1.knowledge Sharing in Organizations A Conceptual Framework

Human Resource Development Review
http://hrd.sagepub.com Knowledge Sharing in Organizations: A Conceptual Framework

Minu Ipe Human Resource Development Review 2003; 2; 337 DOI: 10.1177/1534484303257985 The online version of this article can be found at: http://hrd.sagepub.com/cgi/content/abstract/2/4/337
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Theory and Conceptual Article

10.1177/1534484303257985 Human Resource Development Review / December 2003 Ipe / KNOWLEDGE SHARING
ARTICLE
Knowledge Sharing in Organizations: A Conceptual Framework

MINU IPE University of Minnesota
Knowledge is now being seen as the most important strategic resource in organizations, and the management of this knowledge is considered critical to organizational success. If organizations have to capitalize on the knowledge they possess, they have to understand how knowledge is created, shared, and used within the organization. Knowledge exists and is shared at different levels in organizations. This article examines knowledge sharing at the most basic level; namely, between individuals in organizations. Based on a review of existing literature in this area, this article presents a model that identifies factors that most significantly influence knowledge sharing at this level. Keywords: knowledge; knowledge sharing; knowledge transfer; knowledge sharing between individuals
In recent years, the concept of knowledge in organizations has become increasingly popular in the literature (Alvesson & Karreman, 2001), with knowledge being recognized as the most important resource of organizations (Nahapiet & Ghoshal, 1998; Spender & Grant, 1996). Although knowledge has always been an important factor in organizations, only in the last decade has it been considered the primary source of competitive advantage (Stewart, 1997) and critical to the long-term sustainability and success of organizations (Nonaka & Takeuchi, 1995). The recognition of knowledge as the key resource of todays organizations affirms the need for processes that facilitate the creation, sharing, and leveraging of individual and collective knowledge (Becerra-Fernandez & Sabherwal, 2001; Drucker, 1993). More and more organizations are attempting to set up knowledge management systems and practices to more effectively use the knowledge they have, and numerous publications have discussed the importance of knowledge in organizations. Even so, there is much to be learned and understood about how knowledge is created, shared, and used in organizations (Grover & Davenport, 2001; Tsoukas & Vladimirou, 2001).
Human Resource Development Review Vol. 2, No. 4 December 2003 337-359 DOI: 10.1177/1534484303257985 2003 Sage Publications
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Human Resource Development Review / December 2003
The purpose of this article is to contribute to a better understanding of the phenomenon of knowledge sharing between individuals in organizations. Drawing on literature from several fields of study, a model of knowledge sharing between individuals in organizations is developed. Although knowledge exists at many levels in organizations, the focus of this article is the knowledge that exists with and within individuals and the factors that influence the process of knowledge sharing between individuals. The field of knowledge management has traditionally been dominated by information technology and technology-driven perspectives (Davenport, De Long, & Beers, 1998; Gourlay, 2001). However, there is increasing recognition of the role of individuals in knowledge management processes and a growing interest in the people perspective of knowledge in organizations (Earl, 2001; Stenmark, 2001). The key to successfully managing knowledge is now being seen as dependent on the connections between individuals within the organization (Brown & Duguid, 1991; McDermott, 1999). Increasing empirical evidence also points to the importance of people and people-related factors as critical to knowledge processes within organizations (e.g., Andrews & Delahaye, 2000; Quinn, Anderson, & Finkelstein, 1996). At the heart of the people perspective of knowledge management is the notion that individuals in organizations have knowledge (Spender & Grant, 1996) that must move to the level of groups and the organization as a whole so that it can be used to advance the goals of the organization (Nonaka, 1994). There is growing realization that knowledge sharing is critical to knowledge creation, organizational learning, and performance achievement (Bartol & Srivastava, 2002). Individuals in organizations have always created and shared knowledge and therefore knowledge sharing was considered to be a natural function of workplaces, an activity that took place automatically (Chakravarthy, Zaheer, & Zaheer, 1999). Yet it is now being acknowledged that even under the best of circumstances, knowledge sharing within organizations is a multifaceted, complex process (Hendriks, 1999; Lessard & Zaheer, 1996).
Method
A variety of fields have reported on the concept of knowledge and knowledge sharing in organizations. The conceptual framework presented in this article has drawn on literature from fields such as management theory, strategic management, information and decision sciences, organizational communication, and organizational behavior. These fields of study were identified through a search of scholarly literature available primarily through electronic databases. The initial review of literature began with an examination of publications that discussed the concept of knowledge and how this
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knowledge existed within organizations. The review process was then narrowed down to publications that referred specifically to the movement of knowledge within organizations. Some of the key concepts considered during the review included knowledge sharing, knowledge transfer, knowledge creation, knowledge acquisition, individual and organizational learning, and information distribution and dissemination. The initial broad review of relevant literature was followed by the process of analysis and synthesis. Analysis of literature began with identifying publications that were relevant to this article, those that addressed issues related to individual knowledge in organizations and how individuals shared their knowledge with others within their work settings. Once relevant publications were identified, the focus of the analysis shifted to isolating those ideas that specifically related to knowledge sharing between individuals. Specific attention was given to identifying common themes among the various sources during this process. The key factors related to knowledge sharing that emerged from the literature were then synthesized to form the conceptual framework presented in this article. The process of synthesis focused on capturing the dominant ideas related to knowledge sharing as it exists at this point in time. The review of literature revealed important ideas generated by several fields of study pertaining to knowledge and knowledge sharing in organizations. The conceptual framework presented in this article is an attempt to bring together all these ideas into one whole to provide a more comprehensive approach to understanding the phenomenon of knowledge sharing within organizations. The framework also proposes relationships between the different factors identified from the literature. Some of these relationships are apparent in the literature, whereas others are being proposed in this article to further explore the interaction between the primary factors that influence knowledge sharing in organizational settings. These relationships are discussed in detail later in the article.
Knowledge in Organizations
Although there is much written about why managing knowledge is important to organizations, there is considerably less on the howthe processes that are used to identify, capture, share, and use knowledge within organizations. Knowledge in organizational settings tends to be fuzzy in nature and closely attached to the individuals who hold it (Davenport et al., 1998), challenging efforts to define, measure, and manage it. Knowledge can also be subject to multiple classifications and can have several meanings. A comprehensive review of the various classifications of knowledge is beyond the scope of this article. Some useful categorizations may be found in Blackler (1995) and Venzin, von Krogh, and Roos (1998).
