A multilevel moderated mediation model of developmental human resource management practices in the hotel industry

While vital for assimilating newcomers into organizational identity in the hospitality industry, socialization may justify abusive behavior. The impact of divestiture socialization on abusive supervision thus warrants investigation. Drawing on the theory of team stimuli typology, we examined the effects of divestiture socialization on intermittent supervisory abuse within ad-hoc high-performance teams. Utilizing multistage sampling, we recruited 380 aircrew newcomers from 21 airlines in China and Singapore. A multilevel moderated mediation model was tested using hierarchical linear modeling. Results indicate that individual- and unit-level divestiture socialization promotes perceptions of intermittent abusive supervision, mediated by aggressive norms at the unit level. These effects intensify when seniority dictates resource distribution and social hierarchy. The findings advance our understanding of the repercussions of divestiture socialization for destructive leadership perceptions, aiding hospitality and tourism policymakers in improving socialization practices and resource allocation to mitigate workplace abuse.

Purpose The study examines how department leadership and principal instructional leadership are associated with teacher professional learning in Chinese primary and middle schools. It focuses on teachers’ perceived learning value of work as a potential mediating factor. Design/methodology/approach Survey data were collected from 3,219 teachers across 121 schools. A multilevel moderated mediation model was used to examine the relationships among leadership practices, perceived learning value of work, and teacher professional learning. Findings The results suggest that principal instructional leadership is associated with a stronger relationship between department leadership and teachers’ perceived learning value of work. It may also strengthen the indirect association between department leadership and teacher professional learning via this mediating variable. Originality/value The study highlights that the relationship between department leadership and teachers’ learning experiences may vary depending on the degree of principal engagement in instructional leadership. The findings offer insight into how leadership practices at different levels may jointly support teacher professional learning.

In the context of agricultural digital transformation, how local government digitalization policies influence enterprise technological innovation has become a critical theoretical and practical issue. This study constructs a multi-level moderated mediation model based on the Technology-Organization-Environment (TOE) framework and Innovation Diffusion Theory to explore how local government digitalization policies affect enterprise AI marketing strategy adoption and market performance in China's fresh corn industry. Using survey data from 128 fresh corn enterprises across 15 provinces and 3,842 consumer questionnaires, we employ Partial Least Squares Structural Equation Modeling (PLS-SEM) for empirical analysis.The findings reveal that: (1) local government digitalization policies significantly promote enterprise AI marketing adoption (β=0.21, p<0.01), which positively impacts market performance (β=0.34, p<0.001), with the model explaining 58.7% of variance (R²=0.587); (2) policy environment characteristics significantly moderate the policy-enterprise relationship, with effects in high-support environments (0.43) being 2.5 times those in low-support environments (0.17); (3) industry competition intensity strengthens the AI adoption-performance relationship (β=0.21, p<0.01); (4) organizational learning capability (indirect effect=0.126) and customer satisfaction (indirect effect=0.187) play partial mediating roles; (5) regional heterogeneity analysis shows policy effects in eastern regions (β=0.38) significantly exceed western regions (β=0.19).This study extends digital governance theory applications in agriculture and provides empirical evidence for local governments to formulate differentiated digital agriculture support policies and for enterprise technological innovation decision-making.

In the post-COVID-19 era, more work is being done online; more people are working remotely; and communication has shifted online. Increased concerns about workplace cyberbullying (WCB) have accompanied these changes in work, but the scholarly literature is limited in terms of understanding the characteristics of organizations and individual perpetrators that shape WCB behavior. Drawing upon social exchange theory and the literature on organizational politics, we proposed and tested a multilevel moderated mediation model to examine the cross-level direct and indirect relationships between political climate and WCB perpetration mediated through psychological contract violation, and we also investigated the moderating role of toxic online disinhibition in this process. We collected multiphase and multilevel data from 416 white-collar employees nested within 30 organizations in the service sector in Islamabad, Pakistan. We used a multilevel structural equation modeling (MSEM) technique in Mplus to analyze the data. We found a direct and positive cross-level relationship between political climate and WCB perpetration. Multilevel mediation analysis revealed that psychological contract violation mediates the cross-level relationship between political climate and WCB perpetration. Moreover, multilevel moderated mediation analysis suggested that the conditional cross-level indirect effect of political climate on WCB perpetration via psychological contract violation was stronger and significant at higher levels of toxic online disinhibition, whereas it was weaker and non-significant at lower levels of toxic online disinhibition. Studies exploring the situational antecedents of WCB perpetration are scarce, particularly at the organizational level. We proposed and tested a multilevel model of WCB perpetration indicating that political climate leads individuals to engage in WCB perpetration directly as well as indirectly through its impact on psychological contract violation. We outline a number of practical implications and suggest future research directions.

