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This study aims to investigate an underexplored behavioral factor, knowledge hiding, that connects employees’ perceptions of organizational politics (POP) with their diminished promotability, while also considering the moderating role of employees’ harmony motives in this process.

The research hypotheses are tested with multisource, three-round data collected among employees and their supervisors.

Employees’ beliefs about self-serving organizational decision-making increase their propensity to hide knowledge, which, in turn, diminishes their promotability. This intermediate role of knowledge hiding is more prominent when their disintegration avoidance motive is strong but less prominent when their harmony enhancement motive is strong.

A refusal to share knowledge with organizational colleagues, as a covert response to POP, can create a negative cycle for employees. They are frustrated with decision-making practices that are predicated on favoritism, but by choosing seemingly subtle ways to respond, they compromise their own promotion prospects. To avoid this escalation, employees should adopt an active instead of passive approach toward maintaining harmony in their work relationships.

This research contributes to extant research by detailing a hitherto overlooked reason that employees’ frustrations with dysfunctional politics may escalate into an enhanced probability to miss out on promotion opportunities. They respond to this situation by engaging in knowledge hiding. As an additional contribution, this study details how the likelihood of this response depends on employees’ harmony motives.

This study examines whether employees' perceptions of intraorganizational competition, defined as beliefs that the organization evaluates their performance in comparison with others, result in lower supervisor ratings of their conscientiousness if the employees, particularly those with proactive personalities, respond to the resource-draining, competitive work situation with knowledge hiding behavior.

Multisource data were collected from employees and supervisors in different industries at three points in time. The research hypotheses were tested with hierarchical multiple regression analysis, in combination with PROCESS macro-based bootstrapping, to assess mediation and moderated mediation.

Beliefs about highly competitive organizational climates are counterproductive, in that they lead employees to conceal knowledge intentionally from other organizational members. This mediating role of knowledge concealment is particularly prominent among employees with a strong desire to take the initiative to protect themselves against the hardships created by a climate of internal competition.

The research design does not allow for formal tests of causality.

For human resource managers, this research pinpoints self-protective knowledge hiding as a key, detrimental mechanism. It imposes dual harms: employees feel threatened by the strict performance-oriented climate, and their defensive reactions make them appear less conscientious to supervisors. This downward spiral is particularly likely to initiate among employees who exhibit a disposition toward action.

This research investigates novel connections between specific organizational elements and outcomes, by specifying why and when employees' beliefs about performance-oriented organizational climates might backfire, due to their negative behavioral responses, such as purposeful knowledge hiding.

This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS).

Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency.

The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills.

This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes.

The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.