The concept of dispositional resistance to change has been introduced in a series of exploratory and confirmatory analyses through which the validity of the Resistance to Change (RTC) Scale has been established (S. Oreg, 2003). However, the vast majority of participants with whom the scale was validated were from the United States. The purpose of the present work was to examine the meaningfulness of the construct and the validity of the scale across nations. Measurement equivalence analyses of data from 17 countries, representing 13 languages and 4 continents, confirmed the cross-national validity of the scale. Equivalent patterns of relationships between personal values and RTC across samples extend the nomological net of the construct and provide further evidence that dispositional resistance to change holds equivalent meanings across nations.

This study conceptualized exploratory and exploitative learning as distinct team-level activities, constructed measures of them, and examined their relationships with psychological safety, task conflict, and team performance. Structural equation analysis in a sample of 142 innovation project teams indicated that psychological safety was linearly and nonlinearly related to team exploitative and exploratory learning, respectively; whereas task conflict positively moderated the relationship between psychological safety and exploitative learning. Furthermore, exploratory and exploitative learning were additively related to team performance, as rated by team managers, and mediated its relationship with psychological safety. The findings contribute to understanding how and under what conditions organizational teams engage in exploratory and exploitative learning to maximize their performance

The study investigated the relationship of career instrumental and expressive intra‐organizational network resources with extrinsic and intrinsic career success and with the Big‐Five of personality in a sample of 264 white‐collar workers. Total network resources were associated with extrinsic and intrinsic career success above the contribution of human capital, demographics and mentoring received. And instrumental network resources contributed more strongly than expressive network resources to extrinsic career success. Furthermore, instrumental network resources emerged as important for intrinsic evaluations of hierarchical and interpersonal career success while expressive network resources emerged as important for intrinsic evaluations of job and interpersonal career success. There was limited support for the influence of personality on the accumulation of network resources. As hypothesized, conscientiousness was negatively associated with instrumental network resources; however, extra‐version, openness and agreeableness failed to make significant contributions to network resources over and above the contribution of human capital and demographics. The implications of the findings for individual career tactics and for organizational practices are discussed and the limitations of the study are considered along with directions for future research.

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This paper is the first to explore the impact of culture on the acceptability of workplace bullying and to do so across a wide range of countries. Physically intimidating bullying is less acceptable than work related bullying both within groups of similar cultures and globally. Cultures with high performance orientation find bullying to be more acceptable while those with high future orientation find bullying to be less acceptable. A high humane orientation is associated with finding work related bullying to be less acceptable. Confucian Asia finds work-related bullying to be more acceptable than the Anglo, Latin America, and Sub-Saharan Africa country clusters and finds physically intimidating bullying to be more acceptable than the Anglo and Latin America country clusters. The differences in the acceptability of bullying with respect to these cultures are partially explained in terms of cultural dimensions.