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Drawing on a contagion-interpretation model of leader affective displays and leader effectiveness, the purpose of this paper is to examine the effects of leaders’ angry feedback on followers’ cognitive and affective reactions, and ultimately, perceived leader effectiveness across different cultural contexts.

In this paper, two experimental studies were conducted with a total of 528 participants.

The results revealed a culturally divergent cognitive effect: in Western cultures where vertical collectivism is low, leaders’ angry feedback reduced followers’ inferred developmental intention and subsequently, perceived leader effectiveness, whereas in East Asian cultures where vertical collectivism is high, leaders’ angry feedback reduced the two variables to a lesser extent or did not have any effect. In contrast, there was a culturally convergent emotional effect: the impact of leaders’ angry feedback on followers’ negative emotions and subsequently, perceived leader effectiveness was the same, regardless of the level of vertical collectivism.

This research is the first to demonstrate that culture – in particular, the dimension of vertical collectivism – has different impacts on the two mechanisms (i.e. cognitive and affective) through which leader’s angry feedback influences followers’ perceived leader effectiveness.

The purpose of this paper is to advance the research on the relationship between developmental human resource management (HRM) practices and voluntary intention to leave among information technology (IT) professionals from the Indian IT sector by investigating the mediating role of affective commitment.

This study adopted a cross-sectional design at the individual-level of analysis. Data on the study constructs (i.e. developmental HRM practices, affective commitment, and voluntary intention to leave) were collected from 752 IT professionals from 17 Indian IT organizations from the city of Bengaluru through a web-based survey between February 2016 and March 2017. Further, this study used the confirmatory factor analysis technique to establish reliability and construct validity for the study constructs. Furthermore, this study tested the research hypotheses empirically through mediated multiple-regression analysis using the bootstrap procedure.

Empirical results of the present study suggest that espousal of robust developmental HRM interventions enhances affective commitment and significantly attenuates the voluntary intention to leave among employees. Further, the results of this study have indicated that the relationship between developmental HRM practices and voluntary intention to leave was partially mediated by affective commitment.

Past empirical studies on HRM – turnover discourse, in the IT sector, have predominantly examined the direct influence of HRM systems and/or internal labor market strategies on turnover intentions and actual turnover behavior. Rarely have the past studies in the IT domain attempted to examine the intervening role of employee attitudes in the relationship between HRM practices and employee-level outcomes. Addressing this gap, the present study enunciates the critical role of affective commitment and situates it as an important variable that mediates the relationship between developmental HRM practices and voluntary intention to leave among IT professionals in India.

The purpose of this paper is to explain why entry-level job applicants intend to leave their home country to work abroad by adopting the framework of country embeddedness (i.e. career and community embeddedness).

Hypotheses are tested using survey data of a sample of prospective healthcare entry-level job applicants (i.e. last year medical students) using hierarchical regression analyses and bootstrapping procedures.

Results show that, first, home country career and community embeddedness are negatively associated with self-initiated expatriation intention (SIE-intention). Second, developmental feedback reduces SIE-intention. This relationship is at least partly due to increased home country career embeddedness. Third, national identity reduces SIE-intention. The relationship is at least partly due to increased home country community embeddedness.

This paper advances the understanding of SIE by focusing on home country factors associated with the decision to work abroad, whereas the majority of current research mainly considers host country variables.

This paper aims to integrate the perspectives of expatriation and repatriation not as two unrelated stages but rather as one integrated process.

A sample comprising 94 human resource (HR) representatives from large Taiwanese multinational corporations (MNCs) provided objective data on the organizational expatriate/repatriate practices.

The use of developmental assignments was positively related to organizational repatriate turnover, but such a positive relationship was significant only when MNCs used low levels of repatriation support practices. Organizational repatriate turnover was negatively related to employee willingness for expatriation and the use of developmental assignments increased employee willingness for expatriation. Organizational repatriate turnover was a competitive mediator between the use of developmental assignments and employee willingness for expatriation. Moreover, organizational repatriate turnover mediated the relationship when MNCs used low levels of repatriation support practices, but not when MNCs used high levels of repatriation support practices.

MNCs should ensure the use of development assignments is matched with high levels of repatriation support practices and treat expatriation and repatriation management as one integrated process.

As the world economy becomes more integrated, MNCs are increasingly challenged in their efforts to send employees abroad on expatriate assignments that are developmental by design, to reduce organizational repatriate turnover and to increase employee willingness for expatriation. However, there is a lack of understanding about how they are all linked.

The purpose of this paper is to investigate the impact of personal characteristics (goal orientation) and contextual characteristics (organizational learning culture and developmental feedback) on employees' career satisfaction, organizational commitment, and turnover intention.

Subjects were drawn from four Fortune Global 500 companies in Korea. Descriptive statistics and hierarchical multiple regression analyses were used to explain the variance in outcome variables.

The results indicate that career satisfaction is predicted by organizational learning culture and performance goal orientation. Organizational learning culture, developmental feedback, and learning goal orientation are the significant predictors of organizational commitment. Finally, organizational learning culture, career satisfaction, and organizational commitment turn out to be the predictors of turnover intention.

