Thriving in future work: knowledge management and innovation perspectives

ABSTRACT

The future of work and business is undergoing rapid transformation, driven by dynamic shifts in technology, the economy, climate, and demographics. Scholars emphasise the necessity for proactive adaptation to these changes to ensure the thriving of both individuals and organisations in future business landscapes. Recent research has increasingly underscored the crucial role of knowledge in fostering both individual growth and organisational innovation. Particularly, innovative knowledge is deemed essential for future success, as it can enable individuals and organisations to navigate complex environments effectively. However, gaps persist in understanding how knowledge, especially innovative knowledge, can be harnessed effectively to benefit stakeholders. This raises the need for deeper insights into its implications for individual and organisational thriving in the future of work. In this piece of writing, we showcase a series of studies that aim to theoretically and empirically address the intersection of knowledge, innovation, technology, thriving, and careers. By doing so, our intention is to ignite continued scholarly interest in enriching our understanding of how to facilitate thriving and effective individuals and organisations through a knowledge-driven approach, and consequently to spark new ways of thinking to tackle future challenges.

KEYWORDS:

• Innovative knowledge
• knowledge management
• thriving
• future of work
• innovation
• career

1.

The discourse surrounding the prospective evolution of work has been a persistent subject of discussion within academic and policymaking spheres. This discourse stems from the dynamic shifts occurring in technology, the global economy, natural climate patterns, and demographic trends (Hirschi, 2018; Lent, 2013). Despite the numerous forecasts regarding the future characteristics of work and careers, it is noteworthy that “many are based on crude projections of what might be, giving rise to gloomy forecasts” (Howcroft & Rubery, 2019, p. 213). Nevertheless, a prevailing viewpoint suggests that the landscape of work is on the brink of profound transformation, characterised by an accelerated pace, greater diversity, and heightened unpredictability (Howcroft & Rubery, 2019; Lent, 2018). The overarching consensus emphasises the need to anticipate and adapt to a future work environment that is not only dynamic but also shaped by multifaceted forces, necessitating a comprehensive understanding and proactive approach to address the challenges and opportunities that lie ahead.

In recent times, scholarly inquiry has embarked on a journey to explore innovative strategies aimed at equipping both organisations and individuals with the capacity to navigate the tumultuous shifts anticipated in the future landscape of work and careers (Jimenez et al., 2017; Lent, 2018). The research landscape is rich with insights highlighting the critical role of knowledge as a dynamic force, which propels both individual professional advancement and organisational competitive prowess (Karia, 2018; Moustaghfir, 2009; Spreitzer et al., 2005). Delving deeper into the intricacies of this phenomenon reveals that the effective acquisition and utilisation of information and knowledge resources serve as catalysts, motivating individuals towards active and purposeful behaviours, instilling their sense of self-determination, and fostering sustained professional growth (Spreitzer & Porath, 2014). In this case, employees’ thriving at work, a positive psychological state characterised by one’s joint experience of learning and vitality and with implications on personal well-being and development can be fostered by knowledge management and its associated processes (Spreitzer et al., 2005). Simultaneously, at the organisational level, the amalgamation of diverse knowledge domains across various strata, including teams and work units, emerges as a potent mechanism fostering a culture of creativity, thereby augmenting operational effectiveness that enables organisations to thrive in the broader, complex business environment (Hunter et al., 2012; Taylor & Greve, 2006). A crucial inference drawn from the current body of research underscores the strategic imperative for both employees and employers to consciously value knowledge resources, thereby empowering them to not only seize opportunities but also effectively confront challenges inherent in volatile environments.

Despite knowledge being universally acknowledged as a resource contributing significantly to individuals’ career capital (C. Brown et al., 2020), the nuanced reality suggests that not all manifestations of knowledge will confer a competitive edge upon workers in the ever-evolving tapestry of the future world of work. While a foundational or requisite core knowledge base remains indispensable for employees’ survival at work, the trajectory towards thriving in future careers necessitates the adept exploration, assimilation, and management of knowledge that stands out for its distinctiveness and innovativeness, acting as a continual source of energy and facilitating perpetual learning (Mahomed & Rothmann, 2019; Spreitzer et al., 2005). Research in the field posits that it is innovative knowledge that will empower individuals to secure not just any employment but positions of deep significance in the future, for this type of knowledge allows them to navigate the complexities of uncertain and challenging work environments while enhancing their career mobility (A. Brown, 2015; Venkatraman et al., 2018).

