Online knowledge sharing and employee innovation: the role of job self-efficacy and innovative climate

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Workplace Learning Pub Date : 2024-04-30 DOI:10.1108/jwl-09-2023-0153

Cong Thuan Le, Thi Kim Lan Phan, Thi Y Nhi Nguyen

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Abstract

Purpose

This study aims to investigate how job self-efficacy mediates the relationship between online knowledge sharing and employee innovation. To fully understand this relationship, this study also tests the moderating role of an innovative climate.

Design/methodology/approach

This study gathered data from 353 full-time employees working at information technology companies in Vietnam. This study used structural equation modeling to test hypotheses.

Findings

The results showed that online knowledge sharing positively influenced employee innovation directly and indirectly through job self-efficacy. Moreover, innovative climate positively affected employee innovation as well as moderated the nexus between online knowledge sharing and employee innovation.

Originality/value

First, this study provides further evidence that job self-efficacy plays a mediator linking online knowledge sharing with employee innovation. Second, this paper confirms that an innovative climate can play a mixed moderator that not only influences employee innovation but also moderates the association between online knowledge sharing and employee innovation.

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在线知识共享与员工创新：工作自我效能感和创新氛围的作用

目的本研究旨在探讨工作自我效能感如何调节在线知识共享与员工创新之间的关系。为了充分理解这种关系，本研究还测试了创新氛围的调节作用。本研究收集了在越南信息技术公司工作的 353 名全职员工的数据。研究结果表明，在线知识共享通过工作自我效能感直接或间接地对员工创新产生积极影响。此外，创新氛围也对员工创新产生了积极影响，并调节了在线知识共享与员工创新之间的关系。原创性/价值首先，本研究进一步证明了工作自我效能感在在线知识共享与员工创新之间起到了中介作用。其次，本文证实了创新氛围可以发挥混合调节作用，不仅影响员工创新，而且调节在线知识共享与员工创新之间的关联。

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来源期刊

Journal of Workplace Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

10.50%

发文量

期刊介绍： The Journal of Workplace Learning aims to provide an avenue for the presentation and discussion of research related to the workplace as a site for learning. Its scope encompasses formal, informal and incidental learning in the workplace for individuals, groups and teams, as well as work-based learning, and off-the-job learning for the workplace. This focus on learning in, from and for the workplace also brings with it questions about the nature of interventions that might assist the learning process and of the roles of those responsible directly or indirectly for such interventions. Since workplace learning cannot be considered without reference to its context, another aim of the journal is to explore the organisational, policy, political, resource issues and other factors which influence how, when and why that learning takes place.