As a knowledge economy Denmark is critically dependent on knowledge. With the financial crisis still raging, organizations must increasingly rely on knowledge and knowledge sharing to sustain and further develop their competitive advantage. However, as knowledge management literature shows, knowledge sharing is no easy task. In recent years, several possible methods have been presented in literature, one of the more promising ones being narrative knowledge sharing. As will be pointed out, this method solves the initial issues concerning knowledge sharing, but also raises a new line of challenges. As a response to this, we strive to develop an understanding of how the introduction of narrative coaching may contribute to narrative knowledge sharing in a group setting. Through theoretical analysis of three key scientific areas: knowledge sharing, narrative theory, and narrative coaching, we suggest several possible ways for narrative coaching to contribute to knowledge sharing in groups. This is achieved through three separate loops of analysis. First, a cursory understanding of the three scientific areas and their ‘interrelatedness’ is achieved. This result in three focus areas of how narrative coaching may contribute to knowledge sharing, which relates to the presented critique of narrative knowledge sharing. Secondly, an analysis of possible resistance towards knowledge sharing will be carried out, resulting in an understanding of how narrative coaching may limit the effect of barriers related to dysfunctional group perceptions inhibiting effective knowledge sharing. Finally, building on the understanding achieved in the first loop of analysis, we try to create a process of knowledge sharing using theories from the field of narrative coaching. Our final understanding of how narrative coaching may contribute to knowledge sharing is that narrative coaching indeed has its merits when it comes to contributing to knowledge sharing in a group setting, both in the sense of removing resistance towards knowledge sharing and by providing tools to set up a working knowledge sharing process.
|Educations||MSc in Psychology, (Graduate Programme) Final Thesis|
|Number of pages||119|