The study determined whether psychological empowerment and work–life balance jointly mediate between transformational leadership and in-role performance of employees in Nigerian not-for-profit (NFP) universities using data collected through a 360-degree performance review of employees. Data were collected from the employees, their supervisors, colleagues, and customers. A sample of 360 comprising 36 faculty finance officers (the employees), 36 assistant faculty finance officers (colleagues), 36 deans of faculties (supervisors), 36 finance supervisors (supervisors), 108 undergraduate and 108 postgraduate students (customers) from Nigerian universities were surveyed using Multifactor Leadership Questionnaire, employees' in-role performance questionnaire, four dimensions of psychological empowerment questionnaire, and work–life balance questionnaire. The reliabilities of the questionnaires were estimated using Cronbach's α technique. Data collected were analyzed using descriptive statistics and correlations at the preliminary level, while three separate Hierarchical Multiple Regression and 5000 re-samples BC bootstrapping method on PROCESS macro were used to test the hypotheses to determine the total, direct, and indirect effects of the study variables. The study established that psychological empowerment and work–life balance jointly and significantly mediated the high relationship between transformational leadership and the in-role performance of the faculty finance officers. The implications for researchers and organizational practitioners, limitations, and suggestions for future research were discussed.

This paper investigates the underlying mechanism and boundary condition of the relationship between day-level supervisor developmental feedback (SDF) and day-level in-role performance (IRP) based on the framework of social exchange theory. The current study collects 290 matched surveys nested in 58 Chinese employees for five consecutive days, employing experience sampling method. Using hierarchical linear regression analysis, this paper examines the mediating role of perceived rapport with supervisors (PRS) and the moderating role of job control. Results show SDF has a positive effect on PRS and consequently enhances employee IRP. This indirect effect is moderated by employee job control. When job control is high, SDF helps supervisors develop a high-quality rapport with employees and is conducive to employees improving their IRP. However, when job control is low, the positive effect of SDF on IRP through PRS is not significant.

Research indicates that there is a positive relationship between organization-based self-esteem and in-role performance. The intervening process that creates this relationship, however, has not been investigated. Thus, the purpose of this study is to examine employee learning behavior as a process between organization-based self-esteem and in-role performance. Additionally, this study examines perceived delegation as a boundary condition of a positive relationship between two variables. The sample size consisted of 293 employees from a Korean company, and the study findings revealed that employees’ learning behaviors mediate the relationship between organization-based self-esteem and in-role performance. Further, perceived delegation moderated the strength of the mediated relationship. Therefore, this study provides implications for how human resource practitioners and their organizations could support volitional learning behaviors through formal training, development-focused performance feedback, and the creation of new work experiences and learning opportunities.