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Employees at healthcare organizations are experiencing more stress than ever given the current COVID-19 pandemic. Different types of stress are affecting diverse organizational outcomes, including the employees’ voluntary turnover. This is the case of cognitive stress, a type of stress that affects how individuals process information, which can influence employees’ turnover intentions. In this study, we look at the mechanisms that can reduce the adverse effects of cognitive stress on turnover intentions, particularly the role of employees’ perceived psychological safety (i.e., how safe they perceive the interactions with their colleagues are). We hypothesize that psychological safety mediates the relationship between cognitive stress and turnover intentions, and COVID-19 worry and supervisor support moderate the relationship between cognitive stress and psychological safety. To test our hypothesis, we invited two public health care organizations in Chile to join this study. In total, we obtained a sample of 146 employees in 21 different teams. Using a multilevel model, we found that psychological safety prevents the harmful effects of cognitive stress on employees’ turnover intentions. In addition, while COVID-19 worry can worsen the relationship between cognitive stress and psychological safety, supervisor support only directly affects psychological safety. This study contributes to expanding the stress and psychological safety literature and informs practitioners in healthcare organizations about how to deal with cognitive stress in the “new normality” that the pandemic has brought.

Purpose The purpose of this paper is to analyze the impact of a classroom application of the cooperative learning (CL) methodology on nine dimensions of business students’ teamwork competence (TC). Design/methodology/approach The authors used a quasi-experimental pre-post design with a previous cohort as control group (first-year students from the year prior to treatment application), applying treatment to a sample of 228 first-year students in a School of Economics and Business at a Chilean University (114 as treatment and 114 as control). Findings The authors’ results show that CL had a positive, significant influence on five dimensions of TC: collective efficacy, planning, goal setting, problem solving and conflict management. Research limitations/implications This paper upholds the importance and effectiveness of CL in developing TC. However, the evidence suggests that the effectiveness of the CL methodology was limited to development and improvement of less complex dimensions of TC. More complex dimensions require a longer period of time to be developed. Practical implications This research is an important contribution to the design and implementation of appropriate methodologies for developing a widely needed area of competence in the workplace, considering its multidimensional nature, whether in academia or business. Originality/value This is the first study to seek empirical evidence that would link the CL methodology with TC. In addition, it fills a gap in the literature on the development of TC in its multiple dimensions. It particularly addresses the training of business professionals.

PurposeWhile companies have increasingly encouraged employees to adopt a customer orientation, less attention has been given to the impact that customer orientation has on employees' job outcomes and performance. Previous research has used job demands-resource theory (JD-R) and proposed several mechanisms through which customer orientation influences performance, yet the intervening variables in the process have shown inconsistent results. The purpose of this paper is to investigate the contextual role of organizational justice on the relationship between customer orientation and performance through work engagement. In this way, offering more understanding of the contingent effects that intervene in the customer orientation–performance relationship.Design/methodology/approachUsing a structural equation model (SEM) in a sample of 249 marketing, sales and management managers in Chilean companies, this paper tested different hypotheses concerning the role of work engagement, organizational justice and customer orientation in relation to perceived performance.FindingsThis study informs that organizational justice (procedural and distributive justice) moderates the relationship between customer orientation and performance through work engagement. Precisely, the findings reveal that at lower values of organizational justice, changes in customer orientation negatively influence work engagement and in turn performance.Originality/valueThe results contribute to strengthening customer orientation theory by integrating a contextual variable often omitted: organizational justice. By exploring the moderation effect of organizational justice on customer orientation, this paper reveals contingent effects of employees' perceived fairness on the organization in the relationship between customer orientation and performance through work engagement. The findings encourage managers to look after employees' perceived organizational justice when they implement customer-oriented approaches, in particular, of those employees who work in the frontline sales and service positions.

RESUMENEs relevante entender cómo incorporar la competencia emprendedora en los programas de formación en emprendimiento, ya que la dinámica de emprendimiento e innovación influye al crecimiento económico. Esta investigación busca determinar qué actitudes y habilidades de las que conforman la competencia para emprender adquieren los estudiantes que participan de un programa de educación en emprendimiento e innovación. También se identifican variables determinantes de la evolución de la actitud emprendedora auto percibidas. El programa deformación sujeto de esta investigación sigue una metodología de aprendizaje experiencial a través de proyectos. Esta investigación cualitativa de carácter exploratorio está basada en un enfoque constructivista-interpretativo. Mediante datos recolectados por medio de entrevistas individuales y grupos focales, se analiza la evaluación de las autopercepciones de 38 estudiantes sobre los cambios experimentados durante el proceso formativo. Los resultados confirman que los estudiantes reconocen una influencia positiva del programa de formación en su competencia para emprender, específicamente en el aprovechamiento de la colaboración, la generación de ideas, la autoconfianza y el desarrollo personal, asunción de riesgo y necesidad de logros. Así, esta investigación lleva a recomendar promover programas que incluyan metodología de proyectos y experiencia directa con emprendedores, punto de partida para desarrollar este tipo de comportamientos.ABSTRACTIt is relevant to understand how to incorporate the entrepreneurial competency to the entrepreneurial education programs, as entrepreneurship and innovations dynamics influence on economic growth. This research aims to determine which attitudes and abilities of those that make up entrepreneurial competency are developed by students participating in an entrepreneurial/innovation education program. This study also identified critical variables for the evolution of the self-perceived entrepreneurial attitude. The entrepreneurial/innovation education training program subject of this research follows a methodology of experiential learning through projects. This qualitative exploratory research is based on a constructivist-interpretative approach. Based on data collected from personal interviews and focus group, the evaluation of the self-perceptions of 36 students on the changes experienced during the formative process is analysed. The results confirm that students recognize a positive influence of the program on their entrepreneurial competency, specifically on how the take advantage of collaborative work, generation of ideas, self-confidence, the willingness of taking risk and need of achievement. Overall, the analysis and results of this research lead to recommend promoting programs that include project methodology and direct experience with entrepreneurs as it is the starting point to develop entrepreneurial and innovation behaviours.