PurposeDrawing from social exchange theory, the purpose of this study is to investigate the influence of servant leadership on organizational citizenship behavior, turnover intentions and work performance through mediating role of job embeddedness.Design/methodology/approachThe data were gathered from 252 frontline employees of Pakistan's hotel industry in two-time lags with an interval of two months by using purposive sampling. PLS-SEM was applied for the analysis of data and hypothesis testing.FindingsThe study ascertained that job embeddedness is a potent mediator between the nexus of servant leadership and aforementioned work outcomes. The study results portray that servant leadership promotes job embeddedness, OCB, work performance and reduces turnover intentions.Research limitations/implicationsHotel management can use job embeddedness to boost servant leadership and reduce turnover intentions. In addition, management should also increase servant leadership by organizing training and workshops for their managers, which ultimately improves followers' organizational citizenship behavior and work performance.Practical implicationsHotel management can use job embeddedness to boost OCB, work performance and reduce turnover intentions. In addition, management should also increase servant leadership by organizing training and workshops for their managers, which ultimately improves followers' citizenship behavior and work performance.Originality/valueThere are numerous calls for research to ascertain as well as sparse literature available whether job embeddedness act as a mediator in the nexus of servant leadership and work outcomes or not. The current study fills these voids and contributes to the literature by empirically examining the mechanism of job embeddedness between servant leadership and the work outcomes.

Purpose The purpose of the study is to probe the influence of individual social entrepreneurship orientations (ISEO) and SE education (SEE) which could affect social entrepreneurial intentions (SEI) among students. Design/methodology/approach The data were gathered from 241 entrepreneurship discipline university students. The data were analyzed with structural equation modeling. Findings Findings suggest that ISEO plays a vital role in stimulating SEI; moreover, SEE further moderates ISEO and SEI's relationship among students. Practical implications Based on the results, academia should focus on SEE and the government should devise policies to encourage social entrepreneurial ventures to aid in social problems solution. Originality/value This study validates the relationship of different factors (orientations and intentions) of the theory of planned behavior in the SE domain and confirms the significance of SEE.

Purpose Based on trait activation theory, the purpose of the present study is to explore the relationship between the antecedents and outcomes of informal learning with the moderating effect of supervisor feedback environment (SFE) in small- and medium-sized enterprises (SMEs). Design/methodology/approach Data (n = 388) were gathered from middle managers of Pakistan’s SME sector by following the purposive sampling technique. The proposed model was examined by means of structural equation modeling analysis with AMOS 24. Findings The study results delineate that middle managers with high-level self-efficacy and motivation to learn more actively participate in informal learning activities. The study also found that the SFE is a strong contextual moderator between the nexus of personal factors and informal learning. In addition, informal learning also has significant and positive effect on work engagement. Practical implications Human resource practitioners and organizational leaders of small businesses can use informal learning to improve employees’ skills and knowledge with less cost. For instance, management should use different strategies to enhance the effectiveness of informal learning by providing SFE. Originality/value There are numerous recent calls for research to ascertain the interaction of individual, contextual factors and outcomes of informal learning. The study addresses these voids by empirically examining antecedents and outcomes of informal learning simultaneously through the person–situation interaction perspective. It demonstrates that informal learning at the workplace becomes more effective in SFE.

Purpose Organizations are facing pressure to reduce costs of training and enhancing the role of self-development that is self-driven and contextual in nature as a means to supplement employee development. The purpose of this study is to investigate the influence of individual and situational factors on self-development as well as the moderating role of situational factors. Individual factors are referred to personal characteristics, i.e. learning goal orientation and proactive personality, while situational factors are environmental conditions, including job autonomy and empowering environment. Design/methodology/approach Data were gathered from 280 middle managers of the banking sector. Partial least squares structural equation modeling was conducted to validate the model. Findings The study findings revealed a significant direct relationship of individual (learning goal orientation and proactive personality) and situational (empowering environment and job autonomy) factors with self-development. The study also found only a significant moderating effect of empowering environment in relation to learning goal orientation and self-development, correspondingly job autonomy moderates the relationship of proactive personality and self-development. Practical implications The study concludes with offering some implication for organization to focus on self-development activities by providing an empowering environment and job autonomy to its employees, which will result to minimize the overall cost of training. Organizations should also identify the individual factors that lead to self-development like proactive personality and learning goal orientation. Originality/value This study gives new insight on the predictors of self-development and their interaction. This study may be a pioneer to empirically validate a theoretical model about the interaction of situational factors between individual factors and self-development. Furthermore, it contributes and advances our knowledge by demonstrating how individual and situational factors are influencing middle mangers’ self-development in workplace.

PurposeThe goal of this study was to examine the mediating mechanism of informal learning between dimensions of learning climate and organizational citizenship behavior (OCB). In addition, the study also aimed to investigate the learning climate, in the dimensions of learning facilitation, learning appreciation and error avoidance as antecedents of informal learning.Design/methodology/approachThe data were gathered from sports items manufacturing small and medium enterprises (SMEs) in Sialkot, Pakistan. Sialkot is home to manufacturing businesses that export their products worldwide. Survey data of 318 middle managers collected at 2 different times were used for testing the research model using structural equation modeling (SEM).FindingsThe results demonstrate that facilitation and appreciation learning climate have a positive relationship with informal learning and error-avoidance has a negative relationship with informal learning. The analysis also revealed that informal learning mediated the linkage between learning climate dimensions and OCB. Moreover, informal learning is significantly related to OCB.Practical implicationsHR practitioners and organizational leaders of SMEs can use, encourage and promote informal learning to improve the skills and knowledge of employees at low cost. For instance, management should strategically implement informal learning at the workplace by providing a supportive learning climate.Originality/valuePrevious studies have overlooked the impact of informal learning on OCB and its mediating effect. The present study addresses this gap by examining the mediating mechanism of informal learning between learning climate and OCB.