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Role conflicts and role ambiguity have been identified as important risk factors for exposure to workplace bullying, particularly when combined with inadequate leadership practices. Even though role ambiguity theoretically can be considered a causal precursor to role conflicts, previous research has mainly examined these role stressors as concurrent predictors of workplace bullying. The present study provides a more nuanced analysis by investigating role conflicts as a mediator in the relationship between role ambiguity and exposure to bullying behaviours. Adding to the understanding of the bullying process we also considered the possible moderating roles of laissez-faire and transformational leadership in the role stressor–bullying relationship. Employing a national probability sample of 1,164 Norwegian workers, with three measurements across a 12-month period, the results showed an indirect effect of employees' role ambiguity on subsequent exposure to bullying behaviours through employees' experience of role conflicts. Moreover, laissez-faire leadership exacerbated, while transformational leadership attenuated, the indirect relationship between role ambiguity and exposure to bullying behaviours through role conflicts. In summary, the present data shows that when the management of organisations neglects its inherent responsibility to adequately address employees' experiences of role ambiguity and role conflicts, the risk of exposure to workplace bullying is likely to increase. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the article is to provide further evidence for the work environment hypothesis. According to the work environment hypothesis and as documented by empirical evidence, organizational factors play a crucial role in the development of workplace bullying. However, to better understand and prevent bullying at work and establish sustainable, responsible and ethical workplaces, it is crucial to understand which organizational factors are particularly important in the development of bullying and how these factors, independently and combined, act as precursors to bullying over time. One prominent theory that explains how organizational and individual factors interact is the affective events theory (AET). Design/methodology/approach: In a two-wave, time-lagged study (N = 364), the authors apply AET to test and explain the interplay of organizational factors in the development of bullying at work. Findings: The results revealed that supportive and fair leadership moderates the relationship between role stress and exposure to workplace bullying. Practical implications: Knowledge of the buffering role of supportive and fair leadership practices is important when implementing organizational interventions aimed at preventing bullying at work. Originality/value: Although previous studies have shown the general protecting effects of supportive leadership on exposure to bullying, the current study indicates that high level of supportive and fair leadership practices decreases the level of exposure to bullying, even when role ambiguity and role conflict are relatively high. [ABSTRACT FROM AUTHOR]

The concept of role ambiguity, despite its wide application in nursing research, lacks a clear definition and conceptualization, resulting in inconsistencies about how it is defined, operationalized, and applied in research. The purpose of this paper was to analyze and define the concept of role ambiguity among hospital nurses providing nursing care, using the concept analysis method developed by Walker and Avant. The three defining attributes of role ambiguity were lack of information (information deficiency), lack of clarity, and unpredictability. Antecedents included lack of clear role definitions, lack of education/training, communication problems, supervisory behaviors and support, organizational culture, practice environment conditions, experience, group cohesiveness, and preferred work setting. The consequences of role ambiguity included increased stress, lack of organizational commitment, job dissatisfaction, burnout, and increased intent to leave. This concept analysis provides a clear conceptual definition to better understand role ambiguity among hospital nurses along with implications for nurse leaders, educators, clinicians, and researchers to support nurses and guide future research. This paper further emphasizes the importance of nurse‐manager relationships in reducing the experience of role ambiguity among hospital nurses. [ABSTRACT FROM AUTHOR]

The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers' accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education. [ABSTRACT FROM AUTHOR]

This study aimed to provide new information on the relationships between vitality at work and role clarity, role conflict, and psychological basic need satisfaction. Participants of the cross‐sectional study were 110 employees in a preventive intervention program. Associations between the focal constructs were examined with regression and bootstrapping analyses. The results suggest that the role clarity is associated with subjective vitality at work through higher autonomy and higher competence, and that role conflict is negatively associated with subjective vitality at work through lower autonomy and lower relatedness. Additionally, an interaction between the role characteristics was observed, suggesting that the strength of the association between role clarity and competence, and the strength of the indirect association between role clarity and vitality through competence may vary depending on the level of role conflict. The findings are consistent with the notion that that managers and co‐workers may affect the opportunities of individuals to achieve need satisfaction and feel energized by delineating and negotiating role‐related factors at work. Need satisfaction, in turn, is an antecedent of well‐being and motivation. Employees should feel able to clarify role ambiguities with their supervisor or co‐workers and thus reduce the role conflicts imposed by the expectations of various stakeholders. Limitations of the study include the self‐rating methodology, cross‐sectional design, and properties of the sample restricting generalizability. [ABSTRACT FROM AUTHOR]

