Emerging credits

Stone, Thomas H.; Cooper, William H.

doi:10.1016/j.leaqua.2009.06.007

Cited by 18 publications

(18 citation statements)

References 58 publications

(81 reference statements)

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“…Disciplinary responses to rule‐breaking behavior, even if pro‐socially motivated, may be more severe in these types of jobs than in higher‐level or managerial positions that are distinguished by more autonomy and a greater expectation for flexibility or adaptability. Further, lower‐level employees may lack the accumulated idiosyncrasy credits to deviate from rules and remain liked, trusted, and accepted in their workgroups (Stone & Cooper, 2009). Future research could examine the consequences of PSRB in a more diverse sample consisting of participants from different levels of organizational hierarchies to test these ideas.…”

Section: Discussionmentioning

confidence: 99%

Breaking rules for the right reasons? An investigation of pro‐social rule breaking

et al. 2010

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SummaryPro-social rule breaking (PSRB) is a form of constructive deviance characterized by volitional rule breaking in the interest of the organization or its stakeholders. Over the course of three studies, we developed a generalizable measure of PSRB and placed it in a nomological network with personality, workplace perceptions, counterproductive behaviors, and task and contextual performance ratings made by supervisors and coworkers. Results indicate that PSRB is negatively related to task performance ratings across both sources despite its pro-social motivation intended to help the organization. Potential directions for future research concerning reactions to constructive deviance are discussed.

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Section: Discussionmentioning

confidence: 99%

Breaking rules for the right reasons? An investigation of pro‐social rule breaking

et al. 2010

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“…Idiosyncrasy credit refers to a perceived accumulation of positive attributes and resources of a leader in the eyes of followers, and it serves as a fundamental way of understanding how followers can affect the strength of a leader's influence. In specific, once idiosyncratic credits are earned by a leader, he or she is more likely to be perceived as a role model and his or her behaviors tend to be recognized, identified, and emulated by followers (Hollander, 1958;Stone & Cooper, 2009).…”

Section: The Moderating Role Of Leader Task-based Professional Skillsmentioning

confidence: 99%

Service Leadership, Work Engagement, and Service Performance: The Moderating Role of Leader Skills

Zheng

Graham

Epitropaki

et al. 2019

Group & Organization Management

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Using social learning theory, the job demands-resources model and idiosyncrasy credit theory, the present study casts additional light on the explanatory mechanisms underlying the effects of service leadership on service performance. We examine employee work engagement as an important mediator of this relationship and explore the moderating role of leader task-based professional and managerial skills on the indirect relationship between service leadership and service performance via work engagement. Drawing upon 903 leader–follower dyads nested in 187 teams, with data collected from two sources, we find that after controlling for transformational leadership, follower work engagement mediates the relationship between service leadership and follower service performance. Furthermore, the results support the moderating role of leader task-based professional skills, but not of managerial skills. Specifically, the indirect effect of service leadership on service performance via work engagement is stronger when leaders display high levels of task-based professional skills. Theoretical and practical implications of these findings are discussed.

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“…In related fields, there have also been attempts to explain how and why a priori equal group members gain credit based on status ascriptions that allow them to exert influence and to emerge as a leader of the group (e.g. Hollander 1974;Paunova 2015;Stone and Cooper 2009). This approach also fits in with our approach in that it is open enough to examine emerging leadership inductively and embedded in context-specific interactions.…”

Section: Leadershipmentioning

confidence: 71%

“…Regarding leadership, this means that even an individual's potential higher status was not seen as providing the source of accepted influence necessary to grant leadership to such an individual. These findings are striking and counterintuitive, because it might be expected that a person who-for good reason, such as significant expertise and engagement-''stands out objectively'' (as emphasized by a network participant), would emerge as a leader (Stone and Cooper 2009). Indeed, general research on leader emergence showed that an individual emerges as a leader based on ''credits'' ascribed to him or her by the other group members, for example, the individual's high competence or outstanding contribution to the achievement of group goals (e.g.…”

Section: Discussionmentioning

confidence: 98%

“…Indeed, general research on leader emergence showed that an individual emerges as a leader based on ''credits'' ascribed to him or her by the other group members, for example, the individual's high competence or outstanding contribution to the achievement of group goals (e.g. Hollander 1974;Stone and Cooper 2009 for an overview). In contrast, our work shows that this is not the case and suggests that organizational contexts actually exist in which participants, such as those in our networks, successfully strive to maintain the informal peer-like setting, and collaborate in a way that no single individual is granted a leading influence.…”

Section: Discussionmentioning

confidence: 99%

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Understanding (non)leadership phenomena in collaborative interorganizational networks and advancing shared leadership theory: an interpretive grounded theory study

Endres

Weibler

2019

Bus Res

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Despite the increasing significance of collaborative interorganizational networks, understanding of leadership phenomena in these contexts is still scarce. How, and in what form will leadership emerge in such (a priori) non-hierarchical contexts with peerlike work settings, if at all? Through an interpretive grounded theory study conducted in collaborative interorganizational networks, we found that the networks either remained at the stage of leaderless cooperation (leadership void) or developed shared leadership. We then sought to understand the underlying mechanism of collaboration that might explain the different (non)leadership phenomena. Our study's main result is the empirically grounded identification of two distinct forms of network participation with specific network identities as its core, which are related to the distinct leadership-related phenomena in our networks. (1) Task-based network identity, which includes an individualistic network identity, a single achievement motivation, and a largely instrumentalist orientation towards network participation, is related to a leadership void (non-leadership emergence, i.e. a form of leaderless cooperation). (2) Joint-motivational network identity, which includes a collectivistic network identity, joint network motivation, and a largely value-laden attitude towards network participation, is related to shared leadership. Our findings shed new light on collaboration and leadership phenomena in interorganizational networks, concurrently providing progress on conceptualizing Electronic supplementary material The online version of this article (

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Emerging credits

Cited by 18 publications

References 58 publications

Breaking rules for the right reasons? An investigation of pro‐social rule breaking

Breaking rules for the right reasons? An investigation of pro‐social rule breaking

Service Leadership, Work Engagement, and Service Performance: The Moderating Role of Leader Skills

Understanding (non)leadership phenomena in collaborative interorganizational networks and advancing shared leadership theory: an interpretive grounded theory study

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