Patricia Meglich, Sean Valentine and Dale Eesley
In response to the call for deeper investigation of abusive supervision (Martinko et al., 2013), the purpose of this paper is to examine perceived supervisor competence and…
Abstract
Purpose
In response to the call for deeper investigation of abusive supervision (Martinko et al., 2013), the purpose of this paper is to examine perceived supervisor competence and perceived employee mobility (an individual’s perception of his/her ability to obtain new employment) to better understand contextual and individual factors that potentially influence the degree of harmful supervisory behaviors experienced by employees.
Design/methodology/approach
Responses from 749 survey participants were analyzed to determine the impact of perceived supervisor competence and perceived employee mobility on perceptions of abusive supervisory conduct. A bootstrapping-based mediation analysis (Hayes, 2012) was used to test for mediation by the variables of interest.
Findings
The authors found that perceived supervisor competence is associated with weakened perceptions of abusive supervision, and that this relationship is partially mediated by respondents’ perceived occupational mobility.
Research limitations/implications
The data are cross-sectional and were collected with a self-report questionnaire and compiled utilizing student-enumerators. The sample was also regional in scope and lacked information that would indicate if respondents were also supervisors.
Practical implications
These results imply that perceptions of abusive supervision can be mitigated by building stronger competencies in supervisors, which translates into greater individual employee perceived mobility. Human resource (HR) professionals can implement practices to decrease the likelihood of abusive supervisory conduct by ensuring that supervisors are competent in their jobs, facilitating a coaching/mentoring process between supervisors and subordinates and establishing/maintaining an effective developmental performance feedback process for supervisors.
Social implications
Since perceived supervisor competence is one element of reducing abusive conduct, while also enhancing subordinate perceived mobility, selection and training efforts should focus on hiring and preparing individuals to be effective work supervisors. Enhancing worker capabilities and marketability may result in greater perceived occupational mobility and reduced perceptions of abuse by supervisors.
Originality/value
These results lend support to the argument that perceptions of abusive supervision can be mitigated by building stronger competencies in supervisors, which translates into greater perceived mobility among employees. Organizations may benefit through lowered employee turnover, employees may enjoy more harmonious, supportive relationships with their supervisors and HR staff may benefit by having competent supervisors who do not generate employee complaints and intentions to quit.
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Benjamin J. Thomas and Patricia Meglich
The purpose of this paper is to test the explanatory effects of the system justification theory on reactions to new employee hazing.
Abstract
Purpose
The purpose of this paper is to test the explanatory effects of the system justification theory on reactions to new employee hazing.
Design/methodology/approach
Three studies (N = 107, 121 and 128), all using experimental assignment, vignettes of workplace hazing and two-level repeated measures ANCOVA designs, with dispositional variables included as covariates and justification of workplace hazing processes as dependent variables, were conducted.
Findings
Onlookers are more likely to justify long-standing (cf. recently adopted) hazing systems and hazing systems used by highly cohesive (cf. loosely cohesive) teams, supporting the application of the system justification theory to workplace hazing reactions.
Research limitations/implications
The use of vignette research and onlookers (cf. hazed employees) may limit inferences drawn about employee reactions in workplaces that use hazing.
Practical implications
Despite its negative associations, hazing at work persists, with 25 percent of current sample reported being hazed at work. The system justification theory, which the authors applied to hazing, offers an explanation for stakeholders’ willingness to sustain and perpetuate hazing, and onlookers’ seeming blind-spot regarding outrage over workplace hazing. This theory holds promise for combatting passive responses to workplace hazing.
Originality/value
This is the first paper to empirically test explanations for workplace hazing’s perpetuation, by applying the system justification theory to the social system of workplace hazing. Moreover, it is the first paper to offer empirical evidence of hazing’s prevalence across at least 25 percent of sampled industries and organizational rank.
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Lori K. Long and Patricia A. Meglich
The proliferation of inexpensive and accessible internet communication tools coupled with an increasingly geographically dispersed workforce has increased the use of virtual…
Abstract
Purpose
The proliferation of inexpensive and accessible internet communication tools coupled with an increasingly geographically dispersed workforce has increased the use of virtual collaboration in the workplace. To prepare students for a virtual work environment, educators must provide classroom‐related opportunities to build students’ virtual collaboration skills. The purpose of this paper is to examine the use of virtual collaboration in the workplace, the implications for today's college graduates, and the need to provide students with experience in virtual collaboration. Finally, the paper provides a case study example of a course assignment to build virtual collaboration skills.
Design/methodology/approach
This paper explores preparing students to collaborate virtually through a literature review that builds an understanding of the challenges of virtual collaboration in today's workplace and the skills students must develop in order to effectively collaborate virtually. The paper then provides a case study example of a course assignment to help students build these skills.
Findings
This paper finds that virtual collaboration skills are needed for today's college graduates. Further the case study presented provides evidence that authentic course‐based assignments can help build those skills.
Originality/value
While research has started to explore the effective use of virtual collaboration in the workplace, the current literature lacks direction for educators to help build the skills of future workers to prepare them for virtual collaboration.