Knowledge Sharing and Knowledge Management System Avoidance: The Role of Knowledge Type and the Social Network in Bypassing an Organizational Knowledge Management System

Knowledge sharing is a difficult task for most organizations, and there are many reasons for this. In this article, we propose that the nature of the knowledge shared and an individual\u27s social network influence employees to find more value in person-to-person knowledge sharing, which could lead them to bypass the codified knowledge provided by a knowledge management system (KMS). We surveyed employees of a workman\u27s compensation board in Canada and used social network analysis and hierarchical linear modeling to analyze the data. The results show that knowledge complexity and knowledge teachability increased the likelihood of finding value in person-to-person knowledge transfer, but knowledge observability did not. Contrary to expectations, whether the knowledge was available in the KMS had no impact on the value of person-to-person knowledge transfer. In terms of the social network, individuals with larger networks tended to perceive more value in the person-to-person transfer of knowledge than those with smaller networks

Career adaptability and perceived overqualification: Testing a dual-path model among Chinese human resource management professionals

Based on career construction theory, the current research examined the relationship between career adaptability and perceived overqualification among a sample of Chinese human resource management professionals (N = 220). The results of a survey study showed that career adaptability predicted perceived overqualification through a dual-path model: On the one hand, career adaptability positively predicted employees' perceived delegation, which had a subsequent negative effect on perceived overqualification. At the same time, career adaptability also positively predicted career anchor in challenge, which in turn positively predicted overqualification. This dual-path mediation model provides a novel perspective to understand the mechanisms through which career adaptability affects perceived overqualification, and demonstrates the coexistence of opposite effects in this process. In addition, the results also showed that the effects of perceived delegation and career anchor in challenge on perceived overqualification were stronger among employees with a higher (vs. lower) level of organizational tenure. These findings carry implications for both career development theories and organizational management practices

The interplay between experiential and traditional learning for competency development

Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies

THE MEDIATING ROLE OF PROCEDURAL JUSTICE IN RESPONSES TO PROMOTION DECISIONS

ABSTRACT This study used structural equations modeling to examine the mediating role of procedural justice in the relationships between promotion decisions and organizational commitment and between promotion decisions and intent to leave the organization. 156 managers and executives in Italian subsidiaries of two large multinational organizations in the chemical industry were surveyed about their career history within the organization and their reactions to promotion decisions over an 8-year period. The results showed that promotion decisions influenced feelings of organizational commitment through perceptions of procedural justice in promotion decision-making processes. The theoretical and practical implications of the study s findings are discussed. Keyword procedural justice- promotion decisions- career

Emotional Intelligence Development: Leveraging Individual Characteristics

Purpose – The purpose of this paper is to examine the separate and combined effects of three individual characteristics on training gains achieved in a leadership development program designed to enhance participants\u27 emotional intelligence (EI). The overall purpose was to test heretofore untested propositions advanced by various theorists concerning the impact of openness to experience (OE), self‐efficacy (SE), and receptivity to feedback (RF) on training outcomes. Design/methodology/approach – This empirical study utilized a sample of 135 fully‐employed business students in a treatment/control group research design. Findings – The findings suggest that leadership development professionals will likely derive differential EI training gains depending upon participants\u27 status across several variables. Receptivity to feedback was directly associated with EI training gains while the SE‐RF and SE‐OE interactions were predictors of EI training gains. Practical implications – The results hold implications for organizations that seek to enhance the EI of leaders both effectively and efficiently. The application of these findings to a range of leadership development practices and to training efforts that focus on other competencies are discussed. Research implications – The paper connects EI to one of the major challenges facing leaders and leadership development professionals in the future: managing change and offers recommendations regarding research on other factors that are likely to optimize results achieved through efforts to develop the EI of leaders. Originality/value – This is the first study to investigate the impact of these three individual characteristics on training gains achieved. The paper\u27s findings suggest that some individuals are better candidates for EI training and presents a method to identify them