Víctor Martín-Pérez

Does HRM generate ambidextrous employees for ambidextrous learning? The moderating role of management support

During the past decade, organizational ambidexterity has emerged as a central research stream in management science to investigate how organizations manage to remain successful over time. By using the lens of organizational learning, ambidexterity can be defined as the simultaneous pursuit of exploratory learning and exploitative learning. In this study, we attempt to bring human resource management into the forum by introducing and testing how human resource (HR) systems affect the firms ambidextrous learning. We show how high-involvement HR systems may support ambidextrous learning by stimulating firm employees to behave ambidextrously. We also emphasize the moderating role of management support in sustaining ambidextrous learning through high-involvement HR systems. A field study of 182 companies from Spain showed that high-involvement HR systems were positively related to ambidextrous learning and validated the moderating role of management support.

The mediating role of affective commitment in the rewards–knowledge transfer relation

Purpose – The purpose of this paper is to assess the relative importance of intrinsic and extrinsic rewards as determinants of affective commitment and the influence of employees’ affective commitment on knowledge transfer in the context of a Spanish social firm. Design/methodology/approach – Using data from a sample of 227 employees working for a Spanish social firm, this study employs the partial least squares approach to test the research hypotheses. Findings – The research findings show that contrary to the findings of prior empirical studies, reward systems do not influence knowledge transfer in a direct way. Rather, reward systems act indirectly through the development of affective commitment, which is required to increase employees’ loyalty, reduce their turnover levels and improve their willingness to transfer their knowledge. Research limitations/implications – This research focuses on a Spanish social firm, and recommendations to other organizations should, therefore, be made with caution. Howev...Purpose –The purpose of this paper is to assess the relative importance of intrinsic and extrinsic rewards as determinants of affective commitment and the influence of employees’ affective commitment on knowledge transfer in the context of a Spanish social firm. Design/methodology/approach –Using data from a sample of 227 employees working for a Spanish social firm, this study employs the partial least squares approach to test the research hypotheses. Findings –The research findings show that, contrary to the findings of prior empirical studies, reward systems do not influence knowledge transfer in a direct way. Rather, reward systems act indirectly through the development of affective commitment, which is required to increase employees’ loyalty, reduce their turnover levels, and improve their willingness to transfer their knowledge. Research limitations/implications –This research focuses on a Spanish social firm, and recommendations to other organizations should, therefore, be made with caution. However, this study provides interesting empirical insights, linking rewards systems and knowledge transfer by means of affective commitment in the context of a social firm. Practical implications –Besides the importance of promoting knowledge transfer through the creation of a suitable climate in the organization, the authors recommend that managers cultivate employees’ affective commitment by means of reward systems, especially intrinsic rewards. Employees with increased affective commitment are more prone to transfer the D ow nl oa de d by C en tr al M ic hi ga n U ni ve rs ity A t 1 8: 59 1 0 Se pt em be r 20 15 ( PT )

‘Virtual Learning-by-Doing’ Teamwork KSA: Strategic Management Simulation as an Effective Tool

The objective of this paper is to evaluate the effectiveness of strategic management simulations as a learning-by-doing tool, that is they can enhance their knowledge, skills and abilities for effective teamwork. We have carried out an analysis of the effect of business simulation on the teamwork KSA with a group of undergraduates of the Business School. The results show that the teamwork KSA can improve and that the initial knowledge of those teamwork KSA, at the individual level, is the only factor which conditions their learning. Initial knowledge of the teamwork KSA and the spread of this knowledge within the team, are not a determinant influence on the individual learning-by-doing. Neither are features such as intelligence, personality, attitude to teamwork and teamwork self-efficacy.