Business Administration and Management Organizations are setting knowledge sharing environment by promoting knowledge sharing behavior among their employees in order to achieve their goals and objectives. Many organizations found knowledge sharing strategies fruitful and benefi cial (O'Dell & Grayson, 1998). O'Dell and Grayson reported that companies such as Texas Instruments, Buckman Laboratories, Dow Chemical, and Chevron have been profi ted by implementing knowledge sharing process. Cheng (2002) confi rmed that, knowledge sharing can help workers to better understand their jobs, learn new dimensions to perform the job in effective and effi cient ways, which can bring personal recognition within the division. Companies can achieve sustainable competitive advantage by processing existing knowledge and building new knowledge.

Event-related potentials (ERPs) were used in this study to explore the neural mechanism of obedience and conformity on the model of online book purchasing. Participants were asked to decide as quickly as possible whether to buy a book based on limited information including its title, keywords and number of positive and negative reviews. Obedience was induced by forcing participants to buy books which received mostly negative reviews. In contrast, conformity was aroused by majority influence (caused by positive and negative comments). P3 and N2, two kinds of ERP components related to social cognitive process, were measured and recorded with electroencephalogram (EEG) test. The results show that compared with conformity decisions, obedience decisions induced greater cognitive conflicts. In ERP measurements, greater amplitudes of N2 component were observed in the context of obedience. However, consistency level did not make a difference on P3 peak latency for both conformity and obedience. This shows that classification process is implicit in both conformity and obedience decision-making. In addition, for both conformity and obedience decisions, augmented P3 was observed when the reviews consistency (either negative or positive) was higher.

This study aims to present and validate a new psychological construct, i.e. innovativeness-based self-esteem or shortly “innovative esteem” which reflects that innovative individuals evaluate their innovative capabilities to determine their significance, successfulness, and worthiness in organizations. Innovative esteem reflects attributes and capacities manifested by individual’s innovativeness specific feelings and evaluations about self. Standard procedures were followed to test construct and predictive validity for the new construct. Testing 546 paired responses from subjects working in hi-tech and R&D sectors, this study empirically identified that personal innovativeness, organization-based self-esteem, learning goal orientation, and job autonomy significantly contribute to innovative esteem in organizational setting. Test of theory of interaction revealed that learning goal orientation and job autonomy interact with each other to determine innovative esteem. In addition, this research correlated innovative esteem with employee job performance by considering it as independent index. Innovative esteem is found to be significantly and positively correlated to employee job performance. The study further applied regression analysis to strengthen the finding, and found that innovative esteem significantly predicted employee job performance in time lagged setting. To establish evidence of stability of innovative esteem over time, data were collected again after one year. The test-retest reliability correlation provided the evidence of stability of innovative esteem over time. Present study proposed that innovative works can best be performed by employees high in innovative esteem which could be further confirmed empirically. It is suggested that organizations can outperform if managers consider innovative esteem of employees along with other dispositional factors. It is further suggested that significance of innovative esteem should be explored further in personality psychology and organizational behaviour.

This study explored how individual and team-level goal orientation influence individual creativity in a work setting. By creating a cross-level theoretical framework, we tested 562 members of 81 teams currently working in various companies in China. The study analyzed the relationships between individual goal orientation, team goal orientation, and individual creativity from cross-level perspective linked by motivated information processing theory. Applying multilevel research method and hierarchical-level modeling, we found that team learning goal orientation and individual learning goal orientation influence individual creativity through different information activities at their own levels. Moreover, team learning goal orientation has a positive and team performance-avoidance goal orientation has a negative effect on individual creativity through team information exchange, while individual learning goal orientation poses a positive effect on individual creativity through individual information elaboration. In conclusion, it was indicated that team members tend to elaborate more work-related information when teams are more learning-orientated. Conversely, team members do not tend to elaborate information when their team has higher performance-avoidance goal orientation.

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