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The terms information and knowledge are often used interchangeably in the literature. Some authors distinguished between the two terms (e.g., Blackler, 1995; Davenport & Prusak, 1998; Nonaka & Takeuchi, 1995; Pemberton, 1998), whereas others used both terms synonymously (e.g., Kogut & Zander, 1992; Stewart, 1997). This article recognizes the distinction between information and knowledge. Davenport and Prusak (1998) defined knowledge as a fluid mix of framed experience, values, contextual information, and expert insights that provides a framework for evaluating and incorporating new experiences and information. It originates in and is applied in the minds of knowers (p. 5). Nonaka and Takeuchis (1995) definition of knowledge is far broader in scope and is stated as a dynamic human process of justifying personal belief toward the truth (p. 58). According to these authors, information is the flow of messages (p. 58), and knowledge is created when this flow of messages interacts with the beliefs and commitments of its holders. They identified three characteristics that distinguished information from knowledge. First, knowledge is a function of a particular perspective, intention, or stance taken by individuals, and therefore, unlike information, it is about beliefs and commitment. Second, knowledge is always about some end, which means that knowledge is about action. Third, it is context specific and relational and therefore it is about meaning. Individual Knowledge in Organizations Knowledge exists at multiple levels within organizations. De Long and Fahey (2000) divided it into individual, group, and organizational levels. Roos and von Krogh (1992) added the levels of departments and divisions. This article focuses on the most basic of these levels, the knowledge that is possessed by individuals. Although individuals constitute only one level at which knowledge resides within organizations, the sharing of individual knowledge is imperative to the creation, dissemination, and management of knowledge at all the other levels within an organization. Nonaka and Takeuchi (1995), in their definitive work The Knowledge Creating Company, were among the first to recognize the importance of individual employees in the knowledge creation process. According to them, knowledge creation should be viewed as a process whereby knowledge held by individuals is amplified and internalized as part of an organizations knowledge base. Thus, knowledge is created through interaction between individuals at various levels in the organization. Nonaka and Takeuchi argued that organizations cannot create knowledge without individuals, and unless individual knowledge is shared with other individuals and groups, the knowledge is likely to have limited impact on organizational effectiveness.
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Lam (2000) defined individual knowledge as that part of an organizations knowledge which resides in the brains and bodily skills of the individual (p. 491). It involves all the knowledge possessed by the individual that can be applied independently to specific types of tasks and problems. Because individuals have cognitive limits in terms of storing and processing information, individual knowledge tends to be specialized and domainspecific in nature (Lam, 2000). Literature from the area of organizational learning also contributes to the notion that knowledge in organizations resides within individuals. Simon (1991) emphasized the role of individuals in the knowledge process by stating that all organizational learning takes place inside human heads (p. 176). Argyris (1990) reinforced this point of view by suggesting that organizations learn through individuals and this individual learning is facilitated or inhibited by factors within the organizational learning system. Huber (1991) further argued that knowledge could only reside at the individual level because cognition is a function of individuals that cannot be performed by organizations. At the individual level, Lowendahl, Revang, and Fosstenlokken (2001) identified three types of knowledge that are important to value creation in organizationsknow-how, know-what, and dispositional knowledge. Know-how included experienced-based knowledge that is subjective and tacit, and know-what included task-related knowledge that is objective in nature. Dispositional knowledge was defined as personal knowledge that included talents, aptitude, and abilities. Tsoukas and Vladimirou (2001) further emphasized the role of individuals in the creation and sharing of knowledge, while Polanyi (1966) insisted that all knowledge is essentially personal in nature. Others who suggested that knowledge in organizations is found at the level of individuals include Alvesson (1995), Brown and Woodland (1999), Gupta and Govindarajan (2000), Nonaka (1994), Staples and Jarvenpaa (2001), and Weiss (1999). Knowledge Sharing in Organizations An organizations ability to effectively leverage its knowledge is highly dependent on its people, who actually create, share, and use the knowledge. Leveraging knowledge is only possible when people can share the knowledge they have and build on the knowledge of others. Knowledge sharing is basically the act of making knowledge available to others within the organization. Knowledge sharing between individuals is the process by which knowledge held by an individual is converted into a form that can be understood, absorbed, and used by other individuals. The use of the term sharing implies that this process of presenting individual knowledge in form that can be used by others involves some conscious action on the part of the individual who possesses the knowledge. Sharing also implies that the sender
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does not relinquish ownership of the knowledge; instead, it results in joint ownership of the knowledge between the sender and the recipient. Davenport (1997) defined sharing as a voluntary act and distinguished it from reporting. Reporting involves the exchange of information based on some routines or structured formats. Sharing, on the other hand, implies a conscious act by an individual who participates in the knowledge exchange even though there is no compulsion to do so. Hendriks (1999) suggested that knowledge sharing implies a relationship between at least two partiesone that possesses the knowledge and the other that acquires the knowledge. This article makes a distinction between knowledge sharing between individuals and the concept of knowledge transfer used predominantly to describe the movement of knowledge between larger entities within organizations, such as between departments or divisions and between organizations themselves (e.g., Chakravarthy et al., 1999; Lam, 1997). Knowledge sharing is important because it provides a link between the individual and the organization by moving knowledge that resides with individuals to the organizational level, where it is converted into economic and competitive value for the organization (Hendriks, 1999). Cohen and Levinthal (1990) proposed that interactions between individuals who possess diverse and different knowledge enhance the organizations ability to innovate far beyond what any one individual can achieve. Boland and Tenkasi (1995) concurred with this idea and contended that competitive advantage and product success in organizations results from individuals with diverse knowledge collaborating synergistically toward common outcomes. According to these authors, the creation of an organizations knowledge base requires a process of mutual perspective taking where distinctive individual knowledge is exchanged, evaluated, and integrated with that of others in the organization (p. 358). Knowledge sharing also leads to the dissemination of innovative ideas and is considered critical to creativity and subsequent innovation in organizations (Armbrecht, Chapas, Chappelow, & Farris, 2001). However, in practice, the lack of knowledge sharing has proved to be a major barrier to the effective management of knowledge in organizations (Davenport & Prusak, 1998; Hendriks, 1999). Knowledge sharing between individuals is a process that contributes to both individual and organizational learning (Andrews & Delahaye, 2000; Nidumolu, Subramani, & Aldrich, 2001). Organizational knowledge is recognized as a key component of organizational learning (Dodgson, 1993; Huber, 1991). Huber (1991) further identified four knowledge concepts that contribute to organizational learningknowledge acquisition, information distribution, information interpretation, and organizational memory. The concept of knowledge sharing as it is presented in this article is linked to both knowledge distribution and knowledge acquisition. The voluntary act of sharing knowledge by an individual contributes to knowledge distribu-
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tion, and the process of sharing may result in knowledge acquisition by other individuals within the organization. Knowledge sharing between individuals thus results in individual learning, which in turn may contribute to organizational learning. Knowledge management calls for managing organizational knowledge as a corporate asset and harnessing knowledge creation and sharing as key organizational capabilities (Nonaka & Takeuchi, 1995). A possible concern in this approach to managing knowledge is that much of organizational knowledge is controlled at the level of individuals (Staples & Jarvenpaa, 2001). Individuals use the knowledge they have in their daily activities at work (Lam, 2000), and unless the organization can facilitate the sharing of this knowledge with others, it is likely to lose this knowledge when individual employees leave (Gupta & Govindarajan, 2000). Even if individuals stay with the organization, the full extent of their knowledge may not be realized and utilized unless there are opportunities for the individual to share that knowledge with others in the organization (Weiss, 1999). Understanding the process of knowledge sharing between individuals is one step toward a better understanding of knowledge sharing as a whole in organizations. The following section elaborates on the factors identified from literature that influence knowledge sharing between individuals in organizations.
Factors That Influence Knowledge Sharing

