Investigating the paradoxes of workplace well-being: a systematic realist review of workplace wellness intervention

Corporate health and wellness programs have gained significant attention in recent years as organizations seek to improve employee well-being, productivity, and overall performance. In high-stress environments, such as the energy sector, where employees often face demanding work conditions and long hours, the need for effective health and wellness programs is particularly pronounced. This executive summary provides conceptual insights into corporate health and wellness programs in high-stress environments, focusing on the energy sector. Employee well-being is crucial for organizational success, as it directly impacts employee morale, productivity, and retention. In high-stress environments, investing in employee well-being can help mitigate the negative effects of stress and improve overall organizational performance. Health and wellness programs in high-stress environments typically include a combination of physical, mental, and emotional health initiatives. These may include fitness programs, stress management workshops, mental health support services, and healthy lifestyle initiatives. Corporate health and wellness programs have been shown to have a range of benefits for organizations, including reduced absenteeism, increased productivity, improved employee morale, and enhanced organizational reputation. Implementing health and wellness programs in high-stress environments can be challenging due to factors such as tight budgets, lack of employee participation, and the need for cultural change within the organization. However, overcoming these challenges is essential for realizing the full benefits of such programs. In the energy sector, where employees often work in remote locations and face demanding work schedules, health and wellness programs play a crucial role in supporting employee well-being. Companies in the energy sector have implemented a variety of health and wellness initiatives, including on-site fitness centers, mental health counseling services, and healthy eating programs. These programs have not only improved employee health and well-being but have also contributed to improved organizational performance and employee satisfaction. In conclusion, corporate health and wellness programs are essential for supporting employee well-being and improving organizational performance in high-stress environments. In the energy sector, these programs play a crucial role in mitigating the negative effects of stress and improving employee morale and productivity. By investing in health and wellness programs, organizations can create a healthier, more productive workforce and improve their overall competitive advantage in the market.

Students' learning transfer is a fundamental goal across contexts of second language (L2) teaching and is therefore a worthwhile topic for L2 teaching research. Building on trends in research on teaching for transfer in L2 education and in other education and training contexts, this article proposes an agenda for future research on teaching for transfer of L2 learning. This includes a description of six specific research tasks and research designs that could be used with these tasks. The six tasks are to investigate: (1) the relationship between L2 teaching and transfer distance, (2) the relationship between L2 learners' transfer motivation and learning transfer, (3) the impact of L2 teaching on learners' transfer motivation, (4) the relationship between transfer climate and L2 learning transfer, (5) the impact of L2 teaching on learners' ability to deal with unsupportive transfer climates, and (6) L2 learners' transfer preparedness and its relationship with learning transfer.

The transfer of learning is complex, with factors such as transfer climate influencing students' transfer of learning. This transfer climate will shape a student's experiences during work-integrated learning and can be modified to enhance the transfer of learning. However, studies on transfer climate are mainly reported from a human resource development context and the outcomes may not be transferable to health sciences education. Furthermore, there is no uniformity in defining and measuring transfer climate. Rodgers' evolutionary concept analysis approach was used to describe the antecedents, attributes, and consequences of a positive transfer climate. An information specialist assisted in developing a Boolean search string and searched 15 databases to identify relevant sources. In total, 156 relevant articles were selected from 1448 sources. Data were charted and thematically analyzed. Antecedents comprise interpersonal relationships and theory–practice correlation. The presence of student support, training programs, student characteristics, clinical facilitator characteristics and a well-resourced clinical environment are the attributes of a positive transfer climate and act as learning transfer mediators. Transfer climate consequently influences student, educational, and organizational performance. A conceptual definition for transfer climate was then proposed. It was subsequently concluded that developing competent healthcare professionals and providing support to students depend on the synergy and good working relationship between health services and educational institutions. The insights into modifiable elements to enhance transfer climate could benefit health sciences educators in reconsidering their clinical training models to ensure sufficient support during students' clinical placements to meet the demands for a better-qualified healthcare workforce.

