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The purpose of this study is to build a link between narcissistic supervision and employees' change-oriented organizational citizenship behaviors (OCBs). On the basis of the social dynamics of state paranoia theory, the study examines the relationship between narcissistic supervision and employees' change-oriented OCBs, and explores how this relationship is mediated by psychological safety and affective organizational commitment.

Using data collected from a sample of 183 employee–leader dyads from a technology company in China, the study examines the mediating effects of psychological safety and affective organizational commitment on the relationship between narcissistic supervision and employees' change-oriented OCBs. Structural equation modeling is used to analyze the data.

The results indicate that narcissistic supervision has a negative effect on psychological safety and affective organizational commitment; psychological safety mediates the relationship between narcissistic supervision and affective organizational commitment; and affective organizational commitment mediates the relationship between psychological safety and employees' change-oriented OCBs. The results also show that the negative effect of narcissistic supervision on employees' change-oriented OCBs is mediated by psychological safety and subsequently affective organizational commitment.

This study contributes to the literature by linking narcissistic supervision and employees' change-oriented OCBs and suggesting that psychological safety and affective organizational commitment are two critical mediators of this relationship. This study not only advances research on the “dark side” of narcissistic supervision, but also sheds light on the underlying mechanism of narcissistic supervision and employees' change-oriented OCBs from the psychological and emotional perspectives.

This chapter provides an overview of research on dispositional supervisor characteristics as well as specific individual-level antecedents, correlates, boundary conditions and processes of supervisors who display hostile verbal and nonverbal behaviours towards their followers (i.e., abusive supervision). More specifically, empirical research findings on the relationships between specific supervisor characteristics and subordinate-rated perceptions of abusive supervisor behaviours are summarized and critically discussed. To better understand what contributes to abusive supervision, the moderating role of follower characteristics and the greater organizational context are taken into account as well. The chapter closes with an integrated process model of abusive supervision, an outlook and suggestions for future research.

Little research has focused on abusive supervision in the context of project management, despite its prevalence and detrimental influence on the psychological health of subordinates. Therefore, drawing on affective event theory (AET), this study sought to investigate supervisor-level antecedents of abusive supervision by considering the mediating role of emotional exhaustion and moderating role of psychological resilience.

Utilizing a time-lagged design, data were collected through questionnaires from project managers and their immediate subordinates in construction projects. PROCESS macros were utilized to analyze a sample of 241 supervisor-subordinate dyads.

The findings revealed that time pressure and emotional exhaustion significantly predicted project manager abusive supervision. The authors also found that emotional exhaustion mediates the relationship between time pressure and project manager abusive supervision. Furthermore, the results show that highly resilient project managers become less emotionally exhausted when facing time pressure. Lastly, psychological resilience moderated the indirect effect of time pressure on project manager abusive supervision through emotional exhaustion.

According to Fordjour et al., abusive supervision is a critical factor that deteriorates the psychological health of subordinates in the project. Nevertheless, this phenomenon remains uninvestigated. Therefore, this research contributes to the project management literature by investigating key predictors of abusive supervision, thus filling both a theoretical and practical gap.

The purpose of this paper is to focus on pedagogy as a crucial element in postgraduate research undertakings, implying active involvement of both student and supervisor in process of teaching and learning.

Drawing on Australian higher degree research supervision practice to illustrate their argument, the authors take issue with reliance on traditional Oxbridge conventions as informing dominant practices of supervision of postgraduate research studies and suggest pedagogy as intentional and systematic intervention that acknowledges the problematic natures of relationships between teaching, learning, and knowledge production as integral to supervision and research studies.

The authors examine issues of discursive practice and the problematic nature of power differentials in supervisor‐supervisee relationships, and the taken‐for‐grantedness of discursive practice of such relationships. The authors do this from the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution.

The paper examines the perspective of the student involved in higher degree research programs, a departure from the bulk of the literature that has as its focus the perspective of the supervisor and/or the institution.

The purpose of this research is to investigate if employees possessing good political skill face less abusive behavior from their supervisors. Moreover, the gender of the subordinate has been tested as a moderator between political skill and abusive supervision. Cultural and social factors prevailing in the research settings of Pakistan provide an ideal situation to test the relationship between political skill and abusive supervision.

The data were collected from 178 employees representing different sectors of Pakistani industry. To test the relationship between political skill and abusive supervision, simple linear regression was run and moderation was tested using PROCESS macro.

From the analysis, the major findings prove that political skill lessens abusive supervision. Moreover, due to the cultural settings, male subordinates use political skill more proficiently to avoid abusive supervision as compared to female subordinates.

The study suggests that in order to maintain harmony in the work environment, employees must learn political skill to avoid abusive supervision. Moreover, females must be given more chances to utilize their political skill to get positive outcomes.

This study fills up a significant gap in the literature, as there is scarce literature available that investigates the relationship between political skill and abusive supervision, specifically in Pakistan.

The purpose of this research was to understand the mediating role of employee positive psychological capital on the negative relationship between abusive supervision and employee outcomes.

The research design consisted of a multi-wave study with a heterogeneous sample of working adults in the United States. Study variables included the independent variable of abusive supervision, the mediating variable of positive psychological capital and the dependent variables of psychological well-being, job satisfaction and general health.

