It is more blessed to give than to receive: examining the impact of knowledge sharing on sharers and recipients

Abstract

Purpose This study aims to debunk the myth that knowledge sharing will harm one’s competiveness, and argues, from the learning theory perspective, that sharing knowledge benefits both knowledge sharers and knowledge recipients. Design/methodology/approach Survey data were collected from 233 respondents across a variety of industries in Taiwan and the data were analyzed using Partial Least Squares analysis. Findings The results showed that both knowledge sharers and knowledge recipients benefitted from knowledge sharing, developing deeper and wider knowledge, leading to better performance, and that the benefits were greater for the knowledge sharers. Practical Implications It is suggested that managers advocate knowledge sharing as a learning activity for both knowledge sharers and knowledge recipients. Regular knowledge sharing activities are advised, with knowledge sharers engaged fully in active learning, and knowledge recipients encouraged to take a more active role, by not only listening but also starting to share themselves. Originality/value This research adds to the knowledge management literature by investigating the results of knowledge sharing for both the sharer and recipient through a learning theory lens. It challenges the conventional view that employees will be worse off if they share knowledge, and debunks it with theoretical argument and empirical evidence. It offers insights into the impact on knowledge breadth and depth at the individual level, which was previously only studied at the organizational level.

Interpersonal trust and employee knowledge sharing behavior

“…Frequent engagement in knowledge contribution and knowledge-seeking behaviors with peers was found to stimulate employee creative performance. More specifically, knowledge contribution of tacit nature by individuals had more significant influence on their creativity as compared to knowledge seeking, and thereby supporting previous views by Radaelli et al (2014) and Zhu et al (2018). They claimed that knowledge contribution takes place with an active orientation and results in deep learning of the knowledge provider thereby strengthening his knowledge base.…”

“…While tacit knowledge is considered more critical in creative performance, explicit knowledge also plays its part in triggering individual creativity. Zhu et al (2018) suggest that by transferring explicit knowledge, employees get the opportunity to combine it with existing knowledge properties thereby internalizing the new knowledge.…”

Integrating the bright and dark sides of communication visibility for knowledge management and creativity: The moderating role of regulatory focus

“…Sharing knowledge can enable deep learning because participants must organize, understand, conceptualize, and analyze their knowledge in order to share it (Zhu et al, 2018) contributing to mental model building (Rice et al, 2019). When employees share knowledge with other coworkers, they may need to see things from different perspectives; thus their knowledge base can be expanded (Cropanzano & Mitchell, 2005).…”

“…When employees share knowledge with other coworkers, they may need to see things from different perspectives; thus their knowledge base can be expanded (Cropanzano & Mitchell, 2005). In addition, when employees prepare for knowledge sharing, they are more likely to catch up on related ideas or concepts that they are not familiar previously (Zhu et al, 2018). Van den Hooff et al (2003) proposed that one primary public good associated with sharing knowledge to shared knowledge repositories is the availability of a pool of knowledge available for generalized reciprocity and for combining information to produce new solutions.…”

Why do people seek knowledge? Tracing factors that affect knowledge seeking intention

“…According to Wasko and Faraj (2005), in an IT-based platform, lack of familiarity with the person who contributes leads to questions regarding the reliability of the response. Recipient’s perception of sharer’s expertise and trust in the sharer are also found to impact knowledge transfer from sharer to receiver (Kang and Hau, 2014; Zhu et al , 2018). While some studies categorize credibility of knowledge shared as a reason for inadequate re-use, other studies reveal that trust in the community of users did not affect knowledge seeking continuance intention directly.…”