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Leadership is considered to be a crucial situational factor in predicting and explaining employee deviance. The purpose of this paper therefore is to investigate the relationship between servant leadership on the one hand and employee deviance on the other. While previous studies on the impact of servant leadership on employee deviance typically aggregated all its dimensions into a single scale, this study also explores the impact of the various dimensions of servant leadership separately.

Data were collected via an online survey in two ministries of the Belgian Federal Government (n=3,445). The analyses were conducted using confirmatory factor analysis and multiple linear and negative binomial regression analysis.

The empirical results suggest that the generic servant leadership scale has the expected negative, protective effect on both self-reported and observer-reported employee deviance. As for the dimensions, the authors found that only the “putting subordinates first” dimension had a significant negative, protective effect on both self-reported and observer-reported employee deviance. The dimensions “behaving ethically” and “emotional healing” negatively impacted only observer-reported employee deviance and the dimension “creating value for society” negatively impacted only self-reported employee deviance. Surprisingly, the dimension “empowering” had a significant positive, strengthening effect on both self-reported and observer-reported employee deviance.

While most research assesses servant leadership’s impact on desirable behaviour, this study is about its impact on employee deviance. Also unlike most previous research, this study looks not only at the overall effect of servant leadership, but also at the impact of the various dimensions of servant leadership separately.

The aim of this study was to develop a valid and reliable measurement instrument for organizational culture on the basis of grid-group cultural theory (GGCT).

The study consisted of three phases. In a first phase, the literature was reviewed and experts on GGCT were consulted in order to design an item pool for the typology. In a second phase, a pilot study was done in two organizations of the Belgian federal government to evaluate this original item pool. The third phase consisted of the actual data gathering in seven organizations within the Belgian federal government.

The study showed that it is possible to measure organizational culture based on GGCT. The authors used confirmatory factor analysis to examine the underlying structure of the data and found support for the existence of four culture scales. Scale reliabilities in the third phase of the study were satisfactory and ranged between 0.703 and 0.848.

The current research was not specifically designed to evaluate content validity. Further research is needed to explore this issue. It would also be interesting to develop a GGCT-based measurement instrument for the team level.

The measurement instrument can be used by practitioners to describe and assess their organizational culture.

This study introduces a novel way to measure organizational culture, using a promising theoretical framework.

Police officers are frequently confronted with moral dilemmas in the course of their job. The authors assume new police officers need guidance, and need to be taught at the police academy how to deal with these situations. The purpose of this paper is to obtain insight into the impact of socialization on police recruits’ knowledge of the code of ethics and their moral reasoning skills.

The study applied a longitudinal mixed methods design, using two methods. The first method was a qualitative observation of integrity training sessions at five police academies in Belgium. The second method was a quantitative survey-measurement of recruits’ knowledge of the code of ethics and their moral reasoning skills at three points in time: the beginning of their theoretical training, before their field training and afterwards.

The analyses show differences between the police academies in their integrity training sessions. Some of these differences are reflected in different levels of knowledge of the code of ethics. As for the development pattern of recruits’ moral reasoning skills, the study found almost no differences between the academies. Perhaps this is because recruits already have relatively high scores when they start, leaving little room for improvement during the one year training program. This suggests an important role of the police selection procedure.

Previous research on socialization and police culture has focussed on recruits being socialized in a negative police culture where misconduct is learned. This is a negative interpretation of police integrity. A positive one refers to ethical decision making generally, and moral reasoning specifically. The impact of the socialization process on recruits’ moral reasoning is empirically understudied.