Knowledge sharing, hiding and hoarding: how are they related?

Is knowledge liberating? The role of knowledge behaviors and competition on the workplace happiness of healthcare professionals

PURPOSE

The purpose of this paper is to highlight the joint impact of competitive culture and knowledge behaviors (sharing, hoarding and hiding) on workplace happiness among healthcare professionals. It addresses a literature gap that critiques the development of happiness programs in healthcare that overlook organizational, social and economic dynamics. The study is based on the Social Exchange Theory, the Conservation of Resources Theory and the principles of Positive Psychology.

DESIGN/METHODOLOGY/APPROACH

The study analyzes a linear relationship between variables using a structural equation model and a partial least squares approach. The data are sourced from a survey of 253 healthcare professionals from Portuguese healthcare organizations.

FINDINGS

The data obtained from the model illustrate a positive correlation between competitive culture and knowledge hoarding as well as knowledge hiding. Interestingly, a competitive culture also fosters workplace happiness among healthcare professionals. The complex relationship between knowledge behaviors becomes evident since both knowledge hoarding and sharing positively affected these professionals' workplace happiness. However, no direct impact was found between knowledge hiding and workplace happiness, suggesting that it negatively mediates other variables.

ORIGINALITY/VALUE

This research addresses a previously identified threefold gap. First, it delves into the pressing need to comprehend behaviors that enhance healthcare professionals' workplace satisfaction. Second, it advances studies by empirically examining the varied impacts of knowledge hiding, hoarding and sharing. Finally, it sheds light on the repercussions of knowledge behaviors within an under-explored context - healthcare organizations.

Working from anywhere: yin-yang cognition paradoxes of knowledge sharing and hiding for developing careers in China

Digital technology coupled with the quarantines caused by the COVID-19 pandemic has made working from anywhere (WFA)-a modern form of remote working-a widespread phenomenon. Given that WFA brings new career challenges to and engenders paradoxes of knowledge exchange among employees, this research aims to examine how the interactions of remote work time (RWT), knowledge sharing (KS), and knowledge hiding (KH) affect career development (CD) from a culturally grounded paradoxical framing of yin-yang harmonizing. The data were collected from Chinese manufacturing employees, and a moderated hierarchical regression analysis was used to examine the hypotheses. The results show an inverted U-shaped relationship between RWT and CD. The interaction of KS and KH is significantly related to CD, and the inverted U-shaped RWT-CD relationship is moderated by the interaction term, in which RWT exerts the most substantial positive impact on CD when KS is high and KH is low. This study offers valuable implications for coping with perplexing employment relationships and increasing career challenges in volatile work environments. The primary originality is to adopt a novel cognitive frame of yin-yang harmonizing to examine the nonlinear effect of remote working and the symbiotic impact of KS and KH on CD, which not only enriches the understanding of flexible work arrangements in the digital economy but also provides novel insights into the interconnectedness of KS and KH and their interacting effects on HRM-related outcomes.

Are cohesive and mindful employees in India more likely to hoard knowledge? The mediating effect of meaning-making through work

Purpose

Knowledge sharing is increasingly important in today’s information age and extant literature considers knowledge hoarding as an undesirable form of knowledge-withholding behavior. As knowledge hoarding is a generic, nonintentional behavior, specific attitudes and organizational processes are unlikely to curb it. Hence, the study postulates that reflection, awareness and group identification are necessary to combat innate tendencies toward knowledge hoarding. To test these hypotheses, this study aims to explore the role of mindfulness and relational systems in reducing employees’ knowledge hoarding by increasing their meaning-making through work.

Design/methodology/approach

The study results are based on a cross-sectional survey of 203 employees in India working for different organizations. Standardized scales were used for capturing data, and partial least squares structural equation modeling was used for analysis.

Findings

Mindfulness and team cohesion were positively related to an increase in meaning-making through work. Supervisor support improved perceptions of team cohesion. However, contrary to expectations, team cohesion and meaning-making through work were positively, rather than negatively, related to knowledge hoarding.

Research limitations/implications

The cross-sectional nature of the study prevents strong inference of causal relationships. Future studies may use a longitudinal design to test the relationships.

Practical implications

It highlights the role of meditation sessions and supervisory support in improving employees’ perceptions of meaning-making through work. It exhorts managers to systematically assess the impact and societal perceptions regarding knowledge hoarding rather than automatically assume a negative attitude.

Originality/value

To the best of the authors’ knowledge, this is the first study to investigate the impact of mindfulness, team cohesiveness and meaning-making through work on employees’ knowledge hoarding behaviors. The study results suggest that knowledge hoarding may be perceived positively in certain cultures. It highlights the inconsistencies in the conceptualization and operationalization of knowledge hoarding and suggests the need for better construct delineation and empirical studies related to knowledge hoarding.