There is a paucity of research specifically in the area of knowledge sharing between individuals in organizations, and empirical evidence has just begun to uncover some of the complex dynamics that exist in processes related to knowledge sharing. Based on a review of theory and research related to knowledge sharing, the following have been identified as the major factors that influence knowledge sharing between individuals in organizations: the nature of knowledge, motivation to share, opportunities to share, and the culture of the work environment. Nature of Knowledge Knowledge by its very nature exists in both tacit and explicit forms. However, with the increasing recognition of the importance of knowledge in organizations, different types of knowledge have also begun to be valued differently within organizations. These two characteristics of the nature of knowledge, tacitness and explicitness of knowledge, and the value attributed to knowledge have a significant influence on the way knowledge is shared within organizations.
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Tacit and explicit knowledge. The dominant classification of knowledge in organizations divides it into two types, tacit and explicit. The critical differences between these two types are found in three major areascodifiability and mechanisms for transfer, methods for acquisition and accumulation, and the potential to be collected and distributed (Lam, 2000). The concept of tacit knowledge was first presented by Polanyi (1966), who argued that a large part of human knowledge cannot be articulated and made explicit easily. Tacit knowledge can be thought of as the know-how that is acquired through personal experience (Nonaka, 1994). It is therefore not easily codifiable and cannot be communicated or used without the individual who is the knower. Tacit knowledge also tends to be sticky in nature. von Hippel (1994) defined stickiness as the incremental expenditure involved in moving knowledge in a form that is useable and easily understood by the information seeker. According to von Hippel, stickiness for the knowledge supplier comes from the tacitness of the knowledge that has to be shared, whereas absorptive capacity creates stickiness for the knowledge user. Therefore, tacitness of knowledge is a natural impediment to the successful sharing of knowledge between individuals in organizations. Explicit knowledge, on the other hand, can be easily codified, stored at a single location, and transferred across time and space independent of individuals (Lam, 2000). It is easier to disseminate and communicate (Schulz, 2001). Explicit knowledge therefore has a natural advantage over tacit knowledge in terms of its ability to be shared relatively easily among individuals. However, just because explicit knowledge is easily transferred across individuals and settings, it should not be assumed that it is easily shared in organizations. Weiss (1999) argued that the ability to articulate knowledge should not be equated with its availability for use by others in the organization. To support this point, he made a distinction between explicit knowledge that is easily shared with that which is not by introducing the notion of rationalized knowledge and embedded knowledge within the context of professional services organizations. Rationalized knowledge is general, context independent, standardized, and public (e.g., methodologies for conducting consulting projects). Weiss suggested that because this knowledge has been separated from its original source and is independent of specific individuals, this knowledge is readily shared and available to all those who seek it. Embedded knowledge, on the other hand, is context dependent, narrowly applicable, personalized, and may be personally or professionally sensitive. Therefore, explicit knowledge that is embedded in nature is not likely to be easily shared among individuals. However, knowledge must be seen as more than just explicit and tacit in nature. Regardless of whether knowledge is tacit or explicit, the value attributed to it also has a significant impact on whether and how individuals share it.
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Value of knowledge. Knowledge is increasingly perceived as being commercially valuable, and its ownership is being recognized by both individuals and the organizations they work in (Brown & Woodland, 1999; Staples & Jarvenpaa, 2001; Weiss, 1999). When individuals perceive the knowledge they possess as a valuable commodity, knowledge sharing becomes a process mediated by decisions about what knowledge to share, when to share, and who to share it with (Andrews & Delahaye, 2000). In situations in which it is valued highly, individuals may tend to claim emotional ownership of knowledge (Jones & Jordan, 1998). This sense of ownership comes from the fact that in several settings, individual knowledge is linked to status, career prospects, and individual reputations (Andrews & Delahaye, 2000). The sharing of such knowledge is a complex process, and Jones and Jordan (1998) found that it involved, among other things, the extent to which individuals perceived themselves to be valued by their organization. Certain types of knowledge are valued highly by both individuals and organizations. For example, knowledge related to research and development (R&D) is valued highly because of its commercial and scientific value. Research suggests that in R&D organizations, creative power resides in a relatively small number of individuals (Armbrecht et al., 2001), creating issues of ownership particularly because it is linked to tangible outcomes such as creation of new products, patents, research grants, and individual incomes. Therefore, in highly competitive environments or those in which knowledge has high commercial value, there exists a dilemma resulting from contradictory incentives to share knowledge and to withhold it. In organizations in which an individuals knowledge becomes his or her primary source of value to the firm, sharing this knowledge might potentially result in diminishing the value of the individual, creating a reluctance to engage in knowledge-sharing activities (Alvesson, 1993; Empson, 2001). Professionals, in particular, tend to guard their knowledge as they perceive that their own value to the firm is a product of the knowledge they possess (Weiss, 1999). Any reluctance to share knowledge is further heightened in situations characterized by uncertainties and insecurities, such as mergers (Empson, 2001) and acquisitions. Motivation to Share Knowledge is intimately and inextricably bound with peoples egos and occupations and does not flow easily across the organization (Davenport et al., 1998, p. 45). According to Stenmark (2001), people are not likely to share knowledge without strong personal motivation. Motivational factors that influence knowledge sharing between individuals can be divided into internal and external factors. Internal factors include the perceived power attached to the knowledge and the reciprocity that results from sharing.
