Chu Tien Minh

Employee innovative work behavior plays a vital role in innovation management in private companies, especially in an emerging market like Vietnam. This study investigates the influence of individual factors (including employee creativity and innovative self-efficacy) and organizational factors (constituting innovation climate and organizational support) on innovative work behavior and the impact of innovative work behavior on employee job performance. To test the hypotheses quantitatively, the study uses a two-stage second-order partial least squares structural equation modeling (PLS-SEM) method and a questionnaire-based study with 706 employees from private businesses in Vietnam. The findings indicate that individual factors substantially impact workers’ innovative work behavior (scoring 0.491) compared to organizational factors (scoring 0.395). In addition, all factors, including employee creativity, innovative self-efficacy, innovation climate, and organizational support, positively impact workers’ innovative work behavior. Specifically, innovative self-efficacy exerts the most significant influence on innovative work behavior (with a score of 0.360), followed by organizational support (scoring 0.272) and employee creativity (scoring 0.157). Simultaneously, the innovation climate exerts a minor influence on innovative work behavior, with a score of 0.142. Finally, innovative work behavior directly and positively affects employee job performance, scoring 0.641.

This study aims to investigate the impact of knowledge-hiding behavior on individual creativity and academic performance through the mediating role of academic self-efficacy. Using a quantitative approach with questionnaires and convenient sampling offers insights into fostering a more open learning environment. This study examined a sample of 3,466 undergraduate students, with 3,232 valid responses from various universities in Vietnam. This study utilized a two-stage, second-order partial least squares structural equation modeling (PLS-SEM) approach to evaluate the proposed hypotheses. The findings demonstrate that knowledge-hiding behavior adversely affects academic performance (β = –0.054, sig. = 0.000), individual creativity (β = –0.153, sig. = 0.000), and academic self-efficacy (β = –0.109, sig. = 0.000). Furthermore, academic self-efficacy has a positive and significant effect on academic performance (β = 0.501, sig. = 0.000), and mediates the impact of knowledge-hiding behavior on academic performance. Based on the results, this study proposes several measures to encourage knowledge sharing and improve educational outcomes in educational institutions.