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Purpose This paper aims to explore the relationship between face-to-face social networks and knowledge sharing. Design/methodology/approach Qualitative data gathered through 25 semi-structured interviews in five manufacturing firms were collected and analysed. A grounded theory approach was used to analyse the data, which was supported through NVivo qualitative data analysis software. Findings The results reveal that face-to-face social networks facilitate knowledge sharing in diverse ways. These include the use of multiple communication styles, brainstorming and problem-solving, learning and teaching, training, consultations and employee rotation. Practical implications The findings of this research are expected to help practitioners to comprehend the big picture and scope of the steps they take to facilitate knowledge sharing in organisations. Viewing knowledge sharing from a holistic perspective can help practitioners comprehend how face-to-face knowledge sharing fits with and complements other knowledge-sharing channels, such as electronic social media and document repositories. In addition, through face-to-face social networks, practitioners can leverage work groups to increase knowledge sharing, meaning that potential cost savings and improved work practices can be achieved. Originality/value For researchers, three new models are developed which provide new insights into the nature of the relationship between face-to-face social networks and knowledge sharing. The first model relates to brainstorming and problem-solving, the second to knowledge levels and the direction of learning and teaching and the third to factors influencing social networks and knowledge sharing.

This article puts forward a conceptual model for understanding the influence of the learning organization's five disciplines on knowledge management processes. It proposes that the learning process should be measured as a multi-disciplinary construct consisting of personal mastery, mental models, team learning, shared vision, and systems thinking. Potential implications of learning organisation disciplines for the acquisition, sharing, and application of knowledge are illustrated. A number of possible relationships between learning organization disciplines, and knowledge management processes were employed to propose such relationships. This article develops a measure that shows the connection between the learning organization's disciplines and knowledge management processes. Through a conceptualization of the relationships between the learning organization discipline and knowledge management processes the study provides practical guidance for practitioners during the implementation of knowledge management processes.

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