Purpose -This paper's aim is to examine the influence of perceived cost of sharing knowledge and affective trust in colleagues on the relationship between affective commitment and knowledge sharing.Design/methodology/approach -The methodology used was a survey of 496 employees from 15 organizations across ten industries.Findings -Affective trust in colleagues moderates the relationship between affective commitment and knowledge sharing and the relationship between cost of knowledge sharing and knowledge sharing.Research limitations/implications -Future researchers should operationalize the perceived cost of knowledge sharing construct to include other potential group barriers; for instance, politics and organizational barriers, management commitment and lack of trust.Practical implications -The findings of this study suggest that employees who value social relationships and social resources tend to view knowledge as a collectively owned commodity. As such, their knowledge sharing behavior reflects the model of reciprocal social exchanges.Social implications -The results of this study indicate that an organizational culture that encourages affect-based trust between colleagues will facilitate knowledge sharing.Originality/value -The paper bridges the gap between the literature on knowledge sharing, perceived cost of knowledge sharing, affective organizational commitment and trust in a single model.

Firms need to respond to the increasing competition and change of the current New Normal environment by being more innovative, and especially in developing new business models. This paper seeks to explore how microfoundations, particularly with respect to human resource management, play a key role in facilitating innovation in business models through the development of key needed capabilities. Four themes are identified with respect to business model innovation (BMI) in the New Normal: BMI as an enabler to create and operate across industries and product‐markets; BMI as a mechanism for firms to better navigate changing institutional landscapes; BMI as giving rise to business model portfolios; and concurrent and cumulative innovations that can lead to BMI. This paper also develops a conceptual framework that presents a synoptic view of the five essential capabilities for BMI, which include analogical reasoning, sensemaking, dynamic capabilities, organisational ambidexterity, and organisational learning. Finally, it is shown how the microfoundations of a bespoke, development‐oriented BMI HR architecture can support the advancement of these capabilities and thus contribute to the strategic HR literature.

It is well established that many HR practices aimed at increasing employees' psychological wellbeing (PWB) and organisational performance conflict and even contradict one another. We address this long-standing issue by undertaking an innovative integrative literature review using the paradox metatheory as a lens. Unlike the contingency approach, a paradox perspective deems real-world tensions as normal, which can also be harnessed, and benefit employees and the organisation. We make three contributions; firstly, we identify contradictory employee PWB and organisational performance HR practices; secondly, we offer a solution in addressing the inherent tension between PWB and organisational performance by developing a new sensemaking conceptual framework; and thirdly, we offer a more nuanced perspective of prevailing arguments by distinguishing endogenous factors that organisations can influence to enhance the synergies between employee PWB and organisational performance HR practices. The intended impact of this paper is to instigate a paradigm shift and shape a new trajectory of thinking about how employee PWB and organisational performance practices can exist side-by-side.

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This research seeks to determine the relationship between students' critical thinking disposition and their learning while engaging in a business simulation at a UK higher education institution (HEI). The research informs educators making decisions about the use of simulations as to the value of considering critical thinking dispositions. Previous research has found that simulations are an effective way for students to engage actively in learning, bridging the gap between theory and practice. It has also been found that such simulations can develop students' critical thinking skills. However, hitherto no research has been undertaken into the role that existing critical thinking disposition has on the learning of students, as measured by the degree to which students perceived that they met the module's intended learning outcomes. This research offers insights into the role and importance of critical thinking disposition and its component dimensions and how this impacts student learning. The results indicate that the level of critical thinking disposition is positively related to the students' learning. The implications of the research suggest educators should target business simulations at specific cohorts of students. The relative importance of the critical thinking disposition constructs and the practical educational implications of these findings are discussed.

Purpose – The purpose of this paper is to examine whether the leader’s emotional intelligence influences the leader’s preferences for different ways of combining leadership behaviors (i.e. combinative aspects of leadership style). Design/methodology/approach – The authors used a hybrid design to collect the data to avoid common-method biases. The authors described a high-stress workplace in a vignette and asked participants to rank four styles of combining a task-oriented leadership (i.e. Pressure) statement and a socio-emotional leadership (i.e. Support) statement. The authors then asked participants to complete a Likert-scale based questionnaire on emotional intelligence. Findings – The authors found that leaders who prefer to provide Support immediately before Pressure have higher levels of emotional intelligence than do leaders who prefer the three other combinative styles. Leaders who prefer to provide Pressure and Support separately (i.e. provide Pressure 30 minutes after Support) have the lowest levels of emotional intelligence. Research limitations/implications – A key implicit assumption in the work is that leaders do not want to evoke negative emotions in followers. The authors did not take into account factors that influence leadership style which participating managers would be likely to encounter on a daily basis such as the relationship with the follower, the follower’s level of performance and work experience, the gender of the leader and the gender of the follower, the hierarchical levels of the leader and follower, and the followers’ preferred combinative style. The nature of the sample and the use of a hypothetical scenario are other limitations of the study. Practical implications – Providing leadership behaviors that are regarded as effective is necessary but not enough because the emotional impact of leadership behaviors appears to also depend on how the behaviors are configured. Originality/value – This is the first study to show that the emotional intelligence of leaders is related to their preferences for the manner in which they combine task and social leadership statements. Furthermore, two-factor theories of leadership propose that the effects of task and social leadership are additive. However, the findings show that the effects are interactive.