Perceptions of senior managers toward knowledge‐sharing behaviour

Abstract

Senior managers have shown an increasing interest in understanding and encouraging knowledge-sharing behaviour in their organizations. However, very few empirical studies have examined senior managers' perceptions of knowledge-sharing behaviour. This study used Ajzen's theory of planned behaviour (TPB) to develop and test a research model to assess the factors that influence encouragement of knowledge-sharing intention and behaviour by senior managers. The data from a survey of senior managers in Taiwan were used empirically to test the proposed research model. Moreover, confirmatory factor analysis (CFA) was conducted to examine the reliability and validity of the measurement model, and the structural equation modelling (SEM) technique was used to evaluate the research model. The analytical results showed that the research model fitted the data well and the main determinants of enterprise knowledge-sharing behaviour were the encouraging intentions of senior managers. Additionally, senior managers' attitudes, subjective norms and perceived behavioural control were found to positively influence intentions to encourage knowledge sharing. Finally, research and practical implications were suggested.

Affiliation, Reciprocal Relationships and Peer Pressure in Knowledge Sharing in Public Universities in Malaysia

“…For example, an individual has higher intention to share when the individual perceive sharing among colleagues is highly regarded by his or her superior. From the empirical findings of Lin and Lee (2004), and Kuo and Young (2008), they claimed that high social norm does lead to high intention toward knowledge sharing. Thus we hypothesize: H1: The higher the peer pressure towards knowledge sharing, the higher the intention to share knowledge.…”

Human resource management practices stimulating knowledge sharing

“…Chen and Huang (2009) mention that organizations need to offer internal and external training opportunities to develop and nurture required knowledge and expertise of employees because, as Ramirez and Li (2009) conclude, knowledge sharing occurs as employees are trained to use new equipment and, in turn, teach others. Training and staff development not only positively affect individual characteristics, knowledge, skills, and attitudes (e.g., openness to innovative ideas, perception of mistakes as important learning opportunities and willingness to learn, self-efficacy) but they can also present both a formal and informal opportunity for knowledge sharing and have a positive and significant influence on knowledge sharing (Chen and Huang, 2009;Collins and Smith, 2006;Fong et al, 2011;Lin and Lee, 2004;Pham et al, 2015). Training, as well, can help to overcome some constraints on knowledge sharing, such as a learner's lack of motivation, low absorption capacity, or integration capability (Rhodes et al, 2008in Fong et al, 2011.…”

“…Managers and their leadership styles have been identified as important influencers of effective knowledge sharing (Lin and Lee, 2004;Rahman et al, 2016;Seba et al, 2012;Yong Woon, 2014). First, it is worth to point out that managers control most of the other factors that shape knowledge sharing cultures and environments: time, opportunities for employee participation, and rewards (Naicker and Omer, 2015;Seba et al, 2012).…”

Measuring Knowledge

“…All constructs were measured using multiple items. Likewise, Lin and Lee (2004) measured perceptions toward knowledge-sharing behavior, but they focused on perceptions of senior managers and five constructs: knowledge-sharing behavior, intentions to encourage knowledge sharing, attitudes toward knowledge sharing, subjective norms about knowledge sharing (perceived social pressure to encourage knowledge sharing), and perceived behavioral control to knowledge sharing (perceived ease or difficulty of encouraging knowledge-sharing behavior). All constructs were measured using multiple items.…”