Understanding the antecedents of knowledge sharing behaviour and its relationship to team effectiveness and individual learning

Lin, Chun‐Yu; Huang, Chung-Kai

doi:10.14742/ajet.4549

Cited by 21 publications

(15 citation statements)

References 76 publications

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“…Today’s organizations want their employees to share their knowledge and expertize with their colleagues as it is a source of competitive advantage (Lin and Huang, 2020; Malik and Garg, 2017). Therefore, norms of knowledge sharing have become a significant factor (Goldman and Scardamalia, 2013; Islam et al , 2021).…”

Section: Theorization and Hypotheses Developmentmentioning

confidence: 99%

I regret to hide knowledge: a coping strategy model

Islam

Chaudhary

Aziz

2021

GKMC

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Purpose This study aims to examine the effect of knowledge hiding (KH) on organizational citizenship behavior toward individuals (OCBI) through the mediation of self-conscious emotions (SCE), namely, shame and guilt. This paper further considers the supervisor’s Islamic work ethics (IWE) as a conditional variable. Design/methodology/approach In this quantity-based research, this paper collected data from 473 employees working in various service and manufacturing organizations through Google form at two-lags. Findings The study applied structural equation modeling and identified that employees experience SCE due to KH. More specifically, rationalized hiding was found to have a negative effect, whereas playing dumb and evasive hiding was found to have a positive effect on shame and guilt. The results also revealed SCE (shame and guilt) as mediators between KH and OCBI. Further, the supervisor’s IWE was found to be a conditional variable to strengthen the association between KH and SCE. Research limitations/implications The study collected data from a single source. However, the issue of common method variance was tackled through time-lags. Practical implications The study suggests that supervisors must communicate with employees about the negative outcomes of KH. They must create such an environment that discourages the engagement of employees in KH and encourages the employees to engage themselves in helping behaviors to maintain a productive and creative work environment. Originality/value This study adds to the limited literature on the emotional consequences of KH from knowledge hiders’ perspective and unfolds the behavior-emotion-behavior sequence through the emotional pathway. More specifically, this study examined the negative emotional effect of hiding the knowledge that leads to compensatory strategy (organizational citizenship behavior) through SCE (shame and guilt). Finally, zooming into SCE, this study elucidates the supervisor’s IWE as a conditional variable.

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Section: Theorization and Hypotheses Developmentmentioning

confidence: 99%

I regret to hide knowledge: a coping strategy model

Islam

Chaudhary

Aziz

2021

GKMC

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“…Today knowledge sharing behaviors play a key role and constitute a significant mediator between perceptions of the value in team members' contributions and team effectiveness. Better understanding of the knowledge sharing behaviors can be valuable in competitive and rapidly changing business environment (Lin, Huang, 2020). The question about modern virtual team now is particularly evident (Liska, 2022).…”

Section: Discussionmentioning

confidence: 99%

Untitled

2022

SPSUTOM

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The paper provides a theoretical foundation of entrepreneurial ecosystems with strong focus on start-up ecosystem. The empirical purpose of the study is to identify the key actors, institutions and organisations which can provide a nurturing environment and services for the creation of the start-up ecosystem of the city of Poznań with regard to business-sciencegovernment collaboration. Design/methodology/approach: The research applies the method of in-depth semi-structured direct interview with experts in the field of support services to potential founders and start-ups with academic origin, the case study method, participatory observation, and reflection. The explorative qualitative study uses both descriptive and explanatory techniques. Findings: The research findings provide insight in the real nature of the local start-up ecosystem presenting its key stakeholders, the scope of their support and ways of creating a conducive environment for potential founders and start-ups. The research results highlight the importance of studying the interdependencies among key actors in the start-up ecosystem in order to provide them with necessary resources and to stimulate the synergy effect. Research limitations/implications: Research limitations resulting from the analysis of a purposefully-selected case of the start-up ecosystem do not allow formulating general conclusions. Nevertheless, it illustrates a real business practice and challenges of the development of the specific entrepreneurial ecosystem. Future research line will concern an in-depth analysis of the most critical obstacles in the process of start-up creation as well as the assessment of the interdependencies among the key stakeholders of the start-up ecosystem to look for more effective cooperation. Practical implications: The synthesis of the current reflections on entrepreneurial ecosystems and the research findings reflected here can benefit both employees of business incubators, researchers, and entrepreneurship teachers and become an inspiration for further analysis and extended research on problems associated with increasing the efficiency and sustainability of local start-up ecosystems and the need to build valuable relationships with key stakeholders. Originality/value: The originality of the conducted exploratory research lies in presenting the real business practice and challenges of the development of the specific entrepreneurial ecosystem, and thus contribute to the discussion on the dilemmas associated with conducting the more effective practice-oriented research on start-up ecosystems.

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“…The collaborative learning aspect, meanwhile, occurs when students interact with other group members to listen to their input, ask questions, seek clarifications, and provide opinions during discussions (Gillies, 2019). As a result, they can learn from each other on how to work more efficiently (Lin & Huang, 2020). To achieve this, they would put into practice metacognitive skills such as planning, monitoring, and evaluating (Durak & Uslu, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Group Online Engagement: An Analysis From Tuckman Model

Kamaludin¹,

Yusof²,

Nawi³

et al. 2022

IJARBSS

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The use of group work strategy or collaborative learning can enlighten and benefit students in studying and completing tasks assigned to them. In view of this, online group work has been incorporated into online learning to promote student engagement in their learning process. However, there are also challenges related to this approach as the students would have to manage their collaborative work with other group members virtually. This study investigated the feasibility of conducting online group work by examining the students' engagement through four group developmental stages, namely forming, storming, norming and performing. This quantitative research involved 141 undergraduates in several public higher learning institutions in Malaysia. A survey instrument was used to collect data related to forming, storming, norming and performing in an online group work where the items were divided into four sections namely demographic profile, learner-to-learner engagement, learner-to-instructor engagement, and learner-to-content engagement. The descriptive analysis of the quantitative data revealed a significant finding to prove that learners have high engagement in online learning when doing group activities or tasks. The result from this research would be useful for educators to be more aware of the effective strategies to enhance students' understanding and improve online engagement. Future research could also be carried out to investigate the efficacy of online group in a larger scale from various fields to further strengthen the findings from this research.

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Understanding the antecedents of knowledge sharing behaviour and its relationship to team effectiveness and individual learning

Cited by 21 publications

References 76 publications

I regret to hide knowledge: a coping strategy model

I regret to hide knowledge: a coping strategy model

Untitled

Group Online Engagement: An Analysis From Tuckman Model

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