ABSTRACT
INTRODUCTION: Research exploring the relationship between transformational leadership and safety has used transformational leadership in context-free (e.g., "general transformational leadership," or GTL) and context-specific forms (e.g., "safety-specific transformational leadership," or SSTL), assuming these constructs are theoretically and empirically equivalent. In this paper, a paradox theory is drawn on (Schad, Lewis, Raisch, & Smith, 2016; Smith & Lewis, 2011) to reconcile the relationship between these two forms of transformational leadership and safety. METHOD: This is done by: (a) investigating whether GTL and SSTL are empirically distinguishable; (b) testing the relative importance of GTL and SSTL in explaining variance in context-free work outcomes (i.e., in-role performance, organizational citizenship behaviors) and context-specific (i.e., safety compliance, safety participation); and (c) examining the extent to which perceived safety concern in the work environment renders GTL and SSTL distinguishable. RESULTS: Two studies (one cross-sectional, one short-term longitudinal) show that GTL and SSTL are psychometrically distinct albeit highly correlated. Furthermore, SSTL explained statistically more variance than GTL in both safety participation and organizational citizenship behaviors, whereas GTL explained more variance in in-role performance than did SSTL. However, GTL and SSTL were only distinguishable in low-concern contexts but not high-concern contexts. CONCLUSIONS AND PRACTICAL APPLICATIONS: These findings challenge the "either-or" (vs "both-and") approach to considering safety and performance, cautioning researchers to consider nuanced differences in context-free and context-specific forms of leadership and to avoid further proliferation of often redundant context-specific operationalizations of leadership.
Subject(s)
Leadership , Research Design , Humans , Cross-Sectional StudiesABSTRACT
(1) Background: Realist evaluation is a promising approach for evaluating organisational interventions. Crucial to realist evaluation is the development and testing of middle range theories (MRTs). MRTs are programme theories that outline how the intervention mechanisms work in a specific context to bring about certain outcomes. To the best of our knowledge, no organisational intervention study has yet developed initial MRTs. This study aimed to develop initial MRTs based on qualitative evidence from the development phase of an organisational intervention in a large multi-national organisation, the US food service industry. (2) Methods: Data were collected through 20 semi-structured interviews with the organisation's managers, five focus groups with a total of 30 employees, and five worksite observations. Template analysis was used to analyse data. (3) Results: Four initial MRTs were developed based on four mechanisms of participation, leadership commitment, communication, and tailoring the intervention to fit the organisational context to formulate 'what may work for whom in which circumstances?' in organisational interventions; (4) Conclusions: Our findings provide insights into 'how' and 'which' initial MRTs can be developed in organisational interventions.
Subject(s)
Leadership , Organizations , Communication , Focus Groups , KnowledgeABSTRACT
Virtual internships (or e-internships) represent unique transitional and temporary learning experiences that have not been studied widely. Using 18 interviews conducted with interns and internship providers, the authors explored the extent to which psychological contracts appear to emerge and operate within this computer-mediated context. The results were analyzed using thematic analysis. The findings indicate that while e-internships are temporary and hence transitional, they are not inevitably transactional. Relational and balanced contract characteristics are not necessarily uncommon in e-internships when these feature supervisory engagement and commitment to the e-internship as well as the customized use of technology to interact, monitor, and engage with interns
Las prácticas virtuales (o e-prácticas) representan experiencias únicas de aprendizaje temporal y transitorio que no han sido muy estudiadas. Usando 18 entrevistas realizadas con estudiantes en prácticas y con los proveedores de éstas, los autores exploraron hasta qué punto en este contexto mediado por ordenador parecen surgir y operar contratos psicológicos. Los resultados se analizaron usando análisis temático. Los hallazgos indican que aunque las e-prácticas son temporales y, por ello, transitorias, no son inevitablemente transaccionales. Contratos con características equilibradas y relacionales no son necesariamente infrecuentes en las e-prácticas cuando las mismas presentan el compromiso y la implicación de la supervisión con las e-prácticas, además del uso personalizado de la tecnología para interactuar, controlar, e implicarse con internos en prácticas
Subject(s)
Humans , Professional Practice , Interpersonal Relations , Computer-Assisted Instruction , Communication , User-Computer Interface , Information TechnologyABSTRACT
Many job redesign interventions are based on a multiple mediator-multiple outcome model in which the job redesign intervention indirectly influences a broad range of employee outcomes by changing multiple job characteristics. As this model remains untested, the aim of this study is to test a multiple mediator-multiple outcome model of job redesign. Multilevel analysis of data from a quasi-experimental job redesign intervention in a call center confirmed the hypothesized model and showed that the job redesign intervention affected a broad range of employee outcomes (i.e., employee well-being, psychological contract fulfillment, and supervisor-rated job performance) through changes in 2 job characteristics (i.e., job control and feedback). The results provide further evidence for the efficacy and mechanisms of job redesign interventions. (PsycINFO Database Record
Subject(s)
Job Satisfaction , Organizational Innovation , Work Performance , Workplace/psychology , Female , Humans , Male , Models, Organizational , Models, Psychological , Multilevel Analysis , Professional Autonomy , Random Allocation , Surveys and Questionnaires , United KingdomABSTRACT
OBJECTIVES: Workplace bullying is an occupational hazard for trainee doctors. However, little is known about their experiences of cyberbullying at work. This study examines the impact of cyberbullying among trainee doctors, and how attributions of blame for cyberbullying influence individual and work-related outcomes. METHODS: Doctors at over 6 months into training were asked to complete an online survey that included measures of cyberbullying, blame attribution, negative emotion, job satisfaction, interactional justice and mental strain. A total of 158 trainee doctors (104 women, 54 men) completed the survey. RESULTS: Overall, 73 (46.2%) respondents had experienced at least one act of cyberbullying. Cyberbullying adversely impacted on job satisfaction (ß = - 0.19; p < 0.05) and mental strain (ß = 0.22; p < 0.001), although attributions of blame for the cyberbullying influenced its impact and the path of mediation. Negative emotion mediated the relationship between self-blame for a cyber-bullying act and mental strain, whereas interactional injustice mediated the association between blaming the perpetrator and job dissatisfaction. CONCLUSIONS: Acts of cyberbullying had been experienced by nearly half of the sample during their training and were found to significantly relate to ill health and job dissatisfaction. The deleterious impact of cyberbullying can be addressed through both workplace policies, and training for trainee doctors and experienced medical professionals.
