Emotional expression has played an important role in our social life. This is especially true for leaders who have unequal power during the interaction with followers. According to the EASI model, we explored whether supervisor¡¦s negative emotional expression influenced follower¡¦s task performance by examining the moderating effects of follower's conscientiousness, agreeableness, power distance orientation, and perceived supervisor power on such relationship. In present study, we collected data from 34 companies of different kinds of industries, including 191 leader-follower dyads from 86 supervisors and 191 followers. The results of the hierarchical regression analysis showed that followers¡¦ conscientiousness and agreeableness positively moderated the relationship between supervisor¡¦s negative emotion expression and follower¡¦s task performance. Furthermore, under the condition of follower¡¦s low power distance orientation and low perceived supervisor power, the relationship between supervisor¡¦s negative emotion expression and follower¡¦s task performance became negative. Finally, theoretical and practical implications of our findings are also discussed.

Made available in DSpace on 2014-06-11T19:24:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-11-14Bitstream added on 2014-06-13T20:31:45Z : No. of bitstreams: 1 zaccaro_mjsv_me_arafcl.pdf: 642498 bytes, checksum: c29f594418570bdb0777f9a2ffc2caa2 (MD5) / Esta dissertação tem por objetivo contextualizar e compreender a ação cotidiana do supervisor de ensino da Secretaria da Educação do Estado de São Paulo (SEE/SP), em relação às atribuições legais da categoria. A pesquisa foi realizada dentro de uma abordagem qualitativa, a partir de um estudo de caso, envolvendo gestores escolares, professores e supervisor de ensino de escolas públicas estaduais do interior paulista. A pesquisa constitui-se na análise das concepções e ações efetivas de uma supervisora de ensino, a partir de suas condições de trabalho e das percepções de suas práticas por outros agentes educacionais. Embora o perfil de supervisor de ensino da SEE/SP tenha definido-o como propositor e executor participe de políticas educacionais, esta pesquisa demonstrou que as formulações de políticas educacionais macro continuam a cargo de instâncias hierárquicas superiores, não mantendo canal direto de comunicação entre o supervisor de ensino e os órgãos centrais. A ação do supervisor de ensino não atinge ao núcleo central do sistema educacional, o seu trabalho está limitado ao núcleo periférico do sistema (Unidades Escolares e Diretoria de Ensino). No cenário apresentado, a contribuição principal desta pesquisa refere-se aos procedimentos que permitiram conhecer melhor a ação do supervisor de ensino para que venham favorecer os processos educacionais. / This dissertation aims to put in context and comprehend the daily action of teaching supervisor in the Education Secretary's Office of São Paulo State (SEE/SP) concerning the lawful attributions of the category. This research was accomplished within a qualitative approach, from a study of case, involving school managers, teachers and teaching supervisor of public schools in the São Paulo State. The study consists in the analysis of conceptions and effective actions of a teaching supervisor, from her work conditions and perceptions of her practices by other educational agent. Although the profile of the teaching supervisor of SEE/SP has defined as proposer and participant executor of educational policies, this research demonstrated that the formulations of macro educational policies continue under the responsibility of superior hierarchies institutions, not existing a direct stream of communication between teaching supervisor and the main organs. The action of the teaching supervisor doesn't reach the central nucleus of the educational system, its work is limited to the peripheral nucleus of the system (scholar unities and teaching direction). In the scenery presented, the main contribution of this research is related to the procedures that allowed us to know better the action of teaching supervisor so that it comes to encourage the educational processes.