Personality disorders as a predictor of counterproductive knowledge behavior: the application of the Millon Clinical Multiaxial Inventory-IV

Purpose

This study investigates the role of personality disorders in the context of counterproductive knowledge behavior.

Design/methodology/approach

Data were collected through a survey administered to 120 full-time employees recruited from Amazon’s Mechanical Turk. Personality disorders were measured by means of the Millon Clinical Multiaxial Inventory-IV.

Findings

Personality disorders play an important role in the context of counterproductive knowledge behavior: employees suffering from various personality disorders are likely to hide knowledge from their fellow coworkers and engage in knowledge sabotage. Of particular importance are dependent, narcissistic and sadistic personality disorders as well as schizophrenic and delusional severe clinical syndromes. There is a need for a paradigm shift in terms of how the research community should portray those who engage in counterproductive knowledge behavior, reconsidering the underlying assumption that all of them act deliberately, consciously and rationally. Unexpectedly, most personality disorders do not facilitate knowledge hoarding.

Practical implications

Organizations should provide insurance coverage for the treatment of personality disorders, assist those seeking treatment, inform employees about the existence of personality disorders in the workplace and their impact on interemployee relationships, facilitate a stress-free work environment, remove social stigma that may be associated with personality disorders and, as a last resort, reassign workers suffering from extreme forms of personality disorders to tasks that require less interemployee interaction (instead of terminating them).

Originality/value

To the best of the authors’ knowledge, this work represents one of the first attempts to empirically investigate the notion of personality disorders in the context of knowledge management.

Why do employees withhold knowledge? The role of competitive climate, envy and narcissism

Purpose

Based on the self-evaluation maintenance model and social comparison theory, the purpose of this study is to test a novel model to explore the influence of competitive psychological climate on knowledge withholding of employees with the mediating role of envy. This study also investigated when the effect of climate on envy is more pronounced by assessing the role of a narcissistic personality.

Design/methodology/approach

The authors collected time-lagged data from 376 employees working in UAE national banks to test the model.

Findings

The findings of this study showed that a competitive psychological climate indirectly affects knowledge withholding behaviour because such a climate enhances the emotional response of employee envy. In a competitive climate, upward social comparisons are likely to be heightened, resulting in employee envy and knowledge withholding because knowledge is used as leverage to gain self-control and self-worth in the organisation. This effect of such a climate on employee envy was found to be stronger when employees have a narcissistic personality.

Originality/value

The findings offer practical insights to managers and practitioners on the importance of managing the competitive climate cautiously to address the likelihood of knowledge withholding behaviour among employees at work.

Knowledge hiding in the academia: Individual and social factors predicting knowledge hiding behaviour of undergraduates of a Nigerian university

This study examined the knowledge hiding behaviour (KHB) of undergraduates of a university in southwestern, Nigeria, as well as the individual and social factors influencing their knowledge hiding behaviour. The study adopted the descriptive survey design. Random sampling was used to select 390 undergraduates across the faculties of the university. A structured questionnaire was used to collect data. Findings revealed that the undergraduates engaged in knowledge hiding. The study also identified the various methods the students used to hide knowledge, among which are pretense of lack of knowledge, avoiding interactive classes, reading alone and unwillingness to release lecture notes, among others. The results show that the individual factors (distrust and psychological ownership), as well as the social factors (negative or lack of mutual reciprocity, lack of social interaction and lack of social identification), predicted the KHB of the students. The study concluded that the undergraduates engaged in knowledge hiding in so many ways and for many reasons. The individual factors of the students, as well as the social factors surrounding them, predicted their KHB. The study made some recommendations for research and practice.

Mitigating knowledge hiding behaviour through organisational social capital: a proposed framework

Purpose

This study aims to develop a framework that demonstrates the role of social capital in alleviating knowledge hiding behaviour in organisations while also considering the moderating roles of perceived organisational politics and the perceived value of knowledge in this process.

Design/methodology/approach

The authors conducted a systematic literature review of research papers on the topic of knowledge hiding to develop a framework for mitigating knowledge hiding.

Findings

This paper conceptualises social capital into three interrelated dimensions (e.g. structural, cognitive and relational). Based on the findings of the review, all the three social capital dimensions can potentially mitigate an individual’s propensity towards knowledge hiding. Additionally, the paper integrates two potential moderators: perceived organisational politics and perceived value of knowledge, which could undermine the outcomes of social capital in mitigating knowledge hiding.

Research limitations/implications

Although the proposed framework may provide preliminary insights to practitioners and scholars, one of its key limitations is that it is conceptual. Future empirical research is needed to validate the proposed framework.

Originality/value

Existing research has focused on studying the antecedents and consequences of knowledge hiding. However, scant scholarly work explores how such behaviour can be mitigated. This paper addresses this gap and contributes to understanding how organisations can alleviate the prevalence of knowledge hiding by developing their social capital and by focusing on contextual factors.

