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Article
Publication date: 31 May 2019

Margaret S. Stockdale, Declan O. Gilmer and Tuyen K. Dinh

The purpose of this paper is to examine two forms of power construal – self-focused and other-focused power – on effects of increasing or decreasing sex-based harassment (SBH…

Abstract

Purpose

The purpose of this paper is to examine two forms of power construal – self-focused and other-focused power – on effects of increasing or decreasing sex-based harassment (SBH) tendencies through feeling states triggered by imagining these different types of power. In addition, dispositional traits associated with either self- and other-focused power were tested as moderators of these paths.

Design/methodology/approach

An online experiment was conducted with 549 US adults (58 percent men) who were randomly assigned to imagine themselves with self-focused power, other-focused power or control. Dispositional measures were completed before priming; and feelings of sexiness, powerfulness and communalism were completed after priming. Then, participants completed either modified versions of Pryor’s (1987) Likelihood to Sexually Harass Scale or Williams et al.’s (2017) Workplace Crush Scenario.

Findings

Moderated indirect effects indicated that self-focused power increased participants’ feelings of sexiness and powerfulness, which, in turn, increased either measure of SBH. However, these indirect effects were only significant for individuals low in Dark Triad traits (Machiavellianism, narcissism and psychopathy). Surprisingly, other-focused power priming indirectly increased SBH tendencies through communal feelings.

Research limitations/implications

Moral licensing may explain the unexpected effect of other-focused power on SBH. Organizational leaders should monitor the damaging effects of both forms of power.

Originality/value

This is the first study to examine how both negative and positive power construals affect harassment tendencies and to document potential nefarious effects for both types of power.

Details

Equality, Diversity and Inclusion: An International Journal, vol. 39 no. 1
Type: Research Article
ISSN: 2040-7149

Keywords

Article
Publication date: 25 September 2023

Myungsun Kim and Seckyoung Loretta Kim

The research aims to examine the impacts of two different types of goal orientation, i.e. leaning goal orientation (LGO) and performance-prove goal orientation (PPGO), on employee…

Abstract

Purpose

The research aims to examine the impacts of two different types of goal orientation, i.e. leaning goal orientation (LGO) and performance-prove goal orientation (PPGO), on employee knowledge sharing, and whether these relationships are altered by leaders' boundary spanning behavior (BSB).

Design/methodology/approach

A sample of 170 employees and 93 leaders were collected from South Korean organizations. Data were analyzed using path analysis.

Findings

The results demonstrated that employees with a high LGO are more likely to engage in knowledge sharing, while employees with a high PPGO are less likely to show knowledge sharing. Moreover, the findings showed that highly learning oriented employees tend to engage in knowledge sharing when they are under leaders who show active BSB.

Practical implications

To encourage knowledge sharing between employees, organizations need to promote a mastery-structured work environment to help employees develop a stronger LGO. Also, organizations could benefit from implementing training programs for leaders that promote their BSB.

Originality/value

The research aims to provide a more articulate account for how LGO and PPGO affect employee knowledge sharing in opposite ways. More importantly, this research provides new insights regarding the role of leaders' BSB as a contextual factor in promoting employee knowledge sharing. Using social learning theory as a theoretical framework, this study indicates how employees with a high LGO learn the behaviors of boundary spanning leaders and are more willing to engage in knowledge sharing.

Details

Leadership & Organization Development Journal, vol. 44 no. 7
Type: Research Article
ISSN: 0143-7739

Keywords

Open Access
Article
Publication date: 31 May 2022

Karolien Hendrikx, Bieke Schreurs and Joost Jansen In de Wal

The purpose of this study is to explore the role of employees’ underlying implicit person theories in the relationship with innovative work climate and proactive behaviour at…

1577

Abstract

Purpose

The purpose of this study is to explore the role of employees’ underlying implicit person theories in the relationship with innovative work climate and proactive behaviour at work. First, the authors study how an employee’s implicit person theory (IPT), or the domain-general implicit belief about the development potential of people’s attributes, relates to learning goal orientation and proactive learning and entrepreneurial behaviour at work. Second, the authors investigate how employees’ perception of their work climate is associated with this IPT.

Design/methodology/approach

The authors set up an exploratory study relying on survey data from a sample of 498 professionally active Flemish adults and analysed a correlational path through SEM.