In our view, innovative knowledge refers to information or insights that introduce new perspectives, methods, or solutions within a given field or across multiple fields. Innovative knowledge may involve the synthesis of existing information or insights, the application of unconventional approaches, or the discovery of novel connections to address challenges or create value in unprecedented ways (e.g., D. J. Wang, 2020). This type of knowledge is crucial for individuals, organisations, and societies seeking to adapt, evolve, and advance in a dynamically changing world. For example, in technology fields, innovative knowledge may manifest in the creation of disruptive products, such as artificial intelligence algorithms that revolutionise industries by automating complex tasks or virtual reality systems that redefine how individuals interact with the digital world. Innovative knowledge can extend beyond traditional disciplines and emerge from interdisciplinary collaborations or unconventional sources. For instance, the integration of psychology and design thinking might lead to novel approaches in user experience design and consequently result in products that are more effective and user-friendly. Similarly, insights from behavioural economics could inspire innovative strategies for promoting sustainable behaviours or enhancing decision-making processes in finance and human resources. In organisational contexts, the unique and creative expertise of employees forms an invaluable reservoir of the organisation’s innovative knowledge assets, which endow it with substantial competitive advantages that propel forward the trajectory of organisational success (He & Wang, 2009).

Noteworthy emphasis on innovation has long characterised the knowledge management literature, highlighting innovativeness not only in the content of knowledge but in the processes and systems employed in managing knowledge (e.g., Nowacki & Bachnik, 2016; Taylor & Greve, 2006). However, in the changing world of work, the field of knowledge management finds itself at a juncture where the specific and unique roles, functions, and mechanisms it plays in facilitating both organisations and employees in navigating this evolving landscape warrant a more thorough investigation. Considerable lacunae persist in our understanding of how innovative knowledge can be not only generated but also effectively managed to catalyse individuals’ thriving in future work and careers. This prompts a cascade of critical questions. For example, what precisely does innovative knowledge entail when viewed through the lens of the meaningfulness of future work? What dimensions of innovative knowledge wield a meaningful influence in shaping a future-ready workforce? What roles do organisations and managers play in optimising the benefits derived from the management of innovative knowledge, thereby influencing the career trajectories of their employees positively? Regrettably, the theoretical underpinnings of these intricate relationships remain conspicuously absent in the current literature, as do their empirical foundations. Consequently, there is a critical need for in-depth exploration and analysis to advance these areas, enabling a more nuanced and comprehensive understanding of the complex interplay between innovative knowledge, organisational success, and individual thriving in the dynamically evolving future world of work.

2. Special issue collections

This particular special issue has featured eight articles exploring different angles that demonstrate how knowledge management, innovation, and associated areas may enable thriving employees and organisations. These articles have enhanced our comprehension of these realms, both theoretically and empirically. The topics cover diverse aspects such as knowledge management, innovation, the future of work, meaningful careers, thriving, and human growth. Despite their diverse perspectives, these articles, sharing essential similarities, highlight the critical roles of knowledge and innovation in fostering the thriving and effectiveness of both individuals and organisations. Also, they suggest that our understanding of employee thriving should evolve within broader contexts, incorporating interconnected factors like technology and career development. In the sections below, we provide a brief summary for each article in this special issue.

2.1. Multidimensional knowledge transfer and digital innovation capability

Che et al. (2024) paper, “How Does Multidimensional Interaction of Knowledge Transfer Affects Digital Innovation Capability?”, delves into the critical intersection of knowledge transfer and digital innovation within the context of the rapidly evolving Chinese digital transformation industry. This study aligns with the knowledge-based view, which posits that enterprises face the dual challenge of internal knowledge integration and innovation, along with effective acquisition of external knowledge (e.g., Pereira & Bamel, 2021). Emphasising the significance of knowledge transfer in shaping the digital innovation system, the authors underscore its direct influence on the success of digital innovation. The research focuses on identifying the optimal knowledge transfer paths that yield superior digital innovation performance. The authors argue that the unique nature of the digital economy necessitates a distinct examination of knowledge transfer and innovation, as transformative effects of digital technology on production and innovation processes differentiate it from traditional economic forms. They investigate the differential impact of the interactive matching of various knowledge transfer paths on firms’ digital innovation capabilities, as well as explore situational factors that can either enhance or alleviate the impact of knowledge transfer on digital innovation capability.

The authors propose a comprehensive framework, drawing on international business theory and complementary theory, to categorise knowledge transfer into four dimensions: native, cross-border, auxiliary, and complementary. This macro-global and micro-knowledge type perspective enables an exploration of the impact of matching different knowledge transfer paths on digital innovation ability. It is discovered that aligning the “supply” of native knowledge networks with the “demand” for auxiliary knowledge is more beneficial for enhancing digital innovation capability compared to matching the “demand” for complementary knowledge. Similarly, pairing the “supply” of cross-border knowledge networks with the “demand” for complementary knowledge proves more advantageous for boosting digital innovation capability than aligning with the “demand” for auxiliary knowledge. The relationship between complementary and auxiliary knowledge transfer and digital innovation capability is influenced by digital environment scanning capability and knowledge flow coupling. The paper contributes to the field by defining and exploring boundary conditions through knowledge flow coupling and digital environment scanning ability. Overall, it offers a valuable contribution to the evolving landscape of knowledge management and digital innovation perspectives.

