The Influence Mechanism of Supervisor Developmental Feedback on the Enactment of Employees’ Creative Ideas: A Moderated Chain Mediation Model Based on Psychological Empowerment

Employees’ creative idea enactment is critical for organizational creativity assessment and innovation implementation. In the paper, we want to develop and verify a moderated chain mediation model to explore the impact of supervisor developmental feedback on the enactment of employees’ creative ideas, and to investigate the moderating role of psychological empowerment further. Hierarchical regression analyses of the multi-time data from 375 employees in China indicate that positive emotions and work engagement, respectively mediate the relationship between supervisor developmental feedback and employees’ creative idea enactment. Simultaneously, positive emotions and work engagement form chain mediation between supervisor developmental feedback and creative idea enactment. Besides, we find that psychological empowerment negatively moderates the relationship between supervisor developmental feedback and employees’ positive emotions, as well as moderates the chain mediating effect of this paper. The present study not only contributes to the literature on feedback and innovation, but also provides practical guidance on how to seek remedies to facilitate employees’ creative idea enactment from the perspective of human resource management.

Positive and Negative Supervisor Development Feedback, Team Harmonious Innovation Passion and Team Creativity

In modern organizations, creative work is usually carried out by teams, and the study of team creativity will therefore have meaningful implications for organization innovation research. The improvement of team creativity is a key management challenge for organization leaders. But our knowledge of how teams respond to and benefit from the supervisor’s developmental feedback is limited. This paper draws on the interdependence and knowledge density of team creativity to study how the supervisor’s developmental feedback influences creativity at the team level. Our statistical analysis of 94 supervisors and 330 employees finds that positive and negative development feedback from the supervisor both have a positive impact on team creativity, the impact from the negative development feedback is even stronger, and we also finds that the team’s harmonious innovation passion mediates the relationship between the supervisor’s developmental feedback and team creativity. In addition, we conclude that proactive personality activity moderates the relationship between the supervisor’s positive (negative) developmental feedback and the team’s harmonious innovation passion. Our research promotes the development of the study of team creativity in the Chinese cultural context and it is also an important application of developmental feedback that can be incorporated into management practices to enhance team creativity.

Why and When Supervisor Developmental Feedback Impact Innovative Behavior: Perspective of Self-Regulation Theory

In this study, we examined how supervisor developmental feedback influences employees’ innovative behavior. A multi-time survey method was used in this study to collect data from 310 employees in Chinese enterprises. The research results show that supervisor developmental feedback has positive effects on employee innovative behavior via the mediating effect of self-goal-setting. We further found that uncertainty avoidance strengthens the positive relationship between supervisor developmental feedback and the self-goal-setting of employees. Our study offers a new account based on self-regulation perspective for understanding feedback.

Inclusive Leadership and Career Sustainability: Mediating Roles of Supervisor Developmental Feedback and Thriving at Work

Career sustainability is a well-researched issue in academics and other sectors. Technology advancements and COVID-19 have jeopardized career sustainability. Numerous studies have explored the influence of individual characteristics on career sustainability, but few have focused on leadership. In addition, cultural factors must be considered because leadership is rooted in culture. In particular, inclusive leadership reflects traditional Chinese culture. Therefore, based on self-determination social exchange theories, we analyzed the effects of inclusive leadership on career sustainability as well as the roles of thriving at work and supervisor developmental feedback (SDF) in career sustainability. In total, 363 samples were collected from China. The results revealed that inclusive leadership improves career sustainability through SDF and thriving at work. Theoretically, our study fills the research gap and establishes a mechanism and theoretical framework for inclusive leadership and career sustainability. Practically, we offer guidance for enterprises to cultivate inclusive leadership and improve career sustainability.

Promoting career growth potential: political skill, the acquisition of social resources and ingratiation

Informed by social resources theory, we provide an explanation for how political skill enables employees' access to social resources, notably expressive network resources and developmental feedback granted by supervisors, thereby enhancing their potential for career growth. Employees can further leverage the attained resources to maximize their chances for career growth by exercising ingratiation toward their supervisors. Data from 399 independently matched subordinate-supervisor dyads in Japan partially support our predictions. While supervisor-focused expressive network resources and supervisor developmental feedback account for mediating mechanisms through which political skill could predict career growth potential, the use of ingratiation to further leverage these social resources is rather deemed insignificant. Theoretical and practical implications of the findings are discussed.

“Want to Learn” and “Can Learn”: Influence of Academic Passion on College Students' Academic Engagement

Although research exists on the relationship between passion and engagement among employees, the mechanisms of academic passion on academic engagement among students needs to be elucidated. Guided by the broaden-and-build and situated cognition theories, we explored the positive effect of academic passion on academic engagement, the mediating effect of academic self-efficacy, and the role of teacher developmental feedback as a moderator in the relationship between academic passion and academic engagement. Based on a sample of 1,029 college students from universities in the Henan Province of China, the results showed that academic passion was positively related to academic engagement, academic self-efficacy partially mediated the relationship between academic passion and academic engagement, and teacher developmental feedback effectively moderated the relationship between academic passion and academic engagement. These findings explained the mechanism underlying the relationship between academic passion and academic engagement. Moreover, the findings highlighted important factors that promote college students' academic engagement.

The Curvilinear Relationship Between Job Control and Voice: Role of Emotional Resistance to Change and Supervisor Developmental Feedback

The purpose of this study was to delve into the underlying mechanism and contextual boundary condition of the U-shaped relationship between job control and voice at the episode level within the framework of conservation of resources theory. Adopting a two-wave experience sampling method, this study collected 265 matched cases nested in 53 Chinese employees for 5 consecutive days. By hierarchical linear regression, the U-shaped effect of job control on voice at the episode level was replicated. Furthermore, the mediating role of emotional resistance (ER) to change and to the moderating role of supervisor developmental feedback (SDF) was examined. Job control has a U-shaped effect on day-level voice and an inverted U-shaped effect on trait ER, which mediates the curvilinear relationship between job control and day-level voice. Daily SDF moderates the curvilinear relationship between job control and day-level voice such that daily SDF buffers the negative relationship between low job control and day-level voice, as well as amplifies the positive relationship between high job control and day-level voice. The current study unveils the mediating states and contextual boundary conditions of the curvilinear relationship between job control and day-level voice by testing the mediating role of ER and moderating role of SDF at the episode level, thereby further contributing to the literature on voice.