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This chapter discusses the strengths and challenges posed by the chapter by Aumann and Ostroff entitled, “Multi-Level Fit: An Integrative Framework for Understanding HRM Practices in Cross-Cultural Contexts.” In addition, this chapter proposes an alternative multi-level model of culture, which consists of structural and dynamic dimensions with culture's strength as a moderator of the top-down bottom-up dynamic processes. This model assumes that there is a fit between the value system and the HRM practices, as they represent two layers of culture – visible and less visible. Yet, the fit can be interrupted when HRM practices are transferred across cultures. The chapter further discusses when HRM practices are rejected and when they are accepted despite the misfit.

In response to the somewhat paradoxical combination of increasing diversity in the global workforce and the resurgence of nationalism in an era of global mobility, this chapter aims to uncover how employees on international assignments respond to exposure to new cultures. Specifically, the study aims to explicate the underlying psychological mechanisms linking expatriates' monocultural, multicultural, global, and cosmopolitan identity negotiation strategies with their responses toward the host culture by drawing upon exclusionary and integrative reactions theory in cross-cultural psychology. This conceptual chapter draws on the perspective of exclusionary versus integrative reactions toward foreign cultures – a perspective rooted in cross-cultural psychology research – to categorize expatriates' responses toward the host culture. More specifically, the study elaborates how two primary activators of expatriates' responses toward the host culture – the salience of home-culture identity and a cultural learning mindset – explain the relationship between cultural identity negotiation strategies and expatriates' exclusionary and integrative responses. The following metaphors for these different types of cultural identity negotiation strategies are introduced: “ostrich” (monocultural strategy), “frog” (multicultural strategy), “bird” (global strategy), and “lizard” (cosmopolitan strategy). The proposed dynamic framework of cultural identity negotiation strategies illustrates the sophisticated nature of expatriates' responses to new cultures. This chapter also emphasizes that cross-cultural training tempering expatriates' exclusionary reactions and encouraging integrative reactions is crucial for more effective expatriation in a multicultural work environment.

In this research the starting point was that a certain gap between military and civilian culture could exist, because of the inevitable difference between typical military values and new values arisen in contemporary societies, with special reference to Western affluent societies. It seems that this hypothesis belong to the culture-free side, since it rests on the concept of a military culture made of specific values, which are the same in every society. There is anyway a different viewpoint, following the trends of studies developed in the intercultural relations domain, mainly dealing with business internationalisation and cross-cultural management topics, generally known as the culture-bound thesis. In the culture-free assumption the consequence should be a pressure of social change on a supposed unique military; in the culture-bound conception a mutual and systemic adaptation of different institutions within each inclusive society driven by one's own culture could be expected. Findings in this research show that if a relative gap can be observed between military and civilian students, this varies greatly according to different groups of countries. Distances seem to be larger in countries belonging to the post-modern cluster (Sweden, Switzerland, Spain, France, Italy, the Netherlands), and lowering down in modern countries such as Slovenia, Bulgaria and Poland, and even less appreciable in Romania, South Africa and Turkey. This could give some support to the culture-free thesis, according to which military culture is specific and find more convergences with so-called traditional societies than with modern or post-modern cultures. But results are not as sharp as needed, and the culture-bound thesis cannot anyway be rejected.

This study aims to examine the underlying process through which learning organization culture positively influences knowledge sharing. It specifically explored the mediating role of social capital, underscoring its critical impact on enhancing both knowledge sharing and fostering learning organization culture.

To test the proposed hypotheses, structural equation modeling (SEM) analysis was conducted with a sample of 231 employees from a manufacturing firm in South Korea.

The results of this study indicate significant direct effects of learning organization culture on social capital. Also, social capital indicates a positive effect on knowledge sharing. Although learning organization culture had no direct effect on knowledge sharing, it indirectly affected learning organization culture and knowledge sharing by mediating social capital.

This study proposes that a learning organization culture will be interconnected with social capital and knowledge sharing. Organizations that can effectively harness the wealth of knowledge unlocked by social capital, and subsequently integrate this knowledge into their activities, are poised for competitive advantage.

