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- INTERNATIONAL CONFERENCE FOR YOUNG RESEARCHERS IN ECONOMICS & BUSINESS 2020
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SOCIAL MEDIA USE FOR THE PURPOSE OF TEAM CREATIVITY:
THE PERSPECTIVES OF SOCIAL CAPITAL THEORY
AND TEAM CLIMATE FOR INNOVATION THEORY
SỬ DỤNG PHƯƠNG TIỆN TRUYỀN THÔNG MẠNG XÃ HỘI
TRONG MỤC ĐÍCH SÁNG TẠO NHÓM: GÓC NHÌN TỪ THUYẾT
HỌC VẤN XÃ HỘI VÀ ĐỔI MỚI TRONG MÔI TRƯỜNG NHÓM
MA, Chu My Giang - MA, Nguyen Minh Tam - MA, Nguyen Cao Lien Phuoc
University of Economic - The University of DaNang
giangcm@due.edu.vn
Abstract
Social media has developed significantly during the era of smartphone and the internet.
Social media communication tools have profoundly changed the whole life and the way people
interact with another and the world around. Gradually, social media are beginning to have more
essential role in building communities, encourage people to get involved in groups, exchange
information or knowledge. Because of its advantages, recently, there is a tendency of using social
media with educational purpose in which social media usage support to enrich team creativity.
The use of social media in education provides students with the ability to get more useful
information, to connect with learning groups and other educational systems that make education
convenient. By conceptualizing the social media usage which can promote trust, knowledge
creation, absorptive capability, value orientation; the study aims to investigate the impact and
relationship of social media usage on team creativity.
Keywords: Social Capital Theory, Social Media Usage, Team Climate For Innovation
Theory, Team Creativity
Tóm tắt
Phương tiện truyền thông xã hội đã phát triển đáng kể trong thời đại của điện thoại thông
minh và internet. Các công cụ giao tiếp trên mạng xã hội đã thay đổi sâu sắc toàn bộ cuộc sống
và cách mọi người tương tác với người khác và thế giới xung quanh. Dần dần, mạng xã hội bắt
đầu có vai trò thiết yếu hơn trong việc xây dựng các cộng đồng, khuyến khích mọi người tham
gia vào các nhóm, trao đổi thông tin hoặc kiến thức. Vì những ưu điểm của nó, gần đây có xu
hướng sử dụng mạng xã hội với mục đích giáo dục, trong đó việc sử dụng mạng xã hội hỗ trợ để
làm phong phú thêm khả năng sáng tạo của đội nhóm. Việc sử dụng phương tiện truyền thông xã
hội trong giáo dục cung cấp cho học sinh khả năng nhận được nhiều thông tin hữu ích hơn, kết
nối với các nhóm học tập và các hệ thống giáo dục khác giúp giáo dục trở nên thuận tiện. Bằng
cách khái niệm hóa việc sử dụng phương tiện truyền thông xã hội có thể thúc đẩy sự tin tưởng,
sáng tạo kiến thức, khả năng hấp thụ, định hướng giá trị; nghiên cứu nhằm mục đích điều tra tác
động và mối quan hệ của việc sử dụng mạng xã hội đối với sự sáng tạo của nhóm.
