Employees’ Knowledge Management Behaviors: Analysis of the Most

Dominant Indicators

Maria Grace Herlina

and Sasmoko

2,3

Management Department, BINUS Business School Undergraduate Program, Bina Nusantara University, Jakarta,

Indonesia 11480

Primary Teacher Education Department, Faculty of Humanities, Bina Nusantara University, Jakarta, Indonesia 11480

Research Interest Group in Educational Technology, Bina Nusantara University, Jakarta, Indonesia

Keywords:

knowledge management, behavior, human capital, knowledge-based activities.

Abstract:

Knowledge becomes a competitive resource in the knowledgeable era. On this basis, it is necessary to re-

new and strengthen human capital in the organization to make it intangible ﬁrm- resources in the sense of

uniqueness and rarity. The purpose of this study is to identify the individual knowledge-based activities that

can support organization knowledge management to achieve the sustainability of the organization. The re-

search applied correlational surveys using the Neuroresearch method and explanatory study as the research

methodology. Research results show that the most decisive indicator of knowledge management behavior is

knowledge-based learning. It implies that knowledge-based learning can be the most dominant indicator to

predict employees’ knowledge management behavior.

1 INTRODUCTION

The importance of knowledge as the powerful source,

has taken the researchers’ attention since the late

1990s. Moreover, knowledge is also a part of the so-

cietal process since the society produced, processed

and integrated knowledge on a daily basis. Recently,

knowledge has become a prominent component of

organizational capitals just like land, labor and fund

(Mohajan et al., 2019).

The organization is the place where knowledge in-

tegration occurred between individuals and between

groups during the process of creating goods and ser-

vices at any level of the organization. At this stage,

knowledge management takes place. Knowledge

Management is the process of creating, managing and

sharing the right information to the right person, at the

right time and place (Halawi et al., 2005). The core

of knowledge management is knowledge sharing be-

cause it is the most signiﬁcant basis for knowledge

management (Ibragimova et al., 2012).

As it is known, most activities in service indus-

try relies on knowledge. Consequently, the service

industry must focus on facilitating its human capi-

tal to renew and strengthen the knowledge they pos-

sessed. In this context each person should renew and

strengthen his/her human capital since the organiza-

tional effectiveness is the result of the aggregated ef-

fects of individual employee behaviors since those are

the primary determinants(Jackson et al., 2003). Most

previous studies and researches merely focused on

knowledge sharing behavior. Yet there are still many

knowledge-based activities that can support the suc-

cess of knowledge management in an organization.

Based on the explanation above, the purpose of this

study is to identify the individual knowledge-based

activities that can support organizational knowledge

management in order to create organizational learn-

ing to achieve the sustainability of the organization.

2 LITERATURE REVIEW

All the individual capabilities, inherent or learnt, can

be considered as human capital since these can cre-

ate or add values to an organization. Human cap-

ital has three key elements. First, the intellectual

capital consist of knowledge, skill, creativity and in-

novative brainpower that can utilize intangible asset

that makes the organization worthwhile (Salicru et al.,

2007). The second is social capital which is knowl-

edge derived from networks of relationships within

and outside the organization. Social capital are mu-

tual trust, values and certain standards. The third is or-

Herlina, M. and Sasmoko, .

Employees’ Knowledge Management Behaviors: Analysis of the Most Dominant Indicators.

DOI: 10.5220/0009857900540060

In Proceedings of the International Conference on Creative Economics, Tourism and Information Management (ICCETIM 2019) - Creativity and Innovation Developments for Global

Competitiveness and Sustainability, pages 54-60

ISBN: 978-989-758-451-0

ganizational capital, also known as structural capital,

which is the knowledge possessed by an organization

that is stored in databases and manuals. Organiza-

tional capital include the conﬁdential information that

the organization holds in its data bank (Johannessen

and Johannessen, 2018). Therefore, each organiza-

tion member should renew and strengthen his/her in-

dividual human capital, one of which is through learn-

ing and development.

