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A community of practice (CoP) is believed to be a driver for knowledge creation but it can hinder knowledge sharing across boundaries. Drawing on social cognitive theory, this study aims to investigate how a CoP within a single unit promotes knowledge sharing with other units by examining the mediating effect of the members’ learning goals (LG).

Structural equation modeling was conducted using a two-wave survey data on nurses from eight Japanese hospitals (n = 263).

The results indicated that LG fully and positively mediated the effect of a CoP on the knowledge-sharing intention of one unit toward other units and that LG fully and negatively mediated the effect of a CoP on knowledge withholding (KW) from other units.

Knowledge managers need to note that intellectual benefits from experienced CoP can play a key role in reducing the perceived risks associated with members’ knowledge sharing and in creating effective knowledge sharing with other units.

The main contribution is to identify the process by which CoP promotes knowledge sharing and prevents KW across boundaries mediated through LG. This study is the first to quantitatively show how LG cross inter-professional barriers caused by CoPs.

The purpose of this paper is to investigate the direct and indirect effects of managerial coaching on critical reflection mediated through learning goal orientation.

The authors conducted a questionnaire survey of 169 employees in 53 teams at an IT firm in Japan. The data were examined using multi-level analyses.

Managerial coaching has a direct positive effect on critical reflection, and the relationship is mediated by learning goal orientation.

The characteristics of the sample may limit the generalization of the findings. Future research should verify the model in other industries and countries.

The organizations should note that managerial coaching is useful not only for facilitating employees’ problem-solving but also for enhancing their critical reflection. It should also be noted that employees can reflect critically on their beliefs and work routines when they have learning goals.

Although few quantitative studies have investigated the determinants of critical reflection, the present research reveals the overlooked functions of managerial coaching in promoting employees’ learning.

The purpose of this study was to investigate the effects of managerial coaching, as well as interactive and diagnostic uses of management control systems (MCS), on reflection and critical reflection, which are important for team learning.

Data were collected using a questionnaire survey. Hierarchical regression analyses were performed to test hypotheses using data from 235 employees in 50 teams from a Japanese automotive supplier.

The results indicated that: MCS used interactively have a positive influence on critical reflection in teams; MCS used diagnostically have no significant effect on reflection or critical reflection in teams; and managerial coaching has a positive influence on team reflection.

These findings suggest that the interactive use of MCS should be combined with managerial coaching in promoting reflection and critical reflection within teams. Because this study used data from employees of a Japanese automotive supplier, the results may have been influenced by the Japanese management style.

Organizations need to implement interactive MCS at the team level, while coaching programs should be provided for managers to enhance team learning.

This study extends the existing literature by examining the effect of MCS at the team level, and identifying that managerial coaching plays a complementary role, supporting the interactive use of MCS in promoting reflection within a team.

Although middle managers play important roles in forming strategies and generating innovation, few studies have explored the influence of management control systems (MCS) on employees’ behaviors or performance at the middle-management level. The purpose of this study is to examine the effect an interactive use of MCS has on individual performance at the unit level.

A longitudinal, multisource and multilevel survey was conducted among 373 nurses in 20 units at a Japanese public hospital.

The multi-level analyzes indicate that middle managers’ interactive use of MCS has a direct and indirect positive influence on individual performance, through proactive behavior, as well as through psychological empowerment and, subsequently, through proactive behavior.

As the present study collected data from nurses at a Japanese hospital, it is necessary to conduct research in other countries using different occupations to verify the findings.

Organizations need to be aware that the interactive use of MCS can be an effective tool for empowering and motivating employees.

The present study contributes to the literature by clarifying the mechanisms of how the interactive use of MCS influences employees’ psychological and behavioral outcomes at the middle-management level.

Although strengths use support (SUS) has been shown to facilitate employee strengths use and work engagement, little is known about how senior managers’ SUS affects middle managers’ SUS. The purpose of the present research was to examine the trickle-down effect of SUS from superiors on SUS for subordinates.

A two-wave questionnaire survey was conducted to collect data from middle managers (n = 228) at a global manufacturing firm in Japan.

The results of structural equation modeling indicated that (1) SUS from superiors indirectly promoted SUS for subordinates mediated through middle managers’ strength use, and (2) SUS from superiors indirectly promoted SUS for subordinates mediated through middle managers’ strength use, and subsequently through their work engagement.

As the respondents were middle-level managers at a manufacturing firm in Japan and were all Japanese nationals, indigenous culture and traditional work mentality may have affected the results.

