The Influence of Technostress, Learning Goal Orientation, and Perceived Team Learning Climate on Intra-Team Knowledge Sharing and Innovative Practices Among ICT-Enabled Team Members.

Abstract

In ICT-enabled teams, innovation involves intensive adoption of ICTs and knowledge sharing among all members rather than a few experts. However, ICTs bring not only efficiency but also technostress, which hinders knowledge sharing and innovative practices among team members. To investigate this paradox, we drew on the job demand-control (JDC) model derived from the control theory of occupational stress to construct a theoretical framework regarding the collective influence of technostress, learning goal orientation, perceived team learning climate, and intra-team knowledge sharing on the innovative practices of ICT-enabled team members. Our multiple regression analyses of 481 ICT consultants' responses show that intra-team knowledge sharing positively influenced innovative practices; perceived team learning climate positively moderated this relationship. Further, technostress negatively influenced intra-team knowledge sharing; learning goal orientation positively influenced intra-team knowledge sharing, although the relationship demonstrated an inverted U-shape. Finally, learning goal orientation negatively moderated the relationship between technostress and intra-team knowledge sharing. Our results shed light on the paradox regarding ICT adoption, with theoretical implications for employee-driven innovation, team learning climate, intra-team knowledge sharing, learning goal orientation, and managerial practices about the design and adoption of ICT-enabled jobs.