Purpose – This paper aims to explore the assumption that the impact of cultural diversity on knowledge creating capability is consequent to associated differences in knowledge and perspectives, and suggests that these knowledge differences produce their effect by triggering deliberative, collaborative behaviours. Design/methodology/approach – To investigate the impact of intervening variables on diversity's impact in teams, the paper assesses whether cognitive heterogeneity operates as a mediating variable between cultural diversity and knowledge creation, and whether debate operates as a second stage mediator. The paper utilises a survey-based, quantitative approach and collects data from 98 teams, which is analysed using causal steps approach. Findings – The results provide support for the assumed impact of cognitive heterogeneity and also support the existence of sequential mediation pathway, with debate operating as a second stage mediator between cognitive heterogeneity and knowledge creation. Originality/value – The paper advances the research on diversity, cross-cultural team dynamics and knowledge creation in two main ways. First, it investigates the role of team cognitions in the creation of new ideas by cross-cultural teams. This responds to calls to understand the factors impacting on the performance of diverse teams (Ayoko and Hartel). Second, it incorporates deliberative team processes into the model as a second-stage mediator, which responds to calls to understand the role of process variables in team knowledge creation efforts (Drach-Zahavy and Somech).
[Show abstract][Hide abstract] ABSTRACT: This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
The International Journal of Human Resource Management 06/2012; 23(17). DOI:10.1080/09585192.2012.654807 · 0.93 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: Despite the interest in issues of knowing and learning in the global strategy field, there has been limited mutual engagement and interaction between the fields of global strategy and organizational learning. The purpose of our article is to reflect on and articulate how the mutual exchange of ideas between these fields can be encouraged. To this end, we first conduct a review of the intersection of the fields of global strategy and organizational learning. We then present two recommendations regarding how the interaction between the two fields can be enhanced. Our first recommendation is for global strategy research to adopt a broader notion of organizational learning. Our second recommendation is for global strategy research to capitalize on its attention to context in order to inform and enhance organizational learning theory. We discuss the use of context in a number of common research designs and highlight how the scope for theoretical contributions back to organizational learning varies with the research design that is adopted.
05/2015; 5(2):85-112. DOI:10.1002/gsj.1097
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