Promoting entrepreneurial team performance has been an important research topic for scholars. However, the relationship between inclusive leadership and entrepreneurial team performance has rarely been studied. This study constructed a model to uncover the mechanism by which inclusive leadership affects entrepreneurial team performance. The empirical results revealed that inclusive leadership was positively related to entrepreneurial team performance. Inclusive leadership positively predicted team engagement and inclusive climate, which, in turn, facilitated team feedback seeking and ultimately enhanced entrepreneurial team performance. Moreover, leader team representativeness strengthened the positive relationship between inclusive leadership and team engagement. The theoretical implications are that inclusive leadership is essential in promoting members' engagement and inclusive climate for better performance, which provides more comprehensive insight into entrepreneurship literature. The practical implications are that greater attention should be paid to cultivating inclusive leadership.

Summary As information adequacy is critical for newcomers' successful adjustment to their organizations, others' information sharing is assumed to always be beneficial to newcomers. However, existing research has not explored how changes in mentors' information sharing over time impact newcomer socialization outcomes. In this study, we challenge the traditional assumption by arguing that mentors' task‐related information sharing may not always contribute to newcomer socialization from a dynamic perspective. This study is based on role theory and the literature on socialization and uses eight waves of biweekly data collected from 254 newcomer–mentor dyads during the first 4 months after newcomers' entry. We found that the initial level of mentors' task‐related information sharing had a positive effect on the initial level of newcomers' assessment of mentors' communication effectiveness. However, the change in mentors' task‐related information sharing over time was negatively related to the change in newcomers' assessment of their mentors. The initial level of and the change in newcomers' assessment of mentors' communication effectiveness were positively related to their relationship building with mentors, which further facilitated newcomer socialization. In addition, we measured mentors' indegree centrality in their teams' communication networks. We then demonstrated its moderating role in the dynamic relationship between mentors' task‐related information sharing and newcomers' assessment of mentors' communication effectiveness. Theoretical and practical implications are discussed.

The COVID-19 pandemic has created enormous challenges for organizations and employees. Due to the effectiveness of idiosyncratic deals (i-deals for short) in management practices, more and more organizations use this human resource management tool to address the challenges posed by the COVID-19 pandemic. However, whether there are potential risks or negative effects of i-deals in the COVID-19 pandemic environment is not very clear. Drawing upon social cognitive theory, we proposed that i-deals may foment focal employees’ unethical behavior by triggering their hubristic pride, and such process may be moderated by their trait of grandiose narcissism. We conducted a survey during the COVID-19 outbreak and tested our hypotheses with 492 samples from Shandong Province, China. Consistent with predictions, we found a positive relationship between i-deals and hubristic pride, which, in turn, increased their unethical behavior. And the relationship between i-deals and unethical behavior was mediated by hubristic pride. Furthermore, grandiose narcissism strengthened the positive relationship between i-deals and hubristic pride, as well as the indirect effect of i-deals on unethical behavior via hubristic pride. Our findings contributed to the literature on i-deals and provided guidance for organizations to address the challenges posed by the COVID-19 pandemic.

Drawing on the social cognitive career theory, this study proposed an integrative framework to uncover how and when different types of mentoring accelerate newcomer’s socialization in corresponding domains. We tested this relational model with time-lagged, multisource survey data collected from 157 newcomers and 88 supervisors. The results indicated that career mentoring facilitated newcomer task mastery, task performance, and job satisfaction by improving newcomer occupational self-efficacy, whereas psychosocial mentoring promoted newcomer job satisfaction and social integration via inspiring newcomer social self-efficacy. Furthermore, newcomer learning adaptability amplified the influence of career mentoring on newcomer occupational self-efficacy, as well as the impact of psychosocial mentoring on newcomer social self-efficacy. Our study extended the mentoring and socialization literature and provided significant practical implications for managers on how to arrange tailored mentoring to facilitate newcomer socialization.