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External factors include relationship with the recipient and rewards for sharing. Knowledge as power. The increasing importance given to knowledge in organizations, and the increasing value attributed to individuals who possess the right kind of knowledge are conducive to creating the notion of power around knowledge. If individuals perceive that power comes from the knowledge they possess, it is likely to lead to knowledge hoarding instead of knowledge sharing (Davenport, 1997; Gupta & Govindarajan, 2000). According to Brown and Woodland (1999), individuals use knowledge for both control and defense. In a competitive environment, withholding knowledge from those considered competitors is often regarded as being useful to attaining ones goals (Pfeffer, 1980). Power politics is therefore an important aspect of knowledge sharing in organizations (Weiss, 1999). In a study of knowledge management initiatives in more than 25 companies over a period of 2 years, Davenport, Eccles, and Prusak (1992) found that the primary reason these initiatives did not succeed was because these organizations did not manage what the authors labeled the politics of information (p. 53). Blackler, Crump, and McDonald (1998) concurred with the notion that knowledge can be perceived as a source of power in organizations. They suggested that because knowledge is always situated within a particular context, it is natural that culture and power dynamics within the context affect the way knowledge is perceived and used. Reciprocity. Reciprocity, or the mutual give-and-take of knowledge can facilitate knowledge sharing if individuals see that the value-add to them depends on the extent to which they share their own knowledge with others (Hendriks, 1999; Weiss, 1999). Molm, Takahashi, and Peterson (2000) defined reciprocal acts as those in which individuals help others and share information without negotiation of terms and without knowledge of whether or when the other will reciprocate (p. 1396). Reciprocity as a motivator of knowledge sharing implies that individuals must be able to anticipate that sharing knowledge will prove worthwhile (Schultz, 2001), even if they are uncertain about exactly what the outcome will be (Nahapiet & Ghoshal, 1998). It is the expectation that those involved in sharing knowledge will be able to acquire or benefit from some of the value created by their involvement. Empirical evidence for the relationship between reciprocity and knowledge sharing indicates that receiving knowledge from others stimulates a reciprocal flow of knowledge in the direction of the sender both horizontally and vertically in organizations (Schulz, 2001). Support for the relationship between reciprocity and knowledge sharing was also found by Hall (2001) and Dyer and Nobeoka (2000). Reciprocity is also thought to be a motivator of knowledge sharing in communities of practice where knowledge sharing results in enhancing participants expertise and providing opportunities for recognition (Bartol & Srivastava, 2002; Orr, 1990).
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A negative aspect of reciprocity is the fear of exploitation, which was found to be a serious threat to knowledge sharing between individuals (Empson, 2001). Fear of exploitation is a reflection of extreme anxiety that individuals experience when they perceive that they are being asked to give away valuable knowledge with very little or no benefit to them in return. Relationship with recipient. One of the external factors that influence the motivation to share knowledge is the relationship between the sender and the recipient. Relationship with the recipient includes two critical elements: (a) trust and (b) the power and status of the recipient. According to Ghoshal and Bartlett (1994), trust is one of four primary dimensions in organizations influencing the actions of individuals. Huemer, von Krogh, and Roos (1998) further argued that even though the distribution of power matters in organizations, trust is more important as trust facilitates learning, and decisions to exchange knowledge under certain conditions are based on trust. In writing about knowledge communities (groups or organizations whose primary purpose is the development and promulgation of collective knowledge), Kramer (1999, p. 163) referred to trust as being a critical factor that influenced the way knowledge was shared within these communities. According to Kramer, barriers to trust rise from perceptions that others are not contributing equally to the community or that others might exploit their own cooperative efforts. These doubts and suspicions create a reluctance to initiate exchanges with others or respond to others invitations to participate in cooperative exchanges with members of the community. The importance of perceived trustworthiness to knowledge sharing in organizations was further reinforced by Andrews and Delahaye (2000) who found that the role of trust was central to the way knowledge was shared by individuals. Their study established that in the absence of trust, formal knowledge-sharing practices were insufficient to encourage individuals to share knowledge with others within the same work environment. Environments that are highly competitive are even more likely to have problems with knowledge sharing that arise out of trust-related issues. Others who stressed the importance of trust in knowledge sharing include Read (1962), Roberts (2000), and Zand (1972). Another aspect of the relationship with knowledge recipients points to the power and status of the knowledge sharer vis--vis the knowledge recipient. Issues of power that mediate the relationships between individuals involved in such exchanges influence to some extent whether and how knowledge is shared (Krone, Jablin, & Putnam, 1987; OReilly, 1978). In his analysis of organizational information processing, Huber (1982) stated that (a) individuals with low status and power in the organization tend to direct information to those with more status and power, and (b) individuals with more status and power tend to direct information more toward their peers than toward those with low status and power. These findings find sup-
