ISSN: 2226-6348
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Knowledge sharing plays a determining role in growth and development of organizations, since it is one of the elements of knowledge management process and affects employees' motivation. This survey aimed to study the impact of attitude towards knowledge sharing on employees' motivation in University of Isfahan. It was conducted using descriptive-field method and statistical population included 830 employees of the university among which one-hundred thirty (130) persons were selected as sample through random sampling method. Questionnaire of attitude towards knowledge sharing containing twenty-three questions and questionnaire of employees' motivation containing twenty-eight questions were tools of data collection. Content and face validities and thus the questionnaire were confirmed by supervisors. Also Cronbach alpha coefficient was used to confirm reliability that was obtained equal to 0.89 and 0.83 for components of attitude towards knowledge sharing and employees' motivation respectively. Descriptive statistics methods, t-test and Friedman ranking test were applied for inferential analysis of data. Findings reveal as the mutual significance level (0.000) is less than 5%, it could be perceived that mean of this item has a significant difference with test value (equal to 3). On the other hand, mean is higher than test value equal to 3 given that lower and upper limits of confidence interval are positive. As a result, research hypothesis is confirmed and employees' attitude towards knowledge sharing is effective on employees' motivation in viewpoint of respondents. Results indicate attitude towards knowledge sharing is effective on employees' motivation in the organization. If it is intended that employees share their knowledge with others well, existence of a proficient management is necessary.
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In-Text Citation: (Nili et al., 2013)
To Cite this Article: Nili, M., Isfahani, A. N., & Tanhaei, M. H. (2013). Knowledge Sharing and its Impact on Employees’ Motivation. International Journal of Academic Research in Progressive Education and Development, 2(3), 90–102.
Copyright: © 2018 The Author(s)
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