Psychological capital is recognized as a positive and unique factor that plays a crucial role in human resource development and performance management. It has the potential to increase employees’ efforts towards achieving organizational goals and improving their entrepreneurial strategy skills. The objective of this study was to examine the contribution of psychological capital in enhancing the entrepreneurial strategy skills of employees in Saudi universities. The study employed a descriptive approach, specifically utilizing the survey study method. The study sample was intentionally selected from different categories within the study population. Data was collected from 530 participants using two questionnaires. The findings revealed that employees exhibited an average level of psychological capital, while their practice of entrepreneurial strategy skills was rated as poor. The study also demonstrated that psychological capital significantly contributes to enhancing employees’ entrepreneurial strategy skills. Furthermore, statistically significant differences were observed in the psychological capital of employees across certain variables, such as personal and functional aspects. The average level of psychological capital among employees indicates the need for further development in this area. By focusing on enhancing psychological capital, organizations can effectively improve the entrepreneurial strategy skills of their employees. It is clear that investing in the psychological capital of employees can lead to significant improvements in their entrepreneurial strategy skills. This highlights the potential for organizations to foster a more entrepreneurial mindset and approach among their staff members. Additionally, the study’s findings underscore the need to tailor interventions and development programs to address specific aspects of psychological capital that may vary across different employees. Overall, the study emphasizes that psychological capital is a valuable resource that should be nurtured and developed within the organizational context. By doing so, organizations can not only enhance the entrepreneurial strategy skills of their employees but also cultivate a more resilient, motivated, and engaged workforce. This has the potential to contribute to the overall success and innovation of Saudi universities and similar institutions.

In the fast-paced modern society, enhancing employees’ professional qualities through training has become crucial for enterprise development. However, training satisfaction remains under-studied, particularly in specialized sectors such as the coal industry. Purpose: This study aims to investigate the impact of personal characteristics, organizational characteristics, and training design on training satisfaction, utilizing Baldwin and Ford’s transfer of training model as the theoretical framework. The study identifies how these factors influence training satisfaction and provides actionable insights for improving training effectiveness in China’s coal industry. Design/Methodology/Approach: A cross-sectional design that allowed the study to capture data at one point in time from a large sample of employees was employed to conduct an online survey involving 251 employees from the Huaibei Mining Group in Anhui Province, China. The survey was administered over three months, capturing a diverse sample with nearly equal gender distribution (51% male, 49% female) and a majority aged between 21 and 40. The participants represented various educational backgrounds, with 52.19% holding an undergraduate degree and most occupying entry-level positions (74.9%), providing a broad workforce representation. Findings: The research indicated that personal traits were the chief predictor of training satisfaction, showing a beta coefficient of 0.585 (95% CI: [0.423, 0.747]). Linear regression modeling indicates that training satisfaction is strongly related to organizational attributes (β = 0.276 with a confidence interval of 95% [0.109, 0.443]). In contrast, training design did not appear to be a strong predictor (β = 0.094, 95% CI: [−0.012, 0.200]). Employee training satisfaction was the principal outcome measure, measured with a 5-point Likert scale. The independent variables covered personal characteristics, organizational characteristics, and training design, all measured through validated items taken from former research. The consistency of the questionnaire from the inside was strong, as Cronbach’s alpha values stood between 0.891 and 0.936. We completed statistical testing using SPSS 27.0, complemented by multiple linear regression, to study the interactions between the variables. Practical implications: This research contributes to the literature by emphasizing the necessity for context-specific training approaches within the coal industry. It highlights the importance of considering personal and organizational characteristics when designing training programs to enhance employee satisfaction. The study suggests further exploration of the multifaceted factors influencing training satisfaction, reinforcing the relevance of Baldwin and Ford’s theoretical model in understanding training effectiveness. Ultimately, the findings provide valuable insights for organizations seeking to improve training outcomes and foster a more engaged workforce. Conclusion: The study concluded that personal and organizational characteristics significantly impact employee training satisfaction in the coal industry, with personal characteristics being the strongest predictor. The beta coefficient for personal characteristics was 0.585, indicating a strong positive relationship. Organizational characteristics also had a positive effect, with a beta coefficient of 0.276. However, training design did not show a significant impact on training satisfaction. These findings highlight the need for coal companies to focus on personal and organizational factors when designing training programs to enhance satisfaction and improve training outcomes.

