Buffer or boost? the role of openness to experience and knowledge sharing in the relationship between team cognitive diversity and members' innovative work behavior

Improving collegiate student-athletes' well-being: exploring the roles of openness to experience, knowledge sharing and perceived coaching effectiveness

Introduction

Collegiate student-athletes often encounter various stressors stemming from academic study and athletic training, which can potentially have negative effects on their well-being. This study investigates how collegiate student-athletes' openness to experience and their engagement in knowledge sharing influence their well-being, as well as the moderating role of perceived coaching effectiveness.

Methods

To examine these relationships, we propose and test a conceptual framework using an online survey conducted among collegiate student-athletes from a southeastern province of China. The participants consisted of 484 collegiate student-athletes who voluntarily participated in the study. We used regression analysis and mediation analysis to test the proposed relationships among the variables.

Results

Openness to experience has a positive impact on knowledge sharing (β = 0.552, p < 0.05); knowledge sharing with peers positively affects collegiate student-athlete well-being (β = 0.415, p < 0.05) and mediates the relationship between openness to experience and collegiate student-athlete well-being (β = 0.086, p < 0.05). Perceived coaching effectiveness positively moderates the relationship between openness to experience and knowledge sharing (β = 0.170, p < 0.05).

Discussion

Our study contributes to the collegiate student-athlete literature by shedding light on the factors that influence their well-being, with insights that bear important managerial implications for universities and coaches.

Trust in Supervisor and Employee Creativity: The Mediating Role of Information Sharing

Creativity is modern era productivity. Many efforts have been made to enhance employee creativity. This study adopted the social exchange model of creativity to understand in-depth the integrated effect of affective and cognitive trust in supervisor (ATS/CTS) on employee creativity. We recruited 528 subordinates who completed a three-wave survey at one-month intervals. Multilevel modeling results showed that ATS and CTS were positively related to employee creativity. Moreover, information sharing served as a mediator for the relationship between CTS and employee creativity, but not between ATS and employee creativity. In addition, the mediation effect of information sharing on ATS-employee creativity was significant for employees with high levels of CTS but not for those with low levels of CTS. Our results suggested an integrated effect of ATS and CTS in information sharing and its consequences on employee creativity. We have confirmed and extended the social exchange model by examining the integrated effect of ATS and CTS on employee creativity. CTS seems to be a threshold in the relationship between ATS and employee information sharing. Our findings clarify ways to develop human resource training to promote ATS and CTS to foster employee creativity.

Cognitive diversity, creativity and team effectiveness: the mediations of inclusion and knowledge sharing

Purpose

This study aims to determine how cognitive diversity at the workplace influences team creativity. In this regard, the authors examined knowledge sharing and team-focused inclusion through which team members’ cognitive diversity was expected to elevate their positive work outcomes.

Design/methodology/approach

A quantitative method is used to accumulate the data. The authors surveyed workers and their respective managers at a single China-based food company. The supervisors rated the outcome variables (creativity and team effectiveness) regarding their employees, whereas employees were asked to rate the cognitive diversity, inclusion and knowledge sharing within the workgroup. The final valid sample size (n = 391) consisted of 137 workgroups with an adequate response rate (62.3%).

Findings

Cognitive diversity is related to team effectiveness but not creativity. The research found that cognitive diversity can increase creativity only through enhanced inclusion and knowledge sharing. Inclusion, likewise, explained the impact of cognitive diversity on effectiveness.

Originality/value

The originality of the current research lies in its contemporary exploration of inclusion and cognitive diversity and their pathways to team creativity and effectiveness. The social capital theory was applied to explain the proposed relationships.