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Từ khóa: Thuyết học vốn xã hội, Sử dụng phương tiện truyền thông xã hội, Môi trường
nhóm trong thuyết học đổi mới, Sáng tạo nhóm
1. Introduction
Social media was defined as web-service that allows people to construct a profile either
public or semi-public within a bounded system, then that web-service allows people to share a
connection between each other and enables them to view and traverse their list of connections
and those made by others within the system (Boyd & Ellison, 2007). Among social media,
Facebook is considered as the most popular and useful one. Founded in 2004, Facebook is
currently the biggest social networking service based on global reach and total active users. It is
worth noticing that recently, Facebook has become a useful tool supporting interaction,
connection, and working of teams. Almost all teachers, students, or even workers take these
advantages of social media to enhance team working. Therefore, researchers and practitioners
must understand how social media usage develops effectiveness and creativity in a team by
finding out the relationship among related factors. Previous studies discovered that social media
usage had influences in team creativity through building trust and sharing knowledge. The
research recently developed a theoretical framework to explain how social media usage influenced
team creativity through cognitive trust and affective trust (Xiling Cui, Xuan Yang, Libo Liu, Xi
Cun & Daning Hu, 2018). This study can contribute to Facebook literature in several ways. First
of all, from the perspective of social capital theory, this study indicates the role of social media
usage in enhancing trust, creating knowledge, and absorptive capability in the team. Moreover,
based on the theory of team climate for innovation, value orientation has been implicitly
recognized, which enable to positively relating to team creativity. Secondly, the study describes
the relationship among trust, collaborative culture, and team creativity. In addition, this study
shows that creativity is obtained from building trust, gaining knowledge, and collecting
collectivistic value orientation in a team. Thirdly, the research provides a complete understanding
of how team working on Facebook can enrich innovative ideas, which in turn lead to team
creativity.
2. Conceptual background
2.1. Social capital theory
The term “social capital” originally appeared in community studies, emphasizing the im-
portance of interpersonal relationships in a collective throughout the process of working based
on trust, collaboration, and collective action (Jacobs, 1965). The role of social capital is considered
as an aid for adaptive efficiency, creativity, and learning. In particular, researchers have found
that social capital encourages cooperative behavior, thereby facilitates the development of new
forms of association and innovative organization (Fukuyama, 1995; Jacobs, 1965; Putnam, 1993).
Therefore, the concept is central to the understanding of institutional dynamics, innovation, and
value creation.
2.2. Team climate for innovation theory
In team climate for innovation theory, West (1990) proposed a four-factor model of work-
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group innovation, including vision, participative safety, task orientation, and support for innova-
tion. Particularly, the vision was an idea of a valued outcome that represented a higher order goal
and a motivating force at work. Workgroup with clearly defined objectives was more likely to
develop new goal-appropriate methods of working since their efforts have focus and direction.
The time climate for innovation theory of West (1990) proved that task orientation played an im-
portant role and impacted on team innovation or team creativity. Hence, task orientation describes
a task performance coupled with a climate which supports general commitment to be excellent
in the improvement and innovation
2.3. Social media usage
According to Boyd and Ellison (2007), social media was defined as web-service that allows
people to construct a profile either public or semi-public within a bounded system, then that web-
service allow people to share connections between each other and enable them to view and tra-
verse their list of connections and those made by others within the system. It provides a platform
for sharing, discussing, and co-creating knowledge and information (Sigala & Chalkiti, 2015),
as well as enhancing team creativity (Cao & Ali, 2018).
3. Model and research method
3.1 Proposed research model
Figure 1: Proposed research model
There are many previous studies have also focused on social networking, but most studies
focus on only a few factors that affect team creativity. Specifically, the Research model of Yeh
Yu-Mei1, Li Feng-Chia, Lin Hung-Yuan (1996) only mentioned the impact of CV, team profi-
ciency team and team vitality to the team creativity. Research of Xiling Cui, Xuan Yang, Libo
Liu, Xi Cun, Daning Hu (2018) studied the impact of social media use on team creativity through
trust, or the most recent study of Xiongfei Cao & Ahsan Ali (2017) studied the impact of social
media use on the team creativity through absorptive capability and the knowledge creation capa-
bility. Based on previous researches, in addition, the research on this field in Vietnam is still not
much, therefore, this research model proposes factors that affect the team creativity that have
been explored by previous studies.
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Social media usage and collectivistic value orientation: Shamir (1990) found that collec-
tivism reflected a preference for a social and workplace framework in which people expected co-
operation, cooperation and interdependence from each other and other people in their group.
According to Zhang et al. (2015), social media was a combination of social interaction tools that
helped facilitate knowledge sharing, communication, and creativity in a virtual environment.
Through open discussion forums, user generated content, reviews and recommendations and var-
ious forms of participation in information exchange and user coordination, the platform can also
facilitate the creation value (Laing & Khattab, 2016).