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port in research done by Allen and Cohen (1969) and Barnlund and Harland (1963). Empirical evidence also indicates that individuals tend to screen information that is passed upward in organizations, withholding or refraining from sharing information that would be unfavorable to the communicator (OReilly, 1978; Read, 1962) or that which would make them vulnerable (Weiss, 1999). Other research that supports this notion includes the socialpsychological research on the suppression of bad news in communication (Rosen & Tesser, 1970) and research dealing with the suppression of information that reflects adversely on the units that possess the information (Carter, 1972). Rewards for sharing. Real and perceived rewards and penalties for individuals that come from sharing and not sharing knowledge also influence the knowledge-sharing process. OReilly and Pondy (1980) indicated that the probability that organizational members will route information to other members is positively related to the rewards and negatively related to the penalties that they expect to result from sharing. The relationship between knowledge sharing and incentives was further supported by studies (e.g., Gupta & Govindarajan, 2000; Quinn et al., 1996) finding that significant changes had to be made in the incentive system to encourage individuals to share their knowledge, particularly through technology-based networks in organizations. Rewards have also been considered important to knowledge sharing within intranets (Hall, 2001), in the creation and sustenance of knowledge-sharing networks (Dyer & Nobeoka, 2000), and the success of knowledge-management initiatives within organizations (Earl, 2001; Liebowitz, 1999). Although there are those who perceive rewards and incentives to be indispensable to knowledge sharing (e.g., Gupta & Govindarajan, 2000; OReilly & Pondy, 1980; Quinn et al., 1996), others have argued that tangible rewards alone are not sufficient to motivate knowledge sharing among individuals. Professionals participate in knowledge-sharing activities because of the intrinsic reward that comes from the work itself (Tissen, Andriessen, & Deprez, 1998), and in some cases, formal rewards may be perceived as demeaning by professionals who are motivated by a sense of involvement and contribution (McDermott & ODell, 2001). Yet others argued against the use of incentives to share knowledge claiming that in the long run, unless knowledge-sharing activities help employees meet their own goals, tangible rewards alone will not help to sustain the system (ODell & Grayson, 1998). Bartol and Srivastava (2002) proposed a relationship between different types of knowledge sharing and monetary reward systems. They identified four mechanisms of knowledge sharingindividual contribution to databases, formal interactions within and between teams, knowledge sharing across work units, and knowledge sharing through informal interactions. Bartol and Srivastava suggested that monetary rewards could be instituted
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to encourage knowledge sharing through the first three mechanisms, whereas informal knowledge sharing would be rewarded by intangible incentives such as enhancing the expertise and recognition of individuals. Opportunities to Share Opportunities to share knowledge in organizations can be both formal and informal in nature. Formal opportunities include training programs, structured work teams, and technology-based systems that facilitate the sharing of knowledge. Bartol and Srivastava (2002) referred to these as formal interactions, and Rulke and Zaheer (2000) called them purposive learning channelsthose that are designed to explicitly acquire and disseminate knowledge. Informal opportunities include personal relationships and social networks that facilitate learning and the sharing of knowledge (Brown & Duguid, 1991; Nahapiet & Ghoshal, 1998). Rulke and Zaheer referred to these informal opportunities as relational learning channels. Purposive learning channels provide individuals with a structured environment in which to share knowledge. Okhuysen and Eisenhardt (2002) identified some formal interventions that facilitate knowledge sharing in organizations, from basic instructions to share knowledge, to more complex interventions such as Nominal Group Technique and the Delphi Technique. Formal interventions and opportunities not only create a context in which to share knowledge but also provide individuals with the tools necessary to do so. However, knowledge shared through formal channels tends to be mainly explicit in nature (Nonaka & Takeuchi, 1995; Rulke & Zaheer, 2000). The advantages of purposive learning channels are that they are able to connect a large number of individuals and they allow for the speedy dissemination of shared knowledge, especially through electronic networks and other technology-based systems. Empirical evidence for successful knowledge sharing through formal channels was found by Constant, Sproull, and Kiesler (1996) and Hickins (1999). Although purposive learning channels play an important role in facilitating knowledge sharing, research indicates that the most amount of knowledge is shared in informal settingsthrough the relational learning channels (e.g., Jones & Jordan, 1998; Pan & Scarbrough, 1999; Truran, 1998). Relational channels facilitate face-to-face communication, which allows for the building of trust, which in turn is critical to sharing knowledge. These informal opportunities to interact with other people help individuals develop respect and friendship, which influences their behavior (Nahapiet & Ghoshal, 1998). Granovetter (1992) called this relational embeddednessthe kind of personal relationships that people develop when they interact with each other over a period of time. Brown and Duguid (1991), in their analysis of communities of practice found that shared learning is
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located in complex, collaborative practices involving informal networks within the community. Stevenson and Gilly (1991) found that even when clearly designated channels of communication existed in organizations, individuals tend to rely more on informal relationships for communication. Culture of the Work Environment The factors described above are important to understanding the manner in which knowledge is shared between individuals. However, all of these factors are influenced by the culture of the work environmentthe culture of the subunit and/or the culture of the organization at large. Organizational culture is increasingly being recognized as a major barrier to effective knowledge creation, sharing, and use (De Long & Fahey, 2000; LeonardBarton, 1995; Pan & Scarbrough, 1999). Organizations are essentially cultural entities (Cook & Yanow, 1993), and therefore, regardless of what organizations do to manage knowledge, the influences of the organizations culture are much stronger (McDermott & ODell, 2001). Schein (1985) defined culture as a pattern of basic assumptions (p. 9) that is developed by a group as they grapple with and develop solutions to everyday problems. When these assumptions work well enough to be considered valid, they are taught to