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Abusive supervision climate (ASC) affects not only direct subordinates of abusive supervisors but also their colleagues who work in the same group. Therefore, this study aims to examine the underlying processes and boundary conditions of ASC's effects on group members' behaviors.

The study collected data from 213 employees in 51 workgroups across 13 organizations in Pakistan. Data were analyzed in MPlus version 8 (Muthén and Muthén, 1998–2017) using a random intercepts multilevel model. The authors followed the procedures for testing 2-1-1 mediation with a participant-level mediator as outlined in Pituch and Stapleton (2012).

The results revealed that anger mediated the negative relationship between ASC and group members' organizational citizenship behaviors (OCBs), as well as the positive relationship between ASC and group members' withdrawal. In addition, agreeableness moderated the effect of group members' anger on OCBs, such that the relationship was stronger for more agreeable group members.

The findings contribute to the abusive supervision literature by elucidating anger as one mechanism through which ASC affects group members and by incorporating personality differences to better understand group members' behavioral responses.

The purpose of this paper is to design and test an online team intervention for university students, focusing on communication, leadership and team processes, to influence team cohesion and subsequently team assignment performance. It was administered twice as a formative feedback measure and once as a summative evaluation measure across a semester.

Survey data were collected from 154 university students across four management modules in a large Australian university. Multiple regression analysis was used to test the hypotheses and open-ended questions were used to understand why the team intervention was effective.

The results showed that the implementation of an effective team intervention leads to higher levels of team cohesion and subsequently team performance. Open-ended responses revealed that the team intervention caused students to develop team-based sills and increase regular contributions.

In order to develop positive team behaviours amongst students in group assignments and increase the effectiveness of team-based learning activities, educators should implement a regular and process focused team contribution intervention, like the one proposed in this study.

This research contributes to the team intervention literature by drawing on the social information processing perspective, to demonstrate how an intervention that is based on the students’ social processing, task focused, regular implementation and formative feedback has a salient effect over team cohesion.