Promoting environmental performance through green human resource management practices in higher education institutions: A moderated mediation model

Using two theoretical lenses—organizational citizenship behavior for the environment (OCBE) and supplies‐values fit theory (SVFT)—the present study examines the influence of green human resource management (HRM) practices on environmental performance using data from higher education institutions. To...

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Bibliographic Details
Published in:Corporate social-responsibility and environmental management 2019-11, Vol.26 (6), p.1579-1590
Main Authors: Gilal, Faheem Gul, Ashraf, Zubaida, Gilal, Naeem Gul, Gilal, Rukhsana Gul, Channa, Nisar Ahmed
Format: Article
Language:English
Subjects:
Behavior
Citizenship
Education
Employees
Environmental management
environmental passion
Environmental performance
green HRM practices
Higher education
Higher education institutions
Human performance
Human resource management
individual green value
Mediation
moderated mediation model
Organizational aspects
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Summary:Using two theoretical lenses—organizational citizenship behavior for the environment (OCBE) and supplies‐values fit theory (SVFT)—the present study examines the influence of green human resource management (HRM) practices on environmental performance using data from higher education institutions. To this end, our research uses survey data from n = 214 employees to test the moderated mediation hypotheses. The study finds that green HRM practices positively enhance environmental performance via employees' environmental passion. Our study further reveals that the effect of green HRM practices on environmental passion is more important when an employee is high on green values than when s/he is low. The current study provides new theoretical insights into environmental management literature by linking green HRM practices to environmental performance. Our findings provide managers with guidance regarding how and when green HRM practices are more likely to lead to enhanced environmental performance.
ISSN:1535-3958
1535-3966
DOI:10.1002/csr.1835