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Drawing from social exchange theory and a collectivist cultural framework, this study explores the relationship between ethical work climate and organizational citizenship behavior, considering power distance as a potential moderator.

The study used standard scales to obtain data from 244 employees working in various private companies in India. Structural equation modeling was adopted to test the hypotheses using Analysis of Moment Structures (AMOS).

The study results show a significant relationship between ethical climate and organizational citizenship behavior. Ethical work climate influences power distance negatively. However, the results also show that power distance does not serve as a moderator between ethical work climate and organizational citizenship behavior.

Corporate leaders often expect employees to demonstrate organizational citizenship behavior, which is aimed at advancing the organization’s interests and outcomes. This study underscores the necessity for expanding the organizational vision to enhance the ethical work climate. Such an initiative not only promotes improved organizational citizenship behavior but also helps to reduce employees' perceptions of power distance within the organization.

Amid extensive literature rooted in individualistic cultures, our study explores the relationship between ethical work climate and organizational citizenship behavior within a collectivist context. This research uniquely introduces the moderating role of power distance, offering new and distinct insights into this dynamic.

The purpose of the research is to examine the impact of leader humor on employee job crafting. Using the insights from self-determination theory (SDT), we investigate the underlying mechanism of employees’ flow at work and the moderating role of employees’ playfulness trait.

We adopted a three-wave field survey of 306 employees recruited from various industries. The moderated mediation model was examined using latent structural equation model analysis.

Results revealed that leader humor positively affected employees’ flow at work and subsequent job crafting. Moreover, both the direct effect of leader humor on employees’ flow at work and the indirect effect of leader humor on employees’ job crafting via flow at work were amplified by employees’ playfulness trait.

Leaders are encouraged to use jokes and humorous language to facilitate job crafting among playful subordinates. Organizations can create a work environment conducive to flow at work through job redesign, regardless of employees’ levels of playfulness trait.

The paper uncovers the critical role of flow in the relationship between leader humor and employee job crafting and identifies employees’ playfulness trait as a boundary condition in which leader humor works.

Leadership research has traditionally focused on formal leadership; however, leaders may emerge in informal settings in self-managed teams, and little is known about who emergent leaders are and what their characteristics are. This study investigates emergent leaders' behaviors, roles, skills, and leadership style, drawing on a multi-method approach.

We first identify emergent leaders using social network analysis and aggregation approaches. Second, we investigate emergent leaders' characteristics using interviews with forty agile team members in five organizations.

Results indicate different roles of emergent leaders (i.e. coach, liaisons), leadership styles (i.e. supportive), skills (i.e. culturally intelligent, strategist), and influencing factors (i.e. personality, technical knowledge, social circle).

We contribute by identifying emergent leaders through multiple identification methods (i.e. network analysis, aggregation), and then through identifying their various characteristics, we contribute to leadership literature as well as idiosyncrasy-credit theory. We also add to agile-leadership theory, showing that multiple informal leaders may emerge within agile teams. Finally, our findings have practical implications for self-managed teams, informal group settings, organizational change professionals, and organizations with horizontal structures.

Based on the Social Exchange Theory and Conservation of Resources Theory, this study aims to investigate the impact of transformational and transactional leadership on scientists’ innovative work behavior (IWB). It also examines the mediating effect of scientists’ psychological empowerment in the relationship between transformational leadership and IWB as well as between transactional leadership and IWB.

This study uses a quantitative design and uses data from a sample size of 357 scientists from all five different subject domains of India’s largest civilian Research and Development (R&D) organization, the Council of Scientific and Industrial Research. Hierarchal component modeling (HCM) was performed for transformational leadership transactional leadership and psychological empowerment, whereas IWB was modeled as a first-order reflective construct. PLS-SEM was used to assess the study’s model and hypotheses.

It was found that transformational leadership is positively related to IWB and psychological empowerment mediates the relationship between transformational leadership and IWB. Moreover, transactional leadership was found to be positively related to IWB while psychological empowerment did not mediate the relationship between transactional leadership and IWB.

This study adds to IWB literature by empirically testing the mediating role of psychological empowerment between transformational leadership-IWB and transactional leadership-IWB link in the R&D context of an emerging economy using HCM.

This study aims to examine the relationship between employees’ psychological contract breach and two types of voice behavior based on the social exchange theory. Additionally, the study explores the role of globally responsible business leadership in buffering the negative impacts of psychological contract breach on voice.

Survey data was collected from Chinese full-time employees and the final sample size is 337. Partial least squares structural equation modeling was used to test the hypotheses.

Findings indicate that psychological contract breach (PCB) has a positive and significant impact on employee aggressive voice behavior (AVB), while its relationship with constructive voice behavior (CVB) is not significant. Furthermore, globally responsible business leadership (GRBL) weakens the negative relationship between PCB and CVB, while strengthens the positive relationship between PCB and AVB.

The findings assist organizations in better recognizing the detrimental consequences of psychological contract breach. Second, the findings serve as a reminder to managers of the benefits of displaying globally responsible business leadership. Third, managers should recognize the complexities of globally responsible business leadership.

First, this study sheds new light on the impact of PCB on employees’ desirable and undesirable proactive behaviors by investigating how and when psychological contract breach affects two types of voice behavior. Second, the moderating role of GRBL further enriches our understanding of how to buffer negative effects of PCB and the desirable function of GRBL. Third, this study enriches the social exchange theory by investigating whether the leader−employee relationship will compensate for the failure of organization−employee relationship.

Despite enormous literature on Human Resource Management (HRM) practices in the context of Mergers and Acquisitions (M&As), researchers have not come up with a synthesis that integrates the role and importance of HRM practices during M&As. This study aims to identify, analyse and synthesise existing literature to discover associated HRM practices that facilitate organisational change during M&As.

