Team‐level high involvement work practices: investigating the role of knowledge sharing and perspective taking

Abstract

To assess potential boundary conditions in the relationship between HRM systems and team service quality, we examined both collective and individual-level capabilities as underlying mechanisms between team-level high involvement work practices (HIWPs) and team service quality. Using multi-level modelling with a sample of 397 employees in 25 work teams from five service organisations, we found that team HIWPs enhanced knowledge sharing, leading to improved team service climate. Moreover, the presence of individual perspective taking moderated the mediating effect of knowledge sharing such that perspective taking enhanced service climate beyond the value of team HIWPs. The results contribute to the HRM literature by examining the multi-level social and environmental influences on individual learning conceptualised in social cognitive theory, to identify the value of individual capabilities as moderators to knowledge sharing in the link between team HRM systems and service climate.

Stimulating teachers’ team performance through team-oriented HR practices: the roles of affective team commitment and information processing

“…MBO Raad, 2009). Although Chuang et al (2013) and Flinchbaugh, Li, Luth, and Chadwick (2016) also measured team-oriented HR practices, their instruments were not suitable for the goal of this study and a new instrument was therefore required. First, like most HRM research (Knies, Boselie, Gould-Williams, & Vandenabeele, 2014), the study of Chuang et al (2013) was conducted in the private sector, which made their instrument unsuitable for the specific VET context of this study.…”

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

“…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.…”

“…These HR practices were made context-specific based on knowledge of and information about HRM in Dutch education. Although Chuang et al (2013) and Flinchbaugh et al (2016) also measured team-oriented HR practices, their instruments were not suitable for the goal of this study and a new instrument was therefore required. First, like most HRM research (Knies, Boselie, Gould-Williams, & Vandenabeele, 2014), the study of Chuang et al (2013) was conducted in the private sector, which made their instrument unsuitable for the specific VET context of this study.…”

“…For instance, multiple motivation-enhancing practices in their instrument focus on financial rewards, while VET colleges usually have little resources for such rewards. Second, although the study of Flinchbaugh et al (2016) was conducted in the public sector, namely the health sector, their instrument does not focus on distinct AMO practices as we aimed to do here.…”

“…In this study, we did this by researching the mediating effects of engagement in information processing. This shed new light on the associations between team-oriented HR practices and team performance, because so far only a few other studies have addressed associations between team-oriented HR practices and information processing in teams (Chuang et al, 2013;Flinchbaugh et al, 2016). We have contributed to these studies by broadening the concept of information processing by not only focusing on information sharing in teams, but by also including the processes of co-constructing shared interpretations and discussing different perspectives in teams into our conceptualisation of information processing.…”