Social media usage and absorptive capability: social media is defined as a combination of
social interaction tools that help facilitate knowledge sharing, communication, and creativity in
a virtual environment (Zhang et al, 2015). Social media also promotes absorptive capability by
enhancing learning, discovery (Hu & Schlagwein, 2013). Nevertheless, to share knowledge, in-
dividuals need effective interaction, knowledge, intelligence, and persuasion to ensure that in-
formation is effectively communicated and this will help the members work effectively.
Social media usage and knowledge creation capability, trust: Social media provides es-
sential technology, which makes it easy for team members to interact, communicate and exchange
knowledge with each other, thereby enhancing team knowledge creation. Previous studies have
shown that using social media is important in building trust in the organization (Scott 2000). The
use of social media not only affects cognitive trust but also affectives (Huang et al. (2017). In
such an environment, the use of social media helps the closer members form the affective trust
within the group.
Collectivistic value orientation and team creativity: creativity is generally divided into in-
dividual, team and organizational levels, but according to Sonnenburg (2004), most creative acts
occurred in a collaborative context. Team creativity was viewed as the integration of individual
expertise and creativity (Taggar 2002). Team creativity was defined as the generation of novel
and appropriate ideas, solutions, or processes in the context of team objectives (Amabile, 1996).
Teams with members collaborating closely to achieve common goals are more creative than
groups without such members. The collectivistic values of a team greatly benefit team creativity
and group performance (Bechtoldt, M. N., Choi, H. S., & Nijstad, B. A. ,2012).
Absorptive capability and team creativity: most previous studies have found that having a
better-absorbing workgroup tends to improve the ability to learn, enabling them to more effec-
tively use the knowledge gained from outside. Lane et al (2001) found that absorptive capabilities
are important for inter-organizational learning and performance. Furthermore, absorptive capa-
bility created a linkage between ideas and knowledge held by individual members and enhances
team creativity performance (Seo, Chae, & Lee, 2015; Tiwana & Mclean, 2005).
Knowledge creation capability and team creativity: knowledge creation capability (knowl-
edge creation capability) was defined as the ability of team members to create new knowledge
that they can combine information and knowledge into new knowledge, aware of the new value
from that process (Smith et al., 2005). In 1998, Nahapiet and Ghoshal found knowledge creation
capability as the ability to exchange and combine knowledge to create new knowledge, playing
an important role in the competitive advantage. Smith et al (2005) stated that in the teams and
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organization, knowledge is distributed among all members and It truly requires existing knowl-
edge resources to create new knowledge. Additionally, according to Hargadon & Fanelli (2002),
sharing current resources of knowledge to the team enhanced the overall team’s ability to under-
stand, combine, and create new knowledge, and at the same time, knowledge creation capability
can tune creative outcomes.
Cognitive trust and team creativity: the trust among the members helped the team to build
a good personal network and inspirational sources (Perry-Smith and Shalley 2003). If the level
of trust among the members in a high group was high with the members’ appreciation of their
expertise, they would also be willing to work on their ideas and ideas (McAllister 1995). Gloria
Barczak, Felicia Lassk and Jay Mulki (2010) have shown that cognitive trust influenced the cre-
ativity of the group positively, besides it showed that the perception of members, colleagues.
Affective trust and collaborative culture: collaborative culture, according to Barczak, Lassk
& Mulki (2010), was defined as team’s shared values and beliefs about the organizations’ support
for adaptability, open communication, and encouragement of respect, teamwork, risk-taking, and
diversity. It is proposed that, in order to create and share knowledge, the team members must
trust each other in the group in which they work (Adler, 2001). Trust played a supporting role
and promoted relationships among members to help them find and help each other create a col-
laborative culture (Russ et al., 1998; Abrams et al. Middel, Boer & Fisscher, 2006).
