This study explored whether the relationship between perceived training intensity and knowledge sharing is prone to combined moderating influences. We operationalized perceived training intensity as a challenge stressor, in accordance with the challenge‐hindrance framework of work stressors. The results of a study of 129 employees from three Norwegian service industries revealed a positive relationship between perceived training intensity and supervisor‐rated knowledge sharing for employees reporting high levels of perceived job autonomy and high levels of perceived supervisor support. In contrast, we found a negative relationship between perceived training intensity and supervisor‐rated knowledge sharing for employees reporting high levels of perceived job autonomy and low levels of perceived supervisor support. These findings suggest that supervisors are of vital importance in facilitating knowledge sharing among employees in settings where developmental challenges are prevalent and perceptions of job autonomy are high. Implications for future research and practice are also discussed. © 2014 Wiley Periodicals, Inc.

While previous studies have increased our knowledge of how employees’ perceptions of development practices influence employee outcomes, the role of potential contingencies in this relationship remains relatively unexplored. In the present study, we set out to contribute to this research by exploring whether congruence or lack of congruence between perceived employee development practices and the perceived motivational climate at work influence employee performance and turnover intention. A field study among 169 employees from a Norwegian financial organization revealed that lack of congruence may be detrimental in terms of work performance and turnover intention. Implications for practice and future research are discussed.