Creating organizational citizens: How and when supervisor- versus peer-led role interventions change organizational citizenship behavior.

We generate and test new theory on how organizations can use role interventions to increase employees' organizational citizenship behavior (OCB) such as helping and voice. In particular, we examine how interventions that employ supervisors and peers as change agents can independently and jointly motivate employees to engage in OCB by encouraging them to view their work roles more broadly. We propose that the effects of these interventions become apparent over two distinct temporal phases of change. In the early phase of the change process, when there is higher flux and uncertainty, supervisor-led interventions have relatively stronger positive influences on OCB change and peer-led interventions have limited effects. By contrast, during the later phase of the change process, as greater clarity about behavioral expectations emerges, peer-led interventions have a positive impact and work synergistically with supervisor-led interventions to increase OCB. Using a mixed methods approach, we found support for our theory in a longitudinal quasifield experiment-which tested when supervisor- and peer-led interventions induced changes in OCB-and we explored the processes and challenges underlying such changes in a qualitative follow-up investigation. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

When daily planning improves employee performance: The importance of planning type, engagement, and interruptions.

Does planning for a particular workday help employees perform better than on other days they fail to plan? We investigate this question by identifying 2 distinct types of daily work planning to explain why and when planning improves employees' daily performance. The first type is time management planning (TMP)-creating task lists, prioritizing tasks, and determining how and when to perform them. We propose that TMP enhances employees' performance by increasing their work engagement, but that these positive effects are weakened when employees face many interruptions in their day. The second type is contingent planning (CP) in which employees anticipate possible interruptions in their work and plan for them. We propose that CP helps employees stay engaged and perform well despite frequent interruptions. We investigate these hypotheses using a 2-week experience-sampling study. Our findings indicate that TMP's positive effects are conditioned upon the amount of interruptions, but CP has positive effects that are not influenced by the level of interruptions. Through this study, we help inform workers of the different planning methods they can use to increase their daily motivation and performance in dynamic work environments. (PsycINFO Database Record

Regulating and facilitating: the role of emotional intelligence in maintaining and using positive affect for creativity.

Although past research has identified the effects of emotional intelligence on numerous employee outcomes, the relationship between emotional intelligence and creativity has not been well established. We draw upon affective information processing theory to explain how two facets of emotional intelligence-emotion regulation and emotion facilitation-shape employee creativity. Specifically, we propose that emotion regulation ability enables employees to maintain higher positive affect (PA) when faced with unique knowledge processing requirements, while emotion facilitation ability enables employees to use their PA to enhance their creativity. We find support for our hypotheses using a multimethod (ability test, experience sampling, survey) and multisource (archival, self-reported, supervisor-reported) research design of early career managers across a wide range of jobs.

Doing right versus getting ahead: the effects of duty and achievement orientations on employees' voice.

Using role theory as the overarching framework, we propose that employees' voice has contrasting relationships with the traits of duty orientation, or employees' dispositional sense of moral and ethical obligation at the workplace, and achievement orientation, or the extent of their ingrained personal ambition to get ahead professionally. Using data from 262 employees and their managers, we demonstrate that duty and achievement orientations are, respectively, positively and negatively related to voice through their impact on voice role conceptualization or the extent to which employees consider voice as part of their personal responsibility at work. Further, we delineate how employees' beliefs about their efficacy to engage in voice and judgments about psychological safety in the organization can moderate these relationships. We discuss the implications of these findings for theory and practice.