Collaborative culture and team creativity: recent research of Skilton & Dooley (2010)
found that repeated collaboration may negatively affect a team’s creativity. Guimera, Uzzi, Spiro,
and Nunes Amaral (2005) reported that research teams in the social and natural sciences that high
levels of repeat collaboration produce publications that receive fewer citations. However, many
previous researches have indicated that a collaborative culture enables better communication, in-
formation sharing, focus and greater cooperation (Larson & LaFasto, 1989; Strutton, Pelton &
Lumpkin, 1993; Calton & Lad, 1995; Littler, Leverick & Bruce, 1995; Whitener et al., 1998),
thereby leading to greater creative efforts. In addition, collaboration itself has been found to lead
to creative outcomes (DeCusatis, 2008). There is evidence that such an effect existed because
collaboration between team members would generate more task-related information that would
be possessed by the average member of the team (e.g., Carmeli et al., 2015).
Affective trust and absorptive capability: Yang et al (2009) supposed that affective trust
emphasizes empathy and affiliation on the of personal bonds and feelings for the other person.
Their research indicated the leader and other team members had to make emotional investments
in the working relationship to create high levels of affective trust. When members frequently in-
teract with each other, this can create a feeling of safety and results that individuals can freely
talk together and express themselves with no fear. In this research, according to Cohen &
Levinthal (1990), the absorptive capability was defined as the ability of an organization to identify,
assimilate, and utilize external knowledge.
Cognitive trust and absorptive capability: The term ‘absorptive capability’ is similar to the
concept of ‘social capability’ used by Abramovitz (1986). Attitude theory researchers have long
argued that the relationship between cognitive trust and absorptive capability in attitude formation
is bidirectional. Countries with cognitive trust high linkages would be thought of as having the
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prerequisites for technological catch-up. The ability to learn and understand new technology de-
pends on a wide range of factors Goodfriend and McDermott (1998).
Absorptive capacity and collaborative culture: The absorption capacity of an organization
depends on the absorption capacity of each member (Cohen & Levinthal, 1990). But it also de-
pends on the transfer of knowledge on and within the business units of the organization (Vera et
al., 2011) making it an organizational process (Zahra & George, 2002). Therefore, individuals
need to interact with groups in the process of assimilation or knowledge conversion is necessary.
Furthermore, absorption is a dynamic, continuous process that needs to create new knowledge to
adapt to organizational culture changes (Todorova & Durisin, 2007). Therefore, this attribute de-
pends on a well-organized cultural environment.
Knowledge creation capability and collaborative culture: The process of creating knowl-
edge through collaborative actions is very encouraging because collaboration developed as a
learning platform and knowledge management tool, enabling building team members innovative
and knowledge well. The knowledge creation capability improve organizational culture helps to
innovate, make decisions and study individually and collectively (King 2009).
Affective trust and knowledge creation capability: Trust in team member demonstrate to
bring positive impact in all phases of the process is a combination of knowledge, socialization,
exchange goods and internalized (He, et al., 2009). Trusting colleagues is really important when
sharing, discussing and exchanging. Many studies have suggested that trust can facilitate the ac-
quisition and transfer of knowledge and create new knowledge of members (Abrams, Cross,
Lesser, & Levin, 2003; Dirks & Ferrin, 2001; Lui, 2009; Mooradian, Renzl, & Matzler, 2006;
Nahapiet & Goshal, 1998; Tsai & Ghoshal, 1998).
Absorptive capability and knowledge creation capability: According to Chou (2005), at
the organizational level, knowledge can be achieved more effectively through the absorptive ca-
pability of all members of the team. He indicated that organizations with higher absorptive capa-
bility created more knowledge. Knowledge creation capability was defined as the ability of team
members to create new knowledge that they can combine information and knowledge into new
knowledge, aware of the new value from that process (Smith et al., 2005). Furthermore, the po-
sitioning of knowledge creation was considered as an output of companies’ absorptive capability
(Lane et al, 2006).
Cognitive trust and affective trust: Newman et al. (2014) pointed out that before deciding
whether people are willing to make efforts to exchange knowledge with members, they will tend
to understand the credibility of the other party, meaning that the person believes in awareness.
More specifically, Zur et al. (2012) point out that affective trust is more subjective and developed
through social exchange, including mutual sympathy and understanding (Scott 2000), while trust
is perceived evolved from observable evidence.