Orientador: Íris Barbieri / Banca: João Augusto Gentilini / Banca: Maria do Carmo Squilasse / Resumo: Esta dissertação tem por objetivo contextualizar e compreender a ação cotidiana do supervisor de ensino da Secretaria da Educação do Estado de São Paulo (SEE/SP), em relação às atribuições legais da categoria. A pesquisa foi realizada dentro de uma abordagem qualitativa, a partir de um estudo de caso, envolvendo gestores escolares, professores e supervisor de ensino de escolas públicas estaduais do interior paulista. A pesquisa constitui-se na análise das concepções e ações efetivas de uma supervisora de ensino, a partir de suas condições de trabalho e das percepções de suas práticas por outros agentes educacionais. Embora o perfil de supervisor de ensino da SEE/SP tenha definido-o como propositor e executor participe de políticas educacionais, esta pesquisa demonstrou que as formulações de políticas educacionais macro continuam a cargo de instâncias hierárquicas superiores, não mantendo canal direto de comunicação entre o supervisor de ensino e os órgãos centrais. A ação do supervisor de ensino não atinge ao núcleo central do sistema educacional, o seu trabalho está limitado ao núcleo periférico do sistema (Unidades Escolares e Diretoria de Ensino). No cenário apresentado, a contribuição principal desta pesquisa refere-se aos procedimentos que permitiram conhecer melhor a ação do supervisor de ensino para que venham favorecer os processos educacionais. / Abstract: This dissertation aims to put in context and comprehend the daily action of teaching supervisor in the Education Secretary's Office of São Paulo State (SEE/SP) concerning the lawful attributions of the category. This research was accomplished within a qualitative approach, from a study of case, involving school managers, teachers and teaching supervisor of public schools in the São Paulo State. The study consists in the analysis of conceptions and effective actions of a teaching supervisor, from her work conditions and perceptions of her practices by other educational agent. Although the profile of the teaching supervisor of SEE/SP has defined as proposer and participant executor of educational policies, this research demonstrated that the formulations of macro educational policies continue under the responsibility of superior hierarchies institutions, not existing a direct stream of communication between teaching supervisor and the main organs. The action of the teaching supervisor doesn't reach the central nucleus of the educational system, its work is limited to the peripheral nucleus of the system (scholar unities and teaching direction). In the scenery presented, the main contribution of this research is related to the procedures that allowed us to know better the action of teaching supervisor so that it comes to encourage the educational processes. / Mestre

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-04-10T12:30:07Z No. of bitstreams: 1 jesseaneandreagualbertoprazeres.pdf: 1388384 bytes, checksum: 05e266991555e8bc3ec7bc8e20ac9ac5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-04-11T11:34:55Z (GMT) No. of bitstreams: 1 jesseaneandreagualbertoprazeres.pdf: 1388384 bytes, checksum: 05e266991555e8bc3ec7bc8e20ac9ac5 (MD5) / Made available in DSpace on 2017-04-11T11:34:55Z (GMT). No. of bitstreams: 1 jesseaneandreagualbertoprazeres.pdf: 1388384 bytes, checksum: 05e266991555e8bc3ec7bc8e20ac9ac5 (MD5) Previous issue date: 2016-12-21 / A dissertação em questão foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAED/UFJF). Trata da atuação do supervisor pedagógico no estado do Amazonas, profissional este que desempenha suas atividades em torno da mediação, da implementação e do monitoramento das políticas da Secretaria de Educação e Qualidade de Ensino do Estado do Amazonas (SEDUC-AM) junto às escolas de Ensino Médio das sete Coordenadorias Distritais de Educação (CDEs). O caso de gestão estudado buscou analisar o fato de o supervisor pedagógico desenvolver ações no sentido de concretizar políticas voltadas para o Ensino Médio, assessorando gestores, pedagogos e professores, sem haver um documento oficial da SEDUC-AM que defina e norteie as suas atribuições. A proposta do estudo é investigar a atuação desse profissional, sob o ponto de vista da sua fragilidade advinda da não regulamentação da função. Para tanto, utilizou-se, como metodologia, o estudo de caso com viés qualitativo, tendo como instrumento de coleta, entrevista com os coordenadores adjuntos pedagógicos do Ensino Médio e um questionário aplicado aos gestores, pedagogos, professores e supervisores pedagógicos. Para subsidiar a análise, utilizou-se o seguinte referencial teórico: Carneiro (2012), Lück (2000), Giancaterino (2010) Saviani (1999), Neubauer (2010), entre outros que abordam a temática. Como resultado, encontrou-se que, embora a função do supervisor pedagógico seja concretizada no âmbito escolar pelas CDEs, não há sistematização de suas atribuições por meio de um documento oficial homologado pela SEDUC-AM que permita uma melhor compreensão do papel desse profissional pelos atores da esfera escolar. Ao término da pesquisa, apresentou-se um Plano de Ação Educacional (PAE) como alternativa para a melhoria do assessoramento pedagógico realizado pelas Coordenadorias Distritais de Educação da capital amazonense, por meio do