Job training satisfaction and knowledge sharing in IT company: a case study

Abstract

Purpose

This research aims to understand whether and how the perceptions that employees build and share over time about training activities and opportunities at work are linked to the knowledge management processes within the organization. This study aims at measuring how different levels of job training satisfaction are linked to employee perceptions of knowledge-sharing (KS) practices at work.

Design/methodology/approach

A total of 179 employees from an information and technology firm in Italy took part in the study, by completing questionnaires on job training satisfaction, KS practices and job-related variables (i.e. years of experience, hours of training in the previous year, job role and organizational area of belonging).

Findings

Findings showed that high job training satisfaction is related to positive perceptions of KS practices, so that when employees are satisfied with their job training experiences, they are more likely to value and recognize those practices.

Research limitations/implications

The relation between job training satisfaction and KS practices needs to be extended to different sectors and organizations to be generalized.

Social implications

Training activities within the organization are at the core of knowledge management practices and constitute a main source of sustainable competitive advantage; human resource management should reconsider the importance of monitoring training perceptions inside the organization, to become more conscious of the value and impact of these practices, in particular about training strategies.

Originality/value

Although great attention has been given to single-training satisfaction, only few studies consider the wider impact of job training satisfaction and its possible impact on knowledge sharing.

Citation

Buonomo, I., Piccinini, M., Benevene, P., Blasutig, G. and Cervai, S. (2022), "Job training satisfaction and knowledge sharing in IT company: a case study", Journal of Workplace Learning, Vol. 34 No. 8, pp. 677-690. https://doi.org/10.1108/JWL-02-2022-0016