3.2. Sampling
The study carried out a survey with 432 questionnaires and collected 330 valid ones from
ungraduate students at Danang city.
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3.3. Measure
Measurement items were adapted from the literature. The questionnaire was originally de-
veloped in English and then translated into Vietnamese. All scale items were measured using a
five-point Likert scale ranging from one (“strongly disagree”) to five (“strongly agree”). Accord-
ing to Boyd and Ellison (2007) social media was defined as web-service that allows people to
construct a profile either public or semi-public within a bounded system, then that web-service
allow people to share connection between each other and enable them to view and traverse their
list of connections and those made by others within the system. The social capital theory (SCT),
which is labeled the “cognitive dimension,” refers to those resources providing shared represen-
tations, interpretations, and systems of meaning among parties (Cicourel, 1973). In particular,
researchers have found social capital encourages cooperative behavior, thereby facilitates the de-
velopment of new forms of association and innovative organization (Fukuyama, 1995; Jacobs,
1965; Putnam, 1993). The scale items of SCT, including thirty-three items, emphasizes specific
benefits that flow from the trust, reciprocity, information, and cooperation associated with social
networks (Rego et al. (2007); Scott and Bruce, 1994; Cook & Wall, 1980; Johnson-George &
Swap, 1982; Rempel et al., 1985; Rotter, 1971; Smith et al., 2005). Team climate for innovation
theory is used to describe an innovation as the intentional introduction and application within a
role, group, or organization of ideas, processes, products or procedures, new to the relevant unit
of adoption, designed to significantly benefit role performance, the group, the organization or
the wider society (West & Farr, 1989). The scale items are developed by West’s (1990) were
adopted in measuring the concept of absorptive capability. The samples for Absorptive Capability
(Pavlou and El Sawy, 2006) were “Our team is able to identify and acquire internal and external
knowledge”. Collectivistic value orientation measured with five scale items were developed by
Bechtoldt et al, 2010; Barry and Stewart (1997). The scale items of collaborative culture were
“My team considers a change to be natural and necessary”, “My team considers individuals as
an asset and tries to appreciate them continuously”, “Everybody’s opinions and contributions are
respected”.
3.4. Method of Data Analysis
To perform the data collection and analysis, the research team used Microsoft Excel and
SPSS 20.0 software (Statistical Package for Social Science) and Smart PLS 3.0.
4. Analysis
4.1. Demographic
In total, 450 questionnaires have been released and 423 questionnaires have been returned
(the response rate is 94%). A total of 380 questionnaires are required and selected for the following
data analysis. As shown in Table 1, most (92.1%) of respondents are aged 15-22, 61.1% of re-
spondents are women. Table 2 shows the user’s user experience on Facebook. The average daily
time for Facebook is> 3 hours (29.7%), but there are not too many differences compared to other
options. 44.7% of respondents logged into Facebook regularly during the day, but only for a short
time. Mostly they have 501-1000 friends on Facebook (31.3%), 78.7% have more than 3 years
of user experience.
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4.2. Testing the measurement model
Construct reliability was assessed by examining the degree to which items are free random
error and yield consistent results. The reliability was measured using Cronbach’s alpha and com-
posite reliability (CR) are > 0.7 (Nannally, 1978). Cronbach’s alphas of all constructs in the re-
search framework with full samples was greater than or equal 0.7 except Social Media Usage,
for which it is 0.544 and CRs range from 0.703 to 0.884.
Convergent validity measures the consistency across multiple operationalizations. It’s as-
sessed using two criteria: (1) each item had a statistically significant factor loading on its specified
construct significant and exceeded 0.7 (Fornell & L Archker, 1981; Agarwal & Karahanna, 2000),
and (2) averaged variance extracted (AVE) for each construct should exceed 0.5 (Fornell & Lar-
cker, 1981). After analysis, the results are three items of Absorptive Capability (AC1, AC2, AC5),
two items of Collaborative Culture (CC1, CC7), three items of Cognitive Trust (CT1, CT2, CT3),
five items of Knowledge Creation Capability (KC1, KC6, KC7, KC8, KC10, KC11) were
dropped due to their values of factor loading lower than 0.7. All factor loadings of all items range
from 0.70 to 0.96, and hence all of them exceeded the recommended level of 0.5. Therefore, the
presence of convergent validity is supported.
