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The present study explores the dynamics of conflict management as a team phenomenon. The study examines how the input variable of task structure (task interdependence) is related to team conflict management style (cooperative versus competitive) and to team performance, and how team identity moderates these relationships. Seventy-seven intact work teams from high-technology companies participated in the study. Results revealed that at high levels of team identity, task interdependence was positively associated with the cooperative style of conflict management, which in turn fostered team performance. Although a negative association was found between competitive style and team performance, this style of team conflict management did not mediate between the interactive effect of task interdependence and team identity on team performance. Copyright © 2008 John Wiley & Sons, Ltd.

In examining whether a leader’s professionalism implies more or fewer helping behaviors for followers, this study designed a model integrating attributional theory explanations with professionalism to predict helping behaviors. Four distinct helping behaviors were conceptualized: supporting, motivating, referral, and rejection. Qualitative methods used in the study consisted of content analysis of interviews with 12 superiors at healthcare organizations concerning their means of helping staff, and the circumstances. Quantitative data were gathered by an experimental design in which four case studies were presented to each of 171 healthcare superiors, who were asked to deal with a distressed staff nurse whose stability and controllability of the distress were rated either high or low. Superiors’ professionalism was assessed. Results indicated that the relationship between professionalism and helping was complex, and critically dependent upon the type of helping behaviors provided, the help provider’s professionalism, and attributions of the help seeker’s controllability and stability. The qualitative and quantitative results favor attribution explanations, and imply that highly professional superiors provide higher levels of supporting, motivating, and rejecting helping behaviors as means to maintain professionalism of staff.

The present study explored the issue of organizational citizenship behaviour (OCB) as a context-related phenomenon, from a multidimensional perspective. More specifically, it was hypothesized that organizational learning (structures and learning values) would be positively related to (a) OCB that benefited the organization as a whole (OCBO) and (b) OCB that immediately benefited particular individuals (OCBI). The hypotheses identified the school as the unit of analysis; so all variables were aggregates of individual responses to the organizational level of analysis. Justification for aggregation was provided by a within-group similarity index (r wg ) and a within- and between-entities analysis (WABA). Results from a sample of 31 schools confirmed the main hypotheses, and generally supported the notion that OCB could be treated as a context-related phenomenon. These results should encourage researchers and practitioners to focus more attention on the organizational context and its characteristics as related to OCB.

Relationships of participative leadership with relational demography variables (age, tenure, education, and gender) were explored in an integrated model, combining the ALS (Average Leadership Style) and the LMX (Leader–Member Exchange) approaches to leadership. Data were collected from 561 staff members from 36 schools. The rwg and the WABA (within- and between-analysis) results indicated the prevalence of the LMX model and the individual-differences approach in explaining the relationship of the leader's participative behaviors with relational demography variables. In addition, consistent with the study hypotheses, the negative relationship between demographic dissimilarity and PDM (participative decision-making) was stronger in short-term superior–subordinate relationships than in longer-term relationships. These results should encourage researchers to theorize on, and then test for levels of analysis when studying participative leadership. Copyright © 2003 John Wiley & Sons, Ltd.

The present study examined superiors' tendency to utilize different top–down influence strategies according to their evaluation of their own power relative to that of their subordinates. Four hundred and fifty-five subordinates (schoolteachers) from different schools described the extent to which their superiors used each item of the influence strategy questionnaire to influence them, while their immediate superiors evaluated superior's power and subordinate's power. Overall, superiors tended to use soft and rational strategy more often than hard strategy. However, regarding the parameter of relative power, the results indicated that the agent's power, as well as the target's power, affected the superior's choice of particular influence strategy. The results suggest that power should be discussed in relative rather than absolute terms. Copyright © 2001 John Wiley & Sons, Ltd.