ABSTRACT Research has evidenced how bias-based cyberbullying can have negative implications for the mental health of sexual minority youth. However, few studies have examined the psychological mechanisms which may help to explain these effects. Thus, this research draws upon the minority stress model to explore the mediating role of internalized homophobia on the relationship between bias-based cyberbullying and internalizing symptoms (i.e. anxiety and depression). We also tested whether resilience functioned as a protective factor within our proposed model. Cross-sectional survey data were collected from 24,334 sexual minority youth across 13 European countries (M age = 15.62, SD = 1.91), and data were analyzed using a multilevel moderated mediation model. Analysis revealed that internalized homophobia partially mediated the association between bias-based cyberbullying and internalizing symptoms. However, resilience did not moderate how bias-based cyberbullying associated with internalized homophobia, anxiety, or depression. Findings therefore suggest that internalized homophobia partially explains the relationship between bias-based cyberbullying and internalizing symptoms. As such, designing interventions that support sexual minority youth to overcome internalized homophobia may help to reduce the maladaptive implications of bias-based cyberbullying.

PurposeThis study tested a multilevel moderated mediation model of transformational leadership effects on teacher innovative practices, with growth mindset as the mediator and long-term orientation as the moderator.Design/methodology/approachData from 947 teachers across 89 basic and upper secondary schools in Türkiye were analyzed using multilevel structural equation modeling with Bayesian estimation.FindingsResults validated our theoretical model, suggesting that transformational leadership directly and indirectly influenced teacher innovative practices through growth mindset. In addition, long-term orientation significantly moderated the indirect relationship between transformational leadership and teacher innovative practices via growth mindset.Originality/valueThis study advances global school leadership research by highlighting the underexplored mediating role of teacher growth mindset and the moderating role of long-term orientation on the relationship between transformational leadership and teacher innovative practices.

ABSTRACT We examine how gender diversity and employees' internal pay position interact to explain gender differences in pay raises. Integrating equity theory and institutional theory, we argue that pay raises are guided by equity‐based reward allocation policies. Further, we expect a decoupling between these policies and their implementation if other gender diversity goals, such as a balanced ratio of female and male employees at the work‐unit level, are achieved. Specifically, gender diversity at the work‐unit level provides legitimacy that corporate diversity goals are being pursued. This makes the implementation of reward allocation policies aimed at increasing gender pay equity less salient in work units with high levels of gender diversity. We test our hypotheses using a multilevel moderated mediation model on a longitudinal sample of 9,246 observations from 4,003 employees in a large German company. Our results show an indirect effect of gender on pay increases over 3 years via compa ratio (i.e., the relative pay position for a given job grade). In support of equity theory, the results show that women receive higher pay increases than men over time to compensate for a lower compa ratio. Moreover, in work units with high gender diversity, the indirect effect of gender on pay raise is weaker, suggesting a decoupling between equity‐based reward allocation policies and their implementation. Our results offer valuable insights into the interaction of equity and institutional theory‐based explanations of reaching corporate diversity goals.

Abstract This article in the journal „Gruppe. Interaktion. Organisation. (GIO)“ explored the potential of instrumental leadership in times of change. The instrumental leader seeks opportunities in the environment and uses them strategically, while helping employees to adapt in their day-to-day work. These behaviours are becoming increasingly important in a continuously and more and more unpredictably changing work environment. To investigate whether, how and when instrumental leadership can promote individual change support, a multilevel moderated mediation model is developed. Affective change commitment is considered as the central mechanism to explain the influence of the leaders’ behaviour. To examine the conditions under which instrumental leadership enhances the affective change commitment of the employees, the moderating effect of the leaders’ affective change commitment is analysed. The sample consists of 125 teams composed of one leader, at least two employees (in total 375), and the leader’s supervisor. The results indicate that instrumental leadership is positively related to individual change support via affective change commitment in the team. The indirect effects are strengthened by the leader’s affective change commitment. Implications for leadership and change management literature as well as for practice are discussed.