An important takeaway from this paper is that knowledge and innovation, particularly in the digital arena, paves a critical foundation for organisations and their employees to thrive in the future business world. This view echoes the shared perspectives that competitive advantage is intricately linked to factors such as organisational culture, knowledge sharing, innovation, open strategies, ambidextrous organisational learning, knowledge management capability, dynamic adaptability, and creativity (Azeem et al., 2021; Ferreira et al., 2020; X. Zhang et al., 2023). Collectively, these elements form a comprehensive framework, underscoring the indispensable role of a dynamic and innovative organisational environment in securing a sustainable competitive advantage for future businesses.

2.2. Innovative knowledge sharing and career interest

In the paper, “Why Do Employees (Not) Share Innovative Knowledge, and How Does this Sharing Influence Career Interest,” Y. Jiang (2024) embarks on a journey to unravel the intricate relationship between innovative knowledge sharing, career interest, and the mechanisms underlying this dynamic in the context of Chinese public primary education. Their study signals the potential to build a thriving workplace through sharing information to consolidate employees’ career interest. Grounded in the understanding that knowledge serves as a strategic resource for organisational innovation and competitive advantage, the study highlights the critical role of individual employees in fostering an environment conducive to creativity and innovation. This research is motivated by the recognition that an employee’s career interest, defined as a pattern of likes, dislikes, and indifferences about career-related activities, significantly influences workplace behaviours and attitudes. Employees with a strong interest in their current careers are more likely to explore new ways of doing things and contribute positively to the work environment, ultimately experiencing thriving at work. The study posits that employees’ career interest can be influenced by their sharing of innovative knowledge with colleagues, and a knowledge-sharing environment can contribute to their intrinsic identification with their careers.

Beyond the factors that drive employees to share innovative knowledge at work, the author also explored how employees’ innovative knowledge sharing at work could influence their own career interest, which to some extent captures the characteristics of thriving in work or career contexts (Huo, 2021; Z. Jiang, 2017; Spreitzer & Porath, 2014; Spreitzer et al., 2005). Employing a qualitative research design, the study conducted in-depth interviews with twelve school teachers in the public primary education sector of southwestern China. They strategically chose this context due to the recent emphasis on instructional innovation in Chinese primary schools, prompting teachers to engage in a knowledge-exchange environment. The key takeaway is that sharing innovative knowledge with others could influence employees’ career interest through multiple pathways. Specifically, this sharing behaviour can boost, maintain, or protect one’s career interest because it can boost the acquisition of psychological capital (e.g., self-effeicacy and self-esteem) and social resources (e.g., interpersonal relations and co-worker support), as well as prevent loss of social resources. Their findings not only contribute domain-specific insights into the innovative component of knowledge sharing but also enriches conventional career development theories. By explicitly bridging knowledge sharing and career interest, the study offers a potentially new framework, advancing our understanding of the complex links among knowledge, innovation, and career within the context of Chinese primary education.

2.3. Supervisor knowledge hiding and employee creativity

In the paper, “Supervisor Knowledge Hiding’s Impact on Employee Creativity: Implications for Thriving at Work and Future Career,” Nauman et al. (2024) have unpacked the implications of knowledge hiding on a thriving workplace where creativity is a priority. It has long been recognised that employee creativity plays a crucial role in driving organisational innovation and competitive advantage, with extensive research explaining individual factors influencing creative performance (e.g., Hora et al., 2022). The authors argue that although recent studies emphasise the detrimental effects of employees’ knowledge hiding behaviours on organisational innovation and overall performance (Duan et al., 2022), there remains a dearth of research specifically investigating the link between supervisor knowledge hiding and employee creativity. Particularly scarce are investigations delving into the underlying mechanisms and contextual boundaries of this relationship. Hence, they assert that there is a significant gap in understanding how and when supervisor knowledge hiding behaviour impacts employee creativity, which necessitates further investigation.

Recognising the importance of social context in the creative process, Nauman et al. (2024) draw on social exchange theory and the norm of reciprocity to investigate the sequential effects of two mediators: perceived supervisor ostracism – “avoidance, refusal and ignoring behaviours” from the supervisor – and employee knowledge hiding behaviour, on the supervisor knowledge hiding behaviour-employee creativity relationship. The authors also explore the moderating role of a mastery motivational climate, characterised by organisational work environment that value employee diligence, information sharing, and cooperation. Nauman et al. (2024) posit that the negative effects of supervisor knowledge hiding behaviour on perceived supervisor ostracism can be mitigated within workplaces exhibiting a high mastery motivational climate. Drawing on a sample of 216 employees from R&D departments in IT organisations in Pakistan, the authors empirically validate their hypotheses. As anticipated, they find that supervisor knowledge hiding behaviour negatively impacts employee creativity through the sequential mediation of supervisor ostracism and employee knowledge hiding behaviour. In addition, Nauman et al. (2024) discover that mastery motivational climate serves to buffer the negative impact of supervisor knowledge hiding behaviour on employee perception of supervisor ostracism.

