Connecting the dots: exploring the role of ebullient supervision in fostering knowledge sharing through curiosity and informal learning

Abstract

Purpose

The purpose of this paper is to examine curiosity as a distal predictor of knowledge sharing facilitated by informal learning. It also probes the boundary conditions imposed by ebullient supervision in the influence of curiosity on knowledge sharing.

Design/methodology/approach

The authors collected data through a two-wave survey of 349 knowledge workers in the IT sector and used structural equation modeling to analyze the data.

Findings

The results indicated a positive relationship between curiosity and knowledge sharing. In particular, informal learning was found to mediate the relationship between curiosity and knowledge sharing and ebullient supervision was identified as a significant condition that strengthens the effect of curiosity on informal learning.

Practical implications

Organizations can promote knowledge sharing by harnessing curiosity as an intrinsic motivator for employees to engage in informal learning. Moreover, the findings identified ebullient supervision as an extrinsic motivator within the work environment, suggesting its potential to enhance the impact of curiosity on knowledge sharing.

Originality/value

This paper broadens the limited literature on ebullient leadership by revealing how it strengthens the effects of curiosity and informal learning on knowledge sharing.