new members as the appropriate way to approach these problems. Schein further added that a key part of every culture is a set of assumptions about how to determine or discover what is real and how members of a group take an action, how they determine what is relevant information, and when they have enough of it, to determine whether to act and what to do (p. 89). Culture is therefore reflected in the values, norms, and practices of the organization, where values are manifested in norms that in turn shape specific practices (De Long & Fahey, 2000). De Long and Fahey (2000) identified certain aspects of organizational culture that influence knowledge sharingculture shapes assumptions about which knowledge is important, it controls the relationships between the different levels of knowledge (organizational, group, and individual), and it creates the context for social interaction. It is also culture that determines the norms regarding the distribution of knowledge between an organization and the individuals in it (Staples & Jarvenpaa, 2001). Norms and practices that advocate individual ownership of knowledge severely impede the process of knowledge sharing within the organization, as the organizational culture orients the mindset and action of every employee (Nonaka & Takeuchi, 1995, p. 167). Culture suggests what to do and what not to do regarding knowledge processing and communication in organizations (Davenport, 1997). An important component of culture in organizations is corporate vision (Gold, Malhotra, & Segars, 2001; Leonard-Barton, 1995). Gold et al. (2001) pointed to the fact that a corporate vision not only pro-
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vides a sense of purpose to the organization but also helps to create a system of organizational values. Organizational values that influence knowledge sharing include the creation of a sense of involvement and contribution among employees (ODell & Grayson, 1998), the types of knowledge that are valued (Leonard-Barton, 1995), and knowledge-related values such as trust and openness (Eisenberg & Riley, 2001; von Krogh, 1998). An organizations culture also shapes the perceptions and behaviors of its employees (De Long & Fahey, 2000), and one way it does this is by establishing the context for social interactions within the organization (Gold et al., 2001; Trice & Beyer, 1993). According to De Long and Fahey (2000), the impact of culture on the context for social interaction can be assessed along three dimensionsvertical interactions (interactions with senior management), horizontal interactions (interactions with individuals at the same level in the organization), and special behaviors that promote knowledge sharing and use (sharing, teaching, and dealing with mistakes). Cultures are not homogenous across an organization (McDermott & ODell, 2001). Within organizations, there are also subcultures that are characterized by a distinct set of values, norms and practices, often resulting in their members valuing knowledge differently from other groups within the same organization (Pentland, 1995). Subcultures and their influence on knowledge sharing add even more complexity to determining those practices and norms that create the right environment to facilitate the sharing of knowledge. Figure 1 represents the factors identified from the literature that influence the process of knowledge sharing between individuals in organizations. Relationship Between the Factors That Influence Knowledge Sharing The four factors that have been identified are significant by themselves but do not exert their influence on knowledge sharing in isolation. The nature of knowledge, the motivation to share, the opportunities to share, and the culture of the work environment are all interconnected, with each factor influencing the other in a nonlinear fashion. Figure 2 represents a model of knowledge sharing between individuals in organizations that emerged from the review of literature. The model presents the four factors and illustrates the relationship between them. The model indicates that the first three factorsnature of knowledge, motivation to share, and opportunities to shareare embedded within the culture of the work environment, be it the culture of the organization or the subculture within the specific work area. Culture has an influence on the other three factors in that the culture of the organization dictates to a fairly
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Tacit & explicit knowledge Internal factors Power Reciprocity External factors Relationship with recipient Rewards for sharing
Nature of Knowledge
Value of knowledge
Purposive learning channels Relational learning channels
Knowledge Sharing
Motivation to Share
Opportunities to Share
Culture of work environment
FIGURE 1:
Factors That Influence Knowledge Sharing Between Individuals in Organizations
Individual
Culture
Nature of Knowledge
Motivation to Share Culture
Knowledge Sharing
Opportunities to Share Culture
Individual
Individual
FIGURE 2:
A Model of Knowledge Sharing Between Individuals in Organizations
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large extent how and what knowledge is valued, what kinds of relationships and rewards it encourages in relation to knowledge sharing, and the formal and informal opportunities that individuals have to share knowledge. The following is one illustration of the interdependence between the factors indicated in the model. Individuals may not be inclined to share knowledge easily if the value attributed to such knowledge is very high. However, if there are sufficient incentives (both internal and external), then individuals may be motivated to share that knowledge. On the other hand, if there is motivation to share knowledge but the opportunities to share are insufficient or if the culture of the organization attributes power to those who are perceived to possess certain knowledge, then the motivation by itself may not result in real knowledge sharing. All the factors identified in this model do not exert the same amount of influence on knowledge sharing in all organizational settings. The relative importance of each of these factors is influenced by the business objectives of the organization, its structure, business practices and policies, reward systems, and culture. The absence of one or more of these factors in an organization does not preclude all knowledge sharing. A certain amount of knowledge is shared between individuals all the time, under any circumstance in organizations. However, the model of knowledge sharing presented here proposes that the four factors are strongly interrelated with each other and if each of these factors is favorable to knowledge sharing, together they create the ideal environment for knowledge sharing between individuals within the organization.
Implications for Research