Learning and Development is the ultimate func-

tion of Human Resource Management (HRM). It

is commonly known that knowledge creation and

knowledge exchange occur in learning and develop-

ment since this HRM function provides the mecha-

nism for them to exist. Learning and development

drives the organizational change. It also contributes to

the attainment of strategic organizational objectives.

This HRM function also accommodates the acqui-

sition of knowledge, skills and experience, through

a learning process between individuals and between

groups, both structured and individually (Armstrong,

2011). Furthermore, in highly competitive era, the fo-

cus of learning and development in organizations is

on individual learning as the source of creation, trans-

fer and use of knowledge. Given the above expla-

nation, it is apparent that individual learning is the

starting point of knowledge management as a part of

organizational learning (see ﬁgure 1 below).

Knowledge management is the planning, orga-

nizing, motivating, and controlling of people, pro-

cesses and systems in the organization to ensure that

its knowledge-related assets are improved and effec-

tively employed. There are many kinds of knowledge

assets such as patents and manuals (printed knowl-

edge), “best-practices” database (electronic knowl-

edge repositories), knowledge about the best way to

do the jobs (individual knowledge), knowledge that

is held by teams who have been working on focused

problems (group knowledge), and knowledge that is

embedded in the organization’s products, processes

and relationships (Celep and Cetin, 2005). The pro-

cesses of knowledge management involve knowledge

acquisition, creation, reﬁnement, storage, transfer,

sharing, and utilization. The goal of knowledge man-

agement is to improve organization’s knowledge as-

sets in order to effectuate better knowledge practices,

improved organizational behaviors, better decisions

and improved organizational performance (Darroch,

2003).

Knowledge-based behaviors are organizational

routines, at valuable behaviors processes, produced

by an organization as well as human capabilities,

skills, mind and experiences. Those behaviors and

practices effectively tap into, organize, and utilize

Figure 1: Knowledge Management is a Part of Learning and

Development.

people’s competencies, experiences, expertise, skills,

talents, thoughts, ideas, intuitions, commitments, in-

novations, practices and imaginations and the integra-

tion of these into the information resources of an orga-

nization to achieve goals, to have a distinctive capa-

bility, and to create a learning organization(Shamim

et al., 2019). The concept of knowledge-based behav-

iors suggests that knowledge management is a “com-

plete managing practice” that provides the individu-

als of an organization the opportunity of sharing, in-

teracting, using and adding more value to the data,

information, knowledge, and wisdom of an organiza-

tion (Curado and Bontis, 2006).

The deﬁnition of knowledge in the context of

management is created through social interactions be-

tween individuals and organizations, and thus mak-

ing knowledge dynamic and humanistic (Geisler and

Wickramasinghe, 2009). To be succeed in today’s

challenges, the organization relies on the fast and ef-

ﬁcient exchange of information and optimize knowl-

edge as the competitive asset possessed. Resource-

based theory has been developed to understand how

organizations achieve sustainable competitive advan-

tages. Within the resource-based view (RBV), re-

searchers assumed that the ﬁrm is a pool of hard-

to copy resources and capabilities. In the resource-

based view, knowledge is seen as a strategic asset and

as a source of sustainable competitive advantage for

an organization (Bratianu and Orzea, 2010). Hence,

the RBV focuses speciﬁcally on the inside of the

ﬁrm (i.e., its resources and capabilities) to determine

the proﬁt and value of the organization. The RBV

suggests that the valuable resources possessed will

make the differences in ﬁrm performance. Further-

more, the valuable, uncommon, inimitable and non-

substitutable capabilities make the ﬁrm’s unique core

competencies. As a result, a lasting competitive ad-

vantage will be obtained, speciﬁcally, intangible ﬁrm-

speciﬁc resources such as knowledge that will add

up the organizational values. To make knowledge

as intangible ﬁrm-speciﬁc resources that is unique

and inimitable, each organization members should re-

new and strengthen their personal human capital and

Employees’ Knowledge Management Behaviors: Analysis of the Most Dominant Indicators

knowledge is a part of it (Trialih et al., 2017). The-

oretical study shows that there is a close relationship

among knowledge management, human capital man-

agement, and organizational learning. Moreover this

tight relationship can empower human resources and

knowledge resources within the organization, in order

to make knowledge usable as an organization’s com-

petitive advantage since human capital and knowl-

edge resources are unique, rare and inimitable.

