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The purpose of the article is to discuss the characteristics of a Servant Leader and assist practitioners in developing Servant Leadership.

The paper focuses on ten characteristics of a Servant leader as discussed by Greenleaf & Spears and discusses ways in which one can develop these characteristics.

The crucial contribution of the paper is to present a framework that would help practitioners and managers in Servant Leadership development.

The implications of the paper are focused on managers and practitioners who are interested in Servant Leadership Development.

The paper develops a framework that focuses on the development of Servant Leadership based on Spears and Greenleaf’s characterization of Servant Leadership.

The detrimental influence of perceived work–family conflict (WFC) on employees' job-related attitudes has been examined in individualistic cultures. However, this relationship needs to be studied in collectivist societies, where the “family” is a salient social institution with family-centric work ethics. This study empirically investigates the role of nurturant task leadership (NTL) behavior in attenuating (1) the negative direct effect of perceived WFC on job satisfaction and (2) the negative indirect effect of perceived WFC on job satisfaction, mediated through affective commitment (AC) on a sample of employees from a public sector bank in India.

The study adopts a cross-sectional research design, and the data were collected from 244 executives working in the banking sector of India. The direct, indirect and moderated effects were analyzed using ordinary least squares (OLS) regression.

NTL behavior was found to moderate the negative direct relationships between perceived WFC and job satisfaction as well as the negative indirect relationship between perceived WFC and job satisfaction, mediated through AC.

The study contributes to existing literature on WFC by introducing an important boundary condition in NTL behavior, thus providing impetus to further research in this direction through research designs that allow for causal inference and generalizability.

Findings from this study can provide useful pointers to organizations dealing with employee performance challenges owing to WFC. Results indicate that leaders who exhibit NTL behavior are more likely to attenuate the negative influence of WFC on employee attitudes and performance.

This study is among the first empirical examination of the effectiveness of NTL behavior in mitigating the negative effects of perceived WFC on job satisfaction.

The purpose of this paper is to examine the effect of work engagement on job crafting and innovativeness in the Indian information technology (IT) industry. The authors also theorized and examined the moderating effect of perceived supervisory support (PSS) and openness-to-experience (OTE) in aforementioned relationships respectively.

The authors base their arguments on the job-demands and resource (JDR) theoretical model and broaden-and-build theory. Field data from 377 working IT professionals were collected using the survey method. The model was tested using partial least squares (PLS) technique.

Results support the main effects hypothesis. The authors find a significant and positive relationship between work engagement and job crafting behavior and innovativeness.

The study makes a reasonable contribution to existing knowledge on work engagement and its outcomes. However, the use of cross-sectional data may constrain causal inferences.

Innovativeness and job crafting behaviors are valuable to most organizations, but more critical in IT organizations. As illustrated in this paper, work-engaged employees display higher levels of innovativeness and job-crafting behavior. These results suggest that IT organizations should focus on work-engagement for better productivity and faster growth.

This study is an attempt towards a better understanding of work engagement and its micro level individual outcomes which have not been examined earlier.

Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the “self-efficacy” theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In addition, it explores the role of collaboration among teachers and principal leadership in explaining the above relationship.

Data were collected from 575 secondary school teachers and 6,020 students representing grade 6-12th from 25 privately owned schools in India. Teacher self-efficacy, collaboration and principal leadership were reported by the teachers whereas effectiveness of each teacher was captured from around ten students each who were taught by the corresponding teacher. Data were analyzed using SEM-PLS.

Results confirmed a positive association between teacher self-efficacy and the three dimensions of teacher effectiveness, namely, teacher’s delivery of course information, teacher’s role in facilitating teacher-student interactions, and teacher’s role in regulating students’ learning. Results also confirmed that both collaboration and principal leadership are positively related to teacher self-efficacy.