Objectives The purpose of this study is to examine the relationship of agricultural professionals’ training transfer variables and job satisfaction in the workplace. In order to achieve this, the following problems were addressed: First, what is the relationship between the training transfer variables and job satisfaction in the workplace of agricultural professionals? Second, what is the relationship between the training transfer variable and training transfer in the workplace of agricultural professionals? Third, what is the mediating effects of training transfer between the training transfer variable and job satisfaction in the workplace of agricultural professionals? Methods For this study, 3 months after participants returned to work, 490 questionnaires were distributed to agricultural professionals participating in job training program of Agricultural Human Resources Development Center for March in 2019 to November in 2020. Participants were limited to those who participated in programs suitable for grasping transfer of training. Out of 490, 454 questionnaires were analyzed. Regression analysis was conducted to examine the relationship between agricultural professionals’ training transfer variables and job satisfaction. Results First, there was the relationship between the training transfer and job satisfaction. Among the training transfer characteristics, Self-efficacy, learning transfer motivation, job-related, learning transfer design, supervisor support and peer support had positive impacts on job satisfaction. Second, there was the relationship between the training transfer variables and training transfer. Among the training transfer characteristics, Self-efficacy, learning transfer motivation, job-related and peer support had positive impacts on training transfer. Third, there was the mediating effects of training transfer between the training transfer variable and job satisfaction. There was a partial mediating effects in the relationship between Self-efficacy, job-related, supervisor support, peer support, and job satisfaction. There was a full mediating effects in the relationship between learning transfer motivation, learning transfer design, and job satisfaction. Conclusions in order for agricultural professionals to increase job satisfaction it is necessary to establish strategies to improve self-efficacy and transfer motivation, design educational content that is highly relevant to the job, and increase the transfer climate of supervisor support and peer support that actively encourages the use of knowledge, skills, and attitudes learned through education and training when returning to work after the end of education. In addition, in order to increase job application, corporate support strategies such as personal efforts to improve self-efficacy and transfer motivation and providing successful learning experiences to maintain faith and confidence in learners themselves are required, and teaching methods to help learning transfer through educational content, various field cases, teaching plans, and teaching tools that are directly related to work. In particular, it can be seen that transfer motivation, which is a desire and effort to use educational content and actual learning as actions that are designed to be applied and utilized at the job site, has an educational effect of improving job satisfaction through job application that directly applies actual learned knowledge, skills, and attitudes to the job.

Striving to promote the health and well-being of their workforce and decrease insurance expenditures, many organizations are incorporating wearable fitness trackers into their corporate wellness programs. Research suggests that these devices encourage individuals to make healthier choices; however, little is known about the drivers and impact of fitness trackers on employee health and well-being. We seek to fill this knowledge gap by investigating the following research questions: (1) what is the impact of wearable fitness device use on employee health and well-being? (2) what is the impact of wearable fitness device use on step count? Our results indicate that extended use has a positive impact on employee well-being and step count, which fully mediates the relationship between feature use and health. These findings have implications for research into wearable fitness trackers and, more specifically, for research on the uses of wearable fitness devices in corporate wellness programs.