Discriminant validity assesses the extent to which different constructs are a district, which
is measured using the square roots of the AVE by a construct from its indicators should exceed
that construct’s correlation with other constructs (Chin, 1998; Fornell & Larcker, 1981). The di-
agonal elements presented the square root of AVE are larger than off-diagonal elements presented
the square root of AVE are larger than off-diagonal elements in the same row and column, sug-
gesting good discriminant validity. From the discussion above, both reliability and validity were
confirmed, thus making the measuring model acceptable.
Testing the structural model
Figure 2: Results of the model after verification
Note: **p
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Original
Hypothesis T-Statistics P- Value Conclude
Samples
H1: Social media usage positively influenced 0.153 3.005 0.003 Supported
the relational intimacy with Collectivistic
Value Orientation
H2: Social media usage positively influenced 0.204 4.043 0.000 Supported
the relational intimacy with Absorptive Capa-
bility
H3: Social media usage positively influenced 0.095 2.569 0.01 Supported
the relational intimacy with Knowledge Cre-
ation Capability
H4. Social media usage positively influenced 0.531 13,416 0.000 Supported
the relational intimacy with Trust. 0.284 5,730
H5: Collectivistic Value Orientation has not a -0.005 0.286 0.775 Not sup-
positive impact on intimacy with Team Cre- ported
ativity.
H6: Absorptive Capability has not a positive -0.011 0.543 0.609 Not sup-
impact on intimacy with Team Creativity ported
H7: Knowledge Creation Capability posi- 0.760 22.931 0.000 Supported
tively influenced the relational intimacy with
Team Creativity.
H8: Cognitive Trust positively influenced the 0.319 9.578 0.000 Supported
relational intimacy with Team Creativity
H9: Affect Trust positively influenced the re- 0.093 1.581 0.117 Not sup-
lational intimacy with Collaborative Culture ported
H10: Collaborative Culture positively influ- -0.068 2.778 0.004 Supported
enced the relational intimacy with Team Cre-
ativity
H11: Absorptive Capability positively influ- 0.173 4.518 0.000 Supported
enced the relational intimacy with Knowl-
edge Creation Capability
H12: Absorptive Capability positively influ- 0.235 4.413 0.000 Supported
enced the relational intimacy with Collabora-
tive Culture
H13: Cognitive Trust positively influenced 0.223 3.411 0.000 Supported
the relational intimacy with Absorptive Capa-
bility
H14: Affective Trust positively influenced the 0.288 5.186 0.000 Supported
relational intimacy with Absorptive Capabil-
ity.
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H15: Knowledge Creation Capability posi- 0.470 6.647 0.000 Supported
tively influenced the relational intimacy with
Collaborative Culture
H16: Affective Trust positively influenced the 0.482 12.270 0.000 Supported
relational intimacy with Knowledge Creation
Capability.
H17: Cognitive Trust positively influenced the 0.464 9.604 0.000 Supported
relational intimacy with Affective Trust
H18: Cognitive Trust positively influenced the 0.270 6.122 0.000 Supported
realational intimacy with knowledge creation
capability
Testing models and hypotheses through path factor testing (Path Coefficient) and the sig-
nificance levels of each factor. In addition, according to Henseler (2014) to avoid parameter de-
viation in the SRMR model is the goodness of fit index of the PLS-SEM model. Assessing the
suitability of the model with the sample, SRMR (Standarized Root Mean Square Residual) should
be considered
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H7: Knowledge Creation Capability posi- 0.760 22.931 0.000 Supported
tively influenced the relational intimacy
with Team Creativity.
