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Interest in servant leadership has grown exponentially over the past decade as evident in the surge of academic- and practitioner-oriented publications on the subject. While prior research has shown that servant leadership leads to citizenship behavior, no study has explored the ethical pathway as the underlying influence process despite the fact that servant leadership is an ethical approach to leadership. On the basis of social learning theory, the purpose of this paper is to examine psychological ethical climate as a key mediator between servant leadership and citizenship behavior.

Survey data were collected from 123 leader–follower dyads from eight high-performing firms listed on the Indonesian Stock Exchange, and analyzed using multiple regression analysis.

The results showed that the relationship between servant leadership and organizational citizenship behaviors (OCBs) (both for OCBI and OCBO) is mediated by psychological ethical climate.

This study demonstrates the value of using a servant leadership approach in order to foster a psychological ethical climate and increase OCBs. As such, the authors highlight the importance of a systematic approach to develop servant leaders in organizations.

This research contributes to the understanding of the ethical mechanism that explains the relationship between servant leadership and follower outcomes. Drawing on social learning theory, the findings show that servant leaders are ethical climate architects through their role modeling behaviors and interactions with followers.

To overcome the shortcomings of diversity training programs, the purpose of this paper is to conceptualize an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities. Borrowing key principles from the diversity learning (Rainey and Kolb, 1995); integration and learning perspective (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008), the authors develop a new organizational diversity learning framework for behavioral, attitudinal, and cognitive learning at workplaces. They conclude with directions for future research.

This paper first presents an overview of key shortcomings of diversity training programs in relation to their group composition, design, content and evaluation. Second, it borrows the key principles of diversity learning (Rainey and Kolb, 1995); integration and learning perspectives (Ely and Thomas, 2001; Thomas and Ely, 1996), and the key practices informed by deliberative democratic theories (Thompson, 2008) to delineate the organizational diversity learning framework. Third, it presents a table of the approach contrasted with the shortcomings of diversity training programs and discusses practical and theoretical contributions, along with directions for future research.

This paper conceptualizes an organizational diversity-learning framework, which features an organizational intervention for employees’ joint decision-making process with other employees from different statuses, functions, and identities.

The organizational diversity learning framework developed in this paper provides an inclusive diversity learning paradigm in which diversity learning rests in the experience of the learner. As stated by experiential learning theory, this framework encourages workers to heuristically learn about diverse perspectives in a psychologically safe environment, to reflect on different perspectives, and to create a new awareness about learning from others. As the participants learn to apply new repertoires for interacting with others in their daily work interactions (e.g. listening to different perspectives shared by unfamiliar social group members), it proposes that their behaviors may create a ripple effect, changing other colleagues’ attitudes, behaviors, and thinking patterns on working with diverse coworkers.

This paper provides detailed instructions for practitioners to facilitate diversity learning. It highlights a few key practical implications. First, the framework provides a method of organization-wide diversity learning through intersecting networks within the workplace, which is designed to reduce the elitist organizational decision making that mainly occurs at the upper echelon. Second, unlike other stand-alone diversity initiatives, the framework is embedded in the organizational decision-making process, which makes employees’ learning applicable to core organizational activities, contributing to both employees’ diversity learning and organizational growth. Third, the framework provides a preliminary model for transferring employees’ diversity learning in daily work operations, nurturing their behavioral learning to interact with different social groups more frequently at work and inclusive of their colleagues’ perspectives, feelings, and attitudes.

Workforces across nations are becoming increasingly diverse, and, simultaneously, the gap and tension between demographic representation in the upper and lower echelons is widening. By joining with other scholars who have advocated for the need to move beyond diversity training programs, the authors developed the organizational diversity learning framework for meaningful co-participation of employees with different statuses, functions, and identities. By inviting minority perspectives into the organizational decision-making process, top managers can explicitly send a message to minority groups that their perspectives matter and that their contributions are highly valued by the organization.

There has not been a conceptual paper that delineates the diversity inclusive decision-making process within a workplace. The authors established the organizational diversity learning framework based on the diversity learning, organizational diversity integration and learning perspectives, and deliberative democracy practices. The proposed framework guides organizations in structural interventions to educate employees on how to learn from multiple perspectives for better organizational decision making.

This study presents an investigation of the communicative behaviors and strategies employed in the stimulation and management of productive and destructive conflict in culturally heterogeneous workgroups. Using communication accommodation theory (CAT), we argue that the type and course of conflict in culturally heterogeneous workgroups is impacted by the communicative behaviors and strategies employed by group members during interactions. Analysis of data from participant observations, non‐participant observations, semi‐structured interviews, and self‐report questionnaires support CAT‐based predictions and provide fresh insights into the triggers and management strategies associated with conflict in culturally heterogeneous workgroups. In particular, results indicated that the more groups used discourse management strategies, the more they experienced productive conflict. In addition, the use of explanation and checking of own and others' understanding was a major feature of productive conflict, while speech interruptions emerged as a strategy leading to potential destructive conflict. Groups where leaders emerged and assisted in reversing communication breakdowns were better able to manage their discourse, and achieved consensus on task processes. Contributions to the understanding of the triggers and the management of productive conflict in culturally heterogeneous workgroups are discussed.