BackgroundThe World Health Organization recommends improving the quality of care in rural areas of developing countries by enhancing teamwork. Effective teamwork is especially essential for rural hospital care delivered to complex patients, which requires multidisciplinary coordination and cooperation. However, evidence on teamwork in hospitals is mostly from urban hospitals and developed countries, leaving team functioning in rural hospitals in developing countries largely under-researched. The distinctive contextual characteristics of rural areas in developing countries, such as increased diversity, impact teamwork dynamics. To advance the understanding of teamwork in hospitals in rural areas of developing countries, this study investigates the relationships among perceived similarity, multidisciplinarity, coordination and perceived quality of care in rural Chinese hospitals.MethodsWe conducted a quantitative study via an online survey in four rural county-level hospitals from different provincial administrative regions in China. 1017 respondents including doctors, nurses and other healthcare professionals provided valid responses. A multilevel moderated mediation model was used for data analysis.ResultsPerceived similarity is positively related to coordination, which in turn leads to higher perceived quality of care. Coordination partially mediates the relationship between perceived similarity and perceived quality of care. However, multidisciplinarity does not moderate the effect of perceived similarity on coordination.ConclusionsPerceived similarity can promote coordination and subsequently perceived quality of care. Multidisciplinarity does not moderate the relationship between perceived similarity and coordination, and further research into the role of multidisciplinarity is called for. Hospital management may leverage the advantage of similarity to form teams whose members perceive each other as similar. The functioning of teams perceived as less similar may require additional effort to promote coordination and perceived quality of care. Such challenges caused by dissimilarity are especially relevant in the process of workforce strengthening with the aim of quality improvement towards universal health coverage in rural areas of developing countries.

PurposeDrawing on self-categorization theory, this study aims to develop a multilevel moderated mediation model to examine the mixed effects of workplace mentoring on knowledge transfer within versus between mentor-protégé group.Design/methodology/approachThis research uses a multimethod approach to test the proposed hypotheses, including two scenario-based experiments (131 and 377 participants, respectively) and a multisource time-lagged field survey (471 participants).FindingsThe findings verifies the differential effects of mentoring on knowledge transfer. Specifically, mentoring encourages protégés to share knowledge with other protégés within the mentee-protégé group (in-group favoritism) but hide knowledge to employees in other mentor-protégé groups (out-group derogation). The opposing results are mediated by protégé cohesion and group territoriality, respectively. In addition, organizational cooperative goals serve as boundary conditions for these effects.Originality/valueThis research represents a leading attempt to examine the differential effects of mentoring on knowledge transfer. By investigating within-group knowledge sharing and between-group knowledge hiding contained in mentoring relationship, this research adds novel insights to the mentoring and knowledge management literature. In addition, this research provides practitioners with managerial insights.

PurposeUsing conservation of resources (COR) theory, this study examines the association between leader knowledge-sharing behavior (LKSB) and employee innovative work behavior (IWB) with the mediating role of employee work efficiency and the moderating role of employee learning goal orientation.Design/methodology/approachData were collected from 314 employees and their supervisors working in the banking industry in Pakistan.FindingsA multilevel analysis revealed that LKSB was positively related to employees’ IWB through increased employee work efficiency. The direct and indirect associations of LKSB with employee work efficiency and IWB were significant when employee learning goal orientation was high.Originality/valueThis research is novel, as it is among the first studies to examine the mechanism of employee work efficiency in the relationship between LKSB and IWB. It also explores the moderating role of learning goal orientation in this relationship. Specifically, this study tests a multilevel moderated mediation model, in which LKSB is modeled at the supervisory level, while employee efficiency, learning goal orientation, and IWB are modeled at the individual level.

