Can Knowledge-Intensive Teamwork Be Managed? Examining the Roles of HRM Systems, Leadership, and Tacit Knowledge

Abstract

Using a sample of 162 R&D teams, we investigated the influence of HRM systems for knowledgeintensive teamwork on external team knowledge acquisition and internal team knowledge sharing. This study also examined the interactive effect of HRM systems and knowledge tacitness and the combined influence of HRM systems and empowering leadership. HRM systems for knowledge-intensive teamwork were positively associated with team knowledge acquisition and team knowledge sharing. Knowledge tacitness moderated the HRM-knowledge acquisition relationship, reducing the influence of HRM systems. Further, empowering leadership appeared to substitute for the effect of HRM systems. Our findings suggest that an integration of strategic HRM and knowledge teamwork literatures will prove useful for advancing our understanding of knowledge-based competition. Furthermore, by investigating HRM systems and leadership behaviors in tandem, we gain new insights about the interplay between these two important aspects of organizational life.

A power perspective on knowledge transfer in internal succession of small family businesses

“…Tacit knowledge is stored to a large extent with the owner manager (Sambrook, 2005). "Tacit knowledge is deeply rooted in action, procedures, routines, commitment, ideals, values and emotions" (Chua, 2002, 7) and as such is difficult to transfer, and requires managerial effort to be made explicit (Alavi and Leidner, 2001;Bartol and Srivastava, 2002;Chuang, et al, 2016).…”

The role of VET Colleges in stimulating teachers’ engagement in team learning

“…Second, we aim to identify the mechanisms that link team-oriented HR practices with team innovation and team efficiency. In this way we can begin to understand the processes involved in linking HR practices with team performance (Chuang et al, 2013;Jiang, Takeuchi, & Lepak, 2013). This is an important contribution as even though previous studies have shown that both affective team commitment and engagement in team learning are positively related to the performance of multidisciplinary teams (Park, Henkin, & Egley, 2005;Van der Vegt & Bunderson, 2005;Van Woerkom & Croon, 2009), it remains largely unexplored whether and how they are affected by teamoriented HR practices.…”

“…There are however a few exceptions, such as the studies of Chuang, Jackson, and Jiang (2013) and Flinchbaugh, Li, Luth, and Chadwick (2016). These studies show positive relationships between the presence of team-oriented HRM and employees' engagement in knowledge acquisition and knowledge sharing.…”

“…The goal of ability-enhancing team-oriented HR practices is to create teams that consist of members who have and constantly improve their teamwork abilities, so that team performance can be stimulated (Chuang et al, 2013). This means that through recruitment HR practices teachers should be selected on the basis of their expertise, interpersonal skills and willingness to collaborate with colleagues.…”

“…Motivation-enhancing team-oriented HR practices aim to increase teachers' focus on the team and discretionary effort (Chuang et al, 2013). When teams are evaluated and rewarded through team evaluation HR practices on the basis of their collective performance, the importance of acting as a team is communicated clearly to team members.…”