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By combining the influence tactics and team development literatures, this paper aims to propose a new team-level approach to influence tactics in self-managed teams and a temporal account of the extent to which team-level influence tactics are associated with team performance as a dynamic process.

Using 75 self-managed teams, we examined the relationship between the proportion of team members who tend to use each influence tactic to a high degree and team performance at initial versus advanced stages of team development.

Results demonstrated at initial stages of team development, a high proportion of team members who tend to use assertiveness was detrimental to team performance, whereas at advanced stages of team development, a high proportion of team members tending to use ingratiation was detrimental, while rationality was positively associated with team performance. Additionally, a Fuzzy Qualitative Comparative Analysis showed that at advanced stages of team development, tactics configuration matters.

This study sets the stage for a team-level theory of influence tactics by examining the relationship between the proportion of team members who tend to use influence tactics to a high degree and team performance at initial versus advanced stages of team development, and the configurations of tactics associated with better team performance at these developmental stages. While the individual-level literature on influence tactics is based on notions of power and politics, in a team context and specifically with self-managed teams, there is a need to integrate theories of team processes and dynamics to understand how influence tactics are associated with performance.

The existing research on service climate emphasizes its benefits for customers, employees and organizational outcomes. Service climate translates into organizational expectations from service employees to continuously show appropriate emotions when engaging with clients. However, these expectations may also take a toll on employees, who need to regulate their emotions using emotional labor strategies in order to conform to the organization’s expectations. Hence, the purpose of this paper is to examine the relationship between the service climate and employees’ use of emotional labor strategies, and investigate how service employees’ service knowledge, skills, abilities and other attributes (KSAOs) affect this relationship.

In two separate studies, one with a sample including 100 nurses working in 15 wards, and the other comprised of 244 luxury hotel chain employees working in 39 departments, participants were surveyed about their perceptions of the service climate and their use of emotional labor strategies. In addition, each participant’s direct manager assessed his/her service KSAOs.

Results demonstrated a positive association between the service climate and the use of surface emotional labor strategies for employees who had limited service KSAOs.

Organizations may choose to hire service employees based on their service-related KSAOs and develop training and development programs for those who have fewer capabilities in these areas. In addition, organizations may want to rethink the traditional climate-induced emotional display rules and emphasize instead more authentic service encounters in order to lessen the toll that service climate takes on certain employees.

While service climate depicts the core values and beliefs of the organization about service, and helps employees to translate them into behaviors that promote high service performance, the current paper points to a potential toll it may have on employees well-being due to their use of surface emotional labor strategies.

Purpose – The purpose of this paper is to suggest a new safety self‐efficacy construct and to explore its antecedents and interaction with standardization to influence in‐patient safety. Design/methodology/approach – The paper used a survey of 161 nurses using a self‐administered questionnaire over a 14‐day period in two large Israeli general hospitals. Nurses answered questions relating to four safety self‐efficacy antecedents: enactive mastery experiences; managers as safety role models; verbal persuasion; and safety priority, that relate to the perceived level of standardization and safety self‐efficacy. Confirmatory factor analysis was used to assess the scale's construct validity. Regression models were used to test hypotheses regarding the antecedents and influence of safety self‐efficacy. Findings – Results indicate that: managers as safety role models; distributing safety information; and priority given to safety, contributed to safety self‐efficacy. Additionally, standardization moderated the effects of safety self‐efficacy and patient safety such that safety self‐efficacy was positively associated with patient safety when standardization was low rather than high. Hospital managers should be aware of individual motivations as safety self‐efficacy when evaluating the potential influence of standardization on patient safety. Originality/value – Theoretically, the study introduces a new safety self‐efficacy concept, and captures its antecedents and influence on safety performance. Also, the study suggests safety self‐efficacy as a boundary condition for the influence of standardization on safety performance. Implementing standardization in healthcare is problematic because not all processes can be standardized. In this case, self‐efficacy plays an important role in securing patient safety. Hence, safety self‐efficacy may serve as a “substitute‐for‐standardization,” by promoting staff behaviors that affect patient safety.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Researchers based in Israel analyzed the use of six different tactics to get the most out of 75 self-managed teams. The results showed that at early stages of team development, it was detrimental when a high proportion of team members used “assertiveness”. But, at advanced stages of team development, it was more detrimental when a high proportion of team members used “ingratiation”

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

The research aimed to uncover leader profiles based on combinations of transformational (TFL), transactional (TAL) and passive leadership (PAL) and to examine how such constellations affect safety. Leader adaptability was tested as an antecedent of leader profiles.

Using latent profile analysis, the effect of different leader profiles on workplace safety was investigated in two survey studies.

In total, four leader profiles emerged: “active,” “stable-moderate,” “passive-avoidant” and “inconsistent” leader. A stable-moderate leader profile was identified as the optimal leader profile for safety performance. Leader adaptability was identified as a predictor of leader profile membership.

Safety leadership development should focus on training managers in optimal combinations of leadership practices.

The research calls into question the existence of a transformational or transactional leader. The findings suggest that higher frequency of leadership practices is not always more beneficial for workplace safety.

Extensive theoretical and empirical work has yielded abundant knowledge regarding teacher self-efficacy (TSE). Recent research has found significant correlations between TSE and students’ ratings, as an indicator for teaching effectiveness. The purpose of this paper is to test the relationship between TSE and students’ ratings of their school teacher (SRST) in the context of school level and teacher role.

Data were collected from 111 teachers and their 2,490 students attending junior- and senior-high schools. Teachers reported on their personal efficacy beliefs at the beginning of the school year, whereas students rated their teachers at the end of the year.

Teacher role and school level moderated the relationship between STE and SRST: the relationship between TSE and SRST is higher among homeroom classes than subject matter classes, and among junior high classes as compared to senior high classes.

The research is based on small number of classes, which precluded more sophisticated analyses. Future research should consider additional personal and/or contextual variables to better understand the association between teacher and students perceptions.

This study is a first exploration of the ways teachers perceive their ability to enhance student performance vis-à-vis their students’ views of their teaching functioning.