Search results

The purpose of this paper is to examine if the gender of the perpetrator and the gender of the target have interactive effects on the frequency of downward workplace bullying to which targets are subjected.

A cross-sectional design was used on a sample of 125 schoolteachers in Uganda. Self-report data on downward workplace bullying were obtained using the Negative Acts Questionnaire.

The perpetrator’s gender and the target’s gender have interactive effects on the level of downward bullying to which targets are subjected. Although targets in within-gender dyads reported higher levels of overall downward workplace bullying than did targets in between-gender dyads, a significant gender-gender interaction was found for personal harassment and work-related harassment but not for intimidation nor organisational harassment.

The generalisability of the findings is limited due to the sample consisting entirely of schoolteachers in Uganda. Self-report data are a limitation as they are subjective and thus susceptible to various perceptual biases (e.g. social desirability, personality of the respondent). Examining the interactive effects of gender on workplace bullying helps to provide a better understanding of the potential influence of gender in bullying scenarios. The findings from research that considers only the main effects of gender whilst ignoring interactive effects can misinform any theory or policy development.

Organisations need to resocialise their members so that they learn new attitudes and norms regarding aggressive behaviour in the workplace.

This paper contributes to the literature on workplace bullying by examining the interactive effects of gender on the frequency of downward workplace bullying.

***as provided****

This paper examined the physical and psychological effects of workplace bullying and their relationship to intention to leave. Participants were 150 undergraduate students who had been employed during the last 12 months. Workplace bullying correlated positively with physical symptoms, negative affect, and with intention to leave the job. Partial Least Squares analyses were used to test two competing models for the relationship between bullying, physical and psychological effects, and intention to leave. The results supported the psychosomatic model (i.e., bullying leads to negative affect which leads to physical health problems, which in turn increase intention to leave) but not the disability hypothesis (i.e., bullying leads to physical health problems which lead to negative affect, which in turn increases intention to leave).

The relationships between different types of workplace bullying and the reactions of victims were examined using six categories of bullying (threat to professional status, destabilization, isolation, overwork, verbal taunts, and violence) and three categories of reactions (assertiveness, avoidance, and seeking formal help). Participants were 127 employed undergraduates. Descriptive statistics and correlations were used to analyse the data. The findings revealed that avoidance reactions were the most common, followed by assertiveness and seeking formal help. As hypothesized, different types of bullying were associated with different types of reactions. Several practical implications derived from the findings were discussed suggesting that prevention is better than intervention.

The purpose of this paper is to examine whether the leader’s emotional intelligence influences the leader’s preferences for different ways of combining leadership behaviors (i.e. combinative aspects of leadership style).

The authors used a hybrid design to collect the data to avoid common-method biases. The authors described a high-stress workplace in a vignette and asked participants to rank four styles of combining a task-oriented leadership (i.e. Pressure) statement and a socio-emotional leadership (i.e. Support) statement. The authors then asked participants to complete a Likert-scale based questionnaire on emotional intelligence.

The authors found that leaders who prefer to provide Support immediately before Pressure have higher levels of emotional intelligence than do leaders who prefer the three other combinative styles. Leaders who prefer to provide Pressure and Support separately (i.e. provide Pressure 30 minutes after Support) have the lowest levels of emotional intelligence.

A key implicit assumption in the work is that leaders do not want to evoke negative emotions in followers. The authors did not take into account factors that influence leadership style which participating managers would be likely to encounter on a daily basis such as the relationship with the follower, the follower’s level of performance and work experience, the gender of the leader and the gender of the follower, the hierarchical levels of the leader and follower, and the followers’ preferred combinative style. The nature of the sample and the use of a hypothetical scenario are other limitations of the study.

Providing leadership behaviors that are regarded as effective is necessary but not enough because the emotional impact of leadership behaviors appears to also depend on how the behaviors are configured.

This is the first study to show that the emotional intelligence of leaders is related to their preferences for the manner in which they combine task and social leadership statements. Furthermore, two-factor theories of leadership propose that the effects of task and social leadership are additive. However, the findings show that the effects are interactive.

The purpose of this paper is to examine whether the relationship between psychological empowerment and performance on service quality is moderated by the need for achievement.

Data were collected from 94 full‐time property managers in Hong Kong using a self‐administered survey.

The findings indicate that both empowerment and need for achievement are correlated positively to service quality and that the relationship between empowerment and service quality is moderated by need for achievement such that the strength of the positive relationship between empowerment and service quality decreases as need for achievement increases.

All of the data are self‐reported, from a single source, and obtained from the same method (i.e. a five‐point Likert scale), thereby bringing into question the effect of common method bias. However, a single‐component test shows that the majority of the covariance between the constructs is not due to common method variance.

Organizations engaged in the provision of services need to emphasize not only empowering employees but also need to recruit employees who are high in need for achievement. The findings indicate that property managers with higher levels of need for achievement require less empowerment from management to provide quality service possibly because they are self‐empowered to strive for excellence when performing their duties.

