关键词: 感知同事知识隐藏, 愤怒, 宽恕, 人际偏差行为, 观点采择

Abstract: Previous research on knowledge hiding has shed light on the antecedents and consequences of knowledge hiding behavior from the perspective of knowledge hiders, but has largely neglected to explore the influences of perceived knowledge hiding on knowledge seekers’ work attitudes and behaviors from the perspective of knowledge seeker. Only a few studies have explored its impact on seekers' work-related behaviors, such as performance and innovation. However, knowledge sharing is inherently an interpersonal interaction, particularly prevalent among colleagues. Perceived coworker knowledge hiding may be interpreted as a signal of interpersonal rejection, thereby influencing seekers' interpersonal behavior. For example, research has found that different types of perceived colleague knowledge hiding could induce different interpersonal retaliation in seekers (e.g., intentions to withhold knowledge in the future). However, previous research has not explored the psychological mechanisms underlying perceived knowledge hiding and interpersonal retaliatory behavior, nor has it investigated interpersonal deviance behavior--a more immediate and proximal form of interpersonal retaliation than future knowledge hiding. Drawing on the attribution theory, the present study aimed to investigate the potential mechanism by which the three types of perceived colleague knowledge hiding (i.e., perceived evasive hiding, perceived playing dumb, and perceived rationalized hiding) affect interpersonal deviance behavior and the moderating role of perspective taking.
To test the hypotheses, we conducted a two-wave field study with 261 participants from China. At Time 1, employees reported on perceived colleague knowledge hiding (i.e., perceived evasive hiding, perceived playing dumb, and perceived rationalized hiding), anger, forgiveness, perspective taking, and demographics. Approximately two weeks later (Time 2), the employees were asked to rate their interpersonal deviance behavior. The results showed that 1) perceived evasive hiding and perceived playing dumb are positively related to anger and negatively related to forgiveness, which in turn motivate seekers to engage in more interpersonal deviance behavior. 2) Perceived rationalized hiding is positively related to forgiveness and negatively related to anger, which in turn reduces the interpersonal deviance behavior of seekers. 3) Perspective taking moderates the positive relationship between perceived playing dumb and anger; the positive relationship between perceived rationalized hiding and forgiveness; the negative relationship between perceived rationalized hiding and anger. 4) Perspective taking weakens the indirect effect of perceived playing dumb on interpersonal deviance behavior via anger. Perspective taking strengthens the indirect effect of perceived rationalized hiding on interpersonal deviance behavior via forgiveness and anger.
Our theoretical contributions are threefold. First, we extend previous studies on perceived colleague knowledge hiding by demonstrating the impact of three types of perceived knowledge hiding on interpersonal deviance behavior. The current research suggested that, in response to perceived knowledge hiding, seekers are likely to engage in more immediate and direct interpersonal retaliatory behaviors, thereby revealing the higher interpersonal costs associated with perceived knowledge hiding. Second, our findings deepen the understanding of the underlying mechanism of perceived knowledge hiding and interpersonal retaliation by examining the mediating role of anger and forgiveness. Third, the significant moderating effect of perspective taking on the perceived knowledge hiding - anger/forgiveness offers valuable insights into how to alleviate the negative emotional response and ultimately reduce interpersonal deviance behavior. Practically, our research provides implications to buffer the effect of perceived colleague knowledge hiding on employee interpersonal deviance behavior through perspective taking. Managers thus should design some teamwork activities that promote social interaction among employees and increase their trust, so as to foster the ability of perspective taking. In addition, modern organizations necessitate the implementation of interventions in place to relieve employees’ negative experiences induced by perceived knowledge hiding. For example, organizations can advocate relaxation exercises and training programs for emotional regulation. In this way, employees can regulate their negative affect, which in turn reduces interpersonal deviance behavior.

Key words: perceived colleague knowledge hiding, anger, forgiveness, interpersonal deviance behavior, perspective taking