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Although voice endorsement is essential for individuals, teams and organizational performance, leaders who consider followers' voice to be threatening are reluctant to implement followers' ideas. The authors, taking note of this phenomenon, investigate why leaders who feel a threat from followers' voice exhibit voice rejection at the workplace and when this detrimental tendency can be diminished. Thus, based on the self-defense tendency as per self-affirmation theory, the authors argue that those leaders who experience threat triggered by followers' voice, justify voice rejection through the self-defense tactics: message derogation and source derogation. In addition, the authors also propose that a leader's positive (negative) affect experienced before voice exposure may decrease (increase) self-defense and voice rejection.

To test the authors’ moderated mediation model, they conducted two independent vignette studies (N = 269; N = 208). The purpose of the first vignette study was to test the simple mediation (i.e. the direct and indirect effects), whereas the second study aimed to test the moderated mediation model.

In Study 1, the authors found that the leader's perceived threat to competence provoked by followers' voice was positively related to voice rejection, and the relationship was partially mediated by message derogation and source derogation. In line with this, in Study 2, the authors tested the moderated mediation model and replicated the findings of Study 1. They found that the effects of leader's perceived threat to competence on voice rejection through self-defense tactics are weaker (stronger) at the high (low) values of a leader's positive affect. In contrast, the effects of a leader's perceived threat to competence on voice rejection through self-defense tactics are stronger (weaker) at the high (low) values of a leader's negative affect.

This study suggests that leaders who experience a threat to competence instigated by employee voice are more likely to think that ideas proposed by employees are non-constructive and employees who suggest those ideas are not credible, and these appraisals have a direct influence on voice rejection. However, if leaders are in a good mood vs. bad mood, they will be less likely to think negatively about employees and their ideas even when they experience psychological threats. The findings highlight several avenues for future researchers to extend the literature on employee voice management and leadership coaching by providing theoretical and managerial implications.

Many workers today are employed under a variety of nonstandard work arrangements, such as contract work and agency temporary work. While prior research has shown that the use of nonstandard workers can be detrimental to standard workers’ attitudes and behaviors, producing conflict between nonstandard and standard employees, that research has not shown how or why. We propose a model in which threat to status of, and accommodation by, standard workers cause negative reactions to nonstandard workers, contingent upon the competence of nonstandard workers. The model helps explain how subtle differences among seemingly similar nonstandard work arrangements can produce dramatically different challenges to work group effectiveness. Implications for the effective blending of work groups are discussed.

This paper aims to develop a methodology for lean implementation that reduces the risk of damaging a company's key resources and abilities through the application of core competence theory.

Academic literature provided background conceptual understanding of lean and core competence theory for an industrial working party of domain experts from 15 major aerospace companies in the UK to develop a methodology for lean implementation that would not damage firm's competences. The methodology was trailed through cooperative inquiry in a business unit of a leading global aerospace company using a case study approach.

An accessible definition of core competence that captures academic theory was proposed through an industrial working group. Further a methodology for lean implementation, drawing upon core competence theories was developed. The method comprised four tools: market analysis, the visible value stream, customer value analysis, and financial modelling. Tools drew upon established practice and their joint application is intended to safeguard a company's key resources and capabilities from loss or impact during lean implementations. Application in a single case study company and the effects observed over a number of years indicated the methodology, though developmental, was capable of significant positive effects.

The paper provides a practical definition of core competence and application of theory within a lean implementation, trailed and validated in an industrial setting. Competence theory has previously been described as “lack‐lustre” due to the abstract nature of the ideas.

The purpose of this paper is to test two hypotheses. First, an indirect relationship between qualitative job insecurity and turnover intention through basic psychological need satisfaction was investigated. Second, a moderated mediation analysis was conducted to explore potential sectoral differences in this indirect relationship.

A cross-sectional design was used to collect and analyze the data. In total, 358 employees participated in the study (private sector n=178, public sector n=180). The data were collected through an online survey platform.

Qualitative job insecurity was indirectly related to turnover intention through the satisfaction of the basic psychological needs for autonomy, competence and relatedness. The indirect relationships were more salient in the private sector.

Basic psychological needs may explain the relationship between qualitative job insecurity and turnover intention. Furthermore, sector differences may exist in the way job insecurity is responded to. However, a longitudinal study is necessary to confirm the sequential effects.

The study provides a constructive replication of the findings on basic psychological need satisfaction as a mediator between job insecurity and employee outcomes. A novel aspect is the authors’ focus on sector differences, which draws attention to contextual factors that may shape the way employees respond to job-insecure situations.

This paper examines competence development as a facet of a firm’s dynamics. Proceeding from a “model of competence building” developed in an earlier study, a theory of competence development is outlined, which recommends that competence development should cyclically alternate between competence upgrading and competence renewal. This cycle is subject to various influences, including the firm-specific resource base, the way in which managers perceive competence to create customer value, the level of undesired knowledge diffusion, and changes in the environmental dynamics specific to the firm. Inevitably, the theory of competence development involves some simplifications; yet it’s relevance is underlined by the fact that it stands up to empirical analysis.

