It Takes Three to Tango: Exploring the Interplay among Training Intensity, Job Autonomy, and Supervisor Support in Predicting Knowledge Sharing

Abstract

This study explored whether the relationship between perceived training intensity and knowledge sharing is prone to combined moderating infl uences. We operationalized perceived training intensity as a challenge stressor, in accordance with the challenge-hindrance framework of work stressors. The results of a study of 129 employees from three Norwegian service industries revealed a positive relationship between perceived training intensity and supervisor-rated knowledge sharing for employees reporting high levels of perceived job autonomy and high levels of perceived supervisor support. In contrast, we found a negative relationship between perceived training intensity and supervisor-rated knowledge sharing for employees reporting high levels of perceived job autonomy and low levels of perceived supervisor support. These fi ndings suggest that supervisors are of vital importance in facilitating knowledge sharing among employees in settings where developmental challenges are prevalent and perceptions of job autonomy are high. Implications for future research and practice are also discussed.

Enhancing knowledge exchange and combination through HR practices: reflexivity as a translation process

“…Our findings, first of all, contribute to understanding more about how individuals' perceptions of HR practices influence KEC. The results indicate the positive influence of perceptions of learning‐enhancing employment practices on perceptions of KEC among knowledge workers, thereby adding to the body of prior research linking perceptions of learning‐related employment practices to knowledge sharing (Bednall et al ., ; Kuvaas et al ., ; Buch et al ., ). The results also illustrate the importance of employee‐centred HR practices that focus on the enhancement of learning in supporting the HRM‐knowledge linkage.…”

“…Kehoe and Wright, ). For example, studies have reported a positive relationship between perceived training intensity and knowledge sharing (Kuvaas et al ., ; Buch et al ., ). This research indicates that such training increases intrinsic and prosocial motivation to share knowledge (Kuvaas et al ., ), and that structural ( i .…”

“…high autonomy) and relational (i.e. supervisor support) work features are important for knowledge sharing (Buch et al, 2015). In addition, a Dutch study of teaching staff shows that perceptions of high quality performance appraisals are linked to increased levels of knowledge sharing .…”

MNEs Subsidiary Training and Development and Firm Innovative Performance: The Moderating Effects of Tacit and Explicit Knowledge Received from Headquarters

“…Knowledge transfer within intra or inter firm network create chances for collective learning and co-existence, leading to novel knowledge, innovative approaches and practices to augment firm performance [77]. The concept of training and development and knowledge transfer emphasizes on how firms update the skills, abilities, experience and knowledge of their workforce through training and development programs [78] to handle or support tacit or explicit knowledge transfer received, which in turn can contribute to firm innovative performance [42,79,80]. Training and development support the transformation of tacit or explicit knowledge received by providing a platform where new knowledge could be generated, developed, shared, integrated and applied towards firm innovative performance.…”

Engaging customer care employees in internal collaborative crowdsourcing: Managing the inherent tensions and associated challenges

“…Enabled by the technology platforms, employees' reflexivity is encouraged as they collaboratively review, discuss, alter, and build on each other's knowledge (Schippers, West, & Dawson, 2015). Provided that employees are motivated to share knowledge (Andreeva, Vanhala, Sergeeva, Ritala, & Kianto, 2017;Kuvaas, Buch, & Dysvik, 2012) and structural and relational networks support knowledge sharing (Buch, Dysvik, Kuvaas, & Nerstad, 2015), collaborative crowdsourcing can also foster employee learning (Malhotra, Majchrzak, Kesebi, & Looram, 2017).…”