ETHICAL LEADERSHIP AND EMPLOYEE VOICE: EMPLOYEE SELF-EFFICACY AND SELF-IMPACT AS MEDIATORS.

Previous studies have used social learning theory to explain the influence of ethical leadership. This study continues the previous research by using social learning theory to explain the mediating effect of self-efficacy on the relationship between ethical leadership and employee voice. In addition, this study extends previous studies by introducing expectancy theory to explore whether self-impact also mediates the relationship between ethical leadership and employee voice. Ethical leadership, self-efficacy, self-impact, and employee voice were assessed using paired surveys among 59 supervisors and 295 subordinates employed at nine firms in the People's Republic of China. Using HLM and SEM analyses, the results revealed that ethical leadership was positively related to employee voice and that this relationship was partially mediated by both self-efficacy and self-impact.

When Does Educational Level Diversity Foster Team Creativity? Exploring the Moderating Roles of Task and Personnel Variability.

This study explores how the variability of the work environment shapes the impact of educational level diversity on team creativity. By adopting an integrative framework-"status characteristics-information elaboration" model as a theoretical lens, we propose and examine the moderating roles of task and personnel variability in educational level diversity-team creativity relationship. Utilizing multiple survey data collected from 90 knowledge work teams, the empirical results indicate that educational level diversity is more conducive to team creativity when teams are confronted with more variable tasks and when teams experience less frequent personnel changes. The findings of this study provide valuable insight on the conditions under which team diversity's information potential is more likely to realize and contribute to a more context-based understanding of the relationship between diversity and creativity.