Effects of Knowledge Hiding in Dual Teaching Methods on Students' Performance-Evidence From Physical Education Department Students

With the post-pandemic situation, digitalization has revolutionized physical teaching into online teaching and has become a common practice. The engagement of students has been essential for their good academic performance which can be ensured by the active participation of the students and this is a real challenge for the teachers. However, sometimes in online and physical teaching, teachers are also involved in rationalized knowledge hiding, which leads to the disengagement of the students, and this ultimately affects their academic performance. Therefore, the present study aims at measuring the students’ disengagement in the teaching classes, both physical and online. The population of the present study is the students from the universities of China belonging to different fields of study. The sample size for this study is 246. The data are obtained through the Questionnaire surveys. The existing study has assessed the role of teachers’ rationalized knowledge hiding behaviors in the disengagement of students and their lesser grades. It has been found that rationalized knowledge hiding in online teaching does not affect students’ performance; however, it makes students disengage from their studies in physical classes. Interestingly, the rationalized knowledge hiding in physical teaching has negatively affected the performance of the students. Furthermore, the mediating role of the students’ disengagement has been found significant in this study. Organizations, especially universities, can ensure maximum knowledge sharing by motivating the instructors through positive reinforcements. This study will be useful for the curriculum coordinators of different departments in ensuring the maximum outcome of the teaching classes, workshops, and seminars conducted either physically or online to avoid the rationalized knowledge hiding of the teachers.

The effects of expert power and referent power on knowledge sharing and knowledge hiding

Purpose

The purpose of this research study is to determine the ways in which employees’ personal power-expert and referent power influences their knowledge sharing and hiding behaviour. There are hardly any studies that have investigated the effects of employee power and expectations regarding the consequences of divulging knowledge. In this study, the authors investigate whether expected gains and losses in employee personal power influence employees’ willingness to participate in knowledge transfer.

Design/methodology/approach

The authors adopted a two-wave survey design and collected critical data from 288 employees of knowledge-intensive industries identified through online techno-groups, such as Stack Exchange. In the first wave, out of the total, 192 knowledge workers attended the follow-up survey. The authors apply polynomial regression followed by surface response analysis to establish the effects of any discrepancy between the current levels of employees’ personal power and their expected levels if they divulge their unique critical knowledge.

Findings

The authors find out that employees having relatively strong personal power are more likely to share knowledge, and the expected losses in power are categorically associated with a reduced intention to share knowledge. The authors also observed an increased knowledge hiding with expected losses in power. Surprisingly, the authors find that these established negative outcomes are also specifically associated with the expected gains in personal power.

Research limitations/implications

The most significant contribution of this study is to establish that power plays an important but complex role in determining the employees’ participation in knowledge transfer activities. The authors specifically conclude that the optimal scenario for knowledge sharing is one in which the employees’ contributions are fairly valued and their reputation is not expected to change because of knowledge sharing.

Originality/value

To the best of the authors’ knowledge, this study is one of the first comprehensive studies that link power to both sharing and hiding of knowledge. This study is also unique in terms of its investigation of the effects of any discrepancy between current levels of employees’ personal power and their expected levels if they share or hide their unique critical knowledge. Thus, this research study is a unique contribution in terms of what and why of an untouched area in the entire knowledge management literature with a special focus on knowledge sharing and hiding.

Knowledge Hiding: Current Research Status and Future Research Directions

This article provides a review of scientific articles addressing the topic of knowledge hiding in organizations. Based on a descriptive analysis, bibliometric analysis, and content analysis of a sample of 81 articles published in the academic journals in the Web of Science from 2012 to 2020, we identify the main areas and current dynamics of knowledge hiding research. Our results show that the central research themes of knowledge hiding include five clusters: concept and dimensions, antecedents, consequences, theories, and influence mechanisms. Based on our findings, we suggest future research should further develop the concept and dimensions of knowledge hiding; probe deeper into the consequences of knowledge hiding; explore multilateral, cross-level, and collective knowledge hiding; employ innovative theoretical perspectives and research methods to study knowledge hiding; and address how cultural and other contextual factors may shape the knowledge hiding behavior.

Knowledge Sharing in Business Education

The paper aims to investigate the evolution of the theme of knowledge sharing in business education in academic literature. Based on an extensive search, it can be stated that this is the first systematic review of this topic. The method employed in this study was a systematic review that covered publications from 1997, when the first paper relating the theme was published in the selected databases, to 2020. The analysis was based on 306 articles. Four periods were identified: embryonic, emergent, growth young and growth highest. One of the findings is that knowledge sharing in business education is growing in virtual environments, especially in the last year, where the COVID 19 pandemic restricted the option of face-to-face education in classrooms. It is recommended that business schools decrease the percentage of time they spend in lectures and increase the time and strategies in which students share knowledge, discuss problems and make decisions based on collective reflection.