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

• DOI: http://doi.org/10.1002/hrm.21635
• Date: 01 July 2015
• Published date: 01 July 2015
• Author: Robert Buch,Anders Dysvik,Bård Kuvaas,Christina G. L. Nerstad

Human Resource Management, July–August 2015, Vol. 54, No. 4. Pp. 623–635

© 2014 Wiley Periodicals, Inc.

Published online in Wiley Online Library (wileyonlinelibrary.com).

DOI:10.1002/hrm.21635

Correspondence to: Robert Buch, Department of Leadership and Organizational Behavior, BI Norwegian Business

School, 0484 Oslo, Norway, Cell: +47 46410759, E-mail: Robert.buch@bi.no.

IT TAKES THREE TO TANGO:

EXPLORING THE INTERPLAY

AMONG TRAINING INTENSITY, JOB

AUTONOMY, AND SUPERVISOR

SUPPORT IN PREDICTING

KNOWLEDGE SHARING

ROBERT BUCH, ANDERS DYSVIK, BÅRD KUVAAS,

ANDCHRISTINA G. L. NERSTAD

This study explored whether the relationship between perceived training intensity

and knowledge sharing is prone to combined moderating infl uences. We opera-

tionalized 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 per-

ceived 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 super-

visor 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. © 2014Wiley Periodicals, Inc.

Keywords: developmental challenges, work stressors, perceived job autonomy

Introduction

Knowledge sharing, or the process of

mutually exchanging knowledge and

partnering to create new knowledge (de

Vries, van den Hooff, & de Ridder, 2006),

provides opportunities for employees to

disperse knowledge and, in turn, improve indi-

vidual, group, and organizational performance

(Reinholt, Pedersen, & Foss, 2011; Wang & Noe,

2010). Given such advantages, it is fortunate that

the literature on knowledge sharing is growing.

Among the available findings, job design and

management support have been established as im-

portant predictors of employee knowledge shar-

ing (Wang & Noe, 2010). Studies also show that

the provision of human resource (HR) practices