The focus of this thesis was on the utility of the workplace in promoting employee well-being. The thesis applied principles of positive psychology (PP) to the field of occupational health psychology (OHP). Paper 1 reviewed employee well-being with a focus on both general and work-related dimensions. Paper 2 developed a niche for positive employee well-being programs. It reviewed a number of strategies for improving employee health and well-being, including occupational health and safety legislation, corporate wellness programs, worksite health promotion and disease management programs, and stress prevention. Although important, such programs do not focus on promoting positive psychological well-being. The utility of supplementing these approaches with positive employee well-being programs was discussed from an applied ethics perspective. Paper 3 detailed the design and evaluation of the Working for Wellness Program using a mixed method design. Outcomes were tested using a randomized control trial. Participant feedback and field notes were analyzed to determine process and impact effectiveness. Participants were recruited from a government organization (N = 50; 73% female, M age = 39.7 years; M tenure = 8.9 years) and randomly allocated to an intervention or control group. Subjective and psychological well-being (SWB, PWB), affective well-being at work (AWB), and workplace well-being (WWB) were assessed at pre-intervention, one week post-intervention, and at three and six month follow-ups. Results showed significant improvements in SWB, PWB and AWB, but not WWB. Program strengths were its positive focus and emphasis on group discussion. Limitations were sample attrition and a lack of mechanisms to support participant change at work. Overall, this thesis supports the importance of PP to fields of research, such as OHP, that seek to improve employee well-being and the quality of work life.

Supervisor support, peer support and transfer motivation have been identified as important predictors of training transfer. Transfer motivation is thought to mediate the support–training transfer relationship. Especially after team training interventions that include all team members (i.e. whole‐team training), individual perception of these factors might be shared among team members. However, an integration of the team level in the training transfer process is rare, yet still needed. Analyzing 194 employees from 34 teams in the context of whole‐team training interventions, we found similar relationships and processes at both levels of analysis: social support enhances transfer motivation at the individual and team levels. Furthermore, motivation to transfer increases training transfer and serves as a connecting mechanism in the social support–training transfer link. The results underline the importance of: (1) considering multiple levels in theories and research about the training transfer process; and (2) ensuring the practice of individual‐directed support and a shared, supportive climate within teams.

Background: In competitive service environments, employee well-being is a critical driver of customer experience and organisational performance in customer-facing industries. Aim: This study systematically reviewed existing literature to examine how workplace wellness initiatives influence employees and, in turn, service quality outcomes such as customer satisfaction, loyalty, and organisational performance, addressing a gap in synthesised research. Setting: Studies published in English between 2015 and 2025 that examined the impact of workplace well-being initiatives on employees in customer-facing industries (including hospitality and tourism, retail and financial services), how these initiatives influenced employee well-being and the subsequent effects on customer-related outcomes, particularly perceptions of service quality. Method: A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 framework. A search across nine databases yielded 1199 records, with seven empirical studies meeting the inclusion criteria. Studies were assessed using the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) framework, and findings were synthesised using a six-step thematic analysis approach. Results: Wellness initiatives such as service-oriented job crafting, supervisor support, holistic wellness programmes and corporate social responsibility (CSR)-framed interventions were positively linked to higher job satisfaction, engagement and lower turnover intentions, supporting improved service delivery. Research was largely concentrated in the hospitality industry, with limited insights from other sectors and customer perspectives. Conclusion: Workplace wellness initiatives are strategic enablers of employee well-being and service quality. Contribution: Holistic, values-aligned initiatives implemented over time foster engagement, retention, and consistent service delivery, highlighting their essential role in achieving service excellence across customer-facing industries.

A supportive work climate is critical for successful transfer of learning. Influences in the work environment affect the trainee's ability to apply new skills to the job. The supervisor can be a significant figure in the trainee's perception of a supportive transfer climate. Little is known of the effect of supervisor participation in the training on transfer climate. The purpose of this study was to identify differences in trainee and supervisor self-perceptions of the factors affecting transfer climate. Additionally, this study examined the effects of supervisor participation in the training program on perceptions of transfer climate. The participants in this study were trainees in a union-sponsored instructor training program and their supervisors. The study found perception gaps between the overall perception of transfer climate and supervisor support. The level of supervisor participation in the training program was not to be a factor in the differences between the trainee and supervisor perceptions. No statistically significant difference exists in the perception of other transfer climate factors: supervisor sanctions, peer support, resistance/openness to change, and feedback/performance coaching. In addition, the study found that supervisor participation in the training made little difference in the perceptions of transfer climate by supervisors and trainees. Studies comparing trainee and supervisor perceptions of transfer climate and the effect of supervisor participation in the training on these perceptions are needed from other organizations before extensive generalizations can be made.