With the increasing importance of the people perspective of knowledge in organizations, there exist many opportunities for researchers in the area of human resource development to advance the understanding of knowledge and knowledge sharing. The survey of literature that led to the creation of the model of knowledge sharing presented in this article suggests opportunities for research that fall into the following two broad categories:
research related to the nature of knowledge in organizations and research related to the knowledge-sharing process and factors that influence this
process.
According to Bhatt (1998), the study of knowledge in organizations is still a relatively new area for research and lacks a coherent theoretical foundation. The difficulty in finding meaningful definitions and classifications of knowledge that apply in all settings presents a significant challenge to researchers in this area. The following proposition captures a dilemma that tests both researchers and practitioners alike:
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Proposition 1: The nature of knowledge in organizations is complex and varies across different levels and functions in the organization. For an organization to be successful in managing its knowledge, there needs to be a common understanding of what constitutes knowledge across the organization.
The fact that there is as yet no shared understanding of what constitutes knowledge in the context of organizations raises some questions for future research in this area. How should researchers define knowledge for empirical studies? Are the distinctions between knowledge and information worthy of research attention? The second category of research opportunities focuses on advancing the understanding of knowledge-sharing processes within organizations. The following propositions are derived from the model presented in this article:
Proposition 2: The four factors critical to knowledge sharing between individuals in organizations are the nature of knowledge, the motivation to share, opportunities for sharing, and the culture of the work environment. Proposition 3: All four factors are interrelated and if each of them is favorable, together they create an optimal environment for knowledge sharing within an organization.
Future research could also contribute to clarifying what we know about each of the factors that are identified in the model as influencing knowledge sharing.
Proposition 4: Knowledge is perceived and valued differently by individuals at different levels and across different functions in organizations. The differences in the way knowledge is identified and valued have an impact on the way knowledge is shared among individuals. Proposition 5: Motivation to share knowledge is determined by a combination of internal and external factors. An ideal combination of these factors results in high motivation among individuals to share what they know with others. Proposition 6: Opportunities to share knowledge within organizations can be both relational and formal in nature. A balanced combination of relational and formal learning channels is critical to effective knowledge sharing. Proposition 7: Culture of the work environment is the most critical factor that influences knowledge sharing within organizations. The culture of the organization and subcultures within the organization have a significant influence on the other three factors.
With the rapid advances being made in the field of practice related to knowledge management, there is a significant gap between research and practice in this area (Grover & Davenport, 2001). The increasing sophistication in technology-based knowledge management systems call attention to one area where more research is needed. Existing literature suggests that individuals are more likely to share knowledge with others through informal interactions than
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through the use of formal systems. Scholars with a human resource orientation need to partner with technologists to identify how formal and informal knowledge-sharing processes may be combined to effectively facilitate knowledge sharing in organizations. Research could also recommend how formal means of knowledge sharing such as training programs can be redesigned to both share knowledge effectively as well as help individuals develop ways of knowing that make use of knowledge in new, innovative, and more productive ways (Cook & Brown, 1999, p. 398). In-depth investigative methods such as case studies and ethnographies could be used to discover the nuances of the knowledge-sharing process within specific organizational settings. Such studies would also be able to identify factors that motivate and inhibit knowledge-sharing behavior within the contexts chosen for the study. Subsequent research could then be done to verify whether these factors apply across organizations, using methods that allow results to be generalized to larger populations. New research in this area may also be able to identify emerging factors that influence the knowledge-sharing process that have not been documented in the literature thus far.
Conclusion
It is clear that knowledge sharing in organizations is a complex process that is value laden and driven by power equations within the organization. Knowledge in organizations is dynamic in nature and is dependent on social relationships between individuals for its creation, sharing, and use. More knowledge is shared informally than through formal channels, and much of the process is dependent on the culture of the work environment. This article has presented a model that describes knowledge sharing between individuals, identifying factors that have a significant influence on the knowledgesharing process and illustrating the relationship between these factors.
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Minu Ipe recently completed a Ph.D. specializing in human resource development from the University of Minnesota. She has been involved with both the technology and people aspects of knowledge management for several years, first as an HRD manager and then as a student and researcher. Her interests include knowledge mapping, knowledge processes within and across teams, cross-cultural issues related to knowledge management, and organizational learning.