Nauman et al. (2024) significantly advance our comprehension of the impact of supervisor knowledge hiding behaviour on employee creativity. By unpacking the intricacies of when and how such behaviour manifests its influence, the authors contribute to a nuanced understanding of interpersonal dynamics within organisations. Their research sheds light on the antecedents and outcomes of knowledge hiding, offering a fresh view that enriches our perspective on this phenomenon. From a practical perspective, Nauman et al. (2024) emphasise the necessity for explicit policies and practices aimed at mitigating knowledge hiding and ostracism. They advocate for supervisor training programmes focusing on the benefits of knowledge sharing and effective methods of knowledge dissemination. Additionally, they highlight the importance of human resource practices, such as aligning promotion, rewards, and recognition with knowledge sharing and fostering a mastery motivational climate. Overall, the study emphasises the imperative for organisations to cultivate environments conducive to employee creativity. This entails not only fostering leadership transparency and openness to sharing information but also fostering a positive organisational culture that enables employees to thrive in the future of work. This involves providing avenues for creativity to flourish and ensuring that leadership effectiveness minimises potential barriers to thriving in the workplace.

2.4. Innovative knowledge sharing and employee innovation: thriving mediation

Z. Wang’s (2024) study, “Linking Innovative Knowledge Sharing and Employees’ Innovative Behavior: The Mediating Role of Thriving at Work,” examines the relationship between knowledge sharing and innovative behaviours in the workplace, addressing a notable gap in the literature. The research places particular emphasis on the crucial role of individual innovation in enhancing overall firm performance and gaining a competitive edge.

The study introduces the first hypothesis, proposing that innovative knowledge sharing positively influences employees’ innovative behaviour. Expanding on this foundation, the study introduces the concept of thriving at work, characterised by learning and vitality, as a key mediating factor. This sets the foundation for the second hypothesis, suggesting that knowledge sharing activities stimulate trust-based relationships and yield positive returns, ultimately fostering a thriving work environment. In essence, the study posits that the positive impact of knowledge sharing on innovative behaviours operates through the mediating mechanism of workplace thriving. The third hypothesis builds on this conceptual framework, proposing that thriving at work positively influences individuals’ innovative behaviour. The theoretical foundation underscores that individuals experiencing thriving exhibit positive work outcomes, including heightened innovative behaviours. Thriving, characterised by a combination of learning and vitality, is considered a crucial internal psychological state that serves as an indicator of self-growth and development (Spreitzer et al., 2005). Learning reflects one’s intention to realise their potential through acquiring and applying knowledge, while vitality encompasses the feeling of energy manifested through pleasurable experiences and positive affect. Together, these components create a positive psychological state, signifying progress in self-development. Furthermore, the fourth hypothesis, in line with socially-embedded model of thriving (Spreitzer et al., 2005), introduces the idea that knowledge sharing acts as a positive behaviour conducive to thriving. This hypothesis highlights the role of knowledge-sharing practices in creating a work environment that encourages agentic behaviours essential for individual thriving. The reciprocity in knowledge sharing interactions enables individuals to explore unknown fields at work, gain new skills, and contribute to the development of thriving.

In sum, the study’s conceptual model indicates that employees’ sharing of innovative knowledge positively influences their innovative behaviour, mediated by their thriving at work. This framework offers valuable insights into the interplay among knowledge sharing, thriving, and individual innovation in the workplace. Through an empirical analysis utilising an online survey with 547 respondents, the study finds support for all hypothesised relationships. Organisations can leverage this framework of this study to promote knowledge-sharing practices within the organisation, stimulating further innovation. Additionally, cultivating thriving workplace environments that nurture individual learning and growth can lead to a more innovative workforce. By addressing these aspects, organisations can create an environment that fosters both knowledge sharing and personal thriving, empowering their employees to engage in innovative behaviours and ultimately driving organisational success.

2.5. Personality effects on knowledge sharing: gender roles

J. Zhang et al. (2024) paper, entitled “Actor, Partner, and Similarity Effects of Personality on Knowledge Sharing: Does Gender Make a Difference,” utilises survey data from 528 Chinese workers in 38 innovation teams to examine the effects of big five personality traits on knowledge sharing behaviour and how such effects could be moderated by the gender composition in knowledge-sharing dyads (i.e., same-gender vs. opposite-gender teams). This research aims to address two important knowledge gaps in the literature on the relationship between personality and knowledge sharing. One is that prior studies have predominantly focused on knowledge givers’ personality traits as antecedents of their own knowledge sharing behaviour. What is relatively underexamined is the potential of knowledge receivers’ personality in affecting knowledge givers’ behaviour. The other knowledge gap that motivates the current study lies in the inconsistent findngs from extant research on whether same-gender or opposite-gender team is a more advantageous boundary condition to foster knowledge sharing behaviour.

