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Figure 1 – uploaded by isaac sodzi offei
Figure 1 Collaboration and knowledge sharing in the procurement activity. Source: Ghazali et al., (2012) that socialisation boosts the creation of knowledge through combined perspectives (Nonaka & Takeuchi, 1995). It has been revealed that knowledge sharing particularly, tacit knowledge sharing can be enhanced by providing live conversations, relationship networking, and collaboration among individuals (Panahi, Watson & Partridge, 2012). However, research with regards to knowledge sharing, suggests that people contribute knowledge when they perceive reputation enhancement, when they have experiences to share, and when they are structurally embedded in the network (Hung, Lai & Chou, 2010). It must be noted that knowledge sharing is realized at two levels, with each level serving as an effective mechanism to share knowledge of a certain type, be it tacit or explicit (Bouzdine & Bourakova-Lorgnier, 2004). In order to build an effective knowledge sharing network, leaders use formal and informal social gatherings, off-site retreats, collocation, open office designs, and incentive systems that reward participation and collaboration (Bouzdine & Bourakova-Lorgnier, 2004). These techniques aim to develop effective communication between sub-networks based on emotive and/or reactive mechanisms (ibid) (Bouzdine & Bourakova-Lorgnier, 2004). In Figure 1, Ghazali et al. (2012) illustrate how knowledge is shared among engineering firms, consulting firms, contractors, subcontractors, suppliers, and site owners through a collaboration at the procurement level of a given project. Through a collaboration of the various actors in the procurement of a given project, relevant knowledge could be shared or transferred from one actor to another. This study focuses on the interaction and relationships among public procurement professionals and a possible sharing and transferring of relevant knowledge in order to improve their professionals’ knowledge base and skills. Knowledge transfer is referred to as the process of systematically organised exchange of information and skills between units (Jimenéz-Jimenéz, Martinez-Costa & Sanz-Valle, 2014). This becomes evident when experience acquired in one unit affects another, which can lead to the creation of new knowledge (Argote, McEvily & Reagans, 2003).
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