First, this study places a special emphasis on the mediating role of social capital between learning organization culture and knowledge sharing. Despite extensive research exploring diverse knowledge-sharing factors (Wang and Noe, 2010), it is plausible that examining social capital as a mediator could offer insights for facilitating knowledge sharing through its structural, relational and cognitive dimensions. Second, while a plethora of literature examines knowledge sharing, this study also seeks to unravel the multifaceted pathways through which the learning organization culture influences knowledge sharing and how these processes could be optimized in organizations.

Cultivation of a learning culture and subsequent enhancements in employee performance can be translated through employee engagement. This study aims to examine the mediating role of employee engagement in the relationship between the learning culture and employee performance.

This research adopted a quantitative approach, wherein 450 questionnaires were distributed among employees in both public and private sectors in Nepal. A total of 389 questionnaires were returned, followed by two to three reminders. Convenience sampling was utilized, and the data was collected through a questionnaire survey. Descriptive analysis and Structural Equation Modeling – Path analysis was used to describe and hypotheses testing. Data was analyzed using SmartPLS 4.0 and SPSS 24v.

It was found that employee engagement has a mediating effect on the relationship between the learning culture and employee performance. Learning culture also has a positive influence on employee engagement that eventually affects the performance of the employees. This conclusion suggests that fostering a learning culture within an organization should be focused on cultivating an environment that promotes active employee participation, thereby enhancing overall employee performance.

This article provides significant insights into the cultivation of a learning culture inside firms, with a specific focus on establishing an atmosphere that fosters active employee engagement to improve overall employee performance in the service sector. This tool has the potential to facilitate further investigation and progress within the area, while also promoting the adoption of evidence-based learning practices and their associated implications.

This study investigates the influence of market and hierarchy organizational cultures on international project performance and examines the mediating role of relational capital.

In-depth interviews and a cross-sectional questionnaire survey were conducted to collect primary data within international projects. Hierarchical regression analysis was used to test the hypotheses based on data collected from 62 respondents.

The results reveal that both market and hierarchy cultures affect international project performance positively. Additionally, communication, cooperation and trust help enhance project performance; however, commitment is not. This study also proves the mediating role of relational capital between organizational culture and project performance.

This study selected only two types of organizational culture represented by Chinese construction enterprises. Future studies can explore the mediating role of relational capital between other varieties of organizational culture and project performance.

Given the high complexity and risks faced by projects abroad, both organizational culture, the internal environmental factor and relational capital being the external resource, are crucial for project success. This study clarifies the relationship between organizational culture, relational capital and project performance overseas. Empirical evidence to enhance international project performance for construction enterprises is provided. This study also makes contributions to international contractors who want to implement projects in developing countries.

The purpose of this study is to investigate the impact of political skills of faculty members in Chinese universities on their tendency to obtain knowledge shared by their colleagues, as well as their tendency to share knowledge with their colleagues. Moreover, this study investigated the role of collectivistic culture in a workplace as the moderating variable that may influence the effect of political skill on knowledge sharing.

Survey data were obtained from 387 faculty members across six universities located in the northern and the central cities of China. Partial least squares structural equation modeling was used as the statistical method for data analysis.

The results provided significant evidence that supported the positive effect of political skill on knowledge sharing. Furthermore, the moderating effect analysis showed that in the workplaces that had strong collectivist culture, the degree to which employees obtained knowledge shared by others, as well as the willingness of employees to share their knowledge to others, was more likely to happen as compared to that in the workplaces that had a weak collectivist culture.

As part of human capital development policies, political skill training could be an intervention to promote knowledge sharing among faculty members. The training may be particularly helpful to promote knowledge sharing in a workplace that adopts individualistic culture more than in a workplace that adopts collectivistic culture.

This study provided new evidence that extended previous studies by unveiling the moderating effect of collectivist culture in a workplace that was found to reduce the effect of political skill on knowledge sharing.