Navigating knowledge hiding : perspectives from hiders and targets in group settings

Abstract

Purpose – This study aims to investigate the dynamics of knowledge hiding (KH) within group settings, focusing on both the experiences of those who hide knowledge and the perceptions of their group members. Design/methodology/approach – An exploratory study was conducted with 49 undergraduate business students who participated in group-based problem-solving tasks. Some participants were assigned the role of “knowledge hiders.” Data were gathered through observations, pre- and posttask surveys and in-depth interviews. The analysis included quantitative and qualitative approaches, with thematic analysis applied to the qualitative data. Findings – This study identified complex emotional responses among knowledge hiders, including guilt and cognitive conflict, moderated by social context. Hiders used various strategies, including evasive hiding, playing dumb and misdirection. Interestingly, targets often misinterpreted KH behaviors, attributing them to disinterest or discomfort rather than intentional withholding. Research limitations/implications – The controlled setting and short-term interactions may limit generalizability to organizational contexts. Future research should explore the long-term consequences of KH and its occurrence in diverse environments. Practical implications – Organizations may benefit from addressing the underlying causes of KH, such as communication issues and weak social connections, rather than solely focusing on eliminating KH behaviors. Understanding the subtle nature of KH could lead to more effective interventions in fostering open knowledge-sharing cultures. Originality/value – The dual perspective – examining both the hiders’ and targets’ experiences – adds a novel dimension to the KH literature. The findings challenge the assumption that KH always leads to negative outcomes, like mistrust or group conflict, and emphasize how KH is often misperceived in group interactions.