To address the above knowledge gaps, the authors draw on the actor – partner interdependence model (APIM) to predict that the personality of both knowledge providers (i.e., actor effect) and receivers (i.e., partner effect) can influence the knowledge sharing behaviour of knowledge providers. Furthermore, it is posited that the personality similarity (i.e., similarity effect) between knowledge givers and takers could also improve knowledge sharing. In addition, underpinned by similarity-attraction theory, the authors also postulate that the effects of actor personality, partner personality, and their personality similarity on knowledge sharing would vary with gender composition within teams. Their empirical results support most of these hypotheses. Specifically, it is revealed that knowledge providers with higher scores on agreeableness, conscientiousness, and extraversion or lower scores on neuroticism engage in more knowledge sharing, verifying the actor effect of personality. Similarly, knowledge receivers higher in agreeableness and conscientiousness or lower in neuroticism also enhance knowledge providers’ sharing behaviour, confirming the partner effect. Moreover, gender difference is shown to moderate the effect of conscientiousness on knowledge sharing for both knowledge givers and takers, supporting the moderating role of gender composition in knowledge sharing dyads. In contrast, no evidence is found to support the similarity effect of personality which predicts that personality similarity between knowledge providers and receivers could improve knowledge sharing.

Overall, this study contributes to the knowledge management literature by identifying valuable personal characteristics of knowledge receivers conducive to knowledge creation and dissemination. The key takeaway message from this study is the important role of knowledge receivers’ personality and gender in affecting knowledge sharing. Such findings support the widely held belief that knowledge sharing is based on interpersonal interaction between knowledge givers and takers and thus is likely to be influenced by individual difference factors such as receiver’s gender and personality (Lei et al., 2019).

2.6. Job stress and innovative ideas

Li et al. (2023) paper, “Is Stress always Bad? The Role of Job Stress in Producing Innovative Ideas,” investigates into the non-linear relationship between job stress and employee creativity, with a focus on employee thriving as a boundary condition. An experiment and a survey study conducted with distinct Chinese samples (i.e., 90 students for the lab experiment and 218 supervisor-suboridnates dyads for the survey) test how job stress is curvilinearly related to employees’ creativity and how their relationship is altered by their thriving at work. In accordance with activation theory and conservation of resources theory, the authors predict an inverted U-shaped relationship between job stress and creativity and a buffering role of thriving perceptions.

Both studies lend support to their hypotheses. Research participants with moderate job stress demonstrate highest levels of creativity as compared to those with either low or high levels of job stress, confirming the inverted U-shaped effect of job stress on creativity. Furthermore, participants’ thriving experiences at work is shown to buffer the stress-creativity relationship such that when having a strong sense of thriving, regardless of how stressful employees are at work, they always maintain high levels of creativity. The identification of thriving as a boundary condition in the stress-creativity nexus is an important contribution to the literature because this finding helps reconcile the contradictory results from previous studies whereby both positive (e.g., Bunce & West, 1994) and negative (e.g., Wijewardena et al., 2020) relationships between job stress and creativity have been reported.

The key takeway from this research is that job stress is not always detrimental to employee creativity. Instead, it turns harmful for creativity under certain conditions. For example, if employees experience moderate job stress or perceive strong thriving under stressful work settings, job stress may have significantly negative implications for creativity. However, employees’ creativity is weakened when they perceive negligible or excessive work stress, while at the same time experiencing low levels of thriving at work. Overall, Li et al. (2024) provide novel knowledge on how to cope with job stress and promote employee creativity under stressful work environments via knowledge acquisition and utilisation, thereby bridging the literature on knowledge management and employee well-being.

2.7. Media innovation mandates and knowledge dissemination in training

Zutshi et al’.s article, “Mandated Media Innovation Impacts on Knowledge Dissemination in Workplace Training,” has showcased how technology innovation can enable workplace thriving from a knowledge dissemination perspective. Traditionally, research has focused on the supplementary roles of online learning, and whether it enhances or diminishes value in face-to-face settings. With the accelerating adoption of cloud-based digital technology, however, workplaces are increasingly mandating knowledge dissemination via technologies, with concomitant implications for facilitators and learners. No where was this more evident than in the context of the COVID-19 pandemic, as workplaces worldwide underwent a paradigm shift from predominantly face-to-face training methods to mostly digital platforms to access, share, learn and/or disseminate knowledge. As a result of how workers learned and disseminated knowledge, arguably the focus of workplace training has been irrevocably altered. Zutshi et al. (2023) draw on the opportunity in the COVID-19 context to investigate the effects of voluntary versus mandatory technological innovations and applications in workplace training, and their potential effects on the dissemination and transfer of knowledge.