All Australian Aborigines have experienced the impact of Western culture to some extent which has resulted in the traditional cultures being irrevocably decimated. The reaction to the disintegration of traditional culture has been marked by a variety of outcomes. While some Aborigines have either accepted or reached a level of accommodation to the new order, others have responded in maladaptive ways. For some Aborigines, the disintegration of traditional culture and society has generated conflict, confusion and the disintegration of personality, which is conducive to the evolution of a dysfunctional group. It is the circumstances of and policy responses to dysfunctional Aboriginal groups, therefore, that is the concern of this article.

With increased recognition of the existence of emotions in everyday interpersonal interactions, the need for emotions in cross‐cultural interactions has become more obvious. Emotions play an important role in cross‐cultural expatriate interactions as these experiences are essentially social encounters. Yet, little research addresses the emotions felt and the emotional demands involved in the cross‐cultural interaction. Research on expatriate experiences centres solely on the cross‐cultural training, sensitivity, and adaptability of expatriates. What fails to be addressed, however, is the emotional aspect of this interaction. In this paper, we examine the cross‐cultural expatriate experience, integrating both the cultural and emotional aspects of the interaction. In doing so, we aim to advance understanding of the expatriate experience and the potential reasons underlying expatriate success and failure.

Detrimental effects of diversity in workgroups has frequently been observed but research identifying the factors that lead to negative or positive effects in heterogeneous groups is lacking. The Perceived Dissimilarity Openness Moderator Model provides one explanation of the process by which diversity influences group affective, behavioral, and cognitive outcomes. Specifically the model identifies individual, group, and organizational openness as moderating the effects of diversity in workgroups. In this paper evidence is provided from a field study that increased openness to perceived dissimilarity leads to better outcomes in newly formed groups. This study also constitutes a significant building block toward the development of theory concerning the moderating variables of the relationship between diversity and group processes, and outcomes of organizations.

Intercultural contact occurs on a daily basis across all facets of life, and is reflective of Australia’s multicultural society. This trend is observed in many Western industrialised nations and has contributed to a growing body of research and literature in the field of managing cultural diversity. While much of this research is focused on the internal context of the workplace, relatively little attention has been given to the impact of culture on the service provider and customer interface. In an effort to shed some light on the service experiences of culturally diverse customers, a series of exploratory interviews were conducted. The findings suggest that on the basis of service provider behaviors (both verbal and nonverbal), culturally diverse customers perceive they are the recipients of inequitable service and consequently experience low levels of satisfaction.

Expatriates who perform poorly in their overseas assignments cost multinational enterprises billions of dollars, damage firm reputation, disrupt relationships with local nationals, and often exact a cost on expatriates’ psychological well‐being. International human resource management, which assumes the crucial responsibility of managing expatriates, should therefore be able to identify the competencies underlying effective expatriate performance, and evaluate crosscultural competence and overall effectiveness. Little research, however, is available on the role of culture in determining cross‐cultural effectiveness in expatriate‐client interactions. Moreover, it is rarely acknowledged that the customer impacts upon the effectiveness of such interactions. This paper provides a theoretical explication of the relationships between the factors of intercultural effectiveness, sociobiographical characteristics, and perceived task and contextual performance of individual managers operating in an intercultural environment. Qualitative research is conducted which, in general, demonstrates the importance of examining intercultural effectiveness from the respective cultural perspectives of the expatriate and the host country client. The findings elucidate the factors contributing to the intercultural effectiveness of Western expatriate managers operating in intercultural teams in Thailand.

The applicability of the Western model of task and contextual performance to the context of Thai and Western managers, professionals and consultants working together in Thailand is addressed in this research. The results show a clear difference in the factor structure of how Western and Thai managers perceive the importance of performance factors. Moreover, the task and contextual factor structure found for Western managers working in a Western culture did not hold for Westerners working within the Thai cultural environment. These findings provide evidence of adaptation by the Westerner to the Thai cultural environment, supporting the notion of crossvergence.

Using a multi‐method approach, this paper presents both a qualitative and quantitative examination of workplace conflict, the emotional reactions to bullying and counterproductive behaviors. Three studies were undertaken for the present research. Data for Study 1 emerged from semi‐structured interviews conducted with 50 group leaders and members from six workgroups in two large organizations. Interviews were transcribed and analyzed using systematic interpretative techniques. Findings from Study 1 showed that conflict induced a variety of emotional and behavioral responses. Data from Study 2 were collected from 660 employees from 7 public sector organizations using a structured open‐ended survey. Results from Study 2 revealed that the majority of respondents perceived their managers as bullies. Study 3 surveyed 510 staff in 122 workgroups from five organizations. Regression analysis revealed that differing conflict events were associated with bullying, emotional reactions and counterproductive behaviors. In particular, prolonged conflict increased incidents of bullying. Higher levels of bullying were predictive of workplace counterproductive behaviors such as purposely wasting company material and supplies, purposely doing one's work incorrectly and purposely damaging a valuable piece of property belonging to the employer.