Previous research has pointed to the importance of transformational leadership in facilitating employees' creative outcomes. However, the mechanism by which transformational leadership cultivates employees' creative problem‐solving capacity is not well understood. Drawing on theories of leadership, information processing and creativity, we proposed and tested a model in which psychological safety and reflexivity mediate the effect of transformational leadership and creative problem‐solving capacity. The results of survey data collected at three points in time indicate that transformational leadership facilitates the development of employees' creative problem‐solving capacity by shaping a climate of psychological safety conducive to reflexivity processes. However, the findings also indicate that psychological safety is related both directly and indirectly, through reflexivity, to employees' creative problem‐solving capacity. This study sheds further light on the ways in which transformational leaders help to develop and cultivate employees' capacity for creative problem‐solving.
In this study, we develop a theoretical conceptualization and an operational defi nition of structuring of human resource management (HRM) processes and examine how this structuring enables employee creativity at work. Analyzing the data collected from employees and their managers in knowledge-intensive workplace settings, we examine a mediation model that suggests that the relationship between structuring of HRM processes and employee creativity is best explained in terms of the intervening variables of perceived uncertainty, stress, and psychological availability. Results suggest that structuring of HRM processes is negatively associated with perceived uncertainty and stress. These perceptions produce a sense of psychological availability, which in turn enhances employee creativity. This study offers new insights about diagnosing the level of structuring of HRM processes and the ways managers and HR directors facilitate its implementation in their organization.
In this study, we integrate relational theory and the upper echelon perspective to explore how and why caring and generative relationships in top management teams (TMTs) can be a source for building strategic adaptability. We argue that when TMT members care for each other's inner needs, a generative psychological space (which allows members to experience positivity and produce enduring transformative outcomes) is nurtured. This generative psychological space, in turn, helps to build a capacity to respond proactively to the external environment and adapt well to environmental jolts. The results lend support to our hypothesized model in which caring among TMT members nurtures generativity, which in turn enhances strategic adaptability. In so doing, we aim to further cultivate discussion on the micro-foundations of strategic management in general and increase interest in the micro-relational foundations of strategic capabilities in particular
Health educators nurture future generations of professionals by helping them to navigate the complex transition from students to therapists. The purpose of this study was to illustrate how a pedagogical method of collaborative reflection (involving reflective writing, sharing, and discussion) on relational dilemmas with role partners can develop occupational therapists' professional identity. The course, in which this method was applied, implemented the supervision and peer learning frameworks as related to student's fieldwork experiences, and is based on the perception of growing from conflicts and exploration. The study is based on analyzing qualitative data of 392 dilemma cases and 196 texts of personal reflection on classroom work of undergraduate students in occupational therapy. A thematic analysis of the case studies revealed six overarching relational dilemmas that novice therapists are often called upon to deal with when working with patients, patients' families and colleagues from other health professions. Analyzing the personal texts of reflection highlighted the effectiveness of collaborative reflection in bridging the gap between theory and practice, and in helping students develop their professional identity. The method can be adapted to curricula for students and therapists in other health professions, in undergraduate courses, and in group supervision programs.
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