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http://hrd.sagepub.com Knowledge Sharing in Organizations: A Conceptual Framework

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Theory and Conceptual Article

Knowledge Sharing in Organizations: A Conceptual Framework

Human Resource Development Review / December 2003

Ipe / KNOWLEDGE SHARING

Human Resource Development Review / December 2003

Ipe / KNOWLEDGE SHARING

Human Resource Development Review / December 2003

Ipe / KNOWLEDGE SHARING

Factors That Influence Knowledge Sharing

Human Resource Development Review / December 2003

Ipe / KNOWLEDGE SHARING

Human Resource Development Review / December 2003

Ipe / KNOWLEDGE SHARING

Human Resource Development Review / December 2003

Ipe / KNOWLEDGE SHARING

Human Resource Development Review / December 2003

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Human Resource Development Review / December 2003

Purposive learning channels Relational learning channels

Culture of work environment

Factors That Influence Knowledge Sharing Between Individuals in Organizations

Motivation to Share Culture

Opportunities to Share Culture

A Model of Knowledge Sharing Between Individuals in Organizations

Ipe / KNOWLEDGE SHARING

Implications for Research

Human Resource Development Review / December 2003

Ipe / KNOWLEDGE SHARING

Human Resource Development Review / December 2003

Ipe / KNOWLEDGE SHARING

Human Resource Development Review / December 2003

Ipe / KNOWLEDGE SHARING

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