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This paper investigates the interaction effects of gender diversity and diversity beliefs on group-level personality fit (“collective personality fit”) and group organizational citizenship behavior (GOCB). It seeks to provide a sufficient understanding of the under-researched area, such as how group composition impacts group behavioral outcomes.

Data were collected from 453 employees and their leaders in 63 teams of Korean private sector firms using a moderated-mediation model.

This study found that high diversity beliefs can weaken the negative effects of gender diversity on collective personality fit and further enhance GOCB. The results confirm the moderated-mediation effect of diversity beliefs in the relationship between gender diversity and GOCB.

Management should realize that the negative effect of workforce diversity on GOCB can be reduced by boosting collective personality fit in the team. In this process, enhancing diversity beliefs may relieve the adverse effects on GOCB caused by workgroup gender differences.

This study develops a group-level model proposing that the interaction effects of gender diversity and high diversity beliefs enable a high level of collective personality fit, enhancing GOCB. It attempts to investigate the effects of gender diversity at the group level under boundary conditions.

The global nature of today’s business environment, coupled with technological advances, has resulted in leaders working with an increasingly diverse workforce worldwide. An emerging stream of research examines the beliefs that individuals, groups, and organizations have regarding diversity. The purpose of this paper is to add to this work by looking at subordinate perceptions of a leader’s beliefs about diversity and how that relates to a leader’s performance.

Using archival data, the authors examine 33,976 leaders (from 36 different countries and more than 4,000 companies). This study includes performance ratings from each leader’s supervisor as well as perceptual measures of diversity beliefs from their direct reports and a measure of national culture as a moderator.

The research finds that employee perceptions of a leader’s diversity beliefs are related to supervisor ratings of the target leader’s performance. In addition, the relationship between a leader’s diversity beliefs and the target leader’s performance rating is stronger in cultures high in performance orientation (PO) than in cultures low in PO.

The limitations include the use of an archival data set as well as an assigned country score for our measure of culture.

While existing research has examined the impact of self-rated measures of diversity beliefs, there is little empirical research that examines how employee perceptions of a leader’s diversity beliefs will impact performance. The authors address this need by examining whether employee-rated perceptions of the leader’s diversity beliefs are related to a supervisor-rated measure of leader performance. In addition, the authors examine the moderating influence of societal culture on this relationship.

This paper aims to examine the impact of individual and group-level variables on knowledge exchange and identification in age diverse teams. From a diversity perspective, influences of age-related diversity perceptions and diversity beliefs (level 1) are compared with effects of objective age diversity (level 2). From a management perspective, the paper goes beyond age diversity and investigates the incremental effects of team and individual characteristics from a team learning perspective.

Questionnaire data of 516 team members and their supervisors in 73 organizational teams were analyzed in a multilevel approach.

Objective age diversity had a negative effect on knowledge exchange and identification. Beyond that, age-related diversity perceptions and positive diversity beliefs on the individual level predict the effect of objective diversity. Relativizing the impact of diversity, individual characteristics (knowing the team experts, clear understanding of goals) and team characteristics (team climate, time for knowledge exchange) explain the largest proportion of variance in the dependent variables underlining the importance of team learning variables.

Compared to objective diversity, subjective diversity perceptions and diversity beliefs are relevant predictors of processes and attitudes in heterogenic teams.

There are multiple leverages for management strategies beyond the mostly fixed age diversity in teams on the individual and group level.

This paper evaluates the cross-level interplay between objective diversity, perceived subjective diversity and diversity beliefs and revalues the impact of HR-management in age diverse teams.

The purpose of this paper is to examine the extent to which negative age-based metastereotypes mediate the relationship between the representation of older workers and two forms of stereotype threat in the workplace: own-reputation and group-reputation. Adopting a social identity perspective, this paper also explores whether age diversity beliefs moderate the relationship between negative age-based metastereotypes and stereotype threats.

A cross-sectional design was adopted with bootstrapped mediation and moderation analyses. The data were collected from 567 older workers working in 15 manufacturing companies.

The analyses provide support for partial mediation and for a moderation effect of age diversity beliefs in the relationship between negative age-based metastereotypes and own-reputation threat. The results hold while controlling for age, objective organizational age diversity, and organizational tenure.

The limitations of this study include its cross-sectional nature and the need for further work regarding older workers’ metastereotypes about middle-aged workers.