ABSTRACTFew studies have distinguished and compared the relationships and pathways between peer acceptance, peer rejection, friendship quality, self‐concept, and victimization, as well as their interactions with classroom characteristics. This study aimed to address this gap by examining these relationships over 1 year, focusing on the roles of collective efficacy and self‐concept at both the classroom and individual levels. A sample of 1053 elementary school students in grades 4–6 across 36 classes completed questionnaires, and a multilevel moderated mediation model was constructed. After controlling for gender and grade, the study found: (1) The association between friendship quality and victimization was the strongest, followed by peer acceptance and peer rejection, with no significant difference between the latter two. (2) Peer acceptance was related to victimization entirely through self‐concept, while peer rejection was directly related to victimization. Friendship quality was primarily related to victimization directly rather than through self‐concept. (3) Collective efficacy was negatively related to victimization and moderated the relationships between peer rejection, friendship quality, and victimization. Higher collective efficacy reduced the association between peer rejection and victimization but diminished the protective effect of friendship quality on victimization. This study not only clarified the specific roles and pathways of peer acceptance, peer rejection, and friendship quality in relation to victimization but also highlighted the protective role of peer interactions at the classroom level, enhancing our understanding of victimization dynamics.

In the context of agricultural digital transformation, how local government digitalization policies influence enterprise technological innovation has become a critical theoretical and practical issue. This study constructs a multi-level moderated mediation model based on the Technology-Organization-Environment (TOE) framework and Innovation Diffusion Theory to explore how local government digitalization policies affect enterprise AI marketing strategy adoption and market performance in China's fresh corn industry. Using survey data from 128 fresh corn enterprises across 15 provinces and 3,842 consumer questionnaires, we employ Partial Least Squares Structural Equation Modeling (PLS-SEM) for empirical analysis.The findings reveal that: (1) local government digitalization policies significantly promote enterprise AI marketing adoption (β=0.21, p<0.01), which positively impacts market performance (β=0.34, p<0.001), with the model explaining 58.7% of variance (R²=0.587); (2) policy environment characteristics significantly moderate the policy-enterprise relationship, with effects in high-support environments (0.43) being 2.5 times those in low-support environments (0.17); (3) industry competition intensity strengthens the AI adoption-performance relationship (β=0.21, p<0.01); (4) organizational learning capability (indirect effect=0.126) and customer satisfaction (indirect effect=0.187) play partial mediating roles; (5) regional heterogeneity analysis shows policy effects in eastern regions (β=0.38) significantly exceed western regions (β=0.19).This study extends digital governance theory applications in agriculture and provides empirical evidence for local governments to formulate differentiated digital agriculture support policies and for enterprise technological innovation decision-making.

ABSTRACTThis study develops a multilevel moderated mediation model to explore the relationship between high‐performance work systems (HPWS) and team performance. Adopting a dialectical view of the effects of HPWS, it posits a dual ‐positive and negative‐ path between HPWS and team performance, which is jointly mediated by group coordination and relationship conflict. Furthermore, it theorizes that a competitive team climate can significantly influence these relationships. The proposed research model was tested using multisource data from a sample of 503 team members and 125 team managers from 58 firms. The results revealed that HPWS are positively associated with both group coordination and relationship conflict, and that both these relationships are moderated by a competitive team climate. This study contributes to the strategic human resource management literature by revealing that HPWS can be associated with team performance through both positive and negative intermediary mechanisms, and that team climate constitutes an important boundary condition that can amplify and inhibit the effect of HPWS on team performance.

Abstract Digital training has significantly transformed the landscape of teacher professional development, introducing various uncertainties. In this context, adaptability can play a crucial role in helping teachers cope with stress and effectively navigate new and changing scenarios. However, existing research on adaptability has not adequately addressed the specific challenges and opportunities presented by digital training, nor has it thoroughly explored the interplay between external factors and individual characteristics. Therefore, this study is based on job demands‐resources (JD‐R) theory to explore the school‐level (school support) and individual‐level (perceived value) predictors that influence teachers' digital training adaptability (DTA) and their mechanisms of action through hierarchical linear model. To this end, a questionnaire was administered to 552 teachers from 55 schools who had participated in digital training. The results of multilevel regression analyses show that (1) emotional support and cognitive support have a significant positive effect on teachers' DTA; (2) perceived value plays a mediating role in the relationship among emotional support, cognitive support, and teachers' DTA; and (3) emotional support weakens the relationship between perceived value and teachers' DTA, but cognitive support enhances this relationship. The study discusses these results further to propose feasible recommendations for building a community that improves the support system and adopts evidence‐based policy‐making to enhance the effectiveness and relevance of training, thereby improving teachers' DTA.

