Search results

Occupational stress occurs in a variety of forms, types, and situations. Arguably, a certain level of stress can encourage productivity, ingenuity, and satisfaction. As occupational stress escalates, however, people’s capacity to deal with it diminishes, eventually compromising work performance and provoking people to express negative emotions. These negative aspects of stress are buffered to a certain extent by individual differences such as personality as well as external contextual factors such as the working environment. This chapter reports a study applying an affective events theory (AET) as a framework to investigate perceived stress in response to negative events in emergency services’ workplaces and the potential buffering effects of servant leadership, affective team climate, and psychological capital. An experience sampling methodology (ESM) was used to record daily cases of self-reported negative events experienced by participants over the three week data-collection period. A structured survey questionnaire independent of the ESM was also used to collect data from 44 emergency service operation members. The findings indicate that servant leadership behavior, affective team climate, and individual psychological capital all are significantly related to reduced perceived occupational stress in emergency service team members.

The purpose of this paper is to propose a conceptual model that delineates the psychological process and boundary condition of how leader-member exchange (LMX) differentiation influences team performance.

Based on theories of LMX and social information processing, it is argued that several important mechanisms underpin the relationship between LMX differentiation and team performance. The role of these variables in the relationship is discussed.

The team mechanisms such as affective climate and team-member exchange (TMX) serve as a boundary condition and psychological process to influence the LMX differentiation-team performance relationship. Their conceptual significance and how they affect the relationship are discussed.

This study focusses on theorizing TMX and affective climate as key variables in the LMX differentiation-team performance relationship. Future research considers examining the relative importance of other variables such as team potency or team cohesion to advance the understanding of the precise mechanisms that explain the relationship.

The proposed model increases the understanding of the role of affective climate in the relationships between LMX differentiation, TMX and team performance. It helps minimize the negative effect of LMX differentiation, and may ultimately lead to better team performance.

Although the implication of LMX differentiation has been discussed extensively, the research has not yet led to a firm conclusion as to its relationship with team outcomes. This study is one of the first to theorize affective climate and TMX as an important psychological mechanism and boundary condition to simultaneously influence the LMX differentiation – team performance relationship.

Despite growing research on school aggression, significant gaps remain in the authors’ knowledge of team aggression, since most studies have mainly explored aggression on the part of students. The purpose of this paper is to focus on understanding the phenomenon of workplace aggression in school teams. Specifically, the purpose of the study was to examine whether team affective conflict in school teams mediates the relationship between team injustice climate (distributive, procedural, and interpersonal injustice climate) and team aggression.

Data were collected from a survey of 43 school teams at different schools using questionnaires.

Results showed that team affective conflict played a role in fully mediating the relationship of team procedural and interpersonal injustice climate to team aggression.

The present results empirically support the notion that workplace aggression can be considered not only an individual phenomenon but also a team phenomenon. Furthermore, it highlights the significance of organizational factors in predicting this phenomenon. The study should serve to encourage principals to reduce the level of team aggression and develop a supportive climate characterized by fair procedures and respect.

A review of the literature also reveals that little investigative effort has been made by scholars to examine aggression on the part of teachers. Evidence for this can be seen in the scarcity of publications on this topic. The current literature’s call to address this issue in schools and at the team level (Fox and Stallworth, 2010) stimulated the present study by highlighting the importance of exploring the contextual factors, rather than the individual ones, responsible for school team aggression.

The empirical findings of the roles of emotions in teams are mixed. This study, a scoping literature review, aims to synthesize extant research on the roles of emotions in work teams and offers future research directions.

Sixty-nine empirical studies from the past ten years (2012 to 2021) were identified and reviewed. The authors then analyzed these 69 papers based on their research design, focus and nomological network of emotions.

The authors found that there is a clear increasing research trend of studying emotions in a team setting. In the extant literature, team emotions were studied from three major perspectives: emotions, emotional management and emotion measurement. The authors also summarized findings into the nomological network of team emotions. Last but not least, future research directions regarding the research context, focus and design and analysis were recommended.

The role of emotions in teams has not been extensively reviewed or synthesized, and the empirical findings are mixed. This paper synthesized the role of emotions in teams and critical factors that affect emotions in teams. In particular, the research recommendations for critical human resource development scholars cover three aspects: research context advancement, research focus advancement and research design and analysis advancement.

This introductory paper aims to provide a contextualization of recent research and applications on work team effectiveness in organizational contexts carried out in Spain and Portugal and to describe connections between this research and the main trends in the international scene.

Since the 1990s, new occupational and organizational realities have deepened scientific interest in work teams in both Spain and Portugal. A range of recently published (1992‐2004) works in this area are reviewed. The selected sources are papers published in Spanish, Portuguese and international journals.