To create a supportive learning culture in an organization, human resource (HR) managers need to encourage senior-level managers to provide SUS for middle managers through HR systems such as training, appraisal, and survey feedback.

This study may be the first to clarify how SUS from superiors is linked to SUS for subordinates by identifying the mediating effects of strength use and work engagement, based on the Job-Demand Resources model, the Social Cognitive theory, and the trickle-down effect.

This study aims to examine the influence of perceived supervisor support (PSS) for strengths use on knowledge sharing (KS) intentions, mediated through work engagement and knowledge self-efficacy, based on the job demand-resources theory and the broaden and build theory.

Structural equation modeling and bootstrap analyses were performed to examine the research model using data derived from a two-wave questionnaire survey of 162 employees from five health-care organizations.

The results indicate that PSS for strengths use promoted KS intentions fully mediated through work engagement and subsequently through knowledge self-efficacy. However, there was no direct relationship between PSS for strengths use and KS intention.

The contribution of this research to the literature on KS is to find the effectiveness of a strengths-based approach in promoting KS intentions across boundaries and identifying mediating factors that link PSS for strengths use to KS intentions.

Although the relationship between leadership behaviors and team reflexivity has been investigated in prior research, little is known about the dimensions of reflective leadership or leadership behaviors that facilitate reflection in a group or organization. This paper aims to examine the interrelated characteristics of reflective leadership behaviors that promote team learning using survey data.

Because this research was exploratory in nature, a research model was developed based on the preliminary research. The research model was tested using a quantitative study of 507 employees in 98 teams.

Results of regression analyses of a group-level study revealed three types of reflective leadership – open reflection, problem-based reflection and goal-based reflection – and found that only the open reflection and goal-based reflection were positively related to team learning.

As reflective leadership has not been examined in previous studies, the research model and the measurement scales were developed based on preliminary research in the present research.

Team leaders need to understand that goal-based reflection plays a central role in reflecting on their work because it may provide members with criteria to recognize whether they are on the right track.

The present research revealed three dimensions of reflective leadership that had not been adequately investigated previously.

Although high-performance work systems (HPWS) have been shown to promote employees' proactive behavior, only a limited number of studies have examined this process. This study explores how HPWS promote proactive behavior through learning goal orientation (LGO) and customer-oriented behavior (COB).

A questionnaire survey was conducted with 279 healthcare workers in nursing homes. Structural equation modeling was conducted to test the hypotheses.

The results show that HPWS positively influenced proactive behavior through COB and that HPWS positively influenced proactive behavior through LGO and subsequently through COB. The findings indicate that COB is vital in linking HPWS to proactive behavior in healthcare service organizations.

The results suggest that HPWS provide job resources that enable health care workers to take initiatives to change their work environment through performance management, incentive systems and training programs. This study is the first to identify the mediating role of COB in linking HPWS to proactive behavior.

Although learning goal orientation (LGO) has shown to promote learning and performance in employees, only a limited number of studies have explored its situational antecedents. The main purpose of the present research was to examine the effects of role modeling on employee LGO and proactive behavior.

A two-wave survey was conducted to collect data from medical employees (n = 478) at an acute hospital in Japan.

The results of structural equation modeling showed that role model proactive behavior promoted employee LGO, mediated through perceived role model LGO; and that perceived role model LGO enhanced employee proactive behavior, mediated through employee LGO.

As the sample was limited to employees in a nursing department at a Japanese hospital, the characteristics of the national culture and occupation may have potentially affected the results.

Proactive employees can act as role models to enhance the level of employees' LGO and proactive behavior in organizations. It is imperative to develop employee role modeling to enhance LGO and proactive behavior.

This study may be the first to identify the influence of role modeling as an antecedent of LGO. The role model may provide employees with job resources to develop their LGO and proactive behaviors.

Authenticity, or the extent to which individuals act in accordance with their values, beliefs and characteristics, is recognized as a key component of a fulfilled life. However, little is known about its antecedents in an organizational context. Drawing on goal-setting theory and the broaden-and-build theory, the current study examined the role of team leaders' perceived shared vision in promoting their work authenticity, mediated through strengths use support (SUS) for members as well as leaders' strengths use.

A two-wave questionnaire survey was conducted to test the hypotheses using a sample of 325 middle managers of a manufacturing firm.

The results of structural equation modeling show that perceived shared vision promoted work authenticity, mediated through SUS and strengths use.

This study is the first to identify that shared goals can trigger authenticity at work by directing the leader to use their strengths, alongside their team members.