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This study aims to shed light on the dual impact of appraisals of pandemic‐induced job stressors on employee knowledge sharing and hiding behaviors. Drawing on the transactional attribution model, we hypothesize that employee perceptions of supervisor compassionate and self‐serving behavior would positively mediate the impact of employee challenge and hindrance appraisals of pandemic‐induced job stressors on employee knowledge sharing and knowledge hiding, respectively. Moreover, stressor appraisals are expected to interact with employee attributions of supervisor compassionate and self‐serving motives in shaping perceptions of supervisor compassionate and self‐serving behavior, respectively. To test our hypotheses, we conducted two independent studies—a three‐wave full longitudinal study with 230 employees from UK and U.S. firms during the first COVID‐19 outbreak and a randomized scenario‐based experiment with 210 U.S. employees. Cross‐lagged structural equation analyses, analyses of variance, and path analyses fully supported our predictions, thus providing a nuanced understanding of the role of perceived supervisor behavior and attributions of supervisor motives in accounting for the differential effects of employee appraisals of pandemic‐induced job stressors on knowledge behaviors. [ABSTRACT FROM AUTHOR]

Knowledge hiding – intentionally concealing knowledge from a colleague who requested it – is often damaging for individuals and organizations. Amongst the factors explaining knowledge hiding, one has been overlooked, despite being an important lens for understanding employee behaviours: gender. In this article, we investigate its relevance by examining whether and how gender shapes two complementary aspects of knowledge hiding behaviour: frequency of hiding, and the approaches that knowledge hiders employ to do so. Building on extant literature about gender roles at the workplace, we suggest that the social roles into which women and men are socialized, and the sanctions they face if they behave incongruently with these roles affect both aspects of knowledge hiding. We explore these ideas in a multi‐wave study of full‐time employees based in the United Kingdom (n = 449). Our findings suggest that men hide their knowledge from colleagues more frequently. In addition, both women and men hide knowledge in a way that is congruent with the expectations of others regarding their social role: that is, women use evasive hiding and playing dumb more than men, while men use rationalized hiding more than women. A male‐dominated context reduces these differences between genders. [ABSTRACT FROM AUTHOR]

Knowledge hiding is known to have negative consequences on organizational performance. The existing literature mainly focuses on the identification of antecedents and consequences of knowledge hiding. The studies pertaining to the top management role in creating a culture that stops concealing knowledge within an organization are limited. To fill that gap, the paper empirically address the knowledge sharing culture and to explore the management support to avoid knowledge hiding culture in an organization. This study based on an empirical study carried out in a United Kingdom-based laboratory within a high-tech global corporation, in which the atmosphere appeared conducive to knowledge sharing, and knowledge transfer appeared voluntary and spontaneous. The paper seeks to address why members of the case organization is reluctant about knowledge hiding among themselves. The study reveals that the management role is important in creating a culture that help discourage employees to withhold knowledge. The paper identifies the actions that top management takes to stop concealing knowledge within an organization. This study has provided several contributions. The findings of the study may be useful to managers and practitioners. For managers, this paper presents some important organizational factors that can be nurtured to avoid a knowledge-hiding culture in the organization. They can also take the management actions of the case organization as lessons to create a culture that encourage their employees to avoid knowledge hiding behavior. [ABSTRACT FROM AUTHOR]