Objectives The purpose of this study is to analyze how learning transfer occurs in order to maximize the effectiveness of corporate training programs, based on the premise that talent development is a key factor in organizational competitiveness. The success of corporate training extends beyond the mere acquisition of knowledge and becomes meaningful when it translates into practical application in the workplace and enhances organizational performance. Therefore, identifying the key factors influencing the learning transfer process is crucial. To achieve this, this study systematically explores the relationships between the antecedents and outcomes of learning transfer and conducts a meta-analysis to comprehensively understand how the key factors of learning transfer are connected to corporate performance. Through meta-analysis, effect sizes reported in individual studies are synthesized to quantitatively examine the major factors that facilitate learning transfer and their impact on corporate performance. Based on these findings, this study aims to provide empirical evidence to help domestic companies develop more effective training strategies and maximize the actual outcomes of corporate training programs. Furthermore, it seeks to offer practical insights for fostering learning transfer in corporate education and serve as a foundational resource for future research in this field. Methods To this end, literature was collected based on the PRISMA Flow chart, and 70 empirical studies related to learning transfer of corporate education and training programs in Korea were finally selected and used for analysis. Homogeneity tests, publication bias tests, and effect size analysis were performed using the R program's meta-analysis packages ‘metafor’. Results The following research results were obtained. First, learner characteristics, education and training factors, environmental factors, and learning methods, which are independent variables of learning transfer, are all statistically significant, and the effect is great in the order of education and training factors, learner characteristics, environmental factors, and learning methods, and education and training factors and learner characteristics can be interpreted as significant in practical and therapeutic dimensions. Second, among the characteristics of learners, transfer motivation, learning commitment, job commitment, desire for achievement, and self-regulated learning ability have a relatively large effect compared to individual characteristics, so it is necessary to increase learners' transfer motivation, help them concentrate on learning and tasks, and stimulate their desire for achievement. Since transfer design and education satisfaction are effective in terms of education and training factors, the curriculum should be designed with the goal of transferring learning more directly when designing education and training. Third, in terms of environmental factors, the positive and significant effect size of effect is shown in the order of supervisor support, peer support, and organizational support, and learning culture, organizational compensation, and transfer opportunities are also showing great effects. It is necessary to emphasize the role of supervisors to promote learning transfer and to create a learning culture. Fourth, in terms of outcome variables, HR performance, individual performance, and team performance are effective in that order, and they have great effects not only on job competency and job satisfaction, but also on organizational commitment. As the results of learning transfer were related not only to simple financial performance improvement but also to other performance indicators, it proved that learning transfer in corporate education is not only about short-term skill acquisition, but also essential to enhancing the organization's long-term competitiveness.

In an effort to reduce insurance costs and improve the health and well-being of employees, corporations are using wearable fitness trackers in tandem with Corporate Wellness Programs. Research shows that CWP improve employee fitness levels, job satisfaction, and well-being. While prior studies indicate that wearable fitness trackers improve user well-being, the potential negative impacts or unintended consequences of introducing these devices in the workplace needs additional investigation. We conduct a case study at a company using wearable fitness trackers in its wellness program. Our initial findings suggest that introducing wearable fitness trackers to wellness programs has a negative relationship with job satisfaction and employee well-being. These findings have implications for wearable technology research and for practitioners utilizing wearables in the workplace.

The study examines the significant relationship between job satisfaction and workplace well-being in the setting of Nigeria. Given the potential and challenges the Nigerian workforce brings, it is imperative to look into promotional strategies for overall job satisfaction and employee well-being. This study looks at the implementation of workplace wellness programmes in Nigeria and assesses how effectively they are working to improve employee well-being. It also examines factors that impact job satisfaction, such as compensation, work-life balance, and opportunities for career progression. Furthermore, the investigation delves into the manners in which leadership, organizational culture, and management strategies impact these two crucial facets of worker engagement. It suggests, among other things, that companies create and implement all-encompassing wellness programmes that address social, emotional, and physical facets of well-being. Programmes such as fitness initiatives, stress management classes, and employee socialization opportunities can be included in these. Supervisory agencies should also take proactive steps to prioritize employee well-being, as it is necessary for both organizational performance and adequate productivity from their workforce.

