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Team Leaders Matter in Knowledge Sharing: A Cross-Level Analysis of the Interplay between Leaders’ and Members’ Goal Orientations in the Chinese Context

  • Jiamin Zhang (a1), Yi Wang (a2) and Marina Yue Zhang (a3)
Abstract

This article investigates the impact of cross-level interplay between team members’ and their leaders’ goal orientations (learning, performance approach, and performance avoidance) on knowledge sharing using samples from design teams in two companies in China. Our results show that team leaders’ learning goal orientation plays a critical moderating role. Specifically, team leaders’ learning goal orientation strengthens the positive relationship between team members’ learning orientation and knowledge sharing; positively moderates the relationship between team members’ performance approach orientation and knowledge sharing; and weakens the negative relationship between team members’ performance avoidance orientation and knowledge sharing. Team leaders’ performance approach orientation demonstrates a positive moderating effect when there is congruence between the performance approach orientation of leaders and members. Finally, team leaders’ performance avoidance orientation negatively moderates the relationship between team members’ learning and performance approach orientation on knowledge sharing. This research enhances our understanding of the conditions under which knowledge sharing occurs among team members, using the lens of Trait Activation Theory.

本文采用中国两家公司的设计团队样本,对团队领导和成员的目标取向(学习、绩效追求、绩效回避)的交互作用对知识分享的影响进行跨层分析。研究结果表明团队领导的学习目标取向有重要的调节作用。具体而言,团队领导的学习目标取向增强团队成员学习取向和知识分享之间的正相关关系,正向地调节团队成员绩效追求取向和知识分享之间的关系,减弱团队成员绩效回避取向和知识分享之间的负相关关系。当团队领导和成员的绩效追求目标取向一致时,团队领导的绩效追求取向显示了正向的调节效应。最后,团队领导的绩效回避取向负向地调节团队成员的学习和绩效追求取向与知识分享之间的关系。本研究运用了特质激活理论(TAT),增加了对有关团队成员之间知识分享的理解。

यह शोध पत्र चीन की दो कंपनियों के डिज़ाइन समूह के प्रतिदर्श के माध्यम से सदस्यों व उनके नायकों की लक्ष्यपरकता (प्रज्ञता, प्रदर्शन नैकट्य, व प्रदर्शन परिहार) के अंतर स्तरीय प्रभाव का अनुसंधान करता है. हमारे परिणाम दिखाते हैं कि समूह नायक की प्रज्ञता सम्बद्ध लक्ष्यपरकता महत्वपूर्ण संयमक की भूमिका निभाती है. विशेष तौर पर समूह नायकों की प्रज्ञता सम्बद्ध लक्ष्यपरकता समूह सदस्यों की प्रज्ञता सम्बद्ध लक्ष्यपरकता व ज्ञान सहभाजन के बीच सकारात्मक सम्बन्ध को सुदृढ़ करती है, सदस्यों की प्रदर्शन नैकट्य व ज्ञान सहभाजन के सम्बन्ध को सकारात्मक रूप से नियंत्रित करती है और सदस्यों के प्रदर्शन परिहार व ज्ञान सहभाजन के बीच नकारात्मक संबंधों को क्षीण करती है. समूह नायकों के प्रज्ञता नैकट्य अनुकूलन का तब सकारात्मक संयमक प्रभाव होता है जब नायकों व सदस्यों के प्रदर्शन नैकट्य अनुकूलन में अनुरूपता होती है. अंततः समूह नायकों का प्रदर्शन परिहार सदस्यों के प्रज्ञता व प्रदर्शन नैकट्य अनुकूलन के ज्ञान सहभाजन से सम्बन्ध को नकारात्मक रूप से संयमित करती है. ‘ट्रेट एक्टिवेशन सिद्धांत’ का प्रयोग करते हुए यह शोध हमारी ज्ञान सहभाजन परिस्थितियों की समझ को बढ़ता है.

