Knowledge management processes and innovation performance: The moderating effect of employees’ knowledge hoarding

Abstract

The positive impact of knowledge management on innovation performance is no longer a mystery. However, the moderating role of knowledge hoarding remains undisclosed. Therefore, the present study aims to explore the moderating role of knowledge hoarding on the effect of knowledge management on innovation performance. On the ground of its design as a descriptive research, a questionnaire-based survey was developed, validated, and administered to a sample of 314 managers chosen from commerce and service organizations. Using multiple regression analysis and structural equation modeling (SEM), the results indicated that knowledge management processes (knowledge acquisition, dissemination, storage, sharing and application) exerted significant effects on innovation performance. Moreover, Knowledge hoarding exerted a significant negative effect on innovation performance. However, the results indicate that knowledge hoarding did not moderate the effect of knowledge management processes on innovation performance. This finding can be explained by the fact that, despite the negative impact of knowledge hoarding on innovation performance, this effect did not affect the relationship between knowledge management processes and innovation performance and this may be due to the nature of knowledge hoarded by employees in terms of relevance and scarcity. In the light of these findings, the study recommends that it is necessary to determine whether employees hoard knowledge, and distinguish how important this knowledge is for innovation performance. In fact, this is the contribution of the current study to knowledge management literature.

Knowledge Management and Continuous Improvement in a Private University from Lima, Peru [Gestión del Conocimiento y Mejora Continua en una Universidad Privada de Lima, Perú]

“…This allows determining the existence of a high correlation between the variables Application and use of Knowledge and continuous improvement in a Private University from Lima, 2020. These results are consistent with what Al-Abbadia, et al (2020), who carried out a study in service and commerce companies, where they affirm that the application of knowledge exerts a positive effect on the performance of innovation, since a p <0.05 was obtained. Ngoc-Tan and Gregar (2018) demonstrated that the use of knowledge is significantly associated with administrative innovation and technical innovation in the scenarios of public universities in Vietnam, obtaining a p value (sig = 0.006) lower than the significance level of 5%.…”

“…The result is supported by what the Garcia-Fernandez (2016) research mentions, who refers to the knowledge storage variable, determining that companies with higher levels of knowledge storage tend to use tools such as the intranet or databases , being the head of the area responsible for storing the knowledge; This allows the company to obtain the knowledge generated quickly, which facilitates making modifications to its products or processes in order to adapt them to the needs of the company in the face of changes in the market. Likewise, Al-Abbadia et al (2020) state that the storage of knowledge in trade and service organizations exerts a positive effect on the performance of innovation, since a p <0.05 was obtained. This study recommends that companies should focus on the nature of knowledge that employees possess, in order to verify their role and use it to contribute to business innovation.…”

Knowledge hiding and knowledge hoarding: A systematic literature review

“…The concept of KHo is presented in only 13 articles (Al‐Abbadia et al, 2020; Anaza & Nowlin, 2017; Connelly et al, 2012; Evans et al, 2015; Feng & Wang, 2019; Garg & Anand, 2020; Holten, Hancock, Persson, Hansen, & Hogh, 2016; Pan, Zhang, Teo, & Lim, 2018; Serenko & Bontis, 2016; Su, 2020; Wang, Han, Xiang, & Hampson, 2019b; Wang, Law, Zhang, Li, & Liang, 2019a; Xia et al, 2019; Zhao et al, 2016). In those articles, KHo is defined as knowledge retention, in 5 of them (Anaza & Nowlin, 2017; Feng & Wang, 2019; Holten et al, 2016; Pan et al, 2018; Zhao et al, 2016) it is also explicit that the retained knowledge is not requested.…”

The Antecedence of Teacher's Professional Performance: Evidence from Indonesia

“…Commitment is the degree to which an employee identifies with the organization and wants to continue actively participating in it, willing to put forth effort on its behalf [40] [26]. Commitment also reflected as a force that binds an individual to a course of action of relevance to one or more targets, reliable identification of someone with their duties, and self-identification, loyalty, and involvement expressed by someone [41]- [43].…”

“…Organizational commitment, among others, affective commitment, which involves the employees' emotional attachment to, identification with, and involvement in the organization [46]. For Newstrom [40], affective commitment is the employees' positive emotions to try and choose to remain part of the organization. Like the arguments, Ivancevich, Konopaske & Matteson [3] state that commitment involves many attitudes reflected affection, such as feelings are identical to organizational goals, a sense of being involved in organizational tasks, and feeling loyal to the organization.…”