The results of the study indicate that schools need to focus on enhancing self-efficacy of their teachers and give importance to teacher collaboration and principal leadership in order to improve their effectiveness in terms of delivery of instruction, teacher-student interactions, and regulating student learning.

The purpose of this paper is to investigate the role of a second-order state-like construct “psychological capital” (or PsyCap) as an underlying mechanism explaining the personality–academic achievement (AA) relationship in the educational context.

The conceptual model was statistically tested on a sample of 305 post-graduate students at a premier business school in central India using standard measures of personality and PsyCap. AA was measured through cumulative grade point average obtained from the administrative office. Data were collected through multiple sources to minimize common method variance. Analysis was done using macro PROCESS and validated using PLS–SEM.

Results indicated that PsyCap positively influenced AA. Furthermore, PsyCap mediated the relationship between openness to experience, extraversion, agreeableness dimensions of student personality and AA.

Longitudinal research designs with interventions to enhance PsyCap of students may strengthen the findings of this study.

The findings suggest that the curriculum in higher education institutions should include interventions on building the PsyCap of the students as it positively correlates to the AA. Academic administrators may not have control on students’ dispositional traits, but they can design interventions to improve the psychological (state like) resources of the students. Follow-up interviews with academic administrators reinforced these implications.

This study provided initial evidence that positivity, in general, and PsyCap, in particular, have a positive impact on students’ AA. This is one of the first studies to examine the role of PsyCap in personality–AA relation in the higher educational context wherein high levels of stress and burnouts have been reported by students due to high competition in achieving goals.

The purpose of this paper is to provide a process model on how mindfully performed organisational routines can simultaneously enable organisational stability and organisational change.

Via conceptual analysis, the authors develop several propositions and a process model integrating the theory of mindfulness and performative aspects of organisational routines with organisational stability and change. To do so, the authors review the literature on organisational routines, mindfulness, stability, inertia and change.

First, the authors demonstrate that, based on levels of mindfulness employed, performative aspects of organisational routines can be categorised as mindless, mindful and collectively mindful (meta-routines). Second, in the process model, the authors position the mindless performance of routines as enabling organisational stability, mediated through inertial pressure and disabling change, mediated through constrained change capacities. Finally, the authors state that engaging routines with mindfulness at an individual (mindful routines) or collective (meta-routines) level reduces inertia and facilitates change. Such simultaneous engagement leads to either sustaining stability when required or implementing continuous organisational change.

The framework uses continuous, versus episodic, change; future research can consider the model’s workability with episodic change. Future research can also seek to empirically validate the model. The authors hope that this model informs research in organisational change and provides guidance on addressing organisational inertia.

To the best of the authors’ knowledge, this study is the first to categorise the performative aspects of organisational routine based on the extent of mindfulness employed and propose that mindfulness-based practice of routines stimulates either inertia-induced or inertia-free stability and continuous change.

The literature on destructive leadership has largely ignored the perspective of the subordinate, especially in terms of conflict coping mechanisms. This study aims to integrate research on destructive leadership and subordinates’ voice behaviour as a conflict coping mechanism. Drawing on the social exchange, conservation of resources and social identity theories, it argues that destructive leadership negatively affects employees’ voice behaviour and that this relationship is moderated by subordinate personality and organization climate.

The proposed model was tested on a sample of 275 professionals working in the banking and insurance sector in India using a temporal research design with data collected in two phases six months apart. Partial least squares structural equation modelling was used for data analysis.

The results support the main effect relationship between destructive leadership and subordinates’ voice behaviour and the moderation of subordinates’ personality and organizational climate. Temporal analysis indicates that the nature of some relationships changed across the two time periods.

A greater understanding of destructive leader behaviour and resultant coping strategies of subordinates is likely to provide insights for managers facing such situations. The findings of this study will inform the creation of redressal and voice mechanisms in organizations.

This is among the first studies to examine the impact of negative forms of leadership on subordinates’ conflict coping mechanisms using a temporal lag design across two time periods.