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This study aims to examine the relationships between personality and three types of OCBs (Organizational Citizenship Behaviors), and to test for the potential moderating effects of team leader effectiveness on the relationship between personality and OCBs.

Hypotheses were tested with data from 268 teachers of secondary schools and were analyzed using Zellner's seemingly unrelated regression.

The results indicate that extroverts and teachers open for experience engaged more in OCBs towards their school than introverts and teachers less open for experience do. Teachers that are more conscientious score higher on OCBs towards students. That fits with the idea that being conscientious is being careful and responsible. Teachers with introvert and neurotic personalities become more engaged in OCBs than extrovert and emotionally stable teachers do when they appreciate their team leader effectiveness.

Although this study provided only partial support for the expected relationships between personality and OCBs, the results are notable for personnel selection. Further, several instances of the moderating role of team leader effectiveness were found. This indicates that leaders can encourage the engagement in OCBs, even in the case of thwarting personality characteristics.

The results of this study show some interesting similarities and differences concerning the different OCBs. For instance, openness to experience was related to OCBs towards the school and to OCBs towards team members, and the moderating role of team leader effectiveness acted in the same way for openness to experience and OCBs towards the school and towards team members.

The purpose of this study is to focus specifically on formal and informal networking and their relationship with career satisfaction. It was expected that men would engage more in networking and that men are able to use networking effectively than women, which will be shown in the achievement of greater career satisfaction.

Hypotheses were tested with hierarchical regression analyses, using a sample of 180 (69 percent) female and 80 (31 percent) male employees from a Dutch bank.

Results show that the female respondents engaged more in both formal and informal networking than male respondents. However, hierarchical regression analyses showed that the association between participating in network activities and career satisfaction is significantly stronger for men than for women.

There is certainly a need for longitudinal data to resolve issues concerning differential dropout of women and the development of effective social networks.

The female employees profit less from networking in terms of career satisfaction. One possible solution may be to try to develop especially the networking competences of women.

Elaborating on the social network perspective this study of the participation in formal and informal networks examined gender differences in the association of networking with career satisfaction. Although the female employees in this study engage more in networking, they profit less from it in terms of career satisfaction.

Departing from the Job Demands‐Resources (JD‐R) model, the paper examined the relationship between job demands and resources on the one hand, and employees' evaluations of organizational change on the other hand.

Participants were 818 faculty members within six faculties of a Dutch university. Data were analyzed using multilevel analyses with faculty as the grouping variable.

For the job demands, results show that emotional demands, but not workload, are negatively related to more favorable evaluations of organizational change. Regarding job resources, results show that support from the supervisor, job control, and opportunities for professional development is associated with more favorable evaluations of organizational change. Moreover, job control and support from the supervisor buffered the negative relationship between emotional demands and favorable evaluations of organizational change.

One of the clear implications of this study is that organizations should try to provide their employees with adequate resources together with the ascertaining of jobs with low job demands such that people can fulfill their job without severe adverse working outcomes. If it is impossible to reduce or optimize specific demands, additional job resources should be provided.

The finding that job resources are important in shaping evaluations of organizational change perceptions is consistent with the idea that employees with enough resources will be motivated to do their job and to be motivated to participate in change processes. Employees, who perceive their work environment and their job as highly resourceful, are more likely to anticipate into a pending change effort.

Drawing on social capital theory and self‐identification theory, this study aims to examine the associations of two indicators of social capital, personal networks and deep‐level similarity, with team capability measures of team efficacy and team potency. The central focus of the study is to be the hypothesized mediating role of team learning behaviors.

Hypotheses were tested using questionnaire data obtained from 221 teachers working in 33 teams and data were analyzed using multilevel analyses.

Consistent with the hypotheses, the results supported the contention that team learning behaviors mediate the relationship between different types of social capital and team efficacy and team potency. Specifically, it was found that, in highly (deep‐level) similar teams, the level of team learning behaviors is higher than in diverse teams, and this is hardly dependent on the extent of social capital based on personal networks. For diverse teams (i.e. teams scoring low on deep‐level similarity) more social capital based on personal networks translates into more team learning behaviors. Finally, it was found that team learning behaviors mediate the influence of social capital on team efficacy and team potency.

The paper's findings suggest that it is important for managers not to focus exclusively on surface level characteristics but instead to attempt to facilitate the development of deep‐level similarity. Organizations can also encourage group social capital by allowing teams to develop a shared history, rather than change membership frequently, and by increasing contact among team members.

The paper examined exchange and identification processes that are important in generating resources to increase the development of team learning behaviors, thereby emphasizing the role of the interpersonal context for understanding how interaction processes between team members shape team learning behaviors and subsequently lead to more team efficacy and team potency.