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According to a survey by the Institute for Management and Economic Research (manager seminars, September 2018), 41% or almost half of those respondents over 60, considered it unlikely that they would be affected by Artificial Intelligence (AI) in the workplace. On the other hand, younger respondents more realistically estimated that significant AI-related changes would occur in their workplace within the next five years, not only in production and data analysis, but also in customer service and office practices across the board. ...
An increasing number of individuals work in jobs with little standardization and repetition, that is, with high levels of job non‐routinization. At the same time, demands for creativity are high, which raises the question of how employees can use job non‐routinization to develop creativity. Acknowledging the importance of social processes for creativity, we propose that transformational leaders raise feelings of organizational identification in followers and that this form of identification then helps individuals to develop creativity in jobs with little routinization. This is because organizational members evaluate and promote those ideas as more creative, which are in line with a shared understanding of creativity within the organization. To investigate these relationships, we calculated a mediated moderation model with 173 leader–follower dyads from China. Results confirm our hypotheses that transformational leadership moderates the relationship between job non‐routinization on employee creativity through organizational identification. We conclude that raising feelings of social identity is a key task for leaders today, especially when working in uncertain and fast developing environments with little repetition and the constant need to develop creative ideas.
The relationship between exhaustion and work engagement has received considerable attention during the past decades. Although the theoretical proposition exists that work engagement may increase exhaustion over time, previous research has been mixed. Drawing on the transactional stress model and applying latent growth modeling, we aim to provide a more comprehensive picture of the work engagement–exhaustion relationship over time. In two longitudinal studies, with four measurement points each, we found consistent evidence that a higher initial work engagement related to increased exhaustion over time. Consistent with our hypotheses, a higher initial work engagement also related to less initial exhaustion, and increases in work engagement related to decreases in exhaustion over time. However, contrary to our expectations, a higher initial exhaustion related to elevated work engagement over time. In conclusion, our findings suggest that engaged employees are less exhausted but face a higher risk of exhaustion over time. At the same time, exhausted employees are less engaged, but they have the potential to become more so over time. The theoretical and practical implications of these findings will be discussed in this paper.
Drawing on the role of teachers for peer ecologies, we investigated whether students favored ethnically homogenous over ethnically diverse relationships, depending on classroom diversity and perceived teacher care. We specifically studied students’ intra- and interethnic relationships in classrooms with different ethnic compositions, accounting for homogeneous subgroups forming on the basis of ethnicity and gender diversity (i.e., ethnic-demographic faultlines). Based on multilevel social network analyses of dyadic networks between 1299 early adolescents in 70 German fourth grade classrooms, the results indicated strong ethnic homophily, particularly driven by German students who favored ethnically homogenous dyads over mixed dyads. As anticipated, the results showed that there was more in-group bias if perceived teacher care was low rather than high. Moreover, stronger faultlines were associated with stronger in-group bias; however, this relation was moderated by teacher care: If students perceived high teacher care, they showed a higher preference for mixed-ethnic dyads, even in classrooms with strong faultlines. These findings highlight the central role of teachers as agents of positive diversity management and the need to consider contextual classroom factors other than ethnic diversity when investigating intergroup relations in schools.