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This study aims to explore a rarely studied form of person–organization fit, perceptual fit, which captures the accuracy of an employee’s understanding of their organization’s culture. The managerial antecedents of perceptual fit were explored to increase understanding about how employees learn their organizational culture and the role that managers play in that process. In addition, the behavioural and attitudinal consequences of perceptual fit were examined to gain a deeper appreciation for the impact of misunderstanding one’s organizational culture on work attitudes and cognitions.

Survey tools were used to measure multiple workplace cognitions, attitudes and values from employees of three small health-care organizations. Organizational culture was measured for each organization so that perceptual fit could be ascertained, which represents an accuracy score of each individual’s comprehension of their organization’s culture. Regression analyses measured the hypothesized associations between perceptual fit and its proposed antecedents and consequences.

The results suggest that leader–member exchange (LMX) and perceived organizational support (POS) are both positively associated with perceptual fit. In terms of the outcomes of perceptual fit, the regression analyses provide support for an association between perceptual fit and psychological empowerment, job satisfaction and organizational commitment.

This study contributes to the literature by exploring how employees come to understand their organization’s culture, and the consequences of differing levels of understanding (i.e. perceptual fit). The study results suggest that managerial action such as LMX and POS can enhance the chances that an employee is able to understand their organization’s culture accurately. Furthermore, this research adds to our understanding of the individual consequences of understanding one’s organizational culture by providing evidence that psychological empowerment is associated with perceptual fit.

This chapter proposes a conceptualization of joyful leadership as a unique leadership style and identifies a future research agenda to further explore the concept. While the concept of joyful leadership appears repeatedly in the nonacademic literature, including in blogs, vlogs, and podcasts, there is limited reference to joyful leadership in the academic literature highlighting a lack of academic rigor around the concept. Joyful leadership is proposed as a unique leadership style with specific patterns of behavior demonstrated by the leader. This research draws on understandings of emotion, positive affect, and leadership in the academic literature to develop a conceptualization of joyful leadership.

The proposed conceptualization is based on an extensive literature review drawing from both the leadership field and the study of emotions including various theoretical perspectives from these diverse fields.

Based on discrete emotion theory a conceptualization of joyful leadership as a unique leadership style is presented, identifying key patterns of behavior associated with joyful leadership including discrete autonomic patterns, actions, nonverbal signals, and identified feelings.

This research outlines a conceptual model to provide an understanding of the concept of joyful leadership as a unique leadership style. It draws on the current study of emotion, positive affect, and leadership and more specifically examines the concept of joyful leadership aligned to discrete emotion theory. This particular theory of emotion, when examined in relation to leadership, provides a basis for the concept of joyful leadership as a leadership style and the basis for its proposed characteristics and outcomes.

This paper’s objective is to provide a systematic literature review of the contextual factors affecting downward communication from supervisors to subordinates in the audit environment. In addition, this review identifies emerging research themes and directions for future research.

I accomplish this review’s objectives by leveraging communication literature to establish a framework to identify and synthesize contextual factors affecting downward communication in the audit environment. The review identifies 50 published articles in the last 20 years from leading accounting and auditing journals.

This study consolidates research findings on downward communication under two primary contextual factors: (1) message and (2) channel. Findings indicate that empirical research examining communication in audit is fragmented and limited. Studies examining the message focus heavily on its content and treatment in the areas of feedback, nonverbal cues, and fraud brainstorming, and a handful of additional studies examine the effectiveness of the channel in these areas. Additional research is needed to understand a broader set of supervisor–subordinate communication practices, including those that are computer-mediated, and their effect on subordinate auditors’ judgments and behaviors in the contemporary audit environment.

Much of the audit literature examining communication to date is topic-versus construct-based, making it difficult to see how the research findings relate to one another. This review is the first to synthesize the literature to provide academics recommendations for a way forward, and inform practitioners of communication practices whereby supervisors can be trained to improve audit quality.

This study aims to contribute novel insights into understanding and mitigating the harmful consequences of abusive supervision (AS) by examining the association between AS experiences, revenge, forgiveness, and the moderating role of emotional intelligence (EI). The key argument is that employees' EI can influence the AS experience through affective processes, countering supervisors' abusive behaviors.