On the premise that knowledge management occurs as part of workplace training, and building on seminal pedagogical models that are theoretically grounded, Zutshi et al. (2023) develop an original synthesis of emerging knowledge management implications across diverse teaching and training environments, spanning from face-to-face to online to hybrid configurations. The authors reviewed 453 articles over 2017–2022 to capture the evolving patterns resulting from remote work and blended learning approaches in the periods before, during, and after the pandemic. They delineated five key themes – namely, the learner experience and learning processes; online education; methods of knowledge transfer (both digital and face-to-face); strategies, resources, and skills for trainers and educational institutions/providers in the future of work; and the intersection of knowledge, research, and technology – to establish a comprehensive conceptual framework illuminating crucial facets of knowledge dissemination. According to their perspective, the future landscape will witness a fusion of digital and face-to-face mediums, demanding training skill sets rooted in self-efficacy. Facilitators will need to discern between mandatory and optional training approaches, devising strategies, and deploying methodologies tailored to specific contexts, while remaining attuned to organisational capacities and structures as well as accommodating preferred learning modalities and the inherent characteristics of knowledge within the domain. In essence, this entails the formulation of dual-mode teaching contingency plans. They assert that these adaptive strategies hold promise in nurturing a conducive learning environment, thereby empowering both employees and organisations to thrive amidst the evolving dynamics of the future world of work and business.

2.8. Pilot career growth and thriving

Jones (2024) paper, titled “Innovative Knowledge, Disruptive Technologies, and Professional Role Identity: A Study of the Career Growth – Thriving Relationship of Pilots”, is driven by the swift transformation of work spurred by technological advancements. On one hand, research suggests that these advances may allow employers to replace workers. On the other hand, technological shifts also present opportunities among workers, with disruptive technologies often yielding augmentative effects. Despite these contrasting perspectives, it is widely acknowledged that significant skill disruptions necessitate job changes and the acquisition of new knowledge. In this context, Jones (2024) investigate how automation and increasingly autonomous (IA) technologies affect pilots’ careers and the knowledge essential for their operational success and thriving in their roles. The study is rooted in the socially embedded model of thriving (Spreitzer et al., 2005), which posits that job resources foster thriving at work, ultimately leading to positive career outcomes. Additionally, the study integrates identity work, which facilitates transitions in work roles.

The study employs a qualitative methodology, utilising a purposeful sample of 20 pilots from the commercial aviation sector. Abductive reasoning guides the analysis process, with thematic analysis employed to interpret the data. The findings indicate that automation and IA technologies present significant opportunities for career advancement, enhance automation competency, and reshape professional roles and identities. Pilots perceive their roles as irreplaceable despite these technological advancements. Additionally, the study reveals that pilots strive to develop automation skills and tacit knowledge crucial for operational success and thriving in their roles, ultimately leading to positive work outcomes.

This study provides fresh perspectives on how commercial airline pilots perceive and evaluate the impact of automation and IA technologies on their careers, as well as the knowledge necessary for success in the aviation domain. By delving into pilots’ cognitive assessments of these disruptive technologies and their implications, the research sheds light on relatively unexplored aspects of career adaptation in the face of technological change. Moreover, this study contributes to the refinement of the socially embedded model of thriving (Spreitzer et al., 2005) by explaining how important job resources, such as automation and IA technologies, create avenues for career advancement among pilots. By clarifying the role of these resources in fostering thriving within the aviation industry, the study enriches our understanding of the dynamics between technological innovation and professional development. Furthermore, beyond its theoretical contributions, this research holds practical implications for the commercial aviation sector, particularly in terms of knowledge management practices. As the industry moves towards a model increasingly reliant on single-human pilot operations, the study emphasises the importance of effective knowledge transfer and skill development strategies to ensure the continued success and resilience of aviation professionals.

3. Concluding remarks and future research directions

Innovative knowledge not only involves the innovation or novelty of the knowledge, information, or expertise itself, but also places an emphasis on the creativity or innovativeness in the process or systems through which knowledge is managed, shared, transferred, or exchanged (He & Wang, 2009). The importance of knowledge, especially that which is new, innovative, and effective, in assisting organisations and their employees to identify meaningfulness and value of future work and opportunities is evident in multiple studies reported in this special issue.

