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Research about the benefit of voice to organizations generally assumes that leaders acknowledge or act upon employees’ ideas when they are voiced, but is it always the case? Drawing on social persuasion theory, the purpose of this paper is to explore what factors shape the effectiveness of employee voice by integrating message, receiver and source characteristics of employee voice into one theoretical model. Specifically, this paper investigates the influence of different types of voice on leader receptivity, and further examines whether the effectiveness of employee voice might be contingent on authentic leadership and employee expertise.

Data were collected from 353 matched employee–supervisor pairs in a two-phase field study. Hierarchical regression analyses were conducted to examine the relationships among the study variables.

Results indicate that leaders respond more receptively to promotive voice than prohibitive voice. Furthermore, leader receptivity is contingent on authentic leadership and employee expertise. The relationship between promotive voice and leader receptivity is more pronounced when employee expertise or authentic leadership is high rather than low; the relationship between prohibitive voice and leader receptivity is significant only when authentic leadership or employee expertise is high.

This research offers a more holistic explanation for understanding the effectiveness of voice behavior. Specifically, these findings emphasize the important role of voice content in determining managerial response, and underscore the value of receiver and source characteristics in shaping the relationship between voice and leader receptivity.

The purpose of this paper is to report findings from an investigation of Greek principals’ attitudes and perceptions concerning parental involvement in schools – research prompted by the belief that the information will be useful in attempts to make Greek schools more effective.

The participants of the study were secondary school principals and vice principals from one Prefecture in Central Greece. The questionnaire used elicited information about the participants’ demographics, the main features of the schools they were serving in, and their views concerning existing and preferred school-family partnerships.

The principals in the investigation seemed to be not only in favor of parental participation, but also saw a need to increase it. In general, then, the findings support others’ reports that parents’ participation in schools – in this instance secondary schools – tends to be less than satisfactory.

In Greece, the issue of parental involvement in schools has not received adequate attention until recently. The latest school reforms emphasize the notion of parental involvement as a significant factor for the effectiveness of the Greek schools.

Knowledge of how institutions “work on the ground” is central to understanding how macro-pressures shape organizations and their participants. Four examples of the interplay between micro and macro are provided to give a richer account of institutions, both as process and outcome. One, as wider trends diffuse, they are pulled down locally, but the scripts are utilized in divergent ways. Two, as organizations make sense of social forces, these movements are received differentially, with micro-practices and macro-influences becoming entangled. Three, trends can be opaque to those who seek to follow them, resulting in unintended forms of implementation. Four, sociological miniaturism illustrates how the micro captures the macro as lived experience.

The lot of policewomen has been a difficult adaptation to a predominantly male‐dominated organization. Being traditionally dominated by males, the police organization may become a problematic workplace for policewomen. In a patriarchal society, women are placed at a disadvantage because of gender‐related workplace problems that may arise. This study involves an assessment of the gender‐related problems experienced by the policewomen of the Philippine National Police in the central region of the Philippines. Likewise, the study provides analyses of the relationships of these gender‐related problems to the job performance of women officers. Using a survey questionnaire, gender‐related problems of policewomen are identified and related to their performance using both objective and subjective measures. The data indicate that women officers experience gender‐related problems. However, these problems do not seem to relate significantly to their job performances.

This paper seeks to outline and compare two approaches to workplace spirituality facilitation and to derive conclusions and suggest implications for research and practice.

The article uses two real‐life descriptions from the existing literature to outline two approaches to workplace spirituality facilitation. It outlines similarities and differences between them. It also compares them on key features and outlines their implications and complementarities. Based on this, it describes conclusions and implications for research and practice.

The paper finds that the first approach, with its starting point of organizational spiritual values and emphasis on organizational processes to facilitate the transmission of these values, can be identified as an organization‐focused approach. At the centre of the second approach is a program for transformation or spiritual development of individual employees.

Inputs from the present paper will help future research to specify: comprehensive classifications – typologies and taxonomies – of various types of approaches to workplace spirituality facilitation; and new theories of workplace spirituality facilitation.

The paper can inform workplace spirituality implementation efforts in organizations.

Theory development in workplace spirituality is at a formative stage. Thus, various inputs, outlined in the research implications part of the paper, for further theory development will be a valuable contribution to workplace spirituality research.

The purpose of this paper is to examine the separate and combined effects of three individual characteristics on training gains achieved in a leadership development program designed to enhance participants' emotional intelligence (EI). The overall purpose was to test heretofore untested propositions advanced by various theorists concerning the impact of openness to experience (OE), self‐efficacy (SE), and receptivity to feedback (RF) on training outcomes.