Translating motivational research to classroom instruction may be so difficult because the two enterprises of psychological research and teaching are inherently different in goals and assumptions. Whereas psychological theory is meant to be broad and generalizable, educational practice must attend to individual and situational differences. For instance, a great deal of research suggests that mastery goal structures are related to desirable beliefs and behaviors. However, knowing that this is so does not help teachers know how to foster mastery goals in their classrooms and whether or how practices might vary given differences among students, developmental levels, and content areas. As Patrick (2004) noted, the theoretical notion of mastery goal structure as it is currently conceptualized was not developed in classrooms and does not address how a mastery goal structure is either manifested or communicated to students. Although it makes theoretical sense to provide “appropriate challenge” to students, how a teacher adapts that principle to students with a range of abilities and attitudes, from challenge seekers to avoiders, is not obvious. Research can provide only a general theoretical heuristic for understanding tendencies and does not necessarily explain individuals' behavior over time (Turner & Patrick, 2004). For motivational research to be meaningful and useful to educators, it needs to help them interpret student behavior as specific responses to specific sets of circumstances. Pajares (2007) expressed this well when he noted:Research findings … drawn from educational psychology broadly, and motivation theory and research in particular are bounded by a host of situated, cultural factors that must be attended to if the constructs themselves are to have any, as William James (1907/1975) termed it, practical, or cash, value. (p. 30)Therefore, in its present form, theory may not appear useful to teachers because of its seeming lack of specificity. These issues apply to all current theories of motivation.

The purpose of this paper is to examine what distinguishes bet-the-company decisions from strategic decisions in general, what forms do they take and under what circumstances do firms make them.

From a comprehensive review and synthesis of relevant literature and media coverage since 1980, the author identifies 42 cases of bet-the-company decisions, from which the conclusions are drawn.

The author identify four characteristics, three distinct types and four drivers of bet-the-company decisions.

The author draws conclusions from a qualitative analysis of 42 cases mentioned in prominent business media, supplemented by a literature review. Identifying the underlying processes that result in betting the company would require a more in-depth series of case studies. Acquiring statistical evidence would require more formal meta-analysis that this paper lacks.

The paper identifies common characteristics, types and drivers of bet-the-company decisions that decision-makers could use to judge to recognize whether they also face such a situation.

Executives are very sensitive to decisions with extreme consequences. This paper offers the first review of bet-the-company decisions, decisions that lie at the upper extreme of the range of strategic decision consequences.

Research on the effects of feedback frequency has reported mixed findings. To tackle this problem, the current study focuses on specific feedback signs (i.e. negative feedback). By integrating the face management theory and attribution theory, this study examined the mediating effect of trust in supervisors and the moderating effect of employee-attributed performance promotion motives for negative feedback.

A field study with 176 participants and two supplemental experiments with 143 and 100 participants, respectively, were conducted to test the theoretical model.

Results revealed that the frequency of supervisory negative feedback negatively influenced employees’ trust in supervisors, which in turn influenced employees’ perceptions of feedback utility and learning performance. These indirect effects can be alleviated when employees have high degrees of performance promotion attribution for supervisor motives.

This research extends feedback research by integrating feedback frequency with a specific sign of feedback and revealing a moderated mediation effect of the negative feedback frequency.

This paper aims to present an integrated view of the literature published on all aspects and facets of competence in supply chain management (SCM) and furthermore provides a framework for classifying and analyzing literature to facilitate further study, practice and research.

A systematic literature review identified 98 peer-reviewed scientific journal publications on the subject of competence in SCM.

This review identifies and classifies the key content of the subject based on whose competence (level of analysis) and the type of competence (competence element), resulting in a framework that brings together aspects at the individual and organizational level, and of the functional, relational, managerial and behavioral elements of competence from the SCM literature. It furthermore displays the timeliness and wide-ranging character of the subject, as presented by the evolutionary timeline and the main research streams.

Although competence in SCM is a key to business success, the subject is ambiguous and an explicit need exists for more research. This paper provides a foundation for future examination of and theory building in this subject. It also alerts researchers to complementary studies outside of their own “customary” domains.

This paper can support managers in their pursuit to secure competence in SCM and thereby improve outcomes on both individual and organizational level. It can furthermore assist in the development of relevant programs and training sessions.

To the best of authors’ knowledge, this work represents the first systematic literature review on the subject of competence in SCM. In addition, it proposes a taxonomy for mapping and evaluating research on this subject.

Examines problems that have arisen over the past four years in the application of business process re‐engineering (BPR) to “real world” companies. Major problem areas include lack of sufficient preparation, problems associated with implementation, organizational weaknesses, weaknesses inherent in BPR and problems that develop in the aftermath of BPR. Then provides guidelines to minimize the emergence of these problems and improve the potential for success of future re‐engineering efforts.