supervisor pedagógico. / The dissertation was developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAED / UFJF). It deals with the performance of the supervisor pedagogical in the state of Amazonas, a professional who works on the mediation, implementation and monitoring of the policies of the Education and Quality of Education of the State of Amazonas (SEDUC / AM) in secondary schools Of the seven District Education Coordination (CDEs). The management case studied sought to analyze the fact that the pedagogical supervisor developed actions towards the implementation of policies aimed at secondary education, advising managers, pedagogues and teachers, without there being an official SEDUC / AM document that defines and guides their attributions. The purpose of the study is to investigate the performance of this professional, from the point of view of its fragility resulting from non-regulation of the function. For that, a case study with a qualitative bias was used as methodology, having as an instrument of collection, interview with the secondary pedagogical assistant coordinators and a questionnaire applied to managers, pedagogues, teachers and pedagogical supervisors. To support the analysis, the following theoretical reference was used: Carneiro (2012), Lück (2000), Giancaterino (2010) Saviani (1999), Neubauer (2010) among others that approach the theme. As a result, it was found that although the role of the pedagogical supervisor is fulfilled in the school context, there is no systematization of its attributions through an official document approved by SEDUC / AM that allows a better understanding of the role of this professional by the actors of the school sphere . At the end of the research, an Educational Action Plan (PAE) was presented as an alternative for the improvement of pedagogical counseling carried out by the District's Education Coordination in the Amazonian capital.

The pivotal role that R&D plays in a nation’s development is well recognized globally. Even India has made long strides in this area post-independence. However, it is plagued by issues such as lack of investment, dearth of research work force, poor quality of research output, lower enrollment and inefficient policies. India has for the last few years; strongly felt the need for the increase in the quality and the quantity of research output. This has direct implications on research scholars who are considered as foot soldiers of research institutions in India. Besides the pressure to outperform, research scholar’s face challenges on multiple fronts— academic, personal, financial, and social. To successfully navigate through these challenges a cordial relationship with the research supervisor is most desirable. However, this is not easily achieved as there can be various conflict situations arising between a supervisor and a research scholar. Resolving these conflicts amicably is essential for smooth sailing of the research journey. Thus, studying the nature of conflicts between research scholars and supervisors; and investigating the patterns in conflict resolution behavior of research scholars is a challenging and complex research problem. This was accomplished in three phases. In the first phase, we analyzed the relationship between the Big Five Personality types (Neuroticism, Extraversion, Agreeableness, Openness and Consciousness) and the Thomas-Kilmann Conflict Resolution Styles (Collaborating, Compromising, Accommodating, Competing, and Avoiding). This was motivated by past studies linking personality and conflict resolution behavior. In the second phase, we used a Narrative based instrument to determine the dominant styles of Conflict Resolution employed by the research scholars. This was motivated by the strength of Narrative approach in effecting a change in the belief systems of individuals as demonstrated in past studies. The third phase involved modeling two Conflict Resolution Styles — Collaborative (high assertion and high cooperation) and Competitive (high assertion and low cooperation) — using influence functions applied to the research scholar – supervisor relationship. Results from the first study indicated that Accommodation and Avoiding were the two most preferred styles of conflict resolution employed by research scholars. We found association between personality types and conflict resolution styles: Agreeableness with Accommodation, Avoiding and Competing; Openness with Accommodation and Competing; Neuroticism with Accommodation; and Extraversion with Avoiding. Further, research scholars in advanced stage (>3 years) were found to be more Accommodating than those in the early stage (<3 years). Our second study showed that research scholars while evaluating a conflict situation objectively as an observer, consistently suggested co-operative styles of conflict resolution (Collaboration and Compromising). It also highlighted the role of the nature of conflict situation and the supervisor response, on choice of conflict resolution styles. The third study emphasized the effectiveness of Collaboration style of conflict resolution in maintaining a fruitful relationship with the supervisor in the long-term. In summary, the results emphasized and provided future directions to encourage research scholars to seek out co-operative ways of resolving conflicts with supervisors.