Findings

The authors found that holding an incremental IPT (i.e. believing in the development potential of people’s attributes) positively relates to proactive learning and entrepreneurial behaviour. Moreover, the authors found that employees working in an innovative work climate are more likely to hold an incremental IPT.

Originality/value

This study offers indications that IPT is a relevant explanatory variable in the relationship between innovative work climate on the one hand and learning goal orientation, learning work behaviour and entrepreneurial work behaviour on the other hand. As such, this study suggests that IPT is a promising concept that can be actively endorsed as a relevant underlying psychological process variable for fostering learning and entrepreneurial behaviour in organizations.

Article
Publication date: 2 December 2022

Xi Zhang, Xuyan Wang, Fangqing Tian, Dongming Xu and Longwei Fan

Feedback-seeking behavior is an important way for individuals to actively seek information feedback to achieve individuals' goals. In the environment driven by contactless digital…

Abstract

Purpose

Feedback-seeking behavior is an important way for individuals to actively seek information feedback to achieve individuals' goals. In the environment driven by contactless digital technologies, the way of individual feedback-seeking behavior through monitoring indirectly becomes obvious, especially for people who complete the work online in digital collaboration. However, previous empirical research on feedback-seeking behavior mainly focused on direct inquiry. The purpose of this paper is to verify the impact of individual learning goal orientation and the digital feedback environment on individuals' feedback-seeking behaviors through inquiry and monitoring approaches. And the moderating effect of time pressure on these relationships was also investigated.

Design/methodology/approach

Based on socio-technical system theory, this study proposes a model to describe the formation of the two approaches of feedback-seeking behaviors (inquiry and monitoring). The hypotheses were examined with the structural equation model method and data were collected from 152 graduate students who completed online surveys.

Findings

The results show that both the digital feedback environment and learning goal orientation can promote individual inquiry and monitoring approaches of feedback-seeking. Furthermore, time pressure moderates the relationship between the digital feedback environment and feedback monitoring negatively.

Originality/value

This study establishes an antecedent model that influences the choice of feedback-seeking approaches in digital environments from the perspective of a socio-technical system. The empirical results supplement the explanation of the influence of both technical and social factors on individual feedback-seeking behavior in digital environments.

Book part
Publication date: 27 October 2021

Daniel Burrill

Purpose: Status characteristics theory assumes that the effects of status on performance expectations will be the same for both high and low status actors. However, this may not…

Abstract

Purpose: Status characteristics theory assumes that the effects of status on performance expectations will be the same for both high and low status actors. However, this may not be true in all situations. Prior work suggests that in some situations, high status actors may ignore new information that should lower their position within a group's power and prestige order (Kalkhoff, Younts, & Troyer, 2011), making them resistant to status loss.

Methods: In a laboratory experiment, I introduced new status information to participants that contradicted their prior status position within a sequence of groups working on the same task.

Findings: Results show new status information that contradicts prior status orders is less influential on the expectations of initially high status actors, supporting the result initially reported by Kalkhoff et al. (2011). Additionally, I show this effect exists for two task-oriented behaviors, resistance to influence and response latency.

Contribution: This experiment suggests a “sticky expectations” effect exists when new status information is introduced to groups with established performance expectations. It also extends earlier research by showing the effect exists for multiple task-oriented behaviors and is not limited to situations involving the transfer of second-order expectations.

Research Implications: This research suggests that high status actors are more resistant to status loss than previously believed. I consider two possible mechanisms for this effect: self-enhancement bias as initially proposed by Kalkhoff et al. (2011) and an effect on collective orientation caused by performance expectations.

Book part
Publication date: 22 November 2018

Anja P. Schmitz and Jan Foelsing

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking…

Abstract

During the past decade, fast-paced changes created a new environment organisations need to adapt to in an agile way. To support their transformation, organisations are rethinking their approach to learning. They are moving away from traditional instructor-centred, standardised classroom-based learning settings. Instead, learning needs to be tailored to the individuals’ needs, available anywhere at any time and needs to enable learners to build their network. The development of digital tools, specifically network technology and social collaboration platforms, has enabled these new learning concepts.

The use of these new learning concepts in organisations also has implications for higher education. The present case study, therefore, investigates how universities can best prepare future employees and leaders for these new working environments, both on a content level and a methodological level. It also investigates if these new learning concepts can support universities in dealing with a changing environment.

