Knowledge Sharing Process Analysis

2.5 Knowledge Sharing Process

Suppiah and Sundhu (2011) stated that knowledge sharing processes used to provide common information of particular contexts with other members of a team. According to Peralta and Saldanha (2014), knowledge sharing process ensures the exchange of tacit and explicit knowledge among employees creating an organizational knowledge base used for competitive advantage. On the other hand, Madden- Halett (2011) argued that knowledge sharing process used as a common framework indicative of organizational strengths and weakness. Furthermore, Borges (2013) explained that Knowledge sharing process is an interaction amongst individuals who sincerely wish to share experiences and knowledge with colleagues.

Figure: Knowledge

As narrative and informal communication tools, stories are easily learned, and remain longer in memories that increase organizational learning and knowledge retention. Storytelling can help employees to understand former knowledge and routines and apply them in the present and future. Therefore, they can be called “organizations’ oral histories and potential change agents” (Liebowitz, 2009).

Storytelling has to “share and values, develop trust and commitment, share tacit knowledge, facilitate unlearning, and generate emotional connection” in order to reach people and to encourage them in numerous fields (Sole & Wilson, 1999). If a leader uses stories as a medium, keeps it clear and simple, and obverses the employees’ perception about stories, storytelling can be used as a leadership tool (Sole & Wilson, 1999). A good story should have a happy ending, a hero, and a usual plot by focusing on the positive (Denning, 2000). Management can collect stories by asking employees to share their success stories as a formal and influential technique (Hester,

A mentoring system is a key process to transfer tacit knowledge from an expert to a mentee; this helps organizations to transfer tacit knowledge and to retain expertise. The relationship between mentor and mentee can be formal or informal. A formal mentoring program includes mentor trainings, meetings, assignments, and assessments. Informal programs help newcomers to make a smooth transition into the organization (Liebowitz, 2009). Mentors supervise, motivate, and guide their mentees to have them succeed in their professional goals. Mentoring is an invaluable practice for mentees, mentors, and organizations. Mentees can improve themselves personally and professionally and can become a recognized member of the organization. Mentors give to their communities by transferring organizational values and visions to mentees and turn into more valuable sources of human capital for their organizations. Likewise, organizations can retain their knowledge by investing in organizational knowledge stock (Clutterbuck, 2001). An ideal mentor should have expertise, desire to guide and motivate self-awareness, communication skills, and familiarity with the organization, as well as an ability to remain professional in any workplace situation (Heathfield, 2011; Clutterbuck,