For organisations in South Africa to preserve talented and skilled employees it is important that these organisations consider the psychological needs of their employees. This is particularly true for supervisors and their relationships with their subordinates. South Africans are daily engaged in working and influencing people within their workplaces. Although supervisors are not capable of addressing or changing all the problems and concerns of employees, they can intervene in order to improve the quality of their employees’ working lives. A suggested point to start with is within the supervisor’s behaviour and their relationships with employees, due to its effect on employee engagement and intentions to leave. Consequently, when employees experience a deprived relationship with their supervisors, it will contribute to lower employee engagement levels and higher intentions to leave. To possibly decrease the negative impact of supervisor behaviour, it is important that supervisors pay attention and create an environment in which satisfaction of the psychological needs of their subordinates can be maintained. The objectives of this study were to investigate the relations between supervisor behaviour (that supports psychological need satisfaction), psychological need satisfaction, employee engagement and intentions to leave. A convenience sample (N = 139) of employees working under the guidance of a leader/supervisor was taken from manufacturing companies across South Africa. Participation in the study was voluntary. A measuring battery measuring supervisor behaviour (i.e. perceptions of supervisor support, trust and competence-focused behaviour), work-related basic need satisfaction (i.e. the satisfaction of psychological needs such as autonomy, competence and relatedness) work engagement (i.e. cognitive, emotional and physical engagement) and intention to leave was used. Descriptive statistics, exploratory factor analyses, alpha coefficients, Pearson product-moment correlations, and multiple regression analyses were used to analyse the data. The results indicated that the measuring instruments used in this study were valid and reliable for further analyses. The results showed that supervisor support comprised one factor and not three factors as expected. Furthermore, the results showed that supervisor support for autonomy, competence and relatedness had a large effect on autonomy satisfaction and a medium effect on relatedness satisfaction. Supervisor relations did not impact competence satisfaction. The effect of supervisor support on autonomy satisfaction was larger than on relatedness satisfaction. Results from this study showed that supervisor support, autonomy satisfaction and competence satisfaction affected work engagement. Employees will tend to be engaged when supervisors demonstrate supportive behaviour and when they are able to regulate themselves because they feel a sense of competence and autonomy. The results also showed that supervisor support for psychological need satisfaction, autonomy satisfaction and relatedness satisfaction predicted employees’ intentions to leave organisations. Lastly, the results showed that supervisor support for psychological need satisfaction impacted employee engagement indirectly and positively via autonomy satisfaction, and indirectly and negatively impacted intention to leave via autonomy dissatisfaction. Recommendations were made for manufacturing organisations as well as for future research. Manufacturing organisations and employees should comprehend the impact of supervisor behaviour and psychological need satisfaction on outcomes such as employee engagement and intentions to leave, as both parties are similarly affected by its consequences. Interventions should be implemented to address the satisfaction of employees’ basic psychological needs. Additionally, manufacturing organisations should understand the importance of supervisor behaviour and the impact it can have on their business unit and the organisation as a whole. Recommendations for future research were made. / MA (Positive Psychology)--North-West University, Vaal Triangle Campus, 2015.

The ever-changing global business environment of today is presenting organisations with numerous challenges and in some instances result in economic and ethical meltdowns. The mining industry, in particular, is faced with a volatile market and consequently mining companies are experiencing increasing financial turmoil coupled with human capital problems resulting in labour unrest and often inoperativeness. As these challenges gain momentum, the mining industry will need to respond through a restructure of operations. Although the mining industry has been faced with a need to restructure before, it has not been faced with this challenge recently. Therefore, only a small portion of management teams holds the skills to respond effectively. For the mining industry in South Africa to adequately address these challenges, leadership will play a pivotal role. Consequently, organisations need a new kind of business leader and leadership should be examined from an authentic perspective. Authentic leadership has been associated with various positive outcomes such as trust in supervisor, psychological safety and work engagement. Both employees and organisations should support one another in order to remain viable. Trust is an important component of effective leadership and building relationships. In order for employees to feel secure and able to adapt to change, organisations should develop an environment which fosters trust and psychological safety and which, in turn, will lead to increased work engagement. The objectives of this study were to examine the relationship between authentic leadership, trust in supervisors, psychological safety and work engagement. In addition, another objective was to examine if trust in supervisor and psychological safety had an effect on the relationship between authentic leadership and work engagement. An available sample of 244 employees was taken from the mining industry in the Free State province. The questionnaires were distributed to employees across all levels in a mining organisation. All of these employees were given the choice to participate in the research. The measuring instruments utilised were the Authentic Leadership Questionnaire, Utrecht Work Engagement Scale, Workplace Trust Survey and Psychological Safety Questionnaire. Descriptive and inferential statistics, Raykov’s rho coefficients, Pearson product-moment correlations coefficients, Mplus and bootstrapping were used to analyse the data. The results indicated that authentic leadership had a statistically significant positive relationship with trust in supervisor as well as psychological safety. Authentic leadership did not have a statistically significant positive relationship with work engagement. The results indicated that authentic leadership had a statistically significant indirect effect on work engagement via trust in supervisor. Authentic leadership did not have a statistically significant indirect effect on psychological safety via trust in supervisor. Furthermore, authentic leadership did not have a statistically significant indirect effect on work engagement via psychological safety. Various recommendations were made for the mining industry as well as for future research. Organisations should understand the impact of authentic leadership on outcomes such as trust, psychological safety and work engagement. Organisations should select leaders who display the four dimensions of authentic leadership as well as implement structured leadership programmes or interventions. Recommendations for future research included utilising longitudinal research designs or diary studies as well as expanding the study to other organisations, industries, and provinces; also including additional sources of data over and above supervisors and subordinates. Future research may also employ a mixed method approach and include other related leadership constructs in the data collection. / MCom (Industrial Psychology)--North-West University, Vaal Triangle Campus, 2015.