Bibliometric analysis is performed using 473 research articles entailing 871 authors from 62 countries (published in Scopus and WoS listed journals), followed by a thematic cluster analysis using bibliographic coupling. The analysis is performed using different means as citation analysis, cluster analysis and keyword analysis to reveal the most significant publications, authors, keywords, trends and future research questions.

The results are primarily descriptive and aim at capturing a panoramic view of what was already written on the topic so far. The bibliometric analysis is conducted using different means like citation analysis, cluster analysis and keyword analysis to reveal the most significant publications, notable authors, keywords, current research trends and future research questions. Further, the bibliographic coupling analysis led to the identification of the following six clusters: (1) coping strategies during and post-M&As; (2) changes in individual and organisational identification during and post-M&As; (3) role of cultural and transformational leadership in M&As success; (4) HRM practices to develop employee capabilities post-M&As; (5) case studies and success stories of M&As; and (6) organisational readiness for M&As.

This study has theoretical and practical implications and suggests future research directions. The authors also propose an abstruse model for HRM practices during M&A process for further investigation.

This is the first bibliometric study to explore the vast extant literature in M&A research related to the role of HRM practices in the execution of successful M&As.

Grounded on trait activation and social learning theories, this study aims to examine the effects of bottom-line mentality (BLM) and perceived abusive supervisory behaviour on proactive employee work behaviour and employee bottom-line mentality (EBLM) in micro-, small- and medium-sized enterprises (MSMEs) in Ghana. The moderating effects of relational attachment on how abusive supervisory behaviour relates to employee proactive work behaviour (PWB) and BLM were examined.

The study was based on a quantitative approach. An online questionnaire was used in a cross-sectional survey to elicit data from 643 conveniently sampled employees. Structural equation modelling was used to analyse the data.

The results support the proposition that owner-manager bottom-line mentality (OMBLM) positively and significantly predicts abusive supervision. The findings also revealed that owner-manager abusive supervisory behaviour significantly predicts employee PWB and EBLM. While the moderating effect of relational attachment on the relationship between perceived owner-manager abusive supervisory behaviour and EBLM is positive and significant, its effect on perceived owner-manager abusive supervisory and proactive employee work behaviour relationship was positive but insignificant.

The authors studied owner-manager abusive supervisory behaviour to understand how OMBLM relates to proactive employee work behaviour and EBLM among MSMEs in Ghana. The study sets the tone to investigate further the impact of OMBLM and the functional effect of owner-manager abusive supervisory behaviour on manager–employee relationships and outcomes among MSMEs in emerging economies.

Across many high-stakes contexts, teams influence their members’ physical and psychological Well-Being. For example, teams can provide social support and backup behaviors to reduce demands on team members. On the contrary, teams engaged in conflict or other deleterious processes can serve as a source of stress for their members. Despite these potential impacts, existing research primarily focuses on the impact of teamwork on team-level, rather than individual-level outcomes. This chapter argues that teams play an important role in members’ Well-Being, synthesizing existing research on the topic and focusing on synthesizing research that suggests teams play an important and overlooked role in members’ Well-Being, and providing recommendations for future research in this domain.

The integration of ESD is a complex problem. It calls for an innovative, student-centred curriculum, as well as professional learning and agency, by which university teachers feel empowered to change their practice and direct their peers and institutions towards ESD. This study aims to explore what university teachers consider to be the most important attitudes in supporting their agency to deliver Education for Sustainable Development (ESD) via a Problem Based Learning (PBL) programme.

This study presents a theoretical framework for professional agency comprising three domains: intrapersonal, action and environmental. A Q methodology is adopted to explore university teachers’ perceptions of the most important environmental factors in supporting their ability to deliver ESD via a problem-based learning (PBL) programme. Twenty-eight participants from six Southeast Asian universities took part in a PBL-based professional development programme designed to improve teachers’ ESD- and PBL-based skills and competencies.

The results indicate that the participants were confident in their ability to implement PBL and saw PBL as an approach suitable for addressing current educational, professional and societal challenges. This study offers a series of recommendations to help university teachers develop their ESD and PBL practices.

Although the literature on human agency is extensive, research surrounding teachers’ professional agency in the context of ESD and PBL in higher education is lacking. The present study addresses this gap by capturing individual teachers’ beliefs, perceptions and views and by using Q methodology to examine the subjectivity of study participants.

Most of the current literature investigates workplace-based formal and informal learning separately; thus, the relationship between these two types of learning remains unclear. This study aims to fill this research gap, drawing on self-determination theory to bridge teachers’ formal and informal learning and uncover the relationship between the two.

The participants of the study are 1,886 primary and secondary in-service teachers in China. Structural equation modeling and bootstrapping are used to test the proposed model.

The study reveals complicated influencing mechanisms of formal learning on different types of informal learning among in-service teachers. Teachers’ basic psychological needs, satisfaction and challenge-seeking behavior are found to play crucial mediating roles in this process.

First, this study suggests that different configurations of intervention strategies should be formulated depending on the foci for improving teachers’ learning. Second, this study indicates that only highlighting the importance of reflection, which is the approach currently used, is not sufficient to improve teachers’ daily reflective practice. Third, there is an urgent need to design training programs to improve teachers’ abilities to purposefully expand their job boundaries, which could not only benefit teachers’ performance but also contribute to school improvement. For policymakers and school principals, we suggest that more attention be given to the satisfaction of teachers’ basic needs.

This study contributes to the literature on workplace learning by connecting formal and informal learning and elucidating how teachers’ reported formal learning influences their informal learning activities via varied paths. The findings have implications for continuous professional development policy and training programs in the workplace.