H8: Cognitive Trust positively influenced 0.319 9.578 0.000 Supported
the relational intimacy with Team Cre-
ativity
H9: Affect Trust positively influenced 0.093 1.581 0.117 Not sup-
the relational intimacy with Collaborative ported
Culture
H10: Collaborative Culture positively in- -0.068 2.778 0.004 Supported
fluenced the relational intimacy with
Team Creativity
H11: Absorptive Capability positively in- 0.173 4.518 0.000 Supported
fluenced the relational intimacy with
Knowledge Creation Capability
H12: Absorptive Capability positively in- 0.235 4.413 0.000 Supported
fluenced the relational intimacy with Col-
laborative Culture
H13: Cognitive Trust positively influ- 0.223 3.411 0.000 Supported
enced the relational intimacy with Ab-
sorptive Capability
H14: Affective Trust positively influ- 0.288 5.186 0.000 Supported
enced the relational intimacy with Ab-
sorptive Capability.
H15: Knowledge Creation Capability 0.470 6.647 0.000 Supported
positively influenced the relational inti-
macy with Collaborative Culture
H16: Affective Trust positively influ- 0.482 12.270 0.000 Supported
enced the relational intimacy with
Knowledge Creation Capability.
H17: Cognitive Trust positively influ- 0.464 9.604 0.000 Supported
enced the relational intimacy with Affec-
tive Trust
H18: Cognitive Trust positively 0.270 6.122 0.000 Supported
influenced the realational intimacy with
knowledge creation capability
4.3. Discussion
The purpose of researching the effect of social media usage on team creativity, the study de-
veloped and examined the theoretical model in Facebook usage. The findings are discussed below:
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FINDING 1. Using Facebook is likely to have significant effects on collectivistic value
orientation, absorptive capability, knowledge creation capability and develop trust in group.
Our study explored that using Facebook for team-working help all member to gain knowl-
edge, create collectivistic value orientation, absorptive capability in group and trust. While using
Facebook to maintain and strength communication with other members in the working group,
individuals can deeply understand others, freely share ideas, feeling and then build up trust. As
Facebook becomes an important part of daily life for users, Facebook users are willing to estab-
lish close relationship with other Facebook users. Trust in a group then positively relates to ab-
sorptive capability and knowledge creation capability. Among four dimensions, the effect of
social media usage on trust (p=0.000) and absorptive capability (p=0.000) is higher than collec-
tivistic value orientation (p=0.003) and knowledge creation capability (p=0.01). The result shows
that working in a group through using Facebook is helpful for building up trust among members
and it is fundamental of enriching knowledge and value orientation. This relationship is also
accepted in the study of Xiongfei Cao & Ahsan Ali( 2017).
FINDING 2. Affective trust among members in Facebook users group has insignificant
effect on collaborative culture.
Affective trust which consisted of the emotional bonds between individuals (Lewis &
Wiegert, 1985) gained from the Facebook use has not been found to influence collaborative cul-
ture in our study. Especially, the P-value from affective trust to collaborative culture is 0.115 and
from collaborative culture to team creativity is 0.001. These numbers indicate that while using
Facebook develop affective trust in group (p=0.000), affective trust is not able to have closely
relationship with collaborative culture. The reason might be that members make considerable
emotional investments in working relationship but they are unwilling to discuss problems openly
and collaborate to find out solution. Therefore, collaborative culture cannot develop in team and
it does not relative to team creativity.
FINDING 3. Collectivistic value orientation and absorptive capability have insignificant
effects on team creativity.
Facebook users have more opportunities to exchange information, interact with other mem-
bers in group and collectivistic value, and absorptive capability gradually are created in working
group. However, the P-value of collectivistic value orientation on team creativity (p= 0.175)
shows that there is no influence of collectivistic value in creativity of team. Furthermore, the
effect of absorptive capability on team creativity is not proved (p=0.558). Absorptive capability
of each member seems to support knowledge creation in team or develop value orientation with-
out improving creativity in team
5. Conclusion and implications
5.1 Conclusion
The study focused on clarifying the reasoning of the factors affecting group creation
through the use of social media, specific application for Facebook users. Research results describe
the use of Facebook social networking for team creativity shows that the average daily time for
Facebook is> 3 hours (29.7%), but there are not too many differences compared to other options.