For organisations in South Africa to preserve talented and skilled employees it is important that these organisations consider the psychological needs of their employees. This is particularly true for supervisors and their relationships with their subordinates. South Africans are daily engaged in working and influencing people within their workplaces. Although supervisors are not capable of addressing or changing all the problems and concerns of employees, they can intervene in order to improve the quality of their employees’ working lives. A suggested point to start with is within the supervisor’s behaviour and their relationships with employees, due to its effect on employee engagement and intentions to leave. Consequently, when employees experience a deprived relationship with their supervisors, it will contribute to lower employee engagement levels and higher intentions to leave. To possibly decrease the negative impact of supervisor behaviour, it is important that supervisors pay attention and create an environment in which satisfaction of the psychological needs of their subordinates can be maintained. The objectives of this study were to investigate the relations between supervisor behaviour (that supports psychological need satisfaction), psychological need satisfaction, employee engagement and intentions to leave. A convenience sample (N = 139) of employees working under the guidance of a leader/supervisor was taken from manufacturing companies across South Africa. Participation in the study was voluntary. A measuring battery measuring supervisor behaviour (i.e. perceptions of supervisor support, trust and competence-focused behaviour), work-related basic need satisfaction (i.e. the satisfaction of psychological needs such as autonomy, competence and relatedness) work engagement (i.e. cognitive, emotional and physical engagement) and intention to leave was used. Descriptive statistics, exploratory factor analyses, alpha coefficients, Pearson product-moment correlations, and multiple regression analyses were used to analyse the data. The results indicated that the measuring instruments used in this study were valid and reliable for further analyses. The results showed that supervisor support comprised one factor and not three factors as expected. Furthermore, the results showed that supervisor support for autonomy, competence and relatedness had a large effect on autonomy satisfaction and a medium effect on relatedness satisfaction. Supervisor relations did not impact competence satisfaction. The effect of supervisor support on autonomy satisfaction was larger than on relatedness satisfaction. Results from this study showed that supervisor support, autonomy satisfaction and competence satisfaction affected work engagement. Employees will tend to be engaged when supervisors demonstrate supportive behaviour and when they are able to regulate themselves because they feel a sense of competence and autonomy. The results also showed that supervisor support for psychological need satisfaction, autonomy satisfaction and relatedness satisfaction predicted employees’ intentions to leave organisations. Lastly, the results showed that supervisor support for psychological need satisfaction impacted employee engagement indirectly and positively via autonomy satisfaction, and indirectly and negatively impacted intention to leave via autonomy dissatisfaction. Recommendations were made for manufacturing organisations as well as for future research. Manufacturing organisations and employees should comprehend the impact of supervisor behaviour and psychological need satisfaction on outcomes such as employee engagement and intentions to leave, as both parties are similarly affected by its consequences. Interventions should be implemented to address the satisfaction of employees’ basic psychological needs. Additionally, manufacturing organisations should understand the importance of supervisor behaviour and the impact it can have on their business unit and the organisation as a whole. Recommendations for future research were made. / MA (Positive Psychology)--North-West University, Vaal Triangle Campus, 2015.

