Exploring psychosocial and organizational conditions in relation to knowledge sharing and teamwork : A qualitative study of barriers and facilitators within an engineering team context

The aim of the study was to explore engineers’ subjective experience of psychosocial and organizational conditions in relation to knowledge sharing within their team context. The aim was to give a deeper understanding of what hinders and promotes knowledge sharing within and between engineering teams. The study was based on ten semi-structured interviews with twelve engineers, ten men and two women working in Sweden. Findings from the data collection were coded through thematic analysis and thereby analyzed in relation to theory of psychological safety, the theory of knowledge creation and transfer (SECI-model) and the Self-Determination theory. The result showed findings concerning the importance for common places for knowledge sharing to enable exchange of tacit and explicit knowledge. Furthermore, how relations may enable or hinder knowledge sharing. In addition, reluctance to share knowledge due to experience of a competitive environment. Moreover, the role of leadership and organizational priorities in order to allocate time for employees to engage in knowledge sharing. Further on, the importance of every individual´s equal value and contribution regardless of experience. The conclusion indicates a dynamic work environment where psychosocial factors as well as organizational conditions contribute to how knowledge sharing is experienced by the participants. Moreover, the result and analysis revealed facilitators such as the need for common places for knowledge sharing, either digitally or physically. Close relationships in order to enhance safety and willingness for knowledge sharing. Furthermore, organizational conditions in the form of allocated time to make knowledge sharing a priority. In addition to this, the importance of a collaborative climate to decrease the risk of a competitive climate by focusing on collective performance rather than individual achievements. Lastly, the importance of equal validation regardless of experience in order to encourage individuals to share their knowledge by feeling equally important.