The articles have collectively illuminated the crucial roles played by organisations and managers in facilitating the effective management of innovative knowledge to foster an environment where both employees and organisations can thrive (for examples, see Figure 1). At the organisation or system level, innovation in organisational process and environments can benefit knowledge management and employee creativity and novelty (López-Nicolás & Meroño-Cerdán, 2011), ultimately improving individual careers and organisational outcomes. For instance, effective knowledge transfer, where the alignment of knowledge demand and supply occurs across different levels, can foster digital innovation capabilities (Che et al., 2024). Within such a framework, particularly in the context of globalisation, there arises a critical consideration of how intra- and inter-border pathways can synergistically function to facilitate the dissemination of specific types of knowledge. This, in turn, provides a foundation for employees and organisations to collaboratively innovate novel approaches to enhance their digital capabilities, which are critical for future work and businesses. Another example can be found in Y. Jiang’s (2024) qualitative investigation, which shows that within environments characterised by openness and encouragement, conducive to the exchange of innovative ideas, educators are more inclined to discover greater meaning and significance in their professional careers. Conversely, in unfavourable or adverse environments such as situations where supervisors impede smooth knowledge exchange, employees’ creativity suffers (e.g., Nauman et al., 2024). Other research also indicates factors such as a conducive knowledge-sharing climate, HRM policies and practices (Y. Jiang, 2024), and innovation-driven management systems (e.g., Zutshi et al., 2023) contribute to shaping effective knowledge exchange, which helps nurture thriving individuals and organisations. At the managerial level, supervisory support emerges as a critical factor in fostering effective knowledge sharing and innovation among employees. For instance, Nauman et al. (2024) reveal that supervisors’ withholding of knowledge and ostracism serve as significant triggers for employees’ knowledge-hiding behaviours. This suggests that the removal of supervisory-level barriers should be a key consideration in promoting knowledge exchange, innovation, and overall thriving among employees.

Figure 1. An illustrative model of enabling individual and organizational thriving in knowledge management contexts: evidence from the special issue.

In addition to the contexts or environments affecting knowledge-related innovation, research shows that individuals’ own knowledge management behaviours, particularly sharing innovative insights, can foster individual-level innovation and creativity beneficial to their future careers (Carmeli et al., 2013). For example, it has been found that educators who actively share innovative perspectives with colleagues tend to sustain their motivation within their profession, further solidifying their occupational passion (Y. Jiang, 2024). Additionally, Z. Wang’s (2024) study indicates that employees’ sharing innovative knowledge itself can further boost their innovation and creativity at work, largely because sharing innovative insights would boost opportunities for an individual to acquire additional new knowledge, as well as gain positive energy.

Indeed, research in this special issue has revealed signs regarding some specific personal or individual attributes or dimensions associated with knowledge management behaviours that may bolster innovation and creativity for employees to thrive. Across multiple studies, there seem to be at least four major domains, which are influential in driving individuals’ ways of dealing with knowledge and innovation. The first domain relates to employees’ personality, which plays a salient role in driving their sharing of knowledge or innovative insights in the workplace. As J. Zhang et al. (2024) highlighted, in teams where innovation is a priority, agreeableness, conscientiousness, and emotional stability (low neuroticism) of both knowledge requesters and providers are a catalyst for knowledge sharing and ultimately benefit both parties. Y. Jiang’s (2024) study emphasises that individuals who are more extraverted, open-minded, or proactive are more likely to engage in sharing innovative knowledge with colleagues. The second domain relates to employees’ cognitions, manifested as psychological states, attitudes, or motivations. For instance, employees who are passionate about supporting others or are intrinsically motivated for idea exchange are inclined to share with colleagues the knowledge or information they think is new and novel (Y. Jiang, 2024). These findings echo Jones (2024) observation of the importance of positive attitudes in developing necessary innovative knowledge as well as professional role identity among airline pilots. The third domain concerns employee well-being, which may influence one’s capacity to engage in knowledge-related innovation. Li et al. (2024) have demonstrated that when employees experience low to moderate levels of job stress, it can enhance their ability to generate innovative ideas. However, once the stress level surpasses a certain threshold, their capacity for innovation begins to decline. They have also observed that individuals who are thriving in their work environment maintain a relatively stable and high capability for generating innovative ideas compared to those who are less thriving. The four domain includes individual demographics, which may alter employees’ knowledge management behaviours and innovation. For instance, education is found to positively related to knowledge sharing and innovative behaviour (Z. Wang, 2024). In Nauman et al’.s (2024) study, employees who have shorter work experience have demonstrate greater potential for creativity, while work experience does not seem to significantly relate to their knowledge management behaviours.

3.1. Practical implications

As previously highlighted, our collection of articles has delved into the factors influencing both the antecedents and consequences of innovative knowledge sharing, transfer, and dissemination across diverse workplace contexts. For instance, J. Zhang et al. (2024) revealed the important roles of personality traits and gender dynamics in impacting knowledge sharing within co-worker relationships, while Z. Wang (2024) demonstrated a positive link between one’s sharing of innovative knowledge and their thriving at work, ultimately leading to more innovation behaviours. Moving beyond individual and dyadic levels, Zutshi et al. (2023) unveiled how mandatory innovations in cloud-based media environments shape knowledge dissemination and influence work outcomes. Furthermore, Che et al. (2024) explicated the multi-dimensional interplay of knowledge transfer on digital innovation capability, stressing the importance of aligning knowledge supply with demand for optimal innovation results. These findings echo Y. Jiang’s (2024) observation that both personal and contextual factors collectively shape employees’ willingness to share innovative knowledge.