A between-person scenario-based experiment was conducted with 366 participants divided into AS and control groups. The study explored the association between AS experience and revenge/forgiveness, mediated by core affect (valence and activation). EI abilities were measured as a moderator. Data analysis examined the relationships and interactions among AS, revenge/forgiveness, EI, and affective experiences.

The study reveals significant findings indicating that AS experiences were positively associated with revenge and negatively associated with forgiveness. The mediation analysis confirmed the role of core affect in these relationships. EI emerged as a moderator, shaping the association between AS experiences and revenge/forgiveness. Importantly, participants with higher EI exhibited lower revenge intentions, demonstrating the potential of EI to mitigate the adverse effects of AS. Unexpectedly, individuals with high EI also expressed fewer forgiveness intentions.

This study provides a comprehensive understanding of how employees can effectively counterbalance the impact of AS through higher levels of strategic EI. Examining core affect as a mediator offers novel insights into coping mechanisms in response to AS experiences and their consequences.

The study acknowledges several limitations, as the scenarios may only partially capture the complexities of real-life AS situations. The focus on a specific context and the sample characteristics limit the generalizability of the findings. Future research should explore diverse organizational contexts and employ longitudinal designs.

The findings have practical implications for organizations as enhancing employees' EI skills through training programs interventions and integrating EI into organizational culture and leadership conduct.

The purpose of this study is to extend Bippus and Young’s (2005) study and examine the effectiveness of the “I-you,” “I,” “You,” “We,” “But” and Question-based “Why” statements from Winer’s (2021) verbal coding program of conflict management using Bandura’s (1977) social learning theory (SLT).

Mixed methods were used using 175 university students from Texas and New York. A cross-sectional convenience sampling approach was conducted. Survey data was collected using Qualtrics.

Descriptive results demonstrated that the “We” statement was the most passive, the “I-you” statement was the most assertive and the “But,” “I,” “You” and Question statements were perceived to be aggressive. In addition, assertive “I-You” statements were perceived to be more effective in resolving the conflict and maintaining a relationship, whereas aggressive statements were less likely to resolve the conflict and maintain the relationship. Qualitative themes also support the “I-You” statement as the most assertive, while the “But,” “You” and “I” statements were found to be the most aggressive statements.

Implications and applications are discussed to stimulate future research among researchers and practitioners when addressing conflict. Being aware of the verbal statements that de-escalate conflict may be helpful in solving conflict in interpersonal, family and professional relationships. Future trainings can adopt effective verbal statements to resolve conflict when experiencing anger issues. Future research can continue to investigate verbal communication statements using SLT to help practitioners and managers address conflict in interpersonal relationships.

This study examines verbal statements in relation to communication styles and conflict management.

Leadership assessment programs are intended to ensure that the organization retains or hires high-quality leadership. Among the many skills that must be included, executive communication is a cornerstone of effective leadership. However, there are many techniques to assessing executive communication that impose numerous advantages and disadvantages. The purpose of this study is to explore several techniques for evaluating executive communication skills in leadership assessment programs.

Building upon case studies from novel commanding officer selection efforts in the military, the current study outlines three possible areas of executive communication for leadership assessment programs: panel-based interviews, guided discussion and executive writing.

Although each technique offers some advantages, the best technique depends upon the context. Panel-based interviews can provide excellent depth in evaluating candidates, whereas executive writing focuses more upon crafting a deliberate and clear message without the ability to clarify or use nonverbal cues. Selecting an appropriate technique depends greatly upon the workload imposed on the leadership assessment team and the number of candidates available.

Leadership selection programs are often done piecemeal or based on local experience. By building upon novel efforts in military commanding officer selection, the goal is to promulgate effective executive communication techniques that will enhance leadership selection through more effective communication across all levels of leadership positions.

This study aims to understand how abusive supervision influences employees’ unethical pro-organizational behavior (UPB). In particular, the mediating effect of moral disengagement and moderating role of traditionality on this relationship were examined.

