Purpose The detrimental effect of workplace ostracism on core employee and organizational outcomes has received increasing attention. However, very little is known about its impact on group related outcomes. Given that workplace relationships play a salient role in enhancing employee willingness to share information and knowledge, the present paper examines the link between workplace ostracism and information exchange. In doing so, we also highlight the mediating role of a novel construct, namely self-serving behavior. Design/methodology/approach To test our hypotheses, we conducted two studies using both a scenario paradigm (54 students) and a field study (172 working adults). Findings Results indicated that self-serving behavior fully mediates the effect of workplace ostracism on employee information exchange. Research limitations/implications Both studies have limitations that need to be considered. The scenario paradigm lacks realism whereas the cross-sectional nature of our survey cannot infer causality. As regards the latter, data were collected using a single source and thus common method variance may exist. Originality/value The present study provides novel insights into the outcomes of workplace ostracism and the underlying mechanisms that account for its negative effect. Moreover, it adds to limited current knowledge on self-serving behavior.

Purpose – The purpose of this paper is to contribute to extant literature by linking principal empowering leadership to teachers’ innovative work behavior. By doing so, the author attempts to provide a more nuanced understanding of this relationship by examining a moderated mediation model which encompasses exploration as a mediator and role conflict as a moderator. Design/methodology/approach – Data were collected from 201 public teachers. In order to examine the present hypotheses bootstrapping analysis, Sobel test and SPSS macro were used. Findings – The results demonstrated that teacher exploration mediates the relationship between empowering leadership and innovative work behavior and, further, that this indirect effect is contingent on role conflict. Practical implications – Based on the present findings, in order to enhance innovation, schools need to promote both empowering leadership style and their teachers’ exploration. Moreover, principals should refrain from providing conflicting orders and expectations from their teachers because such conditions will eliminate the positive effect of their empowering behaviors on teachers’ exploration and innovative work behavior. Originality/value – This is the first study that develops and tests a moderated mediation model regarding the relationship between principal empowering leadership and teacher innovative behavior.

Workplace ostracism among nurses significantly affects both nurses' attitude and behaviour namely organizational identification and employee silence.

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Numerous empirical studies have examined predictors of emotional exhaustion. In this vein, both positive and negative leadership styles have been associated with this outcome. Yet, little is known about the role of Machiavellian leadership in fostering employees’ emotional exhaustion. As such, we investigated the relationship between Machiavellian leadership and emotional exhaustion. Even more, we investigated an explanatory mechanism of this association by encompassing organizational cynicism as a mediator. Results showed that Machiavellian leadership has a both direct and indirect, through organizational cynicism, on employees’ emotional exhaustion.