For stereotype threat interventions to be effective they must identify beforehand the target and the source of the threat. Moreover, interventions should aim for the development of a sense of identity on the organization as it may pave the way for members of different age groups to build bonds and for intergenerational boundaries to be blurred.

This paper contributes to the literature by showing the importance of negative age-based metastereotypes in workplace age dynamics. It also provides further support for a multi-threat approach to the experience of age-based stereotype threats in the workplace.

The purpose of this study was to assess the diversity-related professional development needs of pre-service teachers in our college. According to a report released in 2017 by the National Center for Educational Statistics (NCES), minorities accounted for 20 per cent of all public elementary and secondary school teachers in the United States during the 2015-2016 school year. The same report noted that 51 per cent of all public elementary and secondary school students in the USA were nonwhite during the same school year. Schools will continue to become increasingly more diverse as it relates to the student population. Students of color are expected to make up 56 per cent of the student population by 2024 (Digest of Education Statistics, 2013). With the changing demographics of US schools, pre-service teachers must be prepared to teach, interact and support students and families whose cultures, beliefs and lifestyles may differ from their own. Cultural competence is having an awareness of one’s own cultural identity perceptions and views about difference, and the ability to learn and build on the varying cultural and community norms of students and their families (Muñoz and Graybill, 2015). The mere presence of diverse communities on college campuses is not sufficient in promoting positive educational outcomes related to diversity (Museus, 2008).

Qualitative survey research was used to assess diversity related professional development needs of pre-service teachers. Students were asked an open-ended question: ‘Please list topics of diversity training that should be offered to students in the college’ After the question, a text box was provided to allow respondents to provide a unique answer. This approach, as opposed to providing a list of predetermined responses to select from gave respondents the freedom to say exactly what they felt should be offered.

After analyzing the 163 open-ended responses provided by students six themes emerged. The themes were offering diversity-related professional development in the areas of disability/mental illness, cultural competence/awareness, LGBTQAI+/gender, facilitating conversations about diversity, discrimination and race/ethnicity.

The sample came from one university; therefore, the results may not be generalizable to other predominantly white universities. Future research should collect data at other universities or the schools within the university system to determine the needs for other campuses. The results of such a study will always be limited in scope but they do describe the needs at the targeted University. The response rate was low, 24 per cent. The reasons for the low response rate are unclear. Other survey techniques, such as mail surveys or face-to-face meetings, may be more successful in obtaining a higher response rate.

Teacher preparation programs should assess students’ perceptions, knowledge and experiences as it relates to diversity, and survey pre-service teachers to determine gaps in the diversity training currently being offered. Diversity training must be intentional to prepare pre-service teachers to meet the demands of the diverse classroom.

Future research should aim to assess pre-service teachers’ beliefs about diversity throughout the entirety of teacher preparation programs by assessing pre-service teachers in multiple classes and participants who attend independent diversity training opportunities. To address the rapid increase in cultural and ethnic diversity in education worldwide, pre-service programs should target and challenge pre-service teachers’ beliefs to assure equitable education to diverse students.

The paper that has been submitted is an original research that was conducted by the first author. The first and second authors used manual coding for data analysis.

This paper aims to explore the effect of perceived “self-to-team” deep-level diversity on team’s creative output from a social identity lens’ view.

An experimental study was designed (n = 30 in each experimental condition, namely, homogeneous, heterogeneous and mixed) and vignettes were used to manipulate the experimental conditions. Employees from four Indian organizations participated in the experimental study.

Results indicated that deep-level homogeneous group perceived higher team creative output as compared to the deep-level heterogeneous group. Perceived team creativity climate was found to mediate the effect of team diversity on team’s creative output. Further, it was observed that the quality of perceived creativity climate (positive and negative) moderated the relationship between diversity and team’s creative output.

The diversity–climate–creativity model presented in the paper may help managers to understand how “deep-level” group composition affects a group’s creative performance. The findings of this study may act as a platform for building effective diversity management policies.

The current research has contributed to the limited team diversity and creativity literature. Based on the experimental study, the paper has uniquely investigated team diversity and creativity link along with examining the role of a mediator (creativity climate) and moderator (quality climate) in the relationship. As the study was conducted in Indian settings, the findings were interpreted based on the typical Indian psycho-social characteristics.