Reviewing this work, four major trends are identified that synthesize the key concerns of researches in both countries: work teams and new information/communication technologies; intra‐ and inter‐group conflicts in organizational contexts; definition, dimensions and measurement criteria for work team effectiveness; and teams in innovation and change processes.

This paper fulfils a panoramic vision of this research area in both Spain and Portugal, and provides an overview of the papers included in this special issue and an outlook for the future.

Using a within-subject vignette experiment, this study aims to disentangle the differential effect of task and relationship conflict on team effectiveness and interpersonal outcomes. In addition, the authors aimed to test the moderating role of the conflict inducing person’s gender on task and relationship conflict outcomes.

Data were collected using four vignettes administered to 151 participants from an Air Force military organization.

Relationship conflict was more damaging than task conflict for team effectiveness, the harmonious interpersonal relations and the expected positive affective team climate. Task conflict triggers more positive emotions than relationship conflict and, in consequence, team effectiveness is higher in scenarios with the task rather than relationship conflict. The groups in which conflict is induced by a woman are not expected to perform better than groups in which the conflict is induced by a man. The similarity between participant’s gender and the gender of the person that generated the conflict accentuates rather than attenuates the effectiveness decline associated with relationship conflict. Task conflict triggers cooperative, while relationship conflict triggers assertive conflict management strategies.

This study provided only a snapshot on how task and relationship conflict are perceived to relate to the various team and individual-level outcomes, particularly in military settings.

The findings evidence the differential effect of task and relationship conflict not only on team effectiveness but also on attitudinal and emotional team and individual-level outcomes.

Despite the recent extending research on knowledge hiding, there is still scant research on social stressor phenomena-related contextual antecedent factors and new cognitive mechanisms of knowledge hiding behaviors. To shed new light on this unexplored gap, this research explores the multi-level moderated mediation model that examines how and when negative gossip experienced by targets in the workplace induces their knowledge hiding from coworkers drawing from the lens of social learning and cognitive theories. More specifically, this study aims to evaluate the relationship between negative workplace gossip and knowledge hiding via moral disengagement, and this mediation effect is also moderated by team relational conflict as a novel boundary condition.

This study collected multi-wave 338 employees’ data from 68 teams of cross-sectional industries in China, which were nested within teams. The collected nested nature data were analyzed by employing multi-level analysis based on hierarchical linear modeling.

The results suggested that negative workplace gossip first triggers moral disengagement and thereby, leads to knowledge hiding. Furthermore, the direct positive association between negative workplace gossip and moral disengagement was strengthened by increasing intra-team relational conflict. In addition, the mediation effect of moral disengagement between negative workplace gossip and knowledge hiding was also strengthened through increasing intra-team relational conflict.

This study first empirically examines the multi-level model using a new underlying mechanism (moral disengagement) and team-level boundary condition (relational conflict) and enriches the current literature on knowledge management and workplace gossip. Theoretical and practical implications of these findings and future research lines are also discussed, which will facilitate practitioners and academicians to curb counterproductive knowledge behavior.

For many of the current leadership theories, models, and approaches, the answer to the question posed in the title, “Is leadership more than ‘I like my boss’?,” is “no,” as there appears to be a hierarchy of leadership concepts with Liking of the leader as the primary dimension or general factor foundation. There are then secondary dimensions or specific sub-factors of liking of Relationship Leadership and Task Leadership; and subsequently, tertiary dimensions or actual sub-sub-factors that comprise the numerous leadership views as well as their operationalizations (e.g., via surveys). There are, however, some leadership views that go beyond simply liking of the leader and liking of relationship leadership and task leadership. For these, which involve explicit levels of analysis formulations, often beyond the leader, or are multi-level in nature, the answer to the title question is “yes.” We clarify and discuss these various “no” and “yes” leadership views and implications of our work for future research and personnel and human resources management practice.

In this chapter, we view team cohesion from a more generalized perspective of team dynamics, and focus on four leadership models for understanding these dynamics in teams in the context of the Mars Mission. Given the long duration of the mission with periods of no or intermittent communication and support, isolation and confinement, and the risk of great physical and psychological harm, having tailored leadership models for this unique team dynamics context is critical. And yet, many of these same dangerous conditions occur in other contexts such as for first responders, crisis management teams, Special Forces operations, and scientific exploration teams in extreme environments. As such, building from a model of leadership and team dynamics for dangerous contexts, for a long-duration space mission involving both Mission Control and the Astronaut Crew, these models of leadership and team dynamics include a collective-level approach for scientists and engineers, a primarily crew-based socioemotional approach, a leader-level crisis/emergency approach, and a dyadic or sortie-level approach. Implications of these models for effective leadership in building and maintaining team dynamics and cohesion for the Mars Mission and across a variety of other dangerous and extreme contexts are discussed.