Most previous studies and researches merely fo-

cus on knowledge sharing behavior. Hsiu-Ling Chen,

Hsueh-Liang Fan, and Chin-Chung Tsai conducted a

research about knowledge management behavior but

focusing on knowledge sharing behavior. The re-

search dimensions are knowledge management inten-

tion and knowledge sharing behavior. The research

results explored altruism and trust as the supporting

variables for knowledge sharing intention (Chen et al.,

2014). Another research about knowledge manage-

ment behavior was carried out by Nora Obermayer-

Kovacs, Edit Komlosi, Cintia Szenteleki, Erika Vik-

toria Toth. The dimensions in this research are ex-

changing ideas and cooperates. The research exam-

ined a signiﬁcant positive relationship between em-

ployees’ emotional intelligence and knowledge shar-

ing behavior (Obermayer-Kov

acs et al., 2015). Simi-

lar research that also supports the theoretical study of

knowledge management behavior was carried out by

Sakineh Shahhosseini and Mohammad Ali Nadi. The

dimensions of this research is knowledge sharing be-

havior. The research tested that trust between employ-

ees and organization can signiﬁcantly predict knowl-

edge sharing behavior (Shahhosseini and Nadi, 2015).

Next study was carried out by Mehdi Abzari, Arash

Shahin, and Ali Abasaltian. The research dimen-

sions are mutual process of knowledge and knowl-

edge generation. The research indicated that social

intelligence and emotional intelligence had an impact

on knowledge sharing behavior positively and signiﬁ-

cantly (Abzari et al., 2014). As mentioned above most

researches focused on knowledge sharing behavior. In

fact, there are still many more knowledge-based activ-

ities that can support knowledge management behav-

ior.

As explained previously, it can be summarized

that knowledge management behavior is an individ-

ual activity and organizational routines at valuable

behaviors processes of collecting, managing, apply-

ing, sharing and updating knowledge. It acts as a dy-

namic humanist process to optimize human capabil-

ities, skills, mind and experiences as organizational

assets in order to achieve organizational effective-

ness (Razi and Habibullah, 2017). The indicators

of knowledge management behaviors are: (1) creat-

ing knowledge: gathering information to understand

problems, using data and facts, making observations,

ﬁnding solutions, ﬁnding new information to inno-

vate, anticipating change, looking for sources infor-

mation to gain knowledge, ask experts, learning from

experience, and learning from mistakes, (2) sharing

knowledge: sharing knowledge and expertise with

others, sharing knowledge to help others, working

together to ﬁnd solutions, applying the knowledge

owned, building networks with experts, document-

ing knowledge, preparing information that is ready to

use, providing an assessment of new ideas that have

been tested, choose work inwardly, choosing to com-

pete outside, learning continuously, working together

to develop knowledge, deepening special knowledge,

and improving work ability, (3) updating knowledge:

working together to update knowledge, share knowl-

edge to update information, and recycling past experi-

ences to update knowledge. The knowledge manage-

ment behavior parameter in this study is experience

that is resulted from the combination between ex-

plicit knowledge and tacit knowledge (Hussein et al.,

2019) (Perkins and Arvinen-Muondo, 2013) (North

and Kumta, 2018). Based on the theoretical review, it

is possible to create 30 (thirty) indicators that will de-

termine the indicators of knowledge management be-

haviors. Those indicators will be put in the research

instrument below.

3 RESEARCH METHOD

The research instrument was developed based on the

theoretical framework. The questionnaire consists of

30 (thirty) indicators of knowledge management be-

havior (KMB). Those thirty indicators were created

based on previous researches and scholars’ opinions.

