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CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.CÁC NHÂN TỐ TÁC ĐỘNG ĐẾN ĐỔI MỚI SÁNG TẠO CỦA NHÓM TRONG LĨNH VỰC DỊCH VỤ BÁN LẺ BẰNG CHỨNG TỪ VIỆT NAM.
MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF ECONOMICS HO CHI MINH CITY LA ANH DUC ANTECEDENTS OF TEAM INNOVATION IN RETAIL SERVICES: EVIDENCE FROM VIETNAM PHD THESIS HO CHI MINH CITY - 2022 MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF ECONOMICS HO CHI MINH CITY LA ANH DUC ANTECEDENTS OF TEAM INNOVATION IN RETAIL SERVICES: EVIDENCE FROM VIETNAM Major: Business Administration Code: 9340101 PHD THESIS SUPERVISOR: ASSOC PROF NGUYEN DINH THO HO CHI MINH CITY - 2022 ACKNOWLEDGEMENT In completing my thesis for PhD research, I was very fortunate to have support from many people to whom I am greatly indebted Firstly, I would like to express my deepest gratitude to my supervisor, for his invaluable support and guidance This work would never have been possible without his insightful comments and advice Secondly, I would like to thank all of my teachers from ISB PhD program for their important assistance concerning to methodologies, philosophy of science, research and life issues during my research period I also would like to express my appreciation to my colleagues, my PhD friends and many related people for supporting me to undertake this research Finally, I am extremely grateful to my parents and my family members for their endless love, care and patience Without my family’s support and encouragement, I would not become who I am today Ho Chi Minh City, July 2022 ABSTRACT Team innovation can help contemporary organizations create competitive advantage, making them survive, and subsequently growing in the fast-changing and unpredictable market This thesis aimed to explore different antecedents of team innovation through three studies conducted in retail services in Vietnam Firstly, drawing upon the ambidextrous leadership for innovation, Study investigates the role of opening and closing leadership behaviors in both team exploratory and exploitative learning, and subsequently in team innovation Results based on a survey data set collected from 296 team leaders show that opening leadership behavior positively affects team exploratory learning and closing leadership behavior underlies team exploitative learning Further, the interaction between opening and closing leadership behaviors positively affects both team exploratory and exploitative learning Finally, these two types of team learning enhance team innovation Secondly, employing social exchange theory in teams, Study examines the role of shared team psychological contract fulfillment and team proactive personality in the relationship between inclusive leadership and team innovation Results, based on a survey dataset collected from 300 team leaders in retail services in Vietnam, demonstrated that shared team psychological contract fulfillment mediated the above relationship Interestingly, team proactive personality positively moderated the effect of inclusive leadership on shared team psychological contract fulfillment Finally, using the psychological capital (PsyCap) theory, Study investigates the impact of team PsyCap on team innovation Further, Study also examines the mediating role of team learning, including exploratory and exploitative learning, in team innovation A sample of 272 team leaders of firms in Vietnam was surveyed to validate the measures via confirmatory factor analysis and to test the model and hypotheses using structural equation modeling The results demonstrate that team PsyCap has a positive effect on team innovation Further, team exploratory learning mediates the relationship between team PsyCap and team innovation; however, team exploitative learning does not Although team exploitative learning is explained by team PsyCap, it does not enhance team innovation The overall findings of this thesis provide a number of theoretical contributions to the literature on team innovation Firstly, Study extends the current research on ambidextrous leadership, team learning and team innovation Secondly, the findings of Study provide further evidence to confirm the predictive power of inclusive leadership at the team level by verifying the role of inclusive leadership in shared team psychological contract fulfillment and innovation Finally, Study further confirms the predictive power of PsyCap at the team level by verifying the role of team PsyCap in team learning and innovation This finding of Study signals that to achieve innovation, teams should pursue explorative learning The findings of this thesis suggest a number of implications for practitioners Firstly, the findings of Study identify the importance of firms investing in training team leaders to improve both opening and closing leadership behaviors in order to foster exploratory and exploitative learning activities in their teams Secondly, the results of Study point to the potential for leadership training interventions to improve inclusive leadership behaviors in order to foster the needs and attitudes of their team members Finally, the results of Study highlight the importance of fostering team PsyCap to enhance team-level outcomes including team learning and innovation Firms should create a social context that could help in interacting and communicating among team members, which in turn leads to share the perceptions regarding psychological state of development Study believes that the effect of team PsyCap in shaping agreement between employees