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1 – 10 of over 2000The authors tested (1) the mediating role of thriving in the association between leader-member exchange (LMX) and work–nonwork balance (WNWB) and (2) the moderating effect of…
Abstract
Purpose
The authors tested (1) the mediating role of thriving in the association between leader-member exchange (LMX) and work–nonwork balance (WNWB) and (2) the moderating effect of gender in the relationship between LMX and thriving.
Design/methodology/approach
Cross-sectional data were collected from six separate participant groups across an eight-month period (n = 522). Data analysis included confirmatory factor analysis to assess the construct validity of the proposed three-factor model. Hierarchical regression and the PROCESS macro were used to test three hypotheses.
Findings
The authors found thriving mediated an indirect effect of LMX on WNWB. In addition, we found that the relationship between LMX and thriving was moderated by gender, such that the relationship was found for females. Overall, the authors identified a moderated-mediation effect indicating an indirect effect of LMX on WNWB via thriving for females.
Research limitations/implications
Cross-sectional design suggests their results are theory driven. The authors suggest future studies replicate the study employing experimental designs.
Practical implications
The authors suggest organisations develop programs to enhance leadership and thriving capabilities as tools to manage WNWB.
Originality/value
The authors add to the thriving literature by revealing gender differences in the effectiveness of relational resources (i.e. LMX) in fostering employee thriving. Furthermore, the authors extend the efficacy of thriving beyond the workplace to include WNWB. The authors demonstrate the skills and knowledge acquired at work can be used to lessen the impact of WNWB.
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Krista M. Soria, Linnette Werner, Christine VeLure Roholt and Anna Capeder
Thepurposeofthisarticle wastoexaminethe effectsofstrengths-basedapproaches in co-curricularandcurricularleadershiponfirst-yearstudents’holisticthriving,academicthriving, social…
Abstract
Thepurposeofthisarticle wastoexaminethe effectsofstrengths-basedapproaches in co-curricularandcurricularleadershiponfirst-yearstudents’holisticthriving,academicthriving, social thriving, and psychological thriving. We used propensity score matching and regression analyses with survey data from the Thriving Quotient, which was administered to first-year students at a large, public research university(n = 548). The results suggest students’ enrollment in a strengths-based leadership minor course was associated with higher levels of thriving in social, academic, and psychological domains. Students’ participation in strengths-based student organizationswasassociatedwithhigherthrivinginsocialdomains,whileconcurrentenrollment in the strengths-based leadership class and participation in strengths-based student organizations was associated with significantly higher holistic thriving, social thriving, and psychological thriving.
Samuel Aryee, Tae-Yeol Kim, Qin Zhou and Seongmin Ryu
This paper aims to examine how team-level empowering leadership related to service performance through thriving at work and how shared organizational social exchange and customer…
Abstract
Purpose
This paper aims to examine how team-level empowering leadership related to service performance through thriving at work and how shared organizational social exchange and customer orientation moderated the latter relationships.
Design/methodology/approach
The authors collected the data from 283 flight attendants and their supervisors working at a major Korean airline. Multi-level analyses were used to test the effect of empowering leadership on employee outcomes.
Findings
Both team-level empowering leadership and customer orientation were significantly and indirectly associated with service performance via thriving at work. Additionally, customer orientation significantly moderated the relationship between team-level empowering leadership and thriving at work such that the relationship was stronger when customer orientation was low rather than high. In addition, shared organizational social exchange augmented the influence of team-level empowering leadership on service performance but not on thriving at work.
Practical implications
The findings suggest that team-level empowering leadership is more effective in enhancing thriving at work of employees when their customer orientation is low rather than high. In addition, a shared high-quality organizational social exchange augments the effect of empowering leadership on employees’ service performance.
Originality/value
This paper provides initial evidence of the interaction of team-level empowering leadership and individual¬-level customer orientation on thriving at work and service performance. Additionally, it documents the differential augmenting effect of shared organizational social exchange on the relationship between empowering leadership and these outcomes. Collectively, the findings explain why and when team-level empowering leadership relates to service performance.
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Clinton M. Stephens and Cameron C. Beatty
Leadership development transforms the lives of many students and leadership educators regularly witness these changes. But little research has articulated what is being taught…
Abstract
Leadership development transforms the lives of many students and leadership educators regularly witness these changes. But little research has articulated what is being taught that facilitates this change, how we can make it happen more often, or how we can measure this change. These transformations contribute to desirable outcomes including student persistence and academic achievement. Leadership studies programs have great potential to contribute to these positive student outcomes especially with first-year students.
Using the Social Change Model of Leadership Development, we delineate how the study of leadership aids students in experiencing these transformations, as defined by Schreiner’s Thriving Model, along with example lessons that serve elements in both models. Significant implications are discussed, including greater engagement with first-year students and outreach to at-risk students. This is followed by recommendations for leadership educators and a discussion of future research focus areas.
NEJE interviews Robert Seliger, CEO of Sentillion
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