This thesis initiates from the empirical researches findings which indicate that cognition-action gap exists in knowledge sharing practice. In order to have a deep insight, the researcher conducts a phenomenological qualitative research to explore the context behind this phenomenon. We adopt phenomenological interview technique to explore the lived experience concerning knowledge sharing in knowledge management systems (KMS) called SCTNet. We interview forty-nine teachers who register as the members on SCTNet and are located in different cities in Taiwan. Research findings show that the meaning of knowledge that teachers perceive are¡G the techniques and lived experiences accumulated from the interactions with children¡¦s parents and children, teaching professions and designs, and the beliefs in teaching. The teachers perceive knowledge sharing as the transit power in transforming oneself from alone to belong to the teacher¡¦s professional community and helps oneself expands his/her experience from limited into broader. We find that teachers¡¦ interaction happened in five different fields in the school. These are the places of workshop, demo, gossiping, apprenticeship learning, and ¡§the space between you and me¡¨. In each field, there exist different phenomena of interactions. In the fields of workshop, demo, gossiping and apprenticeship learning, most of the interactions are perceived as a ¡§form of play¡¨, and only little lived experience is shared in these places. Most of lived experience sharing and learning happen in ¡§the space between you and me¡¨. Research findings indicate that the constrains frame these teachers in speaking out of their lived experience are¡Gthe norms of teacher society, busyness, and loneness. These teachers show their desires in looking for ¡§others¡¨ as the learning and sharing partners in SCTNet. Yet, they show different participation phenomena while they present themselves in the virtual space and these phenomena outline two forums for interaction in SCTNet. One of them is ¡§Smart¡¨ platform and another is ¡§Outside¡¨. On the ¡§Smart¡¨ platform, teachers perceive themselves as smart teachers and show strong group identity to this platform, share their lived experience actively, and always give support while partners need. They defense against outsiders while others criticize their platform. However, the members and their behaviors in sharing on ¡§Smart¡¨ platform are through the security check and guaranteed the sharings are safe. The phenomena in ¡§Outside¡¨ show that most of the participants keep quiet or with few interactions to hide themselves from the ¡¨others¡¨ on SCTNet. In this area, a lot of teaching materials are stored and used by the novices or the travelers on the virtual space. Sometimes, ¡§Outside¡¨ serves as the communication channel of the educational administration for transfering the documentations. Yet, with the administration intervention, participants are encouraged to submit or post some materials upon the ¡§quantity¡¨ request. This makes the SCTNet under the risk of becoming an information junkyard (McDermot 1994). Research findings also indicate the factors which serve as obstructs, exits, and projections that teachers tour around the physical and virtual space. At the end, several reflections are proposed from the perspectives of educational contexts, teachers, and information technologies for constructing the knowledge management systems.

Kunskap- och erfarenhetsdelning är ett brett och viktigt koncept för företagens ekonomiska tillväxt och konkurrenskraft. För konsultfirmor är det av extra vikt då deras kärnverksamhet grundar sig i att sälja kunskap i form av tjänster, men där problematiken är att de projektledande konsulterna kan uppleva att hjulet kontinuerligt återuppfinns i projekten. Under de senaste årtionden har en trend i sammanslagningar och förvärv noterats inom samhällsbyggnadsbranschen. De organisatoriska förändringarna som förvärv medför ökar behovet av en lämplig kunskapshantering för att skapa synergi inom bolaget, så att kunskap och erfarenheter blir en kollektiv resurs. Utmaningen för konsultorganisationer är att företagen består av individer från olika företagskulturer med olika preferenser, att organisation är i ständig förändring samt konkurrensen medarbetare emellan. Syftet med denna studie är därmed att öka kunskaps- och erfarenhetsdelning medarbetare emellan genom att identifiera lämpliga metoder och medel, för att långsiktigt tillvarata den befintliga kompetensen inom organisationen. Genom att tillvarata på kunskaper och lärdomar från varandra och från tidigare uppdrag kan innovativa och hållbara lösningar delas, vilket medför att kunskapsluckorna och risker i nya uppdrag minskar samt att de undviker att återuppfinna hjulet. Syftet uppnås genom att besvara följande frågeställning; “Hur kan organisationer ständigt förbättra kunskaps- och erfarenhetsdelningen internt genom god förståelse för de olika kunskapsformerna?”