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It is commonly observed in trainings that all trainees do not get satisfied with the performance of the trainer. The usual way to increase the satisfaction of trainees is a stress on improving task communication of the trainer. It is based on the assumption that effective task communication essentially fosters training effectiveness. This study aims to provide preliminary evidence that effective task communication can also obstruct training effectiveness besides promoting it. To achieve this objective, the authors hypothesized a dual-process model of training effectiveness based on uncertainty reduction theory.

This was a field study in which the authors collected time-lagged data from seven trainings. The trainings were designed to impart technical knowledge of multilevel analyses to professional social science researchers. Confirmatory factor analysis for ordinal indicators was used to test the measurement properties of the model and scales. Structural equation modeling for ordinal indicators was used to test hypotheses.

This study provided evidence of an overall positive effect of the trainer’s task communication on the trainee’s communication satisfaction. A complex mediation analysis also revealed the existence of two opposite psychological processes. While the first process transmitted the positive effect of task communication to communication satisfaction, the other process diminished this positive effect. Implications for the theory and practice of training are discussed.

Training scholars and practitioners universally believe that an effective task communication of trainers essentially promotes training effectiveness. This study has provided empirical evidence that this assumption is an incomplete picture of a complex reality that requires further investigation.

Promotive and prohibitive voice behavior is essential for effective team performance and organizational sustainability. However, the existing literature is limited on the role of team voice in predicting employee voice behavior. The authors proposed that team members' voices serve as a cue for engagement in felt obligation for constructive change, which sets the path for employees' engagement in promotive and prohibitive voice behavior. This study further proposed that supervisor expectation for voice may alter the relationship between team voice and felt obligation for constructive change of employees. The authors' proposed model is based on social information processing theory.

The data were collected from 313 telecommunication sector employees and the companies supervisors through a multi-source time-lagged design. Linear regression analysis and the Preacher and Hayes Process for mediation and moderation were used to test the proposed hypothesis.

The results support the direct effect of team voice on promotive and prohibitive voice behavior, and the indirect effect of team voice on promotive voice behavior through the mediation of felt obligation for constructive change was also supported. However, mediation of felt obligation for constructive change between team voice and prohibitive voice behavior was not supported. The results also support the moderation of supervisor expectation for voice between team voice and felt obligation for constructive change.

Findings of the study may help organizational practitioners and managers about the value of promotive and prohibitive voice behavior for better team functioning through team voice. The study also highlights the importance of supervisor expectations for voice to strengthen the association between team voice and felt obligation for constructive change among employees. Both dimensions of voice behavior, i.e. promotive and prohibitive voice, are crucial for improved organizational functioning and preventing the organization from harm and loss. Organizations should create environments high on voice behavior to remain competitive and meet the challenges of dynamic business environments.

The research linking organizational change-oriented activities with employee voice behavior is still in its initial stages. This study aims to contribute to this line of research by proposing felt obligation for constructive change, an underlying mechanism through which supervisory delegation enhances teachers’ voice behavior.

This study tested the interactive effect of felt obligation for constructive change and voice climate on teachers’ voice behavior. The proposed model is supported by proactive motivation theory which states that environmental factors lead to motivational states which further result in employee proactive behaviors. In this study, 415 teachers with their 74 supervisors (head of departments) from educational institutes completed the surveys. Structural equation modeling was used to find the results.

The results supported the mediation and moderation hypotheses, which proved that felt obligation for constructive change mediates the relationship between supervisory delegation and teachers’ voice behavior, and voice climate moderates the relationship between felt obligation for constructive change and teacher voice behavior.

This paper will provide an insight to the practitioners about the role of supervisory delegation for engagement in employee voice. This paper will also help managers understand that the workplace effectiveness can be enhanced by creating opportunities for employees to voice their concern.

This study recommends that head of departments at the workplace should cultivate an environment that is conducive for their faculty for engaging in voice behavior for improved functioning of educational institutes. Findings provide an insightful approach on organizational strategies in the form of supervisory delegation to trigger voice behavior among employees to meet the uncertainty of the ever-changing business environment.