These insights hold significant managerial implications for cultivating a culture of knowledge sharing and innovation within the workplace. Managers ought to leverage factors at both personal and contextual levels that motivate employees to share innovative knowledge, such as intrinsic motivation, personality traits, and organisational climate. Additionally, fostering a diverse and inclusive environment that values various personality traits and gender dynamics can foster greater knowledge sharing among co-workers. Moreover, managers should prioritise creating conditions that enable employees to thrive in their roles, as thriving is closely linked with enhanced innovation and knowledge sharing behaviours. Furthermore, comprehending the dynamics of knowledge transfer and its impact on innovation capability, as underscored by Che et al. (2024), can guide managers in optimising knowledge flow within the organisation to drive digital innovation effectively.

Further research within this special issue explores factors influencing employee well-being, creativity, and adaptability amidst workplace challenges and technological disruptions. For instance, Nauman et al. (2024) underscored the adverse impact of knowledge-hiding behaviours on creativity, while suggesting that a mastery motivational climate can mitigate these effects. Li et al. (2024) demonstrated how thriving serves as a personal resource to counteract the negative effects of job stress on creativity. Similarly, Jones (2024) emphasised the pivotal role of knowledge in empowering professionals to navigate and thrive in workplaces disrupted by emerging technologies.

From a managerial standpoint, these findings underscore the importance of fostering supportive organisational climates and providing resources to enhance employee well-being and adaptability. Managers should prioritise creating environments that foster openness, trust, and collaboration to mitigate knowledge hiding behaviours and their detrimental impact on creativity. Additionally, investing in initiatives that promote employee thriving and resilience, such as stress management programmes, can help employees maintain creativity and performance levels in dynamic and disruptive work environments. Furthermore, recognising the significance of continuous learning and knowledge acquisition in navigating technological disruptions is essential for facilitating employee adaptation and success in the modern workplace.

3.2. Future research directions

While this special issue has significantly enhanced our theoretical and practical understanding by addressing crucial topics relevant to knowledge, innovation, thriving, and their intersections in the realm of work and businesses, there remain numerous areas where future research could focus on bolstering or expanding upon. First, almost all quantitative studies included in this special issue that examined the effects of thriving on employee creativity and innovative behaviour were based on cross-sectional or time-lagged survey data. Consequently, it becomes challenging to establish the causality of the hypothesised relationships. It is an important omission because prior research has suggested the possibility of a gain spiral, in which the presence of thriving experiences at work gives rise to higher levels of innovative behaviour, subsequently leading to higher levels of thriving (Spreitzer et al., 2005). Therefore, future research is encouraged to employ longitudinal studies with repeated measures design to disentangle the directionality of the relationship between thriving and creativity or innovation.

Secondly, future studies exploring the relationships between innovative knowledge, thriving, and organisational success could incorporate employee well-being as additional outcome variables. Current studies in the special issue have primarily focused on organisationally important outcomes such as employee creativity (Li et al., 2024) and innovative behaviour (Z. Wang, 2024). What remains under-researched are the employee well-being outcomes resulting from thriving. Given that thriving experiences directly contribute to employee health (Porath et al., 2012), we believe that thriving has the potential to simultaneously promote both individual well-being and organisational success, thereby creating a win-win situation for both employers and employees. This line of research is significant because it aids business leaders in enhancing the alignment of organisational and individual interests in managing knowledge resources (Boxall, 2013). Only when employees perceive personal gains from their learning and knowledge sharing behaviours are they more inclined to engage in such activities.

A third potential avenue for future studies is to investigate thriving state as an antecedent rather than a consequence of knowledge sharing. While Z. Wang’s (2024) cross-sectional survey study confirmed thriving as an outcome of innovative knowledge sharing, the possibility of reverse causality remains, as suggested by the socially embedded model of thriving and highlighted in our illustrative model (Figure 1). It is argued that highly thriving individuals are motivated to actively engage in agentic behaviour, such as supporting and participating in knowledge sharing (Spreitzer et al., 2005). If this argument holds true, it implies that thriving experiences could serve as an enabler of knowledge sharing. This notion warrants further investigation in future research.

A further avenue for future research lies in the continued exploration of inhibiting factors that may hinder individuals’ innovative behaviours within the organisational context. While existing literature underscores the positive impact of knowledge sharing and thriving, there is a need to investigate potential inhibitors, such as knowledge hiding or hoarding, to provide a more comprehensive understanding. Examining the mechanisms and processes underlying these counterproductive behaviours, as well as their influence on thriving, would offer valuable insights for managers seeking to develop proactive strategies for fostering innovation and thriving at work. Additionally, a comparative approach that examines contrasting knowledge management behaviours and explores the impact of contextual factors such as trust climate, leadership style, and social support could enrich our understanding of the intricate dynamics surrounding knowledge sharing, thriving, and individual innovation in workplaces.

Disclosure statement

No potential conflict of interest was reported by the author(s).