By enhancing organizational learning culture and by considering goal orientation, human resource development/organization development practitioners could play important roles in improving organizational commitment, in career satisfaction, and in decreasing turnover.

The theoretical contribution of this paper lies in its inclusive approach encompassing both the personal and contextual factors (such as organizational learning, leadership, and personality) on career and organizational commitment research. It is an interesting finding that while performance goal is associated with career satisfaction, learning goal orientation is related with organizational commitment.

We present a framework for understanding the relationship between individual differences in leaders’ motivations and their engagement in leader development, and we empirically test that framework across three different operationalizations of engagement, demonstrating that the motivation to develop as a leader (MTDL) is distinct from other motivational constructs (specifically, motivation to lead and motivation to learn) and that MTDL differentially predicts engagement in leader development. Finally, we provide evidence that motivation and engagement mutually reinforce each other in a virtuous spiral during leader development.

Within a large telecommunications company, this study applied the Theory of Planned Behavior to understand managers’ intentions to improve their skills following peer/subordinate feedback. Survey responses from 127 managers who had just received their feedback results showed that three types of variables were associated with managers’ intentions to improve their skills. First, perceived favorable outcomes or benefits of improvement had differential relationships with intentions for on‐ and off‐the‐job strategies for improvement. Second, and independent of perceived benefits, perceived social pressures for improvement were associated with intentions to improve, illustrating that “voluntary” development behavior can be related to both perceived rewards (a pull) and social pressures (a push). Third, ratees’ perceived control over their own improvement was also related to intentions, illustrating the important role that this factor may play in development. In two subsequent waves of feedback, actual improvement in the managers’ peer/subordinate ratings following initial feedback was also examined in relation to intentions. Suggestions for future research are also offered.

The goal of this exploratory empirical article is to analyse managers' beliefs about learning and their reports of enabling workplace learning for both individuals and teams. It aims to discuss the managers' rationales for prioritising development, detail the learning methods used and evaluate the types of outcomes which were targeted.

A qualitative, case‐study research design was adopted using two embedded units of analysis (local government administrations) and data were derived from photo‐elicitation interviews.

The diverse learning interventions that were reported are detailed and analysed in terms of learning for individuals and for groups and in terms of replicative and expansive learning outcomes.

The research was limited to manager respondents and to their reported developmental intentions, therefore implications for extending the research are proposed.

The need for enhancing managers' awareness of their beliefs about learning and their capabilities for engendering non‐formal learning through work practices is discussed.

The article demonstrates that a broader range of methodologies were reportedly used by managers in enabling staff learning than has previously been shown. Moreover, that learning interventions were widely reported in a context of cuts and change questions the prevailing orthodoxy that development is sacrificed in times of cutbacks.

The purpose of this paper is to explore the complex relationships between gender and entrepreneurial intentions.

This paper uses a two study design where the second study is a constructive replication of the first study. The first study uses a cross-sectional design, while the second uses a design where data collection of variables were temporally separated. The analysis is conducted using Hayes (2014) process macro using 1,000 bootstrapped draws to understand the interaction between gender and creativity and the potential mediation involving life roles and goals.

The empirical results are threefold. First, the results show that creativity has a direct and positive effect on entrepreneurial intentions. Second, gender did not have a direct effect on entrepreneurial intentions, and finally, gender showed an interaction with creativity such that in both the samples, creativity had a stronger relationship with intentions among women.

The results point to the inclusion of creativity exercises in the entrepreneurship curriculum as well as to create and tailor programs to enhance women’s entrepreneurial intentions.

Using a two study constructive replication approach, this study demonstrates the complex effect of gender on entrepreneurial intentions. Traditionally, women are argued to have lower entrepreneurial intentions, but this study finds that creative women were more likely to have entrepreneurial intentions in the sample. The results also show that the women’s family salience (life roles and goals) did not mediate the relationship between gender and entrepreneurial intentions.

Research has found that stereotypes affect occupational choices, but there has been almost no research on how they specifically affect the choice of becoming an entrepreneur. This study bridges different fields of research by combining theories on entrepreneurial intent, self-esteem, and stereotypes. The author argues that in situations of insufficient information individuals assess prospective careers in commercial and social entrepreneurship by means of stereotypes, and the author is the first to explore the influence of commercial and social entrepreneurial stereotypes on an individual’s intention to start a commercial (for-profit) or social (not for-profit) venture. The author uses the framework outlined by the stereotype content model to disclose the existence of distinct stereotypes for commercial and social entrepreneurs exist and, thereafter, the author analyzes the influences of both entrepreneurial stereotypes on the specific startup intentions. The author test the hypotheses with unique survey data from a sample of German non-entrepreneurs which reveals that commercial entrepreneurs are seen as competent but cold, whereas social entrepreneurs are regarded as warm but incompetent. Using structural equation modeling and multi-group analysis, the data implies that higher levels of perceived warmth and competence of commercial entrepreneurs have a positive indirect effect on commercial startup intentions. No such effect was found for social startup intentions; however, the results indicate that a higher societal status of social entrepreneurs exerts a positive indirect impact on the intention to start a social business. The author discusses the practical implications of our approach and point out avenues for future research.