Abstract This study aimed to test a multilevel moderated mediation model, where the association between distributed leadership (DL) and collective teacher innovativeness (CTI) was examined, with collectivism (COL) included as the moderator and supportive school culture (SSC) as a mediator. Using data from 829 teachers employed in 61 elementary and lower secondary schools in Turkey, we conducted multilevel structural equation modelling through Bayesian to estimate the structural links between our study variables. Our results showed significant indirect effects of DL on CTI via SSC. The findings also extend the literature by suggesting the significant moderator role of COL on the indirect link between DL and CTI via SSC. We discuss implications for policy and practice.

PurposeDrawing on social information processing theory, this study constructs a multilevel moderated mediation model. This model seeks to delve into the intricate and previously overlooked interplay between supervisor bottom-line mentality (BLM) and knowledge hiding. Within this context, we introduce self-interest as a mediating factor and incorporate performance climate as a team-level moderating variable.Design/methodology/approachThe time-lagged data involve 336 employees nested in 42 teams from 23 automobile sales companies in five regions of China. The analysis was meticulously executed using Hierarchical Linear Modeling, complemented by bias-corrected bootstrapping techniques.FindingsThe findings reveal that self-interest acts as a full mediator in the positive link between supervisor BLM and knowledge hiding. Furthermore, the performance climate plays a moderating role in both the relationship between supervisor BLM and self-interest, and the entire mediation process. Notably, these relationships are intensified in environments with a high performance climate compared to those with a low one.Originality/valueThis research stands as one of the pioneering efforts to integrate supervisor BLM into the discourse on knowledge hiding, elucidating the underlying psychological mechanisms and delineating the boundary conditions that shape the “supervisor BLM–knowledge hiding” relationship. Further, our insights provide organizations with critical guidance on strategies to curtail knowledge hiding among their employees.

Abstract Working in social care is fraught with challenges fueled by changing policies, funding structures, societal expectations, and high relational demands, leaving employees in this sector particularly vulnerable to poor well‐being. In this study, we focus on the importance of a supportive work context—specifically coworker instrumental support and leaders' role clarity—in enabling employee role clarity, and how this can foster better mental health and reduce fatigue from ongoing changes in the sector. We ran a multilevel moderated mediation model on a sample of 270 social care employees matched with 47 leaders across two disability care organizations in Australia. Results showed that coworker instrumental support promotes role clarity, which in turn is associated with lower psychological distress and change fatigue, and higher job satisfaction. The positive relationship between coworker instrumental support and role clarity, and the subsequent relationships with well‐being, were stronger when employees had leaders who themselves had role clarity. Our findings highlight the importance of a supportive work context and role clarity as malleable levers in enabling a sustainable social care workforce and provide new theoretical and practical insights for human resource management in the social care sector.

In this study, a multilevel moderated mediation model is analyzed using the motivational pathway of the job demands-resources (JD-R) model to explore the connections that can prevent teacher presenteeism. We utilized a multilevel structural equation modelling (MSEM) approach with Bayesian estimation to examine the relationships between teacher presenteeism, work engagement, supervisor support, and colleague support. We used data collected from a sample of teachers working in public schools located in the city center of Elâzığ, which is situated in the eastern part of Turkey. The results indicated that there is a positive relationship between supervisor support and work engagement, as well as a negative relationship between supervisor support and teacher presenteeism through work engagement. Furthermore, we found that under conditions of colleague support, these relationships are strengthened, indicating that colleague support plays a moderating role in these relationships. Finally, following the presentation of the theoretical contributions of the findings, we provide educational implications that would help isolate teachers from the risk of presenteeism and foster positive work emotions.