Este artigo investiga o impacto de interações de nível cruzado entre as orientações de objetivos dos membros da equipe e de seus líderes (aprendizado, abordagem de desempenho e evitação de desempenho) no compartilhamento de conhecimento usando amostras de equipes de design em duas empresas na China. Nossos resultados mostram que a orientação de objetivos de aprendizado dos líderes de equipe desempenha um papel crítico de moderação. Especificamente, a orientação de objetivo de aprendizado dos líderes de equipe fortalece o relacionamento positivo entre a orientação de aprendizado dos membros da equipe e o compartilhamento de conhecimento; modera positivamente a relação entre a orientação da abordagem de desempenho dos membros da equipe e o compartilhamento de conhecimento; e enfraquece o relacionamento negativo entre a orientação para evitar o desempenho dos membros da equipe e o compartilhamento de conhecimento. A orientação da abordagem de desempenho dos líderes da equipe demonstra um efeito moderador positivo quando há congruência entre a orientação da abordagem de desempenho de líderes e membros. Por fim, a orientação para evitar o desempenho dos líderes de equipe modera negativamente a relação entre a orientação da abordagem de aprendizado e desempenho dos membros da equipe e o compartilhamento de conhecimento. Esta pesquisa aprimora nossa compreensão das condições sob as quais o compartilhamento de conhecimento ocorre entre os membros da equipe, usando a lente da teoria da ativação de traços.

В данной работе исследуется влияние межуровнего взаимодействия между целевыми ориентациями у членов команд и их руководителей (обучение, подход к производительности и избегание производительности) на обмен знаниями на примере проектных групп в двух компаниях в Китае. Наши результаты показывают, что обучение как целевая ориентация у руководителей играет важную регулирующую роль. В частности, обучение как целевая ориентация у руководителей укрепляет положительную взаимосвязь между целевой ориентацией на обучение у членов команды и обменом знаниями; положительно влияет на взаимозависимость между подходом к производительности у членов команды и обменом знаниями; а также ослабляет отрицательное влияние ориентации избегания производительности у членов команды на обмен знаниями. Целевая ориентация подхода к производительности у руководителей оказывает положительное регулирующее влияние в том случае, если существует совпадение ориентаций подхода к производительности у руководителей и членов команд. Наконец, ориентация избегания производительности у руководителей отрицательно влияет на взаимосвязь между ориентациями обучения и подхода к производительности у членов команды и обменом знаниями. Данное исследование позволяет лучше понять те условия, при которых происходит обмен знаниями между членами команды, на основании теории активации личных качеств.

Este artículo investiga el impacto de interacciones de las orientaciones a las metas entre diferentes niveles entre miembros de equipos y sus líderes (aprendizaje, enfoque de rendimiento y evitación del rendimiento) en el intercambio de conocimiento usando muestras de equipos de diseños en dos empresas en China. Nuestros resultados muestran que la orientación a los objetivos de aprendizaje juega un papel moderador crítico. Específicamente, la orientación a los objetivos de aprendizaje de los líderes de equipo fortalece la relación positiva entre la orientación al aprendizaje y el intercambio de conocimiento de los miembros del equipo; modera positivamente la relación entre el enfoque de orientación al desempeño de los miembros del equipo; y disminuye la relación negativa entre la orientación para evitar el desempeño e intercambiar conocimiento de los miembros del equipo. La orientación del enfoque de desempeño de los líderes del equipo demuestra un efector moderador positivo cuando hay una congruencia entre la orientación del enfoque de desempeño de los lideres y los miembros. Finalmente, la orientación de evitación al desempeño de los líderes de equipo modera negativamente el intercambio de conocimiento. Esta investigación mejora nuestro entendimiento de las condiciones bajo las cuales ocurre el intercambio de conocimiento entre los miembros del equipo, usando los lentes de la Teoría de Activación de los Rasgos.

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Corresponding author
Corresponding author: Marina Yue Zhang myzhang@swin.edu.au
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Accepted by: Senior Editor Mooweon Rhee

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