This paper contributes to the literature by being the first not only to examine whether the need for achievement moderates the relationship between empowerment and service quality but also the first to examine service quality in the context of the property management industry in Hong Kong.

Interactive or moderation effects are normally examined using hierarchical regression analysis and the product‐term. The purpose of this paper is to test an alternative perspective of interaction, which is based on how leaders combine different leadership behaviors (i.e. task‐oriented and socio‐emotional leadership).

Data from 191 full‐time, white‐collar employees were obtained using a cross‐sectional design and a self‐administered questionnaire. Task‐oriented leadership (i.e. pressure) and socio‐emotional leadership (i.e. support) were measured using items from Misumi. Two measures were used for follower satisfaction with the leader: the satisfaction component of the job descriptive index and a single‐item measure. Satisfaction with how the leader combines leadership behaviors was measured using a single‐item measure.

The findings show that follower satisfaction with the way the leader combines task‐oriented and socio‐emotional leadership augments the effects of these two types of leadership on follower satisfaction with the leader. Non‐significant interactions were found between pressure and support using the product‐term method for examining interactions.

The paper examined only satisfaction with the leader. The sample is relatively small, consisted entirely of white‐collar employees, and the response rate is unknown. All the data were obtained from participants and hence mono‐source effects are possible.

The findings draw attention to the need to approach interactive effects more carefully and demonstrate the importance of combinative aspects of leadership style.

The paper provides an alternative view of interaction effects.

The paper seeks to examine the effects of workplace bullying, satisfaction with supervisor, and satisfaction with co‐workers on affective commitment.

A survey approach was used in this research. Partial least squares analyses on data from 142 full‐time schoolteachers in China were used to determine whether workplace bullying, satisfaction with supervisor, and satisfaction with co‐workers have unique effects on affective commitment.

The paper reveals that workplace bullying has a significant negative correlation with affective commitment while satisfaction with supervisor and satisfaction with co‐workers each have a significant positive correlation with affective commitment. Furthermore, workplace bullying, satisfaction with supervisor, and satisfaction with co‐workers all have significant unique effects on affective commitment.

Limitations are the use of self‐report and cross‐sectional data. Future research could adopt samples from different industries, include multi‐rater data, and a longitudinal research design. Various other workplace factors that may influence affective commitment could also be examined.

The findings highlight the need for anti‐bullying policies in organisations. Neither satisfaction with supervisor nor satisfaction with co‐workers nullifies the negative effects of bullying on the target's affective commitment. Preventing bullying is therefore fundamental to sustaining affective commitment.

This paper contributes to the literature by providing an examination of the effects of workplace bullying, satisfaction with supervisor, and satisfaction with co‐workers on affective commitment. To the authors' knowledge, no workplace bullying research has been conducted previously in China.

The purpose of the research is to examine whether need for achievement moderates the relationship between job‐demand for learning and job‐related learning.

Data were obtained from 153 participants full‐time. The scales for job‐demand for learning and job‐related learning were developed for this research, whilst the scale for need for achievement was obtained from an external source. Hierarchical regression analysis was used in testing the hypothesized moderating effects.

It was found that need for achievement moderates the relationship between job‐demand for learning and job‐related learning. Specifically, although job‐demand for learning is correlated positively to job‐related learning for both the high and the low need for achievement groups, this correlation is stronger amongst the high group.

The use of a cross‐sectional design in this study prohibits inferences being drawn regarding the causal relationships between job‐demand for learning, need for achievement and job‐related learning.

Job‐related learning can be facilitated through increasing the need for achievement by allowing employees to establish their own learning and performance goals rather than by imposing such goals on them. The redesign of jobs to create challenges for employees is an equally important practical consideration.

This research provides a succinct view of the relationship between an external factor, job‐demand for learning, and an internal motivator, need for achievement. It emphasizes the degree to which organizations can facilitate learning through design of challenging jobs, to the extent of the individuals' motivation.

This paper's aim is to examine the influence of perceived cost of sharing knowledge and affective trust in colleagues on the relationship between affective commitment and knowledge sharing.

The methodology used was a survey of 496 employees from 15 organizations across ten industries.

Affective trust in colleagues moderates the relationship between affective commitment and knowledge sharing and the relationship between cost of knowledge sharing and knowledge sharing.

Future researchers should operationalize the perceived cost of knowledge sharing construct to include other potential group barriers; for instance, politics and organizational barriers, management commitment and lack of trust.

The findings of this study suggest that employees who value social relationships and social resources tend to view knowledge as a collectively owned commodity. As such, their knowledge sharing behavior reflects the model of reciprocal social exchanges.

The results of this study indicate that an organizational culture that encourages affect‐based trust between colleagues will facilitate knowledge sharing.

The paper bridges the gap between the literature on knowledge sharing, perceived cost of knowledge sharing, affective organizational commitment and trust in a single model.