The investigated case is a traditional face-to-face leadership lecture for a heterogeneous group of students. It was reconceptualised as a personalised and social collaborative learning setting, delivered through a social collaboration platform as the primary learning environment. Initial evaluation results indicate positive motivational effects, experience sharing and changes in perception of the student − lecturer relationship. The findings also supported previous challenges of computer-supported collaborative learning settings, such as the perception of a higher cognitive load. The implications of these results for the future teaching and business models of higher education are discussed. In addition, the potential of these computer-supported social collaborative learning settings is outlined.

Content available
Book part
Publication date: 21 July 2022

Ian Ruthven

Abstract

Details

Dealing With Change Through Information Sculpting
Type: Book
ISBN: 978-1-80382-047-7

Article
Publication date: 24 February 2022

Hossein Ali Abadi, Alan Coetzer, Hernan ‘Banjo' Roxas and Mahsa Pishdar

The aim of the study is to extend prior research on career identity formation by investigating whether individuals' participation in informal workplace learning activities…

Abstract

Purpose

The aim of the study is to extend prior research on career identity formation by investigating whether individuals' participation in informal workplace learning activities positively relates to career identity. The study also examines whether work engagement significantly mediates the participation in informal learning and career identity relationship.

Design/methodology/approach

Using data from a survey of 313 individuals in Iran, the study developed and tested measurement and structural models and employed partial least squares structural equation modelling to test the hypotheses.

Findings

The findings suggest that work engagement substantially mediates the positive relationship between participation in informal learning and career identity. Furthermore, the learning potential of the workplace and the propensities of individuals to actively approach situations that provide them with opportunities to learn and seek feedback on their performance have positive although varying relations with levels of participation in informal learning.

Practical implications

Human resource management and career management specialists must be cognisant of the central role that employee participation in informal learning plays in strengthening their work engagement and career identity. Learning and development specialists should seek to create conditions in the work environment that are favourable to informal learning and work engagement.

Originality/value

Although the role of formal development programmes in career identity formation is well documented, studies that examine links between participation in informal learning activities and career identity are very rare. Furthermore, there are no known studies that examine the potential mediating role of work engagement in the relationship between participation in informal learning activities and career identity.

Details

Personnel Review, vol. 52 no. 1
Type: Research Article
ISSN: 0048-3486

Keywords

Article
Publication date: 1 January 1986

Leslie S. Laczko

This article presents an empirical test of three hypotheses dealing with the modernisation of polyethnic societies. An hypothesis derived from the functionalist/developmental…

57

Abstract

This article presents an empirical test of three hypotheses dealing with the modernisation of polyethnic societies. An hypothesis derived from the functionalist/developmental perspective and two hypotheses derived from the conflict/competition perspective are assessed using survey data on Francophone‐Anglophone relations in contemporary Quebec. The main conclusions are that 1) the cross‐sectional design using survey data allows a clear test of Hechter's (1975) reactive ethnicity hypothesis; 2) the reactive ethnicity hypothesis is supported in the analysis; 3) the resource competition hypothesis (e.g., Nielsen 1980) is also supported; 4) the reactive ethnicity and resource competition hypotheses are not necessarily mutually exclusive, as some recent authors have claimed (Nielsen 1980; Ragin 1979), and can best be seen as two variants of the same communal competition perspective imbedded in the conflict theory tradition.

Details

International Journal of Sociology and Social Policy, vol. 6 no. 1
Type: Research Article
ISSN: 0144-333X

Book part
Publication date: 14 August 2020

Anthony Abiodun Eniola

The examination researches the impacts of cultural identity on entrepreneurial performance in the southern Nigeria. The examination connected a cross-sectional overview approach…

Abstract

The examination researches the impacts of cultural identity on entrepreneurial performance in the southern Nigeria. The examination connected a cross-sectional overview approach in choosing the small- and medium-scale enterprises (SMEs) in south-south district who reacted to an organized poll. The Spearman’s rank correlation coefficient and structural equation modeling (PLS-SEM 3.2) were utilized in analyzing. The examinations show that there is an association between family structure, communal spirit and entrepreneurial performance. Nevertheless, there is a weak connection among individualism orientation, profitability and survival. The examination reasoned that SMEs could raise performance by embracing significant antecedents of cultural identity from successful cultural groups.

Details

Entrepreneurship as Empowerment: Knowledge Spillovers and Entrepreneurial Ecosystems
Type: Book
ISBN: 978-1-83982-551-4

Keywords

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