Results from 293 working adults in the United States suggest employee positive psychological capital is an explanatory mechanism as a mediator in the relationship between abusive supervision and outcomes. In other words, abusive supervisors reduce employee psychological capital leading to sub-optimal outcomes.

Results of this study suggest several practical implications, however one is primary. In sum, we found the deleterious effects of abusive supervisors occur through positive psychological capital. While it is often difficult to immediately terminate manager employment for abusive supervision, results here suggest firms can use psychological capital interventions to buffer the negative impact of abusive supervisors.

It is well understood that abusive supervision has a negative impact on employees. However, the underlying mechanisms of how and why this occurs is not well understood. While much research has speculated on why this happens prior to this study, few explanatory mechanisms have been subjected to empirical tests.

This paper aims to answer the question of how, why and when abusive supervision affects employee creativity. Drawing on the conservation of resources theory, this paper examines the direct and indirect (via psychological distress) effects of abusive supervision on employee creativity. It further investigates the boundary conditions imposed by employees’ perceived distributive and procedural justice in the relationships between abusive supervision, psychological distress and employee creativity.

The study uses multi-sourced and time-lagged data collected in three waves from a survey of employees-supervisor dyads working in the Chinese manufacturing sector. In the first wave, the authors received data from 347 employees on perceived abusive supervision and perceived distributive and procedural justice. In the second wave, 320 employees shared their perceptions of psychological distress at work. In the third wave, the authors received ratings for employee creativity from the direct supervisors of 300 employees. The data were analyzed using bootstrapped moderated mediation procedures.

The findings revealed a significant negative influence of abusive supervision on employee creativity both directly and indirectly in the presence of perceived psychological distress. However, distributive and procedural justice was found to mitigate the negative impact of abusive supervision on employee creativity.

Abusive supervision has adverse consequences for employees’ creativity because it affects their psychological health. HR and top management should prioritize addressing abusive supervision first and foremost to boost employee creativity in the workplace. Managers should give employees opportunities for participation and foster a climate of fairness in the organization to mitigate the harmful consequences of abusive supervision.

To the best of the authors’ knowledge, this is the first empirical study that examines the psychological distress-based mechanism in the relationship between abusive supervision and creativity while considering the interactive effects of distributive and procedural justice. It addresses an important research gap in the literature by proposing that organizational perceived distributive and procedural justice can mitigate the detrimental effects of abusive supervision.

The purpose of this paper is to share the reflections of a group of five academics who started supervising practice‐based doctoral students at a similar time in the same institution.

The supervisors engaged in a collaborative research process themselves, exploring their supervision practices, due in part to the relatively limited literature available in the field, and in part as a support mechanism to help them understand what they were doing.

As the first students have now completed, the learning from taking students through the cycle from start to finish for the first time is also now complete in itself. While the supervisors continue to learn both from and within the supervision process itself, that initial experience of supervising doctoral students is now complete and in many ways the doctoral development process of the students themselves.

This paper offers insight into the doctoral development process from the supervisor's perspective, and offers reflections on the supervision process itself, as well as insight into the difficulties that can be encountered when researching your own practice.

Doctoral candidates are now located within a research context of performativity where the push to successfully complete in a timely manner is central. The purpose of this paper is to develop a model of completion mindset within a completion context to assist research students and supervisors.

The research was undertaken using qualitative interviews involving both PhD candidates and research supervisors, with transcripts analysed both manually and using NVivo. The paper addresses two questions: How can supervisors create a supportive completion context and help candidates to develop an effective completion mindset? What approach does a candidate need to take and what environment does a supervisor need to create in order to facilitate timely successful completion? These key questions are addressed through examples of individual success stories as well as through the development of a series of supervisory models.

The need to complete “on time” often clashes with concerns for the quality of the final outcomes. The paper shows, both from analysis of the data and theoretical reflection, that a “completion mindset” is an essential element in the pursuit of doctoral success. It is argued that “mindfulness” is part of this mindset, which needs to be located in a “completion context”.

In presenting both theoretical and practical positions, as well as the implications for quality, the paper contributes to the current debates surrounding research supervision. The paper extends Green's RIP (relational, intellectual, physical) model for supervisory practice to include emotionality as an explicit aspect.

The vast majority of research on traditional leadership focuses on effective and positive leadership behavior. However, scholars have begun to pay attention to the impact of negative leadership behavior on employees and the organization. Hence, the main purpose is to examine the effects of abusive supervision. While the literature does not examine the time future orientation of the effects of abusive supervision, the purpose of this paper is to fill up this gap and examine the moderating role of future orientation.

A total of 584 valid questionnaires were collected from respondents aged between 21 and 30 years old and analyzed using the hierarchical regression and structural equation modeling method.

The main results show that abusive supervision positively affects counterproductive work behavior and future orientation positively moderates both the relationship between abusive supervision and originality behavior and the relationship between abusive supervision and organizational citizenship behavior (OCB).

This study demonstrates the moderating roles of future orientation in the effects of abusive supervision, and thus deepens the understanding of the moderating effect. It departs from the prior works and presents a more detailed examination examines the distinct dimensions of personality traits. It makes three main theoretical contributions. First, it introduces uncertainty management theory as a means to interpret the effects of abusive supervision. Second, it contributes to the literature on abusive supervision. Third, it does not lead to discovery as an OCB and originality, conclusions which differ from the results suggested in past literature.