This empirical study utilized a sample of 135 fully‐employed business students in a treatment/control group research design.

The findings suggest that leadership development professionals will likely derive differential EI training gains depending upon participants' status across several variables. Receptivity to feedback was directly associated with EI training gains while the SE‐RF and SE‐OE interactions were predictors of EI training gains.

The results hold implications for organizations that seek to enhance the EI of leaders both effectively and efficiently. The application of these findings to a range of leadership development practices and to training efforts that focus on other competencies are discussed.

The paper connects EI to one of the major challenges facing leaders and leadership development professionals in the future: managing change and offers recommendations regarding research on other factors that are likely to optimize results achieved through efforts to develop the EI of leaders.

This is the first study to investigate the impact of these three individual characteristics on training gains achieved. The paper's findings suggest that some individuals are better candidates for EI training and presents a method to identify them.

Prior research has examined the sociopolitical force as simply a part of all types of environmental pressures, yet we argue that this force calls for a unique examination of marketing's role in firm responses to sociopolitical pressures. Understanding the degree to which firms attempt to manage forces and pressures in the external business environment is key to understanding marketing's role in impeding vs aiding public policy initiatives, and is the problem this research investigates.

Using structural equation modeling, data from 71 firms demonstrate that managing the sociopolitical force is, in fact, distinct from managing the other four market-based forces – consumer demand, supplier power, competition and technological shifts. Managing the sociopolitical force is shown to require fundamentally different skills and resources.

Results suggest that firm sociopolitical receptivity drives attempts to influence this unique external business environmental force, in turn limiting marketplace sociopolitical receptivity. Furthermore, attempts to influence such a unique force relies on resource-light marketing resources, which limits resource-heavy marketing.

Managing a political force with marketplace ramifications involves strategy that utilizes marketing, but is driven by relationships with social and political agents. This is truly an environmental management concept distinct from the management of the other four market-based forces. The analysis in this study demonstrates that managing another environmental force (i.e. competition force) involves different receptivity influences and marketing tactic outcomes.

This study investigates teacher receptivity to a proposal to relocate Year 7 primary classes to secondary schools in the Western Australia Catholic school system. The proposal has not yet either been formally promulgated to schools, parents and students or adopted by the Catholic Education Commission. A general model of teacher receptivity to a major planned change in a centralised education system, during the adoption stage, was used to guide the study. The dependent variable, receptivity, was measured in two aspects ‐ an evaluative attitude and behaviour intentions. Three independent variables, general beliefs about the secondary school and perceived readiness to leave primary school, perceived practicality of the change, and the perception that fears and concerns associated with the change will be alleviated, were measured. The environment in which teachers work was measured through the teacher (age, gender, experience, area of expertise and school size) and the school (primary or secondary, size and location), as situation variables, related to the independent variables. Receptivity was found to be strongly and positively related to the perceived practicality of the change and moderately, positively related to perceived readiness of Year 7 students for secondary school. The results are combined with other studies to provide advice to educational administrators about how to adopt and manage this proposed change.

Reports the results of a qualitative, cross‐sectional study involving a survey of 549 teachers′ perceptions of the Unit Curriculum system in 22 metropolitan state senior high schools in Perth, Western Australia, in the context of system‐wide change, within a centralized educational system. Surveyed perceptions of six general variables applied to the specific case of the Unit Curriculum system. These variables are: perceived cost benefit to the teacher; perceived practicality in the classroom; alleviation of fears and concerns; participation in school decisions on aspects affecting the classrooms; perceived support from senior staff; and feelings towards the previous system compared to the new system. Suggests these variables offer pointers to educational administrators on how best to tailor system‐wide changes so that teachers will be more receptive to the changes in the implementation stage.

In an online brand community (OBC), consumers as a group occupy a dominant position, and their horizontal interactions are pivotal for the consumer–brand relationship. However, little is known about the effect of group characteristics on brands. To partially fill this gap, this study examines how group characteristics influence brand loyalty from the perspective of social identity theory. Specifically, by collecting data from an online survey, this paper investigates the effects of group similarity, group receptivity and group involvement on brand loyalty, the mediating role of community identification and the moderating effect of tenure in a community.

Data from 482 brand community members were analyzed using structural equation modeling.

The results show that group similarity, group receptivity and group involvement increase brand loyalty; furthermore, the effect is mediated by community identification. Moreover, group receptivity is more effective in fostering community identification of short-tenure members, whereas group similarity plays a more important role for long-tenure members.

This paper enriches the brand community literature from a group perspective and provides implications for how brand communities develop customer loyalty strategies.