Those are: (1) gathering information to understand

problems, (2) using data and facts to get new infor-

mation, (3) making observations to get new knowl-

edge, (4) looking for the most appropriate solution

to overcome problems, (5) looking for new infor-

mation to innovate, (6) anticipating change to gain

new knowledge, (7) looking for various sources of

information to gain knowledge, (8) asking the ex-

perts to get the right knowledge, (9) learning from

experiences, (10) learning from mistakes, (11) shar-

ing knowledge and expertise with others, (12) shar-

ing knowledge and expertise to help others, (13) col-

laborating to ﬁnd the most appropriate solution, (14)

practicing the knowledge, (15) building a network

with experts to exchange information, (16) document-

ing the knowledge owned to be easily used by oth-

ers, (17) preparing ready-use information, testing new

ICCETIM 2019 - International Conference on Creative Economics, Tourism Information Management

ideas, (18) giving an assessment of new ideas that

have been proven and tested, (19) building collabora-

tion inside the organization, (20) benchmarking with

other organization, (21) learning continuously to de-

velop personal knowledge, (22) working together to

develop present knowledge, (23) deepening expertise,

(24) increasing the ability to work more optimally,

(25) working together to renew the present work pro-

cesses, (26) updating present knowledge through ex-

periences, (27) recycling past experiences, (28) learn-

ing from mistakes to remake present knowledge bet-

ter, (29) looking for various sources of information to

renew present knowledge, and (30) asking experts to

renew present knowledge. The aim of this research

is determining the most dominant indicators of thirty

knowledge management behavior indicators.

The research methodology is correlational sur-

veys, uses the Neuroresearch method. Neuroresearch

is a method of social science research that tried

to proportionately combine the qualitative research

methods (exploratory research) and quantitative re-

search method (explanatory and conﬁrmatory). Due

to the balanced combination of qualitative method

and quantitative method, it needs valid and reliable

research instruments (calibration). One of the cali-

bration phase is testing the construct validity which

appropriates to Neuroresearch through Orthogonal It-

eration approach and/or Varimax Iteration (Ying et al.,

2015). Then, the results of qualitative research will be

conducted using quantitative research. The purpose

of explanatory studies is to examine the tendency of

a dependent variable or endogenous variables. The

research results will show the most dominant indica-

tors to determine the formation of endogenous vari-

ables. The research instrument is based on a Likert

scale questionnaire with a scale range of 1 to 4.

4 ANALYSIS

The respondents of this research were 268

employees of private educational institutions in

Tangerang Selatan. The research was conducted by

using ofﬂine questionnaire for a month research du-

ration. The research instrument was developed into

30 items. The Knowledge Management Behavior

(KMB Y) instrument will be examined by construct-

ing validity which is calculated by the Principle Com-

ponent Axis and the rotation techniques with Vari-

max, with the minimum eigen value that is arbitrar-

ily set to 0.600. Based on the iteration of 25 times,

24 items were produced consisting of 9 empirical in-

dicators as indicators with new names with the com-

position of items such as table 1 below and the relia-

bility index of the KMB instrument of 0.894. Before

proving the hypothesis, the linearity test with devia-

tion from linearity was ﬁrstly examined based on the

standardized score. If the data were not linear, the

curve estimation test was carried out to 11 types of

lines with the raw data test. The Results of Construct

Validity Calculation of KMB Y Instruments with the

Principle Component Axis can be seen on table 1 be-

low.

Table 1: The Results of Construct Validity Calculation

(KMB Y) Instruments with the Principle Component Axis.

Indicators

Num-

ber(Xn)

The New In-

dicators Based

On The New

Composition Of

The Instrument

Using The Vari-

max Iteration

on (KMB Y)

Instrument

The new name

of the indicators

based on the new

composition of

the (KMB Y)

Instrument

1. 3, 5, 6, 7 Knowledge-

Based Discover-

ing

2. 14, 21, 22, 24, 25 Knowledge-

Based Learning

3. 26, 27, 28 Knowledge-

Based Recycling

4. 16, 17, 18 Knowledge-

Based Dissemi-

nating

5. 8, 30 Knowledge-

Based Capturing

6. 11, 12, 13 Knowledge-

Based Collabo-

rating

7. 9, 10 Knowledge-

Based Develop-

ing

8. 1 Knowledge-

Based Solving

9. 19 Knowledge-

Based Strength-

ening

The Summary of the linearity test is the relation-

ship between each exogenous variable (X1 to X9)

with the Knowledge Management Behavior variable

(KMB Y) as a dependent variable that functions as an

endogenous variable (appendix 1). The relationship

of each exogenous variable with Knowledge Man-

agement Behavior (KMB Y) as a dependent variable,

that functions as endogenous variables, has all been

proven linear even though 4 (four) exogenous vari-

Employees’ Knowledge Management Behaviors: Analysis of the Most Dominant Indicators

ables must be followed by curve estimation analy-

sis of 11 line data (raw data test), and all of them

produced a very signiﬁcant F Linear test at α¡0.01.