. Arbetet resulterar i en tabell med lämpliga och förbättrade metoder för kunskaps- och erfarenhetsdelning, samt för hur dokumenteringen av kunskap kan gå till. Framtagandet av dessa metoder har gjorts genom analys av intervjumaterial som insamlats från respondenter som tillhör ett konsultbolag som växt genom förvärv. Analysen har kontinuerligt följt teoretiska ramverken om ständiga förbättringar av McLean och Anthony (2019) där de vanligaste fallgroparna är sammanställda, samt SECI-modellen för förståelse av kunskapsflödet inom organisationen. Slutligen resoneras det att, för att nå en ökad kunskaps- och erfarenhetsdelning inom ett konsultbolag som växt genom förvärv, krävs det att ledningen arbetar för en ökad teamanda, gemenskap och samhörighet. Eftersom detta skapar en stimulerande miljö som underlättar att motivera kunskaps- och erfarenhetsdelning genom att inkludera formella och informella möten, både fysiskt som digitalt. Något som behöver inkluderas är tydliggörandet av nyttan som förbättrande initiativ medför genom att visa mätbara resultat som ett incitament för konsulterna. / Knowledge- and experience sharing is a broad and important concept for companies' economic growth and competitiveness. For consulting firms, it is of extra importance as their core business is based on selling knowledge in the form of services, but the problem is that the project-leading consultants may experience that the wheel is continuously being reinvented in the projects. In recent decades, a trend in mergers and acquisitions has been noted in the public construction industry. The organizational changes that acquisition entail increase the need for appropriate knowledge management to create synergy within the company, so that knowledge and experience become a collective resource. The challenge for consulting organizations is that the companies consist of individuals from different corporate cultures with different preferences, that the organization is constantly changing and that there is a competition between employees. The purpose of this study is thus to increase the sharing of knowledge and experiences between employees by identifying appropriate methods and means, in order to utilize the existing competence within the organization in the long term. By utilizing knowledge and lessons from each other and from previous assignments, innovative and sustainable solutions can be shared, which means that the knowledge gaps and risks in new assignments are reduced and that they avoid reinventing the wheel. The purpose is achieved by answering the following question: "How can organizations constantly improve the sharing of knowledge and experiences internally through a good understanding of the various forms of knowledge?". This paper results in a table with suitable and improved methods for knowledge and experience sharing, as well as how the documentation of knowledge can be done. The development of these methods has been done through analysis of interview material collected from respondents belonging to a consulting company that has grown through acquisitions. The analysis has continuously followed the theoretical frameworks, continuous improvement of McLean and Anthony (2019) where the most common pitfalls are compiled, as well as the SECI model for understanding the flow of knowledge within the organization. Finally, it is reasoned that, to achieve an increased sharing of knowledge and experience within a consulting company that has grown through acquisitions, it is required that the management works for an increased team spirit, community and togetherness. As this creates a stimulating environment that facilitates the justification of knowledge and experience sharing by including formal and informal meetings, both physical and digital. Something that needs to be included is the clarification of the benefits that improving initiatives bring by showing measurable results as an incentive for consultants.

資訊科技的蓬勃發展，地球村世界的來臨，提供現代人快速取得知識的平台，也促成了急速轉變的全球性競爭的環境，使企業面臨了非常重大的挑戰，迫使企業開始重新思考組織核心能力，以滿足隨時可能產生變動的市場需求；企業必須作出更快速的決策，以適應全球化腳步發展。越來越多的企業警覺到知識分享對於員工累積經驗與企業正向發展的重要性，因而透過不同的方式來鼓勵員工知識分享建構具競爭力的學習型組織。 多數的研究報告皆在探討轉換型領導風格 (transformational leadership) 和交換型領導風格 (transactional leadership) 對於組織文化、組織策略執行力…等的相關性研究，尚未有探討過威權式的領導風格對於員工知識分享意願的影響。威權式的領導風格是否影響員工知識分享意願、企業具備知識分享的氛圍，是否干擾在威權式領導風格之下之員工分享知識與經驗意願 ? 有鑑於此，本研究針對威權式的領導風格如何影響員工知識分享意願，並以知識分享之企業文化為干擾因素，尋找過去相關文獻資料加以整理，歸納出假設與模型，並依照此模型進行分析與探討，以提出對實務界有效的建議與學術界未來的研究方向。 本研究採問卷調查法，在不同產業中挑選頗具盛名的公司，針對其員工進行便利抽樣，並採用Lisrel 和 SPSS軟體來進行資料的分析。從威權式領導風格、知識分享企業文化、知識分享意願三個構面，探討主管威權式的領導風格如何影響員工的知識分享意願，並以知識分享的企業文化為干擾因素。以研究結果歸納出相關結論，以提供相關建議，供實務界在推行知識管理時一個主要的關鍵成功因素，以提高知識分享的可行性。亦供學術界進行組織氛圍研究之參考。 本研究結論如下: 1. 威嚴式領導與員工知識分享意願呈現負相關。 2. 知識分享的企業文化與員工知識分享意願呈現正相關。 3. 知識分享的企業文化，干擾在威權領導風格下之員工知識分享意願程度。 / In the past, research on the knowledge-sharing behavior of indi-viduals lacked discussions on authoritarian leaderships. Therefore, this research demonstrates how authoritarian leadership and or-ganizational culture affect the knowledge-sharing behavior of indi-viduals. The purpose of this research is to focus on an authoritarian leadership’s effect on the knowledge-sharing behavior of individu-als that is influenced by innovation and a sound organizational climate. Questionnaires were administered to employees from various in-dustries in order to gather information regarding individuals’ be-havior under an authoritarian leadership. The author used conven-tional sampling methods and 233 out of 250 participants provided relevant information. The findings of the research were as follows: 1. The more a leader tends to express authoritarian leadership, the less an individual exhibits knowledge-sharing behavior. 2. The more an organization demonstrates a knowledge-sharing culture, the more an individual exhibits knowledge-sharing be-havior. Such a culture, especially, encourages ‘innovation, sharing and learning’. 3. Organizations that possess a culture that is highly oriented to-wards knowledge sharing influence the knowledge-sharing be-haviors of individuals under authoritarian leaderships.