Age diversity and learning outcomes in organizational training groups: the role of knowledge sharing and psychological safety

Gerpott, Fabiola H.; Lehmann‐Willenbrock, Nale; Wenzel, Ramon; Voelpel, Sven C.

doi:10.1080/09585192.2019.1640763

Cited by 28 publications

(15 citation statements)

References 80 publications

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“…Such specification could help the DISCOs select a homogenous group of participants having similar needs and level of understanding and prior knowledge. Findings of Gerpott et al (2019) also suggest paying attention to the diversity among training participant and its management for maximizing training effectiveness.…”

Section: Discussionmentioning

confidence: 99%

Innovative Teaching Approach for Capacity Building: A Talent Management Prospective for Power Sector in Pakistan

Memon

Mari

Shah

et al. 2020

IJITL

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On job training serves as one of the prime tools of staff capacity development and talent management in any public or corporate entity including the power sector distribution companies (DISCOs) in Pakistan. This DISCOs used this approach to train more than 400 officials at Asian Institute of Technology, Thailand, hoping it to improve their performance in addressing Pakistan’s power sector crisis. This paper evaluates this capacity-building intervention by gathering the perceptions of trainees and top management to understand the ways this multi-level, integrated capacity-building program enhanced the professional quality of customer services. The question that emerges in backdrop of such initiatives is whether this and other similar investments in human resource development (through effective, innovative and relevant teaching) can improve efficient services delivery. The paper presents a thematic analysis of qualitative and descriptive data collected from randomly selected participants and reviews their feedback on this question. The results suggest a thorough examination of the relationship between human development and organizational capacity-building with indicators of service quality in Pakistan's power sector. Keywords: Innovative teaching, Training, Capacity Building; Transmission and Distribution Efficiency; Power Management

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Section: Discussionmentioning

confidence: 99%

Innovative Teaching Approach for Capacity Building: A Talent Management Prospective for Power Sector in Pakistan

Memon

Mari

Shah

et al. 2020

IJITL

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“…First, the survey design entails a risk of common-method bias and a possibility that participants may have over-reported their knowledge sharing as it constitutes a socially desirable behavior. Yet, although these concerns are possible when testing main effects, they do not explain the complexity of the observed interaction effects (Gerpott et al, 2019;Siemsen et al, 2009), nor can they explain the observed cross-over effects between employees (Podsakoff et al, 2012). Nevertheless, future research may want to test the hypothesized relationships using objective measures of knowledge sharing and/or receiving.…”

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

Give and take? Knowledge exchange between older and younger employees as a function of generativity and development striving

Fasbender

Gerpott

Unger

2021

JKM

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Purpose Knowledge exchange between older and younger employees enhances the collective memory of an organization and therefore contributes to its business success. The purpose of this paper is to take a motivational perspective to better understand why older and younger employees share and receive knowledge with and from each other. Specifically, this study focuses on generativity striving – the motivation to teach, train and guide others – as well as development striving – the motivation to grow, increase competence and master something new – and argues that both motives need to be considered to fully understand intergenerational knowledge exchange. Design/methodology/approach This paper takes a dyadic approach to disentangle how older employees’ knowledge sharing is linked to their younger colleagues’ knowledge receiving and vice versa. The study applied an actor-partner interdependence model based on survey data from 145 age-diverse coworker dyads to test the hypotheses. Findings Results showed that older and younger employees’ generativity striving affected their knowledge sharing, which, in turn, predicted their colleagues’ knowledge receiving. Moreover, the study found that younger employees were more likely to receive knowledge that their older colleagues shared with them when they scored higher (vs lower) on development striving. Originality/value By studying the age-specific dyadic cross-over between knowledge sharing and knowledge receiving, this research adds to the knowledge exchange literature. This study challenges the current age-blind view on knowledge exchange motivation and provides novel insights into the interplay of motivational forces involved in knowledge exchange between older and younger employees.

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“…It alleviates individuals' concerns about being embarrassed over negative responses from their team members (Edmondson, 2003). Recent reviews (Edmondson and Lei, 2014;Frazier et al, 2017;Newman et al, 2017) conclude that research on psychological safety has mainly focused on its supportive role, such as enabling learning behavior (Harvey et al, 2019;Liu et al, 2014), promoting knowledge sharing (Gerpott et al, 2019), advancing performance (Koopmann et al, 2016;Roussin et al, 2016), enhancing creativity (Castro et al, 2018;Hu et al, 2018a;Jiang and Gu, 2016;Lee et al, 2018;Peng et al, 2019;Wang et al, 2018), engaging in proactive workplace behaviors (Chen et al, 2019), and exhibiting voice behavior (Hu et al, 2018b).…”

Section: The Need For Cognition and Creativitymentioning

confidence: 99%

Enhancing creativity in organizations: the role of the need for cognition

Pan

Shang

Malika³

2020

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PurposeThe authors explain the conditions under which positive personality traits and work environment factors either interact synergistically or yield diminishing-gains when creative individuals are in a supportive working environment.Design/methodology/approachData were obtained using a time-lagged design. The final sample includes 350 researchers from 64 scientific research teams.FindingsThe results indicate that the need for cognition is positively associated with individual creativity. Furthermore, this study suggests that perceived organizational support for creativity can complement an individual's need for cognition when it comes to individual creativity. This indicates a synergistic pattern. On the other hand, psychological safety can substitute for an individual's need for cognition when influencing individual creativity. Thus, a diminishing-gains pattern also exists.Practical implicationsThe results suggest that when individuals are stuck in environments of low psychological safety, yet perceive higher levels of organizational support for creativity, their levels of creativity can be boosted.Originality/valueThis study is among one of the first to explore a supportive context's complementary or substitution effect on positive personality traits by demonstrating the complementary effect of perceived organizational support for creativity and the substitution effect of psychological safety. This study validates the positive effect of the need for cognition on creativity. This study also enriches the psychological safety literature by showing that psychological safety is not always necessary for individuals with a high need for cognition.

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Age diversity and learning outcomes in organizational training groups: the role of knowledge sharing and psychological safety

Cited by 28 publications

References 80 publications

Innovative Teaching Approach for Capacity Building: A Talent Management Prospective for Power Sector in Pakistan

Innovative Teaching Approach for Capacity Building: A Talent Management Prospective for Power Sector in Pakistan

Give and take? Knowledge exchange between older and younger employees as a function of generativity and development striving

Enhancing creativity in organizations: the role of the need for cognition

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