This study investigates how human capital flows, either through HR-initiated staffing events or employee-initiated events can influence workplace outcomes over time and in relation to various internal and external workplace contextual factors. This study is mainly motivated by research and theories that call for a temporal, dynamic, and holistic examination of the interactions between staffing, work outcomes, and contextual factors. We draw on Context-Emergent Theory (CET), which conceives of human capital flow as a dynamic and holistic process and accounts for the moderating effects of context on the link between collective turnover and work outcomes. To empirically evaluate our research questions, we use longitudinal personnel, financial, and pulse survey data collected from 1,837 stores (work units) of a large national retailer. This study provides insight to the relationship between human capital flow and workplace outcomes. Moreover, it shows how contextual factors–both internal and external to the workplace–modify these relationships over time. This research expands the scope of existing studies by considering the reciprocal and dynamic nature of staffing events, context, and workplace outcomes. Our results show that staffing events impact subsequent unit performance and voluntary turnover rates. These effects change over time and differ under varied contextual situations.

Purpose This study aims to examine the link between supervisor support, transfer motivation and post-training usage of enterprise resource planning (ERP) systems. The study tested the influence of supervisor support and transfer motivation on training transfer in a complex information systems environment. Second, the study tested the mediating effect of transfer motivation in the relationship between supervisor support and training transfer. Design/methodology/approach An online survey method was used to collect data from 170 ERP system users, who had previously attended ERP system training. The descriptive analysis was conducted with SPSS version 24, while Hayes Process Macro was used to test the research model and the mediation analysis. Findings The findings from this study showed that supervisor support and transfer motivation positively influence training transfer. The additional result also confirmed that transfer motivation mediates the relationship between supervisor support and training transfer. Research limitations/implications The study contributes to training theory by specifically analysing the interactions among supervisor support, transfer motivation and training transfer in a complex information system environment. One of the limitations of this study is the cross-sectional design adopted; future studies could improve by using multiple sources of data collection. Practical implications The study highlights the importance of social exchanges in an ERP transfer environment. Originality/value This paper provides a better understanding of the influences of supervisor support and transfer motivation on the transfer of hard skills in a complex environment.

This randomized controlled trial involved the development and evaluation of a supervisor support training intervention in the civilian workforce called VSST: Veteran-Supportive Supervisor Training. A theoretically based intervention in the workplace is critical to ensuring a smooth transition for service members and their families to civilian life, leading to improved psychological and physical health and improved work outcomes among service members. Thirty-five organizations were recruited and randomized to the VSST training program or a waitlist control group. Within those organizations, 497 current or former (post 9/11) service member employees were asked to complete baseline and 3- and 9-month follow-up surveys covering work, family, and health domains. The computerized 1-hr training, and the behavior tracking that followed were completed by 928 supervisors from the participating organizations. Intervention training effects were evaluated using an intent-to-treat approach, comparing outcomes for service members who were in organizations assigned to the training group versus those who were in organizations assigned to the control group. Moderation effects revealed the intervention was effective for employees who reported higher levels of supervisor and coworker support at baseline, demonstrating the importance of the organizational context and trainee readiness. The results did not show evidence of direct effects of the intervention on health and work outcomes. Qualitative data from supervisors who took the training also demonstrated the benefits of the training. This study affirms and adds to the literature on the positive effects of organizational programs that train supervisors to provide social support, thereby improving health and work outcomes of employees who receive more support. (PsycINFO Database Record (c) 2018 APA, all rights reserved).