This study conducted a two-wave questionnaire survey using data collected from 629 employees from different companies in China. Moderated mediation analysis was conducted to test the hypotheses.

The results show that moral disengagement mediates the relationship between abusive supervision and employees’ UPB. Employee traditionality enhances the relationship between abusive supervision and moral disengagement as well as the indirect effect of abusive supervision on employees’ UPB via moral disengagement.

First, by exploring the positive impact of abusive supervision on UPB, the authors enhance the current understanding of the role of negative leadership in the development of UPB and enrich the research on the antecedents of UPB and outcomes of abusive supervision. Second, based on social cognitive theory, this study enriches the literature on abusive supervision and employee UPB by identifying moral disengagement as a mediator. Third, to the best of the authors’ knowledge, the authors are among the first to incorporate traditionality to tell a Chinese story about how traditional employees respond to the effects of abusive supervision on UPB, providing a new lens for the cultural boundary condition in the occurrence mechanism of UPB.

This study investigated the relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations, exploring the potential moderating effects of the duration of the relationship and group size within educational settings.

Data were collected from a sample of teachers in Bahrain, using self-report measures. The data were analyzed using regression analyses.

The findings reveal a significant negative relationship between principals' abusive leadership and teachers' intrinsic and extrinsic motivations. The results also show that the duration of the relationship moderates the correlation between abusive leadership and teachers' extrinsic motivation, with teachers who have been in longer relationships with their principals showing greater resistance to the detrimental effects of abusive leadership on their extrinsic motivation. Group size was found to moderate this correlation, with larger groups exhibiting stronger buffering against the negative effect of abusive leadership.

The findings provide valuable insights into the dynamics of abusive leadership in educational settings and the potential moderating factors that can help alleviate its detrimental effects on teachers' motivations.

Knowledge is the source of competitive advantage, but when shared at all levels. Unfortunately, there is a universal unruly present in the form of knowledge hiding at employees’ level, but the causes and remedies are still vague as past studies have rarely investigated the causes of daily knowledge hiding behavior. Against this backdrop, this study aims to entail a daily diary method investigation of the role of daily abusive supervision in daily employees’ knowledge hiding through the mediation of dehumanization and moderation of psychological capital.

The data for this study is collected using a daily diary method approach, which estimates the daily workplace events and their continuous influence on employees’ feelings (i.e. dehumanization) and actions (knowledge hiding). The daily responses of 279 respondents were considered useful for analysis purposes.

The findings of the study revealed that the daily events of abusive supervision have both direct and indirect (through dehumanization) influence on employees’ daily knowledge hiding behavior. Moreover, psychosocial capital has a significant conditional influence in the relationships of negative workplace treatments (abusive supervision and dehumanization) and their outcomes (i.e. knowledge hiding).

The study provides some theoretical and practical insights by providing the explanatory and coping mechanism between continuous abusive supervision and daily knowledge hiding behavior.

There is a dearth of literature that has focused on daily episodes of abusive supervision, dehumanization and knowledge hiding behavior. Furthermore, the moderating role of psychological capital has also been rarely investigated.

The existing literature on abusive supervision, defined as a perception by subordinates that their supervisor displays hostility toward them (but falling short of physical abuse), is deficient insofar as it fails to account for workgroup differences in employees' perceptions of abusive supervision. We therefore sought to study such differences, which refer to as “abusive supervision dispersion (ASD).”

We interviewed 40 employees from a variety of organizations in Australia, focusing on the role of affective events in ASD dynamics, with a view to understanding how this phenomenon relates to individual and team processes.

We found that ASD stimulates employees to harbor negative emotions and resentment toward their supervisor, causing them to perceive even positive events negatively. We found further that, while low ASD facilitates team-member exchange by forcing abused members to band together resulting in low team conflict, high dispersion facilitates formation of subgroups and high team conflict.

These findings illuminate the paradoxical nature of ASD and suggest that employees experience dispersion through three paradoxes: (1) dispersion paradox, (2) resentment paradox, and (3) team paradox. Overall, these findings suggest that subordinates' perceptions of high ASD are associated with detrimental impacts on team performance.