Purpose: Workplace thriving is a psychological state that promotes employee health and development. In addition to presenting a useful instrument that captures the nature of a thriving work life in China, the purpose of this paper is to investigate important factors that influence one's thriving status within this national context. Design/methodology/approach: Using diverse approaches across different samples, Study 1 contextualized the content of a workplace thriving scale (WTS) to fit the Chinese context. Study 2 tested the effects of learning goal orientation, exploration at work and role ambiguity on workplace thriving, employing a mediation model. As a supplement, Study 3 examined the test–retest reliability of workplace thriving. Findings: Study 1 confirmed that in the Chinese setting, workplace thriving is a higher order construct represented by both a sense of learning and a sense of vitality. Study 2 found that learning goal orientation and exploration at work fostered thriving, while role ambiguity reduced thriving. Also, exploration mediated the relationship between learning goal orientation and thriving. Study 3 verified that the WTS was reliable over time in the Chinese setting, further increasing the reliability of results from Studies 1 and 2. Originality/value: By rigorously and formally contextualizing the concept/construct of workplace thriving in China, this paper is informative for future research on thriving at work in Eastern cultures. [ABSTRACT FROM AUTHOR]

Community learning disability nurses need a clear understanding of the concept of 'role'. This is important because it has implications for role clarity, role perception and role enactment when meeting the healthcare needs of people with learning disabilities. In addition, understanding of 'role' prevents role ambiguity and role conflict in the work environment, and can help to ensure appropriate delivery of health care to people with learning disabilities, who often present with complex needs. This article examines literature on role from symbolic interactionist, psychological, anthropological and organisational role-theory perspectives. It also highlights the significance of role ambiguity and examines current role-theory research in community learning disability nursing. [ABSTRACT FROM AUTHOR]

The main aims of this two-wave prospective study were to (1) present different theoretical mechanisms for relationships between bullying and personality characteristics, (2) determine forward and reverse long-term associations between victimization from bullying and personality traits included in the five-factor model and (3) establish whether these personality traits contribute to the variance in bullying, beyond work environment factors in the form of role conflict and role ambiguity. The prospective sample comprised 3066 Norwegian employees. The time lag between the two measurement points was two years. Neuroticism significantly predicted subsequent bullying in analyses of direct associations between personality traits and victimization. When adjusting for role conflict and role ambiguity, conscientiousness emerged as the only significant predictor of later victimization from bullying. In tests of reverse associations, victimization from bullying at baseline was significantly related to agreeableness, conscientiousness and openness at follow-up. Taken together, the study findings indicate that personality traits may function as both predictors and outcomes of workplace bullying. [ABSTRACT FROM PUBLISHER]

The positive correlation between political skill and the reduction of the effects of stressors (i.e., strain reaction) in the workplace is well documented. This paper furthers the examination of this correlation by examining the impact of reputation as a mediator. It is posited that individuals possessing political skill are likely to build positive reputations, which, in turn, aid in the reduction of perceived stressors in the workplace. It is hypothesized that it is one's reputation rather than one's social ability (i.e., political skill) that affects an individual's response to stressors. One hundred and eighty-one professionals were surveyed. Both their political skill and also stress levels were examined, as well as the perceptions held by their coworkers of their reputations. Results demonstrated a mediating effect of reputation between political skill and strain reactions. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate how work environment and psychological empowerment related to worker outcomes in public child welfare. These relationships were examined by testing a conceptual model in which psychological empowerment mediated the relationships between work environment variables (quality of supervision and role ambiguity) and worker outcome variables (emotional exhaustion and intentions to remain employed in child welfare). Responses from 234 public child welfare front-line workers in a southeastern state were used to test the proposed mediating model. The results of the study revealed that quality of supervision and psychological empowerment were directly related to workers' intentions to remain employed in child welfare. An indirect relationship between quality of supervision and intentions to remain through the mediating variable of psychological empowerment was found. Quality of supervision was also indirectly related to worker emotional exhaustion through the mediating variable of psychological empowerment. While the work environment variable role ambiguity was not directly related to the outcomes emotional exhaustion or intentions to remain, indirect relationships through the mediating variable of psychological empowerment were found. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the concept of health-specific leadership, differentiate it from sound general leadership and identify whether it has an impact on employee strain, alongside general sound leadership practices. Health-specific leadership is conceptualized as the leader's explicit consideration of and engagement in employee health. The study is based on research in the field of leadership impact on employee strain, health and well-being, extended by recent findings of the importance of domain-specific leadership constructs. As indicated by previous relevant studies, we include psychological climate for health, role ambiguity and job satisfaction as mediating variables. Using structural equation modelling, a sample of 1027 employees of the German tax administration was examined. The results show differential effects for health-specific and general sound leadership. While neither of these two aspects of leadership exhibited a direct association with employee strain, general sound leadership practices were significantly related to lower employee strain through lower levels of role ambiguity, better psychological climate for health and higher job satisfaction. Health-specific leadership was associated with higher levels of psychological climate for health, but also higher role ambiguity. [ABSTRACT FROM AUTHOR]

