Conceptualizing the Causal Chain of Technostress, Knowledge Sharing and Research Performance

Abstract

The rise of technology has brought many conveniences both for enduser, business, and academia. The benefit perceived by academia is that the lack of information update is no longer a vital problem in research. The ease of technology creates the fast delivery of information, makes the research is internationally disseminated and reached. The researcher task is now can be conducted remotely removing the time and space barriers. However, this condition also brings a significant consequence on the job stress that transforms into technostress caused by the arousing of technology. This study is aimed to conceptualize the maps of technostress among employee and the knowledge sharing to reduce the technostress among researcher and at the same time increasing the research and organizational performance. The finding in this paper emphasizes the antecedent, moderating, and output variable of the causal chain in research performance.

The Influence of Technostress, Learning Goal Orientation, and Perceived Team Learning Climate on Intra-Team Knowledge Sharing and Innovative Practices Among ICT-Enabled Team Members

“…Fourth, our results on the moderating effect of learning goal orientation between technostress and intra-team knowledge sharing unraveled how learning goal orientation enables team members to address the challenges presented by technostress. This extends previous findings (Khuzaini et al, 2021) that only investigated the negative impact of technostress.…”

“…On the one hand, ICTs can facilitate the dissemination of special capabilities, skills, and knowledge of team members during the innovative processes, and support the interaction among team members, thereby collectively leading to innovation within the team (Shirish et al, 2019). On the other hand, ICTs could stress employees with constant knowledge upgrading, overtime, privacy breach, and exhaustion (Khuzaini et al, 2021;Taser et al, 2022). To address the paradox, we examine ICT-enabled team members' innovative practices as the dependent variable, with team members' technostress as the situational factor, learning goal orientation as the motivational factor, intra-team knowledge sharing and perceived team learning climate as the team-level factors to examine the underlying mechanisms.…”

“…Employees in the same team may also bear different perspectives and priorities that prevent them from sharing knowledge within the team, thereby negatively affecting the team's learning climate and constraining employees' innovative practices. Moreover, ICTs often bring more requirements for employees to continuously learn new knowledge and skills and entail constant monitoring and tracking of employee activities, thereby collectively leading to overtime work, privacy intrusion, and fatigue at work; a symptom known as technostress (Khuzaini et al, 2021;Tarafdar et al, 2010;Taser et al, 2022). This leads to a paradox where the ICTs enabling information flow and connectivity among team members may, at the same time, lead to the issue of technostress that hinders knowledge sharing and innovative practices among team members.…”

Enhancing The SME’s Employee Careers Development: The Role of Organizational Learning

“…(Ababneh, 2013). Changes at the organizational level can increase the importance of managing employees in the workplace, particularly in planning and managing employee careers (Widyanti, 2019;Khuzaini & Zakky, 2020;Khuzaini et al, 2021).…”