The purpose of this paper is to develop two new constructs – sensitivity to gender and race/ethnicity diversity – and examined how differences in these constructs moderate the diversity – affective outcomes relationships.

A sample of 250 full-time employees completed an online survey on their sensitivity, workgroup diversity, and affective reactions toward their workgroups.

The paper performed a construct validation of the new sensitivity to diversity measures and found that they were conceptually distinct from two existing diversity perceptual constructs – gender identity salience and pro-diversity belief. Furthermore, the authors found that the moderating effect of sensitivity to gender diversity on the relationship between gender diversity and perceived cohesiveness and workgroup commitment was stronger for women than for men. The authors also found that the moderating role of sensitivity to race/ethnicity diversity on the relationship between race/ethnicity diversity and workgroup commitment and satisfaction with coworkers varied by race/ethnicity.

Although common method variance can be a problem, diagnostic tests indicated that it had minimal influence on the results.

Organizations need to understand how individual differences among employees, especially among female and racial/ethnic minority employees, affect their responses to workgroup diversity and diversity initiatives.

Prior research on diversity has generally not examined individual differences in the propensity to notice differences. This study contributes to the literature by examining the moderating roles of such important individual characteristics on the relationship between diversity and affective outcomes.

The aim of this research is to propose a new prospective and methodology to explore how design affordance affects smartphone usage with a contextual approach to investigating the relationship among design features, functional affordance, descriptive beliefs, and inferential beliefs.

This research was conducted in two phases to explore the effect of design affordance on adoption of smartphone. In the first phase, the paper investigated how smartphone's innovative design features afford user's functional perception. Subsequently, two affordance-based beliefs – intuition and diversity – were elicited from the design features of smartphone's user interface. In the second phase, a theoretical model was developed and empirically assessed for exploring the effects of the elicited affordance-based variables along with the innovation diffusion theory (IDT) variables on smartphone adoption.

Results show that the diversity has significant positive effect on both perceived usefulness and perceived ease of use of smartphone usage. However, the effect of intuition is significant on perceived ease of use but not on perceived usefulness. Of the IDT variables, only relative advantage is statistically significant for attitudes.

The paper only focused on exploring some innovative design features and associated affordances for smartphone adoption. Other design features should be taken into consideration in future research.

The result of this research implies that managers or designers should take advantage of the current advanced technology to develop diverse and intuitive design features on smartphone for attracting user's attention and affection.

There is a contradiction in prior studies concerning the explanations for the causes of ICT artifact adoption while preserving both the generalizability of TAM model and the accuracy and salience to practice. This research contributes a new vision and methodology to explain what and how innovative design features influence user's attitudes towards smartphone usage from the affordance perspective.

Are there “really” gender differences in leadership? Do beliefs regarding gender differences in leadership differ across cultures? And how do these beliefs influence diversity management? This article aims to demonstrate how different beliefs regarding gender differences and leadership can influence company diversity policies and initiatives.

First, the authors review the research evidence on the relationship between gender and leadership. Then they explore the effects of gender stereotyping. Furthermore, they consider the role of culture on these beliefs. This review serves as the foundation for the discussion of three different perspectives regarding gender and leadership: gender‐blind; gender‐conscious; and perception‐creates‐reality (or believing is seeing).

Adhering to these different paradigms can influence actions taken to managing diversity and human resource policies. Revealing these different paradigms can help companies and managers reassess their diversity practices.

The paper discusses issues that are of interest to all levels of managers.

The purpose of this paper was to identify examples of management lore currently in the organizational sciences.

The authors deliberated and developed a series of examples of management lore in the organizational sciences and surveyed management practitioners concerning their beliefs in the lore hypothesized.

Pervasive beliefs that conflict with academic research exist in management practices. Although many of these ideas are commonly accepted as immutable facts, they may be based upon faulty logic, insufficient understanding of academic research, anecdotal evidence and an overdependence upon common sense. Buckley and Eder (1988) called these as examples of management lore. In this conceptual paper, we identify and discuss 12 examples of management lore that persist in day-to-day management practices. Topics we explore include personality, emotional intelligence, teams, compensation, goals, performance, work ethic, creativity and organizational citizenship behaviors.

A number of areas in which academic research gainsays what we believe to be an immutable fact.