The study investigates the role of foreign language enjoyment (FLE) and engagement in the context of English language learning among Chinese students, emphasizing the significance of positive emotions in enhancing academic success. Utilizing a sample of 249 students majoring in international trade, the research employs the foreign language enjoyment scale to count their enjoyment level and foreign language engagement scale to assess various dimensions of student engagement, including cognitive, emotional, behavioral, and social engagement. By conducting regression analysis, the findings reveal that FLE positively influencing learners' learning outcome while engagement doesn't pose significant impact on their learning outcome. The study highlights the importance of fostering positive emotions in educational settings to improve language learning outcomes and suggests that understanding the interplay between FLE and other affective factors can lead to more effective teaching strategies in foreign language education. 

The study acknowledges empirical, conceptual, and policy-driven papers that address emotional assertiveness, assertive communication, and assertive training as means of improving employee performance in Chinese banking, which is a significant contributor to the Chinese economy. Most banking enterprises have suffered from poor performance and a lack of aggressiveness in operation. It can be used by both managers and employees to create a good interaction process and a favorable work environment, which can help elevate performances. The research employs a quantitative approach, utilizing a questionnaire survey and simple random sampling. The sample comprises 381 employees from the Chinese banking industry, with a response rate above 70%. The regression analysis confirms that emotional assertiveness, assertive training, and assertive communication significantly impact employee performance. In conclusion, this study contributes to academia and industries by addressing the importance of assertiveness in improving performance. The policy-driven evidence on the conceptual framework of HR literacy in emotional, training, communication, and job performance should be adopted and reviewed in the country’s existing management by objective policy and legal framework in resolving employee job performance and training that are still underutilized and have a great deal of potential to satisfy the employees and management needs by establishing and emerging nations.

This study investigates the critical skills required for new entrants to succeed in today’s workforce, focusing on both soft and hard skills. Through a comprehensive systematic review of existing literature using the PRISMA method, we analyzed 12 selected journals from an initial pool of 870, sourced from major databases such as Scopus, Science Direct, and Emerald Insight. Our research uncovers four key insights. First, we provide a clear and precise definition of employability skills, establishing the foundation for what competencies are essential for workforce readiness. Second, our analysis identifies a distinct separation between soft and hard skills, with soft skills such as communication, problem-solving, teamwork, ethics, and leadership being universally critical across all industries. Third, while soft skills have broad applicability, hard skills are highly specialized, varying significantly depending on industry and job role. To simplify their understanding and application, we categorized these hard skills into specific groups. Finally, the study highlights the urgent need for further empirical research to validate these findings in real-world settings, as the current conclusions are drawn solely from literature. This potential gap between academic preparation and industry expectations underscores the necessity for ongoing collaboration between educational institutions and employers, which will be a primary focus of our future research.

Organizations in the modern, global environment have moved away from traditional methods of communication and toward creating all-encompassing plans that revolve around the engagement and motivation of their workforce. This change highlights the critical function of strategic internal communication, a still-emerging but increasingly important field of study and practice in the business sector. The modern workplace sees a change in the roles that employees play, with workers taking on more and more duties that were previously related to public relations. Understanding this shift in PR practice requires an understanding of role expectations, as norms and expectations have a significant impact on communication behavior and, in turn, organizational performance. To interpret the data in this context, a content analysis of secondary data was conducted. This made it possible to assess the body of knowledge in order to determine its applicability, consistency, replication, and rebuttal. The study makes the case that paramilitary organizations, like the Nigeria Customs Service, have internal communication procedures that are different from those of traditional corporate organizational structures. Given the agency’s diverse responsibilities in income generation, trade facilitation, and the abolition of smuggling, this discrepancy is especially noticeable. The study shows that the relationship between internal communication and employees’ job performance was mediated by employee participation and job satisfaction.