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44.7% of respondents logged into Facebook regularly during the day, but only for a short time.
Mostly they have 501-1000 friends on Facebook (31.3%), 78.7% have more than 3 years of user
experience. The result find that Facebook is very popular among young people, and taking ad-
vantage of this to exploit creativity in the team is necessary.
From the analyzed findings, it can be seen that the relationship between social media use
and the orientation of collective and creative values is weaker than belief and absorption. Using
social media contributes to building trust among team members and helping them understand the
shared knowledge in the group, contributing to enriching their knowledge. Therefore, the use of
Facebook has a significant impact on the orientation of collective values, the ability to acquire,
the ability to create knowledge and develop trust in the group.
With the results of analyzing the structure model, the P value from the affective trust to
collaborative culture is 0.125 and from the collaborative culture to the team creativity is 0.001.
This figure shows that the relationship between faith and collaborative culture is not closely
linked. The reason is that the members of the team invest in affective trust, they are willing to
trust in their team members through emotion, but do not discuss it openly to solve a problem.
Therefore, collaborative culture does not have a positive impact on team creativity.
Finally, the P value of the collective value orientation for the team creativity (p = 0.175)
shows that there is no effect of collective value on group creativity and the effectiveness of ab-
sorption for team creation is not proven (p = 0.558). Collaborative value orientation and absorp-
tive capability have insignificant effect on team creativity, so this relationship is rejected. And,
collaborative culture has not a positive impact on team creativity while using social media.
5.2. The contribution of the study
a. Research implications
In fact, this study helps social media users, particularly Facebook, understand the factors
that influence creativity when working in team, thereby raising awareness when working in team
through social media. In addition, managers of businesses can better understand the behavior of
continuous use of social media for hours, seeing the direct impact of faith as well as the ability
to create knowledge by Facebook. Moreover, this study helps administrators understand what
factors need to be developed to increase the creativity of Facebook users in the future.
b. Managerial implications
This study provides valuable insights into the positive relationship between social media
usage and team creativity. In particular, using social media mainly enriches knowledge and build
up trust in a team. Therefore, to increase the creativity of the team, the authors propose some fol-
lowing recommendations. Firstly, managers must carefully analyze how social media usage can
support or be suitable for their company’s business purpose. Since that, managers have decided
whether it is necessary to apply Facebook or other social media in the working process. Secondly,
organizations have to understand the considerable opportunities behind utilizing knowledge cre-
ation capability to enhance creativity and take advantage of every member’s knowledge to de-
velop creativity. So, the leaders can consider using social media to connect all members in a
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group, for example, Facebook users group, in which they can support together as well as exchange
knowledge.
5.3. Limitations and Future Research
Although this study had taken an initial step in exploring the impact of social media use
on team creativity through absorptive capability, collectivistic value orientation, knowledge
creation capability, and trust. Nonetheless, several limitations remained and are worth to be
explored in future research. First, the data is collected from the students Danang University of
Economics. It is not claimed that the results can be generalized to all student populations in
Vietnam and elsewhere. To increase generalizability, future research needs to consider sampling
views from more places and different universities. Second, data used for this study was collected
from university students who have remarkable similarity in demographic variables. Therefore,
the results seemly could not accurately reflect with the whole population. The future research
may investigate the respondents with various demographic variables. Third, using social media
in this study only focuses on the way students use Facebook for their teamwork and data totally
is collected from Facebook users. The future study should mention many other types of social
media and approach other users to explore whether there are any differences among other types
user. Finally, some previous studies have mentioned that social media use at work can enhance
transactive memory system by frequent interaction and regular communication among team
members (Cao & Ali, 2018; Choi, Lee, & Yoo, 2010; Hollingshead, 1998). However, it is required
a long time research and resources to examine transactive memory system of a team so this study
did not mention this factor. Moreover, transactive memory system is developed over time in teams
(Choi et al, 2010), hence, it is likely to be less effective in newly established teams. Ideally,
future study should conduct a long-term study to explore the impact of social media usage on
transactive memory system.
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