Purpose: Although visionary leadership has been on the radar of organizational scholars for a long time, limited research has noted its impact on individual career consequences. Based on the model of proactive motivation, this paper investigates how visionary leadership affects individual career prospects within an organization. At the same time, this paper tests the sequential mediating roles of career optimism and career crafting, and the moderating effect of core self-evaluation. Design/methodology/approach: Through a vignette experimental study (Study 1) and a field survey study (Study 2), combined with SPSS 26.0 and Mplus 8.0 software, we empirically tested the proposed hypotheses through data analysis. Findings: Findings suggest that visionary leadership can positively predict followers’ career development, via the sequential mediating roles of career optimism and career crafting. In addition, followers’ core self-evaluations acted as a boundary condition to enhance the sequential mediated relationship. Originality/value: By innovatively exploring the career-related consequences of visionary leadership, our study enriches the application of visionary leadership in career management research. At the same time, our study further complements research on the leadership antecedents of career crafting. In addition, our study extends the model of proactive motivation to career management research, which provides important guidance for understanding the generative process and the consequences of individual proactive career behaviors.

As the organizational environment evolves from digitization to intelligent transformation, intelligent machines (e.g. artificial intelligence, robots, and algorithms) are increasingly embedded in d...

Given the enormous value that project failure brings to individuals and organizations, a large number of scholars have explored the antecedents that affect employees’ learning from project failure. However, few scholars have paid attention to how individuals’ affective states interact with cognition patterns to learn from failure. Based on cognitive behavioral theory, this paper explores the relationship between employees’ different daily affective states and learning from project failure and incorporates the mediating role of error management strategy and the moderating role of project commitment. By using SPSS and Amos software, hierarchical regression analysis of questionnaire data collected from 774 employees in high-tech firms in China indicates that (1) positive/negative affective states positively/negatively affect learning from failure, respectively; (2) error management strategy mediates the relationship between daily affective states and learning from project failure; and (3) project commitment moderates the relationship between negative affective states and error management strategy; specifically, this relationship is weaker when project commitment is stronger. However, the moderating effect of project commitment on the relationship between positive affective states and error management strategy is not supported. The results further expand the research related to learning from failure and have practical implications for failure management in high-tech enterprises.