rewards have a negative effect on employee learning and employability.Originality/value: This study contributes to employability and human resource management literature in several ways. First, the study raises the association between different HIHR practices and perceived employability through employee learning. Second, the study considers both self-rating and supervisor-rating of employability to improve the effectiveness of the results.

Purpose: Ambidexterity is the source of organizational sustainable development and long-term success. However, understanding the role of individual ambidexterity in organizations remains underdeveloped. Recently, scholars have increasingly emphasized the importance of individual ambidexterity, calling for more research on the topic. This study aims to explore the factors influencing individual ambidexterity. It proposed that goal orientation would be related to individual ambidexterity, and perceived cooperative goal interdependence and constructive controversy would play moderating roles in this relationship.Design/methodology/approach: The paper opted for a survey study. Questionnaires were distributed to enterprise managers from a part-time MBA program at a university located in Beijing, China. They were also asked to bring copies to their colleagues, so they could fill them out. The authors obtained 229 valid questionnaires and used hierarchical regression analysis to test the relationships.Findings: The results revealed that both learning goal orientation and performance goal orientation were significantly and positively related to individual ambidexterity. Perceived cooperative goal interdependence and constructive controversy positively moderated the relationship between learning goal orientation/ performance goal orientation and individual ambidexterity.Practical implications: The paper provides beneficial suggestions for both managers and employees. It offers a reference for managers regarding how to promote employee ambidexterity. It also provides suggestions for employee career development.Originality/value: The paper explored the factors influencing ambidextrous activities at the individual level, a very scare approach in extant studies. It also constructed a systematic process mechanism of individual ambidexterity, integrating both internal and external factors.

Purpose: Based on a review of previous research of organizational learning from experience, this paper aims to point out the notable gaps and unresolved issues in the research area and proposes a “multilevel integrated model of learning from experience”, which could integrate current research findings and serve as the theoretical framework for further investigation. Design/methodology/approach: This paper is a theoretical review. Findings: From the individual, team, organizational and multiple levels, in an order of the outcome of success and failure, this study reviews previous research about organizational learning from experience down to the last detail and points out some of their limitations, including relative fragmented-wise, lack of grope about the underlying motivations, lack of overall framework, etc. Then, this study proposes the “multilevel integrated model of learning from experience”, which provides a systematic and fine-grained framework for studies in this field. Research limitations/implications: This paper emphasizes that true underlying motivations impelling learning from experience shall be identified and exploration for the antecedents shall be further deepened. Besides, this study figures out that various factors played their parts in the process and outcome of learning from experience through both subjective perception and objective experience. Thus, future research shall distinguish the influence of learning from experience, respectively, into “knowing” and “doing”. Originality/value: This study is an attempt to review and integrate current research of learning from experience in multiple levels and further differentiates the influences of different experience outcomes (success vs failure). The proposed theoretical model provides clear suggestions of where future research should be directed.

As coaching assumes an increasingly critical role in satisfying employees' demands for growth, the function of coaching has progressively shifted towards direct supervisors. This study seeks to investigate the distinct effects of managerial coaching behaviors on employee outcomes from an emotional perspective. Specifically, we aim to explore whether leaders' encourage-to-explore and guide-to-learn behaviors impact employees' creativity and performance through discrete emotional mechanisms upon appraisal theory of emotion. We conducted two studies to test our proposition. In study 1, an experiment using coaching scenarios was performed with 128 students majoring in management. In study 2, data were collected from 311 supervisor-subordinate dyads. The results indicate that encourage-to-explore behaviors are positively related to employee creativity by fostering feelings of inspiration, and guide-to-learn behaviors are positively related to employee performance by alleviating anxiety. These findings suggest that different leaders’ coaching behaviors influence employee outcomes through different emotional processes. The theoretical and practical implications of the findings are also discussed. These findings suggest that different leaders’ coaching behaviors influence employee outcomes through different emotional processes. The theoretical and practical implications of the findings are also discussed.

Background: The rapid advancement of digital health technologies (DHTs) offers substantial potential for improving health care access; however, it simultaneously risks exacerbating existing inequities for marginalized populations. Previous research on the digital divide has often treated individuals with blindness as a homogenous group, primarily focusing on barriers related to digital access and skills. However, less is known about the nuanced experiences of specific subgroups, such as educated and digitally literate young adults. This study focuses on this demographic to understand how their advanced digital capabilities interact with systemic and infrastructural barriers in health care. Objective: This study aimed to explore the lived health care experiences of educated young adults with blindness in China, specifically identifying how DHTs simultaneously contribute to their empowerment and exclusion. Methods: Eligible participants were educated young adults with blindness in China (aged 18‐30 years, Mandarin speakers, smartphone users, and holding or pursuing higher education). A total of 12 semistructured interviews were conducted in Mandarin during September 2024. All interviews were audio-recorded and transcribed verbatim. An inductive thematic analysis was used to interpret the data and identify key themes. Results: Participants’ experiences highlighted an “empowered but excluded” dynamic. Seven key themes emerged, categorized into empowerment and exclusion. Empowerment themes included: (1) digital platforms empowering self-management and health care access, where DHTs enabled independent appointment booking and access to comprehensive health information; and (2) digital platforms empowering for finding medical visit companions, facilitating the discovery of companions for physical and emotional support. Exclusion themes comprised: (3) inaccessible online appointment systems, due to noninclusive designs; (4) inaccessible health care environments and information formats, stemming from nonaccessible self-service machines and written materials; (5) lack of provider competencies in respecting patient autonomy, as providers often assumed digital incompetence; (6) data privacy and security concerns, heightened by increased digitalization and reliance on assistive tools; and (7) challenges related to the quality and consistency of online companion support, highlighting the limitations of platform-based assistance. Conclusions: Our findings reveal an “empowered but excluded” dynamic: the potential for digital empowerment and enhanced independence is often curtailed by systematic barriers. Addressing this necessitates a multifaceted approach: enhancing technological accessibility through robust standards adherence and inclusive co-design processes; improving health care provider competencies in patient-centered care via targeted training; and empowering educated young adults with blindness by building their capacity for self-determination to achieve equitable health care access.