in team could help teams get through difficult times and respond more positive to today’s more complex job requirements and increasing demand for change and idea generating and idea implementing Keywords – ambidextrous leadership, inclusive leadership, team psychological capital, team exploratory learning, team exploitative learning, psychological contract fulfillment, team proactive personality, team innovation, Vietnam LIST OF ABBREVIATIONS Abbreviations AVE B β BC CAGR CFA CFI CR EFA GFI HCMC M p PsyCap RMSEA SD SE SEM SET Meaning Average variance extracted Unstandardized regression weight Standardized regression weight Bias-corrected bootstrap estimate Compound annual growth rate Confirmatory factor analysis Comparative fit index Composite reliability Exploratory factor analysis Goodness of fit index Ho Chi Minh City Means p-value Psychological capital Root mean square error of approximation Standard deviations Standard error Structural equation modeling Social exchange theory LIST OF FIGURES LIST OF TABLES CONTENTS 10 Appendix Data analysis for Study CMIN Model Default model Saturated model Independence model RMR, GFI Model Default model Saturated model Independence model Baseline Comparisons Model Default model Saturated model Independence model 164 RMSEA Model Default model Independence model CMIN Model Default model Saturated model Independence model RMR, GFI Model Default model Saturated model Independence model Baseline Comparisons 165 Model Default model Saturated model Independence model RMSEA Model Default model Independence model CMIN Model Default model Saturated model Independence model RMR, GFI 166 Model Default model Saturated model Independence model Baseline Comparisons Model Default model Saturated model Independence model RMSEA Model Default model Independence model Regression Weights: (Group number - Default model) ERLv EIBv TIv TIv TIv ERL1 ERL2 ERL3 ERL4 EIL5 EIL4 EIL3 EIL2 TI1 TI2 TI3 TI4 TOP TRE THO TSE < < < < < < < < < < < < < < < < < < < < < - 167 CMIN Model Default model Saturated model Independence model RMR, GFI Model Default model Saturated model Independence model Baseline Comparisons Model Default model Saturated model Independence model RMSEA Model Default model Independence model Regression Weights: (Group number - Default model) 168 ERLv TIv TIv ERL1 ERL2 ERL3 ERL4 TI1 TI2 TI3 TI4 TOP TRE THO TSE < < < < < < < < < < < < < < < - CMIN Model Default model Saturated model Independence model RMR, GFI Model Default model 169 Model Saturated model Independence model Baseline Comparisons Model Default model Saturated model Independence model RMSEA Model Default model Independence model Regression Weights: (Group number - Default model) EIBv TIv TIv EIL5 EIL4 EIL3 EIL2 TI1 TI2 TI3 TI4 TOP TRE THO TSE < < < < < < < < < < < < < < < - Statistics 54 Gender: N Valid Missing 55 Age: 56 Education: 57 Team size: 58 Team ……………… tenure: 272 272 272 272 272 0 0 54 Gender: 170 Cumulative Frequency Valid Percent Valid Percent Percent Male 106 39.0 39.0 39.0 Female 166 61.0 61.0 100.0 Total 272 100.0 100.0 55 Age: Cumulative Frequency Valid under 30 Percent Valid Percent Percent 196 72.1 72.1 72.1 30-40 69 25.4 25.4 97.4 41-50 2.6 2.6 100.0 272 100.0 100.0 Total 56 Education: Cumulative Frequency Valid Percent Valid Percent Percent Some high school 1.8 1.8 1.8 Complete high school 2.9 2.9 4.8 250 91.9 91.9 96.7 3.3 3.3 100.0 272 100.0 100.0 Undergraduate university degree Postgraduate university degree Total 57 Team size: ……………… Cumulative Frequency Valid Percent Valid Percent Percent 1.00 4 2.00 1.1 1.1 1.5 3.00 13 4.8 4.8 6.3 4.00 26 9.6 9.6 15.8 5.00 18 6.6 6.6 22.4 6.00 27 9.9 9.9 32.4 7.00 13 4.8 4.8 37.1 8.00 22 8.1 8.1 45.2 9.00 13 4.8 4.8 50.0 10.00 22 8.1 8.1 58.1 11.00 2.2 2.2 60.3 12.00 13 4.8 4.8 65.1 171 13.00 1.5 1.5 66.5 14.00 1.5 1.5 68.0 15.00 16 5.9 5.9 73.9 16.00 1.1 1.1 75.0 17.00 7 75.7 18.00 1.8 1.8 77.6 19.00 4 77.9 20.00 2.6 2.6 80.5 21.00 4 80.9 22.00 2.9 2.9 83.8 23.00 1.1 1.1 84.9 24.00 4 85.3 25.00 2.6 2.6 87.9 27.00 2.2 2.2 90.1 28.00 1.1 1.1 91.2 30.00 3.3 3.3 94.5 32.00 7 95.2 33.00 4 95.6 35.00 7 96.3 38.00 7 97.1 40.00 1.5 1.5 98.5 42.00 4 98.9 50.00 7 99.6 60.00 4 100.0 272 100.0 100.0 Total 58 Team tenure: Cumulative Frequency Valid Percent Valid Percent Percent 3.00 4 6.00 19 7.0 7.0 7.4 7.00 2.6 2.6 9.9 8.00 14 5.1 5.1 15.1 9.00 2.2 2.2 17.3 10.00 3.3 3.3 20.6 11.00 4 21.0 12.00 55 20.2 20.2 41.2 13.00 7 41.9 14.00 2.6 2.6 44.5 172 15.00 2.9 2.9 47.4 16.00 1.8 1.8 49.3 17.00 1.1 1.1 50.4 18.00 19 7.0 7.0 57.4 20.00 4 57.7 22.00 4 58.1 24.00 33 12.1 12.1 70.2 25.00 1.1 1.1 71.3 26.00 1.5 1.5 72.8 27.00 4 73.2 28.00 7 73.9 29.00 7 74.6 30.00 1.1 1.1 75.7 32.00 4 76.1 35.00 7 76.8 36.00 21 7.7 7.7 84.6 40.00 7 85.3 42.00 4 85.7 45.00 4 86.0 48.00 14 5.1 5.1 91.2 50.00 4 91.5 60.00 2.2 2.2 93.8 62.00 4 94.1 72.00 1.5 1.5 95.6 84.00 1.5 1.5 97.1 96.00 1.5 1.5 98.5 120.00 4 98.9 144.00 4 99.3 156.00 4 99.6 300.00 4 100.0 272 100.0 100.0 Total 173 ... exploitative learning were measured by items each with a 7-point Likert scale ranging from (strongly disagree) to (strongly agree), borrowed from Kostopoulos and Bozionelos (2011) 31 The questionnaire... (resiliency) to attain success” (Luthans et al., 2015, p 2) Prior research has shown that PsyCap was strongly related to desired employee attitudes, behaviors, and performance (e.g., Avey et al., 2011;... change” (Crant & Bateman, 2000, p 65) Prior research has shown that proactive personality was strongly related to job satisfaction, creativity, leader member exchange, and job performance (Kim,