Failing to Be Family-Supportive: Implications for Supervisors
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Family-supportive supervision benefits employees in many ways. But what are the implications for the supervisors themselves, particularly when this support is not extended? Drawing on social exchange theory, we frame family-supportive supervision as a desirable resource that when withheld may trigger negative social responses from employees. We hypothesize that workplace ostracism is a mechanism through which employees sanction supervisors who fail to be family-supportive, thereby harming supervisor well-being. Study 1 captured the employee perspective and utilized an experimental design to understand whether employees engage in ostracism in response to a lack of family-supportive supervision. In Study 2, we captured the supervisor perspective with multisource data to examine whether supervisors report ostracism and in turn lower subjective well-being when employees report a lack of family-supportive supervision. Consistent findings were observed across studies, suggesting negative outcomes for supervisors who fail to be family-supportive. In Study 2, we also examined moderators of the relationship between failing to be family-supportive and workplace ostracism and potential conditional indirect effects. However, we did not find evidence of such effects. Theoretical implications for the study of family-supportive supervision and workplace ostracism are discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it