Thus, the line relationship between each exogenous

variable with the Knowledge Management Behavior

(KMB Y) as an endogenous dependent variable is all

variable in linear tolerance.

To prove the hypothesis, the effect of each ex-

ogenous variable (X1 through X9) on the endoge-

nous variable (KMB Y) was analyzed. The re-

sults of the exogenous variable’s own inﬂuence anal-

ysis include Knowledge-Based Discovering (X1),

Knowledge-Based Learning (X2), Knowledge-Based

Recycling (X3), Knowledge-Based Disseminating

(X4), Knowledge-Based Capturing (X5), Knowledge-

Based Collaborating (X6) ), Knowledge-Based De-

veloping (X7), Knowledge-Based Solving (X8), and

Knowledge-Based Strengthening (X9) towards the

endogenous variable, Knowledge Management Be-

havior (KMB Y).

Knowledge-Based Learning (X2) itself is the most

decisive variable in determining the condition of

Knowledge Management Behavior (KMB Y). This is

illustrated through the results of relationship analy-

sis in the sample between Knowledge-Based Learn-

ing (X2) and the Knowledge Management Behav-

ior (KMB Y) of ry2 that is equal to 0.794 which

means (X2) is having a positive relationship. Deter-

mination of variance that describes the close relation-

ship between Knowledge-Based Learning (X2) and

Knowledge Management Behavior (KMB Y) is r2y2

of 0.628 (62.8%) (appendix 2).

While the relationship in the population between

Knowledge-Based Learning (X2) with the Knowl-

edge Management Behavior (KMB Y) is indicated

by (t) of 21,276, which is very signiﬁcant at α¡0.01.

The inﬂuence in the sample Knowledge-Based Learn-

ing (X2) on the Knowledge Management Behav-

ior (KMB Y) is shown through the linear regression

line equation

Y = 3.010X2. While the inﬂuence in

the population Knowledge-Based Learning (X2) on

Knowledge Management Behavior (KMB Y) is in-

dicated by Freg is 452.67 that is very signiﬁcant at

α¡0.01. The analysis found that Knowledge-Based

Learning (X2) is the most dominant indicator in de-

termining the realization of Knowledge Management

Behavior (KMB Y) with a contribution of 62.8%.

Graphically, the results can be shown with the follow-

ing ﬁgure (see ﬁgure 2).

Figure 2: The Most Dominant Indicator in Determining the

Realization of (KMB Y).

5 DISCUSSION

The above result indicates that Knowledge-Based

Learning (X2) is the most decisive indicator in deter-

mining the employees’ knowledge management be-

haviors. Knowledge-Based Learning are (14) practic-

ing the knowledge, (21) learning continuously to de-

velop personal knowledge, (22) working together to

develop present knowledge, (24) increasing the abil-

ity to work more optimally, and (25) working together

to renew the present work processes. Those results

can support the statement that knowledge is created

through social interactions between individuals and

organizations, so that knowledge is dynamic and hu-

manistic. It is possible to say that knowledge is gained

through social interaction in knowledge-based learn-

ing.

The most decisive indicator means that a person

who doing the knowledge-based learning can be de-

scribed as a person who has knowledge management

behavior. The research result showed that knowledge

sharing behavior is not the only indicator of knowl-

edge management behavior. Knowledge-based learn-

ing can be a starting point of building knowledge cul-

ture. The eagerness and willingness of improving

oneself can be a trigger in developing and enhancing

one’s capabilities.

The research also shows that knowledge man-

agement behavior is a possible way to support self-

directed learning through social interaction among

organization members. Knowledge-Based Learning

like practicing the knowledge, learning continuously

to develop personal knowledge, working together

to develop present knowledge, increasing the abil-

ity to work more optimally, working together to re-

new the present work processes can also be stated as

knowledge-based activities in learning and develop-

ICCETIM 2019 - International Conference on Creative Economics, Tourism Information Management

ment.

The research explain that social interaction can

facilitate the learning. It would be more beneﬁcial

for the individual and the organization if there is

an knowledge-based interaction between individual.

One’s knowledge repository can enrich another per-

son’s knowledge repository. If there is a continous

knowledge exchange between individual, the knowl-

edge culture could be created.

Knowledge-Based Learning as the most decisive

indicator may accommodate the acquisition of knowl-

edge, skills and experience, through individuals and

groups, both structured and individually. It also in-

volves facilitating the acquisition of knowledge and

skills through experience, learning events and pro-

grams provided by organization or self-directed learn-

ing.

The analysis also pinpoints that Knowledge-

Based Learning can be used as the knowledge-based

activities in developing intellectual capital, social cap-

ital and organizational capital. Moreover Knowledge-

Based Learning could be prepared as knowledge-

based organizational routines that will effectively

tap into, organize and utilize people’s competen-

cies, experiences, expertise, skills, talents, thoughts,

ideas, intuitions, commitments, innovations, prac-

tices, imaginations and the integration. Those activi-

ties may change the personal knowledge into the or-

ganization’s knowledge-based resources in order to

achieve goals, to have a distinctive capability and

to create a learning organization. Eventually, it will

gain a sustainable competitive advantage. Practicing

knowledge-based learning may support the organiza-

tion to create knowledge as intangible ﬁrm-speciﬁc

resources that is believed to add up the organizational

sustainable values since it is unique and inimitable.

As a result, a lasting competitive advantage will be

obtained with rarity and inimitability.

Having a rare and inimitability resources may be

started by simple activities during the informal ac-

tivities such as in coffee morning setting or in lunch

break setting to facilitate the exchange of knowledge.

Furthermore, routine daily journal activities can also

support the knowledge based activities. The habit of

writing daily working results can help collecting work

best practices that may have beneﬁts for others and the

organization.

6 CONCLUSION

The research shows that the most decisive indicator

of knowledge management behavior is knowledge-

based learning like practicing the knowledge, learning

continuously to develop personal knowledge, work-

ing together to develop present knowledge, increas-

ing the ability to work more optimally, and working

together to renew the present work processes. Those

indicators are known as knowledge-based activities.

Additionally, those knowledge-based activities could

be created as organizational routines to get knowl-

edge as intangible ﬁrm-speciﬁc resources. As men-

tioned previously, social interaction is needed in gain-

ing knowledge since knowledge is a dynamic and hu-

manistic processes. Therefore creating and improv-

ing knowledge need a social interaction. Knowledge-

based learning could be considered as a part of learn-

ing and development to create organizational learning

to achieve rarity, inimitability, and sustainability.

Another suggestion to offer is the development

of knowledge-based awareness since knowledge has

unique characteristics. Developing knowledge-based

awareness will make people realize when knowledge

is disseminated. Moreover, the knowledge itself will

not diminish since it will be getting richer and broader

in the content shared. Another way to motivate

knowledge sharing is making a periodic group activi-

ties such as making a learning history methods based

on the applied knowledge management behavior. Fi-

nally, the behavior of those who manage the knowl-

edge within the organization is critically important

to the successful implementation of knowledge-based

initiative.

This research still have limitations in terms of its

variables. Therefore it might be more beneﬁcial to

examine other inﬂuential variables such as social be-

havior and leadership since those might have inﬂu-

ence on knowledge management behavior to create

organizational learning. It will also be better if the

research is applied in may kind of industries to ex-

amine the knowledge management behavior of many

professions.

Employees’ Knowledge Management Behaviors: Analysis of the Most Dominant Indicators

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ICCETIM 2019 - International Conference on Creative Economics, Tourism Information Management