Proceedings of the 12th European Conference on Knowledge ...

Halimah Abdul Manaf, Steven Armstrong and Alan Lawton
Yet, in <strong>the</strong> Malaysian public sector, <strong>the</strong> field <strong>of</strong> knowledge management is still at an early stage and
<strong>the</strong>re are debates about <strong>the</strong> effectiveness <strong>of</strong> knowledge management practices (Zahidul et al. 2007)
and little empirical evidence available concerning <strong>the</strong> effectiveness <strong>of</strong> <strong>the</strong>se initiatives (Zhou 2004).
This paper proposes a framework <strong>of</strong> organizational knowledge sharing in which knowledge sharing
practices and tacit knowledge contribute to individual performance. This is developed through a
detailed consideration <strong>of</strong> knowledge sharing practices and important determinants <strong>of</strong> individual
engagement in knowledge sharing such as individual differences in personality traits.
3. Knowledge sharing
Knowledge sharing is defined as <strong>the</strong> transfer and exchange <strong>of</strong> knowledge between and among
individuals, teams, departments and organizations. Knowledge sharing is, <strong>of</strong> itself, a learning activity
that involves individuals in a mutual exchange <strong>of</strong> both tacit and explicit knowledge (Holtshouse 1998).
Knowledge sharing processes involve observation, listening, asking questions, sharing ideas, and
adopting new patterns <strong>of</strong> behaviour (Bosua & Scheepers 2007). These activities enable organisations
to capture, organise, re-use and transfer experience based knowledge. Collective learning <strong>of</strong> this
kind, however, cannot occur effectively in <strong>the</strong> absence <strong>of</strong> organisational systems designed to facilitate
sharing <strong>of</strong> information.
3.1 Knowledge sharing mechanisms
Knowledge sharing mechanisms within organisations can focus on ei<strong>the</strong>r information technology (IT)
based approaches for <strong>the</strong> transfer <strong>of</strong> explicit knowledge or more personalised approaches for <strong>the</strong>
transfer <strong>of</strong> tacit knowledge (Sternberg et al. 2000). This leads to different categories <strong>of</strong> knowledge
sharing mechanisms referred to as individualization personalization, institutionalization
personalization, individualization codification and institutionalization codification (Boh 2007) although
<strong>the</strong>se are not always mutually exclusive.
Individual-personalization mechanism: At <strong>the</strong> individual level, mechanisms can be
adopted to encourage employees to share knowledge and information through ad-hoc
and informal sessions such as social networking.
Institutionalized-personalization mechanisms: These sorts <strong>of</strong> mechanisms are created by
institutionalizing an organizations structure in such a way that individuals in receipt <strong>of</strong>
important knowledge and experience are encouraged to provide guidance to less
experienced pr<strong>of</strong>essionals.
Individual-codification mechanism: Individual codification mechanisms refer to <strong>the</strong> ways
documents or o<strong>the</strong>r artefacts are shared at an individual level, ei<strong>the</strong>r informally or
formally.
Institutional codification mechanisms: Using <strong>the</strong>se sorts <strong>of</strong> mechanisms, knowledge held
by individuals or groups is captured and made <strong>the</strong> property <strong>of</strong> <strong>the</strong> organization.
H1: There is a positive relationship between knowledge sharing mechanisms and levels
<strong>of</strong> accumulated managerial tacit knowledge.
3.2 Mentoring programs
Ragins and Scandura (1999) define a mentor as an influential individual in <strong>the</strong> working environment
who has advanced experience and knowledge and who is committed to providing upward mobility and
support to an individual’s (protégé) career. Nonaka (1991) emphasised that mentoring programs are
effective mechanism for sharing tacit knowledge and creating new knowledge.
H2: There is a positive relationship between effective mentoring programs and levels <strong>of</strong>
accumulated managerial tacit knowledge.
3.3 Tacit knowledge
Wagner (1987) refers to tacit knowledge as practical ‘know how’ that in general is not openly
expressed or stated and must be captured in <strong>the</strong> absence <strong>of</strong> direct instruction. He identified three
components <strong>of</strong> tacit knowledge: managing oneself; managing tasks; and managing o<strong>the</strong>rs. Selfmanagement
encompasses <strong>the</strong> skills required for self-motivation and self-organization; managing
552