The ever-changing global business environment of today is presenting organisations with numerous challenges and in some instances result in economic and ethical meltdowns. The mining industry, in particular, is faced with a volatile market and consequently mining companies are experiencing increasing financial turmoil coupled with human capital problems resulting in labour unrest and often inoperativeness. As these challenges gain momentum, the mining industry will need to respond through a restructure of operations. Although the mining industry has been faced with a need to restructure before, it has not been faced with this challenge recently. Therefore, only a small portion of management teams holds the skills to respond effectively. For the mining industry in South Africa to adequately address these challenges, leadership will play a pivotal role. Consequently, organisations need a new kind of business leader and leadership should be examined from an authentic perspective. Authentic leadership has been associated with various positive outcomes such as trust in supervisor, psychological safety and work engagement. Both employees and organisations should support one another in order to remain viable. Trust is an important component of effective leadership and building relationships. In order for employees to feel secure and able to adapt to change, organisations should develop an environment which fosters trust and psychological safety and which, in turn, will lead to increased work engagement. The objectives of this study were to examine the relationship between authentic leadership, trust in supervisors, psychological safety and work engagement. In addition, another objective was to examine if trust in supervisor and psychological safety had an effect on the relationship between authentic leadership and work engagement. An available sample of 244 employees was taken from the mining industry in the Free State province. The questionnaires were distributed to employees across all levels in a mining organisation. All of these employees were given the choice to participate in the research. The measuring instruments utilised were the Authentic Leadership Questionnaire, Utrecht Work Engagement Scale, Workplace Trust Survey and Psychological Safety Questionnaire. Descriptive and inferential statistics, Raykov’s rho coefficients, Pearson product-moment correlations coefficients, Mplus and bootstrapping were used to analyse the data. The results indicated that authentic leadership had a statistically significant positive relationship with trust in supervisor as well as psychological safety. Authentic leadership did not have a statistically significant positive relationship with work engagement. The results indicated that authentic leadership had a statistically significant indirect effect on work engagement via trust in supervisor. Authentic leadership did not have a statistically significant indirect effect on psychological safety via trust in supervisor. Furthermore, authentic leadership did not have a statistically significant indirect effect on work engagement via psychological safety. Various recommendations were made for the mining industry as well as for future research. Organisations should understand the impact of authentic leadership on outcomes such as trust, psychological safety and work engagement. Organisations should select leaders who display the four dimensions of authentic leadership as well as implement structured leadership programmes or interventions. Recommendations for future research included utilising longitudinal research designs or diary studies as well as expanding the study to other organisations, industries, and provinces; also including additional sources of data over and above supervisors and subordinates. Future research may also employ a mixed method approach and include other related leadership constructs in the data collection. / MCom (Industrial Psychology)--North-West University, Vaal Triangle Campus, 2015.

The relational identity threat response model describes how workplace relationships experiencing relational identity threat predict discretionary workplace behavior (i.e. momentary organizational voice, momentary behavioral engagement, and momentary supervisor-directed deviance). More specifically, the model utilizes an experience sampling methodology to capture the ebb and flow or momentary changes within supervisor-subordinate relationships with a focus on potential negative shifts in a subordinate’s relational identity with his/her supervisor. By examining momentary behavior, meaning actions subordinates take within a short period of time such as the last few hours, I draw attention to the often overlooked effects of dynamic workplace relationships, arguing that the ebb and flow within supervisor-subordinate interactions play a critical role in subordinate choice as to the amount of momentary organizational voice, momentary behavioral engagement, and momentary supervisor-directed deviance to offer. That is, I utilize recent developments within social identity theory (Brewer & Gardner, 1996; Sluss & Ashforth, 2007) to examine how subordinates reconcile relational identity threat, or potential shifts in the nature of ‘who we are’ (Sluss & Ashforth, 2007). Further, the data support the argument that momentary relational voice, which is communication to the supervisor focused on improving the workplace relationship or relational functioning, partially mediates relational identity threat’s consequences for positive discretionary workplace behavior (i.e. momentary organizational voice, momentary behavioral engagement). Additionally, I draw attention to self-compassion (i.e. how a subordinate treats him or herself [Neff, 2003a]), which moderates subordinate responses to relational identity threat within a supervisor-subordinate relationship.