Context: Whenever professionals have multiple role obligations in the workplace, they face potential professional role complexities. Objective: To examine whether certified athletic trainers (ATs) employed at the collegiate level experienced professional role complexities, and if so, what effect those complexities had upon their job satisfaction and intent to leave a current position or the profession. Design: Survey. Setting: We used Internet survey methods to gather information from 1000 randomly selected collegiate ATs regarding the amount of stress they felt due to role complexities. Patients or Other Participants: We obtained a random sample of e-mail addresses for 1000 collegiate ATs in the United States and contacted these individuals with an invitation to participate. A total of 348 usable responses were received, for a 36% response rate. Main Outcome Measure(s): The role complexity aspect of the survey consisted of 45 questions addressing role ambiguity, role overload, role incongruity, role incompetence, and role conflict. The job satisfaction portion consisted of global questions regarding overall job satisfaction and intent to leave the job or profession. Results: A total of 38% of respondents experienced moderate to high stress levels from role overload, whereas 23% and 22% had moderate to high levels of stress from role ambiguity and role conflict, respectively. Clinicians and joint appointees who reported moderate to high levels of stress from role complexity issues had lower job satisfaction and more frequent thoughts of leaving than did their faculty counterparts. Conclusions: The majority of collegiate ATs experienced low levels of professional role complexities and were relatively satisfied with their jobs. However, collegiate ATs began to experience less job satisfaction and more thoughts of leaving when moderate to high stress levels occurred due to role ambiguity, overload, incongruity, incompetence, and conflict. Lessening the stress due to role complexities is critical to positive employment experiences for ATs employed in higher education. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between role stress, service capability, and job performance in 318 salespeople employed by travel agents in Taiwan. There was a negative relationship between role ambiguity and job performance, and a positive relationship between role conflict and performance outcomes. Moreover, the relation between role stress and job performance varied with the service capability of the salesperson. Service capability moderated the relationship between role ambiguity, performance behavior, and performance outcomes. This sends an important message to the Taiwan travel-agent industry: that resources should be directed at improving the service skills of salespeople. The results of this study constitute useful reference information for optimizing the application of organizational management and human resources. [ABSTRACT FROM AUTHOR]

This study sought to get a better understanding of the nature of social workers' adjustment to their new work environments. Its purpose was (1) to identify tactics that human service organizations use for socializing newly hired social workers, (2) to assess the relationship between various socialization tactics, and the outcomes of role ambiguity and conflict. A survey was administered to 210 MSW students from two successive annual graduating classes of a major southern university. The questionnaire included measures of socialization tactics (Jones, 1986), and role ambiguity and conflict (Rizzo, House, & Lirtzman, 1970). Among the tactics used to socialize social workers into human service organizations were serial, investiture, collective, random, variable, and informal. Results suggest that socialization tactics affect role ambiguity and conflict. Specifically, individual, investiture, and fixed tactics lead to lower role ambiguity, whereas investiture tactic leads to lower role conflict. [ABSTRACT FROM AUTHOR]

This article examines the impact of role ambiguity and trust on the transformation of task conflict into relationship conflict. Building on the work of Simons and Peterson (2000) we argue that the work environment — in the form of role ambiguity — provides information with which individuals assess the motivations underlying task conflict. We hypothesize that under high role ambiguity, individuals are less likely to attribute an ulterior motive to those engaging in task conflict because they see the conflict as stemming from the needs of the work itself. In a sample of 141 managerial, professional and administrative employees we find strong support for this hypothesis as well as the additional hypothesis that this effect is stronger under conditions of high trust. [ABSTRACT FROM AUTHOR]

Review of the literature on mentoring suggests that having multiple mentors may enhance mentoring outcomes. Multivariate analysis of covariance is used to test possible effects of multiple mentors on six attitudinal outcomes — organizational commitment, job satisfaction, career expectations, role conflict, role ambiguity, and perceived employment alternatives — in a sample of 275 executives. Results of this study indicate that experiencing one or more mentoring relationships in the workplace may result in greater organizational commitment, greater job satisfaction, enhanced career expectations, increased perceptions of alternative employment, and lower ambiguity about one's work role. Role conflict may increase as the number of mentors increases beyond one, however. New areas for research suggested by these results are discussed. [ABSTRACT FROM AUTHOR]

This study examined the effect of work environment characteristics on work-related stress and depression in emergency medicine residents. Data were collected from three cohorts of emergency medicine residents between 1989 and 1991 and followed to 1992. There were 556 first year, 369 second year and 192 third year medical residents in this ongoing study. Each year, residents were administered mail surveys including the Work-Related Strain Inventory, Center for Epidemiologic Studies Depression scale and scales assessing task-role clarity and work group support. Regression analyses indicated that work-related stress and first year depression were significant predictors of depression in the second residency year (r[sup2] = 0.32). In the third residency year, women and those with high work-related stress had more depression (r[sup2] = 0.38). Results also showed that residents with low task-role clarity were most likely to report depression, even when work group support was strong. These findings suggest that task and role conflict and work-related stress contribute to symptoms of depression in emergency medicine residents. [ABSTRACT FROM AUTHOR]