Drawing upon conservation of resources (COR) and attribution theories, we develop a help‐giving discontinuity model. From the COR perspective, we theorize that when help‐giving is perceived to be obligation, prevention‐focused self‐regulation is triggered, which induces help‐giving discontinuity to prevent further loss of resources. Additionally, when a low likelihood of receiving reciprocated help is perceived, prevention‐focused self‐regulation is activated, which induces help‐giving discontinuity due to insufficient replenishment of resources. From the attribution perspective, we propose that a co‐worker's lack of effort and recurrence of the same task‐related issue promote dispositional attributions, which result in help‐giving discontinuity. Our model, therefore, provides an important theoretical base for future research investigating why some employees continuously help others while others do not.

Purpose Drawing upon conservation of resources (COR) and attribution theories, prior research in helping behavior has mainly focused on an independent view of the helper’s personal resources. This perspective, however, falls short of capturing the comparative nature of personal resources and attributions in a helping context. The purpose of this paper is, therefore, to develop a theoretical model that helps predict employees’ decisions to help or not to help. Design/methodology/approach A theoretical model was developed by integrating social comparison, COR and attribution theories. Findings The theoretical model proposes the following. First, when employees perceive that they have fewer personal resources than a coworker who needs help, they are less likely to help. Second, when employees perceive that they have more personal resources than a coworker who needs help, they make causal attributions as to why the coworker failed to deploy personal resources. Finally, when employees have more personal resources than a coworker who needs help, they are more likely to help if they make situational, unstable and uncontrollable attributions to the coworker’s failure to deploy personal resources. Originality/value This paper extends the literature by offering a theoretical model that emphasizes comparisons and attributions of personal resources in a helping context. Additionally, this paper offers several managerial implications that help managers manage helping behavior effectively.

Purpose Organizational learning has long been recognized as an important determinant of organizational performance and sustainability. Existing research, however, has commonly viewed organizational learning as a single-level, top-down and organized organizational event initiated by the leader. This particular perspective may fall short of explaining the effect of employee spontaneous workplace behaviors on organizational learning. Thus, the purpose of this paper is to develop a multilevel theoretical model exploring how an employee’s upward helping and voice behavior foster organizational learning through developing leadership capital. Design/methodology/approach A conceptual analysis was conducted by incorporating relevant research. Findings This paper proposes the following. First, an employee’s upward helping increases a leader’s human capital and social capital. Second, the leader’s human capital and social capital enhance the employee’s psychological empowerment and knowledge leadership. Third, the employee’s psychological empowerment leads to employee voice behavior. Fourth, employee voice behavior strengthens knowledge leadership. Finally, knowledge leadership promotes organizational learning. Originality/value This paper provides a theoretical framework for future research attempting to understand organizational learning from a multilevel, bottom-up perspective. Practically, this paper offers several implications that help promote organizational learning through encouraging employee upward helping and voice behavior.

No abstract

No abstract