Organizations are attempting to leverage their knowledge resources by employing knowledge management (KM) systems, a key form of which are electronic knowledge repositories (EKRs). A large number of KM initiatives fail due to the reluctance of employees to share knowledge through these systems. Motivated by such concerns, this study formulates and tests a theoretical model to explain EKR usage by knowledge contributors. The model employs social exchange theory to identify cost and benefit factors affecting EKR usage, and social capital theory to account for the moderating influence of contextual factors. The model is validated through a large-scale survey of public sector organizations. The results reveal that knowledge self-efficacy and enjoyment in helping others significantly impact EKR usage by knowledge contributors. Contextual factors (generalized trust, pro-sharing norms, and identification) moderate the impact of codification effort, reciprocity, and organizational reward on EKR usage, respectively. It can be seen that extrinsic benefits (reciprocity and organizational reward) impact EKR usage contingent on particular contextual factors whereas the effects of intrinsic benefits (knowledge self-efficacy and enjoyment in helping others) on EKR usage are not moderated by contextual factors. The loss of knowledge power and image do not appear to impact EKR usage by knowledge contributors. Besides contributing to theory building in KM, the results of this study inform KM practice.

Contributing knowledge to electronic knowledge repositories: an empirical investigation

Knowledge sharing: A review and directions for future research

Today, knowledge is considered the most strategically important resource and learning the most strategically important capability for business organizations. However, many initiatives being undertaken to develop and exploit organizational knowledge are not explicitly linked to or framed by the organization's business strategy. In fact, most knowledge management initiatives are viewed primarily as information systems projects. While many managers intuitively believe that strategic advantage can come from knowing more than competitors, they are unable to explicitly articulate the link between knowledge and strategy. This article provides a framework for making that link and for assessing an organization's competitive position regarding its intellectual resources and capabilities. It recommends that organizations perform a knowledgebased SWOT (strengths, weaknesses, opportunities, and threats) analysis, comparing their knowledge to that of their competitors and to the knowledge required to execute their own strategy.

Developing a Knowledge Strategy

This paper investigates how an organizational competence in boundary spanning emerges in practice by drawing on the concepts of boundary

spanner and boundary object. Using data from two qualitative field studies, we argue that in order for boundary spanning to emerge a new joint field of practice must be produced. Our data illustrate that some agents partially transform their practices in local settings so as to accommodate the interests of their counterparts. While negotiating the new joint field, these agents become what we call boundary spanners-in-practice who produce and use objects which become locally useful and which acquire a common identity-hence, boundary objects-in-use. Moreover, we show how boundary spanners-in-practice use various organizational and professional resources including the influence that comes with being nominated to boundary spanners' roles to create the new joint field. The conditions necessary for boundary spanners-in-practice to emerge are outlined and discussed, as are important implications for IS implementation and use.

The emergence of boundary spanning competence in practice: implications for implementation and use of information systems

One of the major challenges an organization faces is to manage its knowledge assets. Increasingly, the use of knowledge is seen as a basis for competitive advantage. This paper explores the key factors that have been cited as significant influences on the ability to transfer knowledge, an important area of knowledge management. Each of these factors is discussed separately and then integrated into a conceptual framework to explain how effective knowledge transfer can be managed in an organization. A set of managerial implications, or a qualitative assessment approach, is also discussed. It is framed as organizational characteristics and managerial practices required to establish an effective knowledge transfer process in an organization. Conclusions are drawn about the complexity of managing knowledge transfer and the need to take a balanced approach to the process.

Managing effective knowledge transfer: an integrative framework and some practice implications

This paper examines the role of computer-aided systems (CAS) for enhancing organizational learning in distributed environments. The basic research questions are: how do features of CAS enhance organizational learning, and how does organizational context influence the role of CAS in organizational learning?The theoretical framework focuses on the decision to contribute and adopt knowledge in distributed environments. Specifically, we investigate the intersections between the features of CAS and inhibitors to contributing or adopting knowledge, in the light of different organizational context variables.Two cases of information environments for knowledge sharing are examined: a formal electronic library system and an informal community that uses a variety of communication technologies. The cases are used to illustrate how the intersection between CAS features and the decisions to adopt and contribute enhance or inhibit knowledge sharing.

/pdf/computer-aided-systems-and-communities-mechanisms-for-bxdvgwaws2.pdf

Computer-aided systems and communities: mechanisms for organizational learning in distributed environments

Executive Overview Effective companies diffuse best practices with rocket speed. Computer-aided systems should be the launch pad for this diffusion, yet few companies have seized the opportunity that computer-aided systems represent for enhancing the speed of best practice diffusion. We identify four dilemmas that prevent effective transfer of best practices across organizational units. Impediments range from inherent motivational problems in system use to difficulties in demonstrating how the systems improve organizational effectiveness. This article explores the dilemmas and identifies managerial strategies for increasing best practice exchange with computer-aided systems. These strategies deserve attention because increases in best practice exchange provide visible improvements in productivity and quality, and enhance the strategic value of the firm's computer technology.

Eric D. Darr

Papers

Computer-aided systems and communities: mechanisms for organizational learning in distributed environments

Exchanging best practices through computer-aided systems

Computer-Aided Systems for Organizational Learning