Interest in psychological empowerment and employee engagement has increased substantially over the last decade among practitioners and academicians. However they have emerged independent of each other with little diligence as to how they are associated. The study attempts to predict employee engagement through dimensions of psychological empowerment. This article will contribute to our understanding of the relationship between psychological empowerment and employee engagement. The study is based on primary data collected from 101 employees working in three service organizations in central Kerala. Statistical techniques like correlation and multiple regression analysis were employed to measure the significance and strength of relationship between psychological empowerment and its dimensions (meaning, competence, self-determination and impact) and employee engagement. Correlation analysis revealed a significant positive association between psychological empowerment and employee engagement. Further analysis showed that all the dimensions of psychological empowerment, other than self-determination are predictors of employee engagement. Findings of the study are discussed, together with limitations and suggestions for future research.

This research examines the impact of perceived supervisor support and psychological empowerment on employee engagement. Social exchange theory and job demands-resources model of work engagement are used for explaining the association between these constructs. Data for the sample was collected from 177 employees in three service sector organizations in Central Kerala, South India. Regression analyses were performed to test the hypotheses. The results showed that perceived supervisor support and psychological empowerment positively influenced employee engagement and perceived supervisor support positively influenced psychological empowerment. Also, it was found that psychological empowerment fully mediated the relationship between perceived supervisor support and employee engagement. This research adds to the current body of literature by providing insight into the influence of perceived supervisor support and psychological empowerment on employee engagement in the Indian context.

PurposeThe essence of management education lies in preparing and enabling the students to evolve cognitively, affectively and behaviorally into capable ones equipped to meet and manage challenges from within and outside their organisations or workplaces. Mentoring, as pedagogy, results in enhancing effectiveness of B‐schools (Institutions offering MBA program) in ensuring the transformation of students into professionals. The purpose of this paper is to analyze and evaluate the formal and teacher‐initiated student mentoring in B‐schools in Kerala in terms of the designated activities, to establish effectiveness of mentoring as outcomes of faculty‐related antecedents and mentoring activities, and to demonstrate the effectiveness in terms of the psycho‐social changes of students.Design/methodology/approachThis research employed a conclusive approach that combined the features of descriptive and explanatory research designs. The respondents of the study comprised 141 permanent teachers, 327 first‐year students and 318 final‐year students enrolled in the management programs of 19 B‐schools in Kerala that had minimum five years of existence and approval of the All India Council of Technical Education (AICTE).FindingsThe study revealed that less than half of the B‐schools had implemented a mentoring program as part of their pedagogy. A structural equation model using the partial least square technique validated the conceptual model and the findings revealed that socio‐demographic characteristics, mentoring activities (teach the job, provide challenge, teach politics, career help, sponsor, career counseling and trust) influenced effectiveness of mentoring.Research limitations/implicationsThe study was conducted only among B‐schools, hence the research results may lack generalization. Therefore, researchers are encouraged to test the proposed model further.Practical ImplicationsThe paper includes a conceptual framework employed for bringing about effectiveness of mentoring, proven to be valid and may be considered by B‐schools that are institutionalizing mentoring as an element of the pedagogy.Originality/valueThe paper bridges the perceptible lack of theoretical and empirical bases to explain the dynamics of student mentoring in management institutes in the country and will be an eye‐opener to management institutions which have not incorporated mentoring as part of their pedagogy.

Purpose This study seeks to evaluate the role of HRM practices in enhancing Employee Engagement, particularly at varying levels of perceived psychological safety. Design/Methodology/Approach Data collected through a questionnaire survey of 151 nurses are analyzed with warp-PLS structural equation modeling. Findings Perceived HRM practices lead to higher engagement levels. Psychological safety moderates the relationship between HRM practices and employee engagement inversely. Originality/value An un-preceded study examining the moderating role of Psychological safety on the instrumentality of HRM practices on engagement particularly among experienced medical care providers. Results suggest to provide customized HRM practices to experienced nurses in order to enhance their engagement levels.

Innovation in general and innovative work behaviour (IWB) in particular have been identified as key to sustained competitive advantage and core aspects of management. This article takes an ecological psychology point of view, considering behaviour as an outcome of individual factors, (organisational) context and the interaction of the two, and also self-efficacy as an individual factor leading to IWB, to put forth a few propositions.