The objective of this diary study was to look at the potential positive within-person relationships between positive emotions, work-related hope, and the three dimensions of work engagement on a daily level (i.e. vigor, dedication, and absorption). Following Broaden-and-Build theory and Affective Events Theory, it was expected that the experience of positive emotions would cause hope, which in turn would lead to a state of vigor, dedication, and absorption. The study was conducted among 59 employees of a Dutch university, who filled in a diary questionnaire for five consecutive working days, twice a day. As expected, the experience of positive emotions had an indirect effect on the level of vigor, dedication, and absorption through hope across days. So, it seems that an individual and daily perspective on work engagement is particularly worthwhile and provides valuable insights to enhance employee engagement in practice.

Full terms and conditions of use: http://www. informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.

Researchers have revealed that managers profit most from informal and on-the-job learning. Moreover, research has shown that task characteristics and social support affect informal learning. On the basis of these insights, the authors examined the effects of task characteristics (psychological job demands, job control) and social support from the supervisor and colleagues on informal on-the-job learning among 1588 managers in the Dutch home-care sector. A regression analysis revealed that high demands, high control, and high colleague and supervisor support were each associated with high levels of informal learning. The authors found no evidence for statistical interactions among the effects of these concepts. They concluded that to promote managers' informal workplace learning, employers should especially increase job control.

Purpose-The main objective of this study is to apply broaden-and-build theory to occupational wellbeing. More specifically, it seeks to test whether positive emotions "build" resources and to what extent they contribute to work engagement through an increase in personal or job resources. Additionally, it aims to hypothesize that positive emotions, resources, and work engagement are reciprocally related to each other in a way akin to a gain cycle. Design/methodology/approach-In order to test whether positive emotions, personal and job resources, and work engagement are related over time, a structural equation model was constructed. The model was based on two waves of data, with a time lag of six months. Findings-Results show a reciprocal relationship between positive emotions and personal resources. Furthermore, there is a causal effect of personal resources on work engagement and a reversed causal effect of work engagement on positive emotions. Most surprising is the fact that no relationships with job resources are found to be significant. Research limitations/implications-Because the authors exclusively used self-report measures to assess positive emotions, resources, and work engagement, the cross-paths might have been inflated. Practical implications-The results underline the importance of increasing both positive emotions and the level of personal resources in order to create an engaged workforce. Originality/value-The study adds to the existing literature in the sense that the research model entailed positive emotions as a "novel" variable in the context of resources and work engagement. The model recognized the building capacity of positive emotions as well as the potential of personal resources in predicting work engagement.

Psychological resources for engaged employees:Psychological capital in the Job Demands-Resources model Psychological resources for engaged employees:Psychological capital in the Job Demands-Resources model This study focused on the role of personal resources, operationalized as ‘psychological capital’ (PsyCap), in the motivational process of the Job Demands-Resources (JD-R) model. PsyCap consists of self-efficacy, optimism, hope and resiliency. As a single construct, these four components have been linked to positive outcomes for organizations, but they have never been studied in relation to work engagement (as conceptualized by Schaufeli & Bakker, 2003). Academic and administrative staff of a Dutch university (N=301) filled in an online questionnaire. The study results showed that job resources, PsyCap, and work engagement are distinct constructs which are significantly related. Job resources were related to work engagement both directly and indirectly via PsyCap. This study confirms the theoretical importance of including personal resources in the JD-R model, as well as the practical relevance of the construct of PsyCap.