A Phenomenological Study of the Antecedents of Knowledge Hoarding by Knowledge Workers (Case Study: Technical Experts of Nahaja)

Document Type : Research Paper

Authors

1 Ph.D. Candidate, Department of HRM, Faculty of Economics, Management and Administrative Sciences, Semnan University, Semnan, Iran.

2 Prof., Department of Management, Faculty of Economics, Management and Administrative Sciences, Semnan University, Semnan, Iran.

3 Associate Prof., Department of Management, Faculty of Economics, Management and Administrative Sciences, Semnan University, Semnan, Iran.

4 Associate Prof., Department of Public Administration, Faculty of Management, Shahid Sattari Aeronautical University of Science and Technology, Tehran, Iran.

10.22059/jipa.2024.379476.3546

Abstract

Objective
Knowledge hoarding refers to the deliberate withholding of information or expertise by individuals within an organization. This dysfunctional behavior can significantly undermine organizational learning, collaboration, and long-term performance. When knowledge workers intentionally refrain from sharing information with colleagues and stakeholders, it disrupts knowledge flows, weakens team dynamics, and reduces organizational adaptability and innovation. Effective intervention requires a comprehensive understanding of the psychological, structural, and contextual drivers of this behavior. This study aims to explore the factors contributing to the tendency toward knowledge hoarding from the perspective of knowledge workers—particularly technical experts—who are directly engaged in this issue.
Methods
This study adopts a qualitative, inductive, and interpretive approach, appropriate for uncovering deep-seated behavioral patterns and perceptions. The research is applied in nature and employs descriptive phenomenology as its methodological framework, using Collaizi’s systematic method for data analysis. Participants included 16 technical experts from the Islamic Republic of Iran Air Force (IRAAF), selected through purposive sampling. Data were gathered through semi-structured interviews, allowing for both consistency and the emergence of new insights. To ensure the credibility and trustworthiness of the findings, bracketing techniques were used to minimize researcher bias, and member checking was conducted with participants to validate interpretations and conclusions.
Results
The results identified three major categories of influencing factors: behavioral, structural, and contextual.

Behavioral factors include personal motivations such as the desire to preserve organizational dependency, attain personal distinction, or avoid perceived threats to status and job security. Traits such as self-interest, opportunism, conservatism, and limited interpersonal communication skills were also noted. Intergenerational knowledge gaps, reluctance to seek clarification, and discomfort with asymmetrical knowledge relationships further exacerbate hoarding behaviors.
Structural factors encompass job-related stressors (e.g., excessive workload, dissatisfaction), unsupportive or authoritarian management styles, and insufficient managerial encouragement of knowledge sharing. Infrastructural limitations, such as the absence of codified knowledge-sharing procedures or technical systems for capturing tacit knowledge, also contribute to the problem.
Contextual factors involve broader organizational and cultural influences. A competitive, individualistic organizational culture with weak norms of collaboration and trust promotes hoarding. Additionally, societal values prioritizing material gain, personal advancement, and individualism over collective or organizational interests play a significant role. Economic instability and labor market uncertainties further incentivize individuals to treat knowledge as a personal asset or source of security and leverage.

Conclusion
The tendency of technical experts to hoard valuable and rare knowledge presents a serious challenge to knowledge-driven organizations, particularly in high-stakes environments such as military and technology sectors. Addressing this issue requires managers to recognize its root causes and implement targeted interventions at the behavioral, structural, and cultural levels. The insights from this study provide a foundational understanding for designing effective policies and organizational practices that encourage open knowledge exchange and long-term organizational learning.

Keywords

Main Subjects

References

 
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Journal of Public Administration
Volume 17, Issue 3
2025
Pages 686-707

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