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This research aims to explain whether leader perfectionism toward employees fosters or hinders employee creativity. From a self-regulation perspective, we theorize that depending on employees’ locu...

Does trait gratitude shape leaders’ behavior and thus followers’ outcomes? We developed and tested a model linking leader’s trait gratitude to ethical leadership and leader–member exchange (LMX), a...

Summary Addressing the challenges faced by team leaders in fostering both individual and team creativity, this research developed and tested a multilevel model connecting dual-focused transformational leadership (TFL) and creativity and incorporating intervening mechanisms at the two levels. Using multilevel, multisource survey data from individual members, team leaders, and direct supervisors in high-technology firms, we found that individual-focused TFL had a positive indirect effect on individual creativity via individual skill development, whereas team-focused TFL impacted team creativity partially through its influence on team knowledge sharing. We also found that knowledge sharing constituted a cross-level contextual factor that moderated the relationship among individual-focused TFL, skill development, and individual creativity. We discuss the theoretical and practical implications of this research and offer suggestions for future research. Copyright © 2016 John Wiley & Sons, Ltd.

While high performers contribute substantially to their workgroups and organizations, research has indicated that they incur social costs from peers. Drawing from theories of social comparison and conservation of resources, we advance a rational perspective to explain why high performers draw both intentional positive and negative reactions from peers and consider how cooperative work contexts moderate these effects. A multisource field study of 936 relationships among 350 stylists within 105 salons offered support for our model and an experiment with 204 management students constructively replicated our findings and ruled out alternative explanations. Results indicated that peers offered more support and also perpetrated more undermining to high performers. Paradoxical cognitive processes partly explain these behaviors, and cooperative contexts proved socially disadvantageous for high performers. Findings offer a more comprehensive view of the social consequences of high performance and highlight how peer behaviors toward high performers may be calculated and strategic rather than simply reactionary. (PsycINFO Database Record

Drawing on an overarching framework of transactional stress theory, this study develops and tests an affect-based model of developmental job experience (DJE) that explicates the affective mechanisms through which DJE is associated with both positive and negative individual outcomes—advancement potential and turnover intention— and the buffering role of emotional intelligence (EI) in the affective processes. In a sample of 214 early-career managers, we found DJE to be related to increased advancement potential by boosting employees’ pleasant feelings, but also that it can fail in this regard by increasing their unpleasant feelings. Moreover, whereas it is not surprising that there was a negative relationship between DJE and turnover intention mediated by pleasant feelings, our results also demonstrated a positive relationship via unpleasant feelings, depending on employees’ levels of EI. Specifically, they suggested that DJE was positively related to turnover intention for only low-EI employees, but not for high-EI employees

We examine how high performance—relative